Table of Contents: Drafting Material for Unit 2

Prompt & Guidelines for Organization of Paper 2.......................................................................................2

RUBRIC (& possible Peer Review form) for Project 2...................................................................................3

DRAFTING BODY PARAGRAPHS...................................................................................................................4

Template phrases:.......................................................................................................................................6

Templates for Introducing all Three Authors...............................................................................................7

MODEL: Tough, KIPP Schools, & Chapter 9..................................................................................................8

Framework for Body paragraphs.................................................................................................................9

Framework for Body paragraphs + Sample Body paragraphs....................................................................11

Sample body paragraphs CHARTED (Uses Chua).......................................................................................13

More Sample Body Paragraphs – Healthcare............................................................................................14

Prospectus for Paper 2 (Gladwell) 1 -2 pages............................................................................................14

More Sample Body Paragraphs.................................................................................................................15

Sample Food Inc. Draft..............................................................................................................................16

Sample Gladwell Draft...............................................................................................................................18

Moew Sample Papers: Chua & Healthcare................................................................................................22

WRITING TIPS FOR SOURCES PAPER..........................................................................................................34

Words for Signaling Connections...............................................................................................................35

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Prompt & Guidelines for Organization of Paper 2 ASSIGNMENT PROMPTLength 7 – 8 pages In “The Moral Instinct,” Harvard University psychology professor Stephen Pinker claims that our moral sense comes primarily from evolution, is largely “instinctual,” and that there may be a limited number of universal moral “principles.” He suggests that recent scientific research provides important new ways of thinking about morality – how morality evolved, how it operates, and how humans engage in “moral reasoning.” For this paper you will select at least two outside texts that make arguments that connect with those of Food Inc. You will use these texts to illustrate, clarify, challenge, qualify, extend, or complicate one of the arguments advanced in “The Moral Instinct.”

Criteria for Evaluation: 1. accurately describe the author’s project and argument 2. signal the topic and give a clear indication of how the paper will proceed3. locate claims and/or evidence from (at least) 2 outside sources that connect with Pinker’s

argument4. analyze these claims/evidence in order to show how they illustrate, clarify, extend, or complicate

arguments found in Pinker5. present evidence that explains in detail how these texts illustrate, clarify, extend, or complicate

Pinker’s arguments6. use an effective structure that carefully guides the reader from one idea to the next and be

thoroughly edited so that sentences are readable and appropriate for an academic paper

BREAKDOWN/ORGANIZATIONIntroduction

Introduce the topic/establish exigency, significance, or advance a “centrality claim” Introduce the rhetorical context of “The Moral Instinct”.

o (think Rhetorical Situation: author, text, context, audience, purpose) Briefly introduce Pinker’s project & argument. Metadiscourse – explain YOUR purpose and project (what your paper will do)

State the direction of your analysis and the steps you will take to get there. (For example, “In my analysis of Pinker’s text I will examine [what?] and demonstrate [what?].”) (This orients the reader, but can also be where you reveal your own stance.)

Body1. State one of Pinker’s claims and briefly describe how he supports the claim.2. Give a salient example, and nail your example with a quote.3. Explain the quotation by telling what he is doing, and delineating the ways it ties back to his

argument.4. Introduce the outside text/author, and explain how the secondary text extends, complicates,

challenges, illustrates, or qualifies Pinker’s argument. Use quotes and examples from both Pinker & the outside text to support your analysis.

5. Explain and/or discuss the significance of the connection

Conclusion: This is the “so what, who cares?” part of your essay. You have several options. You can Consider as a whole what the other texts DO to Pinker’s claims. Consider the strengths/weaknesses, and effectiveness of Pinker’s claims and strategies. Comment on how this argument has affected you as an individual and/or how it might affect

other viewers.

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Discuss where this analysis leads you – what position do you know have on the issue?

RUBRIC (& possible Peer Review form) for Project 2Student __________________________________ RWS 100 Grading Rubric for Project #2

Points Possible

Criteria Draft Final

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Introduces topic at hand, and author. Gives an account of Pinker’s overall argument and project. Comments:

5Has a clear thesis statement which makes an argument and indicates how the paper will proceed. (metadiscourse)Comments:

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Analyzes one of Pinker’s arguments through the lens of outside texts and demonstrates explicitly how it is being complicated, extended, qualified, or illustrated. Does not merely compare evidence or give general discussion of what texts are “about”, but makes genuine connections using verbs and phrases from the reader.Comments:

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Summarizes connections between the texts and the significance of these connections; discusses what has been learned about the topic, as well as arguments and how they can be complicated, illustrated, qualified, or extended. (Conclusion)Comments:

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Uses an effective structure that carefully guides the reader from one idea to the next (smoothly integrates information and evidence from two sources and “The Moral Instinct,” and transitions between sentences and paragraphs).Comments:

5

Implements academic stylistic conventions, to include: sentences and paragraphs are cohesive, fully developed, unified and focused. All quotations are introduced, integrated, and explained.Comments:

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Carefully edited for grammatical errors as well as typos. Paper/Works Cited page follows MLA format (lack of careful proofreading and MLA format can result in the loss of up to 10 points).

Comments:

TotalPossible

100

Final Comments Your Total

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DRAFTING BODY PARAGRAPHSMAKING THE CONNECTION: BODY PARAGRAPH TEMPLATE, Project 2

1. Articulate your topic sentence by indicating what you’re going to do in this paragraph. Make sure to transition from previous paragraph, though that can be added later.

2. State central claim under investigation in this paragraph. Give us a solid example/quote/phrase of this claim in the central text, and explain the quotation.

3. Transition into secondary source. Explain how the secondary text relates to the claim in the central text.

4. Introduce secondary source contextually: author, title of essay/article and publication, and the project and argument.

5. Secondary source claim (in an example/quote/paraphrase) that you will use for analysis6. Analyze the example/quote/paraphrase, explaining why it is meaningful (bottom half of your

“quotation sandwich”7. The HOW/WHY. Return to central text (Pinker). How does this information connect to the

central text? [The outside source] challenges/illustrates/extends/qualifies/complicates Pinker’s claim OR argument because …

8. How is this significant? Explain how the evidence from both central and secondary sources affects the claim and why this evidence is significant. This is where you answer the questions: So what? Who cares? Use templates from Chapter 7 of They Say/I Say (91-95).

TEMPLATE + SAMPLE BODY PARAGRAPH(Bolded words are templates taken from They Say/I Say)

1. Articulate your topic sentence by indicating what you’re going to do in this paragraph. Make sure to transition from previous paragraph, though that can come later.

In the chapter, “Rice Paddies and Math Tests,” Gladwell focuses on the stereotype that Asians are good at math.

2. State central text (Gladwell) claim under investigation in this paragraph. Give us a solid example/quote/phrase of this claim in the central text.

Gladwell first points to the difference in number-naming systems between languages. This, Gladwell claims, allows Asian children to count faster and perform basic functions like addition easier than their American counterparts (229). He then brings in the rice paddy culture of many Asian countries, claiming that working a rice field is “ten to twenty times more labor intensive than working on an equivalent-size corn or wheat field” (235). Gladwell’s point is that the combination of these two—an advantage in number-naming systems and a cultural legacy of incredible work ethic—is precisely what allows Asians to be successful at math.

3. Transition into secondary source. What is the common ground between the two texts? Or, put another way, how does the secondary text relate to the claim in the central text?

Gladwell is not the only one who’s examined the Asian proclivity towards math. 4. Introduce secondary source contextually: author, title of essay/article and publication, and the

project and argument.

New York Times writer Michael Winerip explored this subject in his 2005 column, “For Immigrant Students, Math is One Road to Success.” Winerip had looked in his hometown newspaper to find a photo of his former high school’s math club, “[Seventeen] of 18 members were Asian. Mathematically, it made no sense. Quincy High is 22 percent Asian; why is the math club 94.4 percent Asian?” After interviewing

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teachers and students, he argues that Asians gravitate to math because “it’s their best shot to excel in a new land” (Winerip).

5. Secondary source claim (in an example/quote/paraphrase) that you will use for analysis

Most interestingly, many of the students said they thrived in math classes because it was one of the few subjects where their grappling with English didn’t hinder them. In fact, the math courses and school club helped to build their confidence and provide a community of other immigrants with whom they could connect (Winerip).

6. Analyze the example/quote/paraphrase, explaining why it is meaningful (bottom half of your “quotation sandwich”

In essence, these students are saying that their motivation for math is rooted in the desire to adapt and succeed in America.

7. The HOW/WHY. Return to central text (Gladwell). How does this information connect to the central text? [The outside source] challenges/illustrates/extends/qualifies/complicates Gladwell’s claim OR argument because …

Though his evidence is anecdotal, Winerip’s article complicates Gladwell’s claim because he offers another explanation for Asian students’ math success. While Gladwell would point to their home languages and cultural legacies, the students in Winerip’s article are much more motivated by their immediate social surroundings.

8. How is this significant? Explain how the evidence from both central and secondary sources affects the claim and why this evidence is significant. This is where you answer the questions: So what? Who cares? Use templates from Chapter 7 of They Say/I Say (91-95).

On one hand, readers might say that the students in Winerip’s article are evidence of another stereotype—that teenagers are more concerned with their social status and thus they could be overlooking their innate cultural legacy. But on the other hand, these students make readers question how much cultural legacy functions on a daily basis when the desire to belong, rather than the desire to work hard, is primary. In fact, the article implied that the white students interested in the math club don’t stay long in the club because it has become the “de facto Asian social club” and feel as if they don’t belong (Winerip).

Sample, in paragraph form: In the chapter, “Rice Paddies and Math Tests,” Gladwell focuses on the stereotype that Asians are good at math. Gladwell first points to the difference in number-naming systems between languages. This, he claims, allows Asian children to count faster and perform basic functions like addition easier than their American counterparts (229). He then brings in the rice paddy culture of many Asian countries, claiming that working a rice field is “ten to twenty times more labor intensive than working on an equivalent-size corn or wheat field” (235). Gladwell’s point is that the combination of these two—an advantage in number-naming systems and a cultural legacy of incredible work ethic—is precisely what allows Asians to be successful at math.

Gladwell is not the only one who’s examined the Asian proclivity towards math. New York Times writer Michael Winerip explored this subject in his 2005 column, “For Immigrant Students, Math is One Road to Success.” Winerip had looked in his hometown newspaper to find a photo of his former high school’s math club, “[Seventeen] of 18 members were Asian. Mathematically, it made no sense. Quincy High is 22 percent Asian; why is the math club 94.4 percent Asian?” After interviewing teachers and students, he argues that Asians gravitate to math because “it’s their best shot to excel in a new land” (Winerip). Most interestingly, many of the students said they thrived in math classes because it was one of the few subjects where their grappling with English didn’t hinder them. In fact, the math courses and school club helped to build their confidence and provide a community of other immigrants with whom

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they could connect (Winerip). In essence, these students are saying that their motivation for math is rooted in the desire to adapt and succeed in America.

Though his evidence is anecdotal, Winerip’s article complicates Gladwell’s claim because he offers another explanation for Asian students’ math success. While Gladwell would point to their home languages and cultural legacies, the students in Winerip’s article are much more motivated by their immediate social surroundings. On one hand, readers might say that the students in Winerip’s article are evidence of another stereotype—that teenagers are more concerned with their social status and thus they could be overlooking their innate cultural legacy. But on the other hand, these students make readers question how much cultural legacy functions on a daily basis when the desire to belong, rather than the desire to work hard, is primary. In fact, the article implied that the white students interested in the math club don’t stay long in the club because it has become the “de facto Asian social club” and feel as if they don’t belong (Winerip).

Template phrases:1) Author, term (illustrates, clarifies, extends, complicates), Pinker’s claim (insert chosen claim),

by…(cite evidence from the author’s text). 2) Author, term (illustrates, etc) the matter/claim/idea/concept further by

stating/asserting/revealing…(cite evidence from the supplementary text).3) Pinker’s claim regarding (insert claim), is (insert appropriate term), by (author), in his/her

article/editorial/book (insert attribution phrase), as he/she states/claims/argues/queries, (insert author’s claim).

4) If the text is ‘doing’ more than one thing to Pinker’s argument: Not only does (state the author)’s claim regarding (insert author’s claim) + (appropriate term) Pinker’s argument of (insert Pinker’s claim), it also (insert correlating term) this idea by (cite additional evidence from the author’s text). ORIn addition to (insert appropriate term) Pinker’s argument concerning (insert Pinker’s claim), (author’s name) + also (correlating term) the argument by (cite additional evidence from the author’s text).

Example using template:1) Author, Michael Cannon, complicates Michael Moore’s argument for a ‘right’ to universal health

care, by revealing important issues not considered by Moore, including financial strain and provision of extensive medical care.

3) Moore’s claim regarding the failure of profit-based health insurance companies to protect their clients, is extended by a staff writer from KMBC-TV in Kansas City, when he provides a follow-up on Julie Pierce’s devastating testimonial, debuted in Moore’s film, of losing her husband to cancer after he was denied life-saving treatments. KMBC-TV claims that Moore’s documentary gave Pierce “a voice and a stage.”

4) In addition to illustrating Moore’s argument concerning the excessive price tags of poor health-insurance plans, and the need for drastic modification of our current system, author Scott Shore, in his article, “The Nightmare of Universal Health Care,” complicates Moore’s argument by claiming that universal health-care is not the appropriate solution for our health-care mess.

TEMPLATE # 2Author A complicates Author B’s argument by ______________, _______________, and ____________________.

Author A suggests that Author B fails to ______________________.

Author A acknowledges that Author B is_________________________ yet Author B still does not/does not address _____________________________________________.Although Author A agrees with Author B that ____________________ he/she (refutes/counters/rebuts)

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_________________________.Author A’s assertion contrasts with Authors B’s claim that ___________________

Templates for Introducing all Three Authors

The following templates may be helpful when you’re introducing all three authors.

Both of these authors examine issues similar to the ones Pinker discusses. ________________ addresses the issue of ________________, and (clarifies, illustrates, etc) Pinker’s argument by __________________________. _________________ discusses the idea of _______________________, and (clarifies, illustrates, etc) his analysis of _______________ by showing __________________________.

Both authors address issues related to Pinker’s argument, but in different ways. __________________ offers an alternate viewpoint of ______________ portion of Pinker’s argument (cause of the problem, solution, etc). He/she (illustrates, complicates, etc) his idea by ________________________. In contrast, _________________ addresses the portion of Pinker’s argument that deals with ____________________ (effects, solutions, etc). He/she (clarifies, illustrates, etc) his idea by _____________________________.

All three authors are concerned with the issue of _______________________. Pinker addresses ____________’s opinions in his article, saying ______________________. _______________’s writing (clarifies, illustrates, etc) Pinker’s because _________________________. The third author, _______________, (clarifies, illustrates, etc) both of them because _______________________.

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MODEL: Tough, KIPP Schools, & Chapter 9 Tough’s “What It Takes to Make a Student” is useful in that it discusses many of the same issues, people and programs that Gladwell does in chapter 9, but provides a much more complicated account, and provides many other factors to consider.

Gladwell says that KIPP schools have succeeded “by taking the idea of cultural legacies seriously.” Yet the Tough article suggests that this isn’t the only or even the main reason KIPP schools succeed.

Tough quotes Levin, co-founder of KIPP schools and the superintendent of the four New York City schools. Levin states that more important than the behavioral conditioning (SLANTT) is the “less visible practices: clear and coherent goals for each class; teachers who work 15 to 16 hours a day; careful lesson planning; and a decade’s worth of techniques, tricks, games and chants designed to help vast amounts of information penetrate poorly educated brains very quickly.” (p 9)

Tough cites a key critic of KIPP, “Richard Rothstein, a former education columnist for The New York Times who is now a lecturer at Teachers College.” (Note the way journalist Tough introduces Rothstein using a kind of rhetorical précis.) Rothstein is skeptical KIPP schools provide a model that can be widely adopted, arguing1) The “model cannot be replicated on a wide scale” [remember, it requires teachers work 15 to 16 hour days – other material I’ve read on this and Teach for America suggests that the burnout rate is high – many teachers only last 2 or 3 years.]2) The “elevated incoming scores at the Bronx school make it mostly irrelevant to the national debate over the achievement gap….Although Rothstein acknowledges that KIPP’s students are chosen by lottery, he contends in his book “Class and Schools” that they are “not typical lower-class students.” The very fact that their parents would bother to enroll them in the lottery sets them apart from other inner-city children, he says, adding that there is “no evidence” that KIPP’s strategy “would be as successful for students whose parents are not motivated to choose such a school.”

Tough suggests a host of other reasons why poor and minority students fare badly in school. For example, he states that 1) the best teachers are given no incentives to teach at the most needy schools, and a large % of the worst teachers teach at the poorest schools, 2) government spending on schools often makes this situation worse.

1) “Nationwide, the best and most experienced teachers are allowed to choose where they teach. And since most state contracts offer teachers no bonus or incentive for teaching in a school with a high population of needy children, the best teachers tend to go where they are needed the least. A study that the Education Trust issued in June used data from Illinois to demonstrate the point. Illinois measures the quality of its teachers and divides their scores into four quartiles, and those numbers show glaring racial inequities. In majority-white schools, bad teachers are rare: just 11 percent of the teachers are in the lowest quartile. But in schools with practically no white students, 88 percent of the teachers are in the worst quartile. The same disturbing pattern holds true in terms of poverty. At schools where more than 90 percent of the students are poor — where excellent teachers are needed the most — just 1 percent of teachers are in the highest quartile.

2) “Government spending on education does not tend to compensate for these inequities; in fact, it often makes them worse. Goodwin Liu, a law professor at the University of California at Berkeley, has compiled persuasive evidence for what he calls the country’s “education apartheid.” In states with more poor children, spending per pupil is lower. In Mississippi, for instance, it is $5,391 a year; in Connecticut, it is $9,588. Most education financing comes from state and local governments, but the federal supplement for poor children, Title 1, is “regressive,” Liu points out, because it is tied to the amount each state spends. So the federal government gives Arkansas $964 to help educate each poor child in the state, and it gives Massachusetts $2,048 for each poor child there.”

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Framework for Body paragraphsProject #2: Using outside sources to illustrate, extend, clarify, or complicate and argumentUsing the Prospectus you wrote for this project, start filling in the blanks below to help organize your ideas. Please note that you will need to provide more than one example from each source. This is just an exercise to help you organize your ideas as you get started.

Introduce the text

Introduce the author

Describe main argument(s) addressed in this text

Quote author’s claim from primary text that you will investigate

Introduce outside sources and STATE whether they (illustrate, extend, clarify, and/or complicate) the text

[This statement is your claim that you will be trying to prove throughout your paper]

Identify outside source #1 and EXPLAIN how outside research relates to the author’s claim (HOW does it illustrate, extend, clarify, complicate the argument?)

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Quote the source that was just introduced in order to provide evidence for your claim – SHOW how this source illustrates, extends, clarifies, or complicates the text

Analyze the quote, explaining why it is meaningful - EXPLAIN WHY this source illustrates, extends, clarifies, or complicates the text

Identify outside source #2 and EXPLAIN HOW outside research relates to the author’s claim (HOW does it illustrate, extend, clarify, complicate the argument?)

Quote the source that was just introduced in order to provide evidence for your claim – SHOW how this source illustrates, extends, clarifies, or complicates the text

Analyze the quote, explaining why it is meaningful - EXPLAIN WHY this source illustrates, extends, clarifies, or complicates the text

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Explain HOW the evidence from both sources illustrates, extends, clarifies, and/or complicates the claim and WHY this evidence is SIGNIFICANT (why should we care)

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Framework for Body paragraphs + Sample Body paragraphsOrganizing your writing:

Project #2: Using outside sources to illustrate, extend, clarify, or complicate and argument

I have filled in the blanks below as an example, using the paragraph I drafted regarding how documents written by Roman Catholic leaders complicate Kidder’s argument. Please note that you will need to provide more than one example from each source. This is just a starting point.

Introduce the textIn his bestselling novel Mountains Beyond Mountains

Introduce the author Journalist Tracy Kidder

Describe main topic(s) addressed in this text

discusses liberation theology as a “branch of Catholicism” (62).

Quote author’s claim from primary text that you will investigate

He states that “Latin America’s Catholic bishops had endorsed some of its tenets” in the “late 1960s,” and describes its “central imperative” which is “to provide a preferential option for the poor” (62, 81).

Introduce outside sources and STATE whether they (illustrate, extend, clarify, and/or complicate) the text

[This statement is your claim that you will be trying to prove throughout your paper]

However, several documents written by Roman Catholic leaders complicate the argument presented by Kidder.

Identify outside source #1 and EXPLAIN how outside research relates to the author’s claim (HOW does it illustrate, extend, clarify, complicate the argument?)

Though his book was published in 2004, Kidder failed to make note of the fact that Prefect Joseph Cardinal Ratzinger (now Pope Benedict XVI) presented a document specifically discussing the Roman Catholic stance on liberation theology during the Sacred Congregation for the Doctrine of the Faith in August, 1984, entitled “Instruction on Certain Aspects of the ‘Theology of Liberation.’”

Quote the source that was just introduced in order to provide evidence for your claim – SHOW how this source illustrates, extends, clarifies, or complicates the text (Kidder)

In this text, Prefect Ratzinger points out that there are “essential aspects [of Christianity] which the ’theologies of liberation’ especially tend to misunderstand or eliminate.”

The Prefect also discusses ways in which some of the “theologies of liberation” can misrepresent the “Christian meaning” of the poor, “by confusing “the 'poor' of the Scripture and the 'proletariat' of Marx. In this way they pervert the Christian meaning of the poor, and they transform the fight for the rights of the poor into a class fight within the ideological perspective of the class struggle.”

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Analyze the quote, explaining why it is meaningful - EXPLAIN WHY this source illustrates, extends, clarifies, or complicates the text (Kidder)

Kidder fails to mention the Marxist associations of some branches of liberation theology, the violent political tenets of which contradict the teachings of Catholicism.

Identify outside source #2 and EXPLAIN HOW outside research relates to the author’s claim (HOW does it illustrate, extend, clarify, complicate the argument?)

In an interview held during a flight to Brazil for The Fifth General Conference of the Bishops of Latin America and the Caribbean in May, 2007, Pope Benedict XVI (formerly Prefect Joseph Cardinal Ratzinger) responded to questions about current exponents of liberation theology in Brazil, and also explained the intent behind his 1984 text regarding liberation theology.

Quote the source that was just introduced in order to provide evidence for your claim – SHOW how this source illustrates, extends, clarifies, or complicates the text (Kidder)

. . . there is room for a difficult but legitimate debate on how to achieve [necessary reforms, in the fight for fairer living conditions] and on how best to make the Church's social doctrine effective. In this regard, certain liberation theologians are also attempting to advance, keeping to this path; others are taking other positions.

In any case, the intervention of the Magisterium was not to destroy the commitment to justice but rather to guide it on the right paths, and also with respect for the proper difference between political responsibility and ecclesiastical responsibility.

Analyze the quote, explaining why it is meaningful - EXPLAIN WHY this source illustrates, extends, clarifies, or complicates the text (Kidder)

This interview, which takes place more than 20 years after “Instruction on Certain Aspects of the ‘Theology of Liberation’” was published, extends the argument set forth in this document. Pope Benedict XVI points out that some practitioners of liberation theology follow the “path” advocated by the Catholic Church, while others do not, and that the Church wishes to guide Christians who advocate for the poor to do so without violence and without pushing a specific political agenda.

Explain HOW the evidence from both sources illustrates, extends, clarifies, and/or complicates the claim and WHY this evidence is SIGNIFICANT (why should we care)

Though Kidder alluded to the fact that only “some” of the tenets of liberation theology have been endorsed by the Catholic Church, his failure to mention the reasons why other tenets of liberation theology were not endorsed by the Church reveal a shortcoming in his presentation of liberation theology as a “branch of Catholicism.”

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Sample body paragraphs CHARTED (Uses Chua)SAMPLE # 1: connecting Chua/Norberg-Hodge + showing how this COMPLICATES ChuaIn Amy Chua’s article “A World on Fire,” the author argues that the volatile brew of democracy, free markets and ethnic hatred conspire to create global instability and violence. She claims that deep-seated ethnic tension would exist even in the absence of free markets and democracy, but when the latter two elements are added to the mix, ethnic tension can quickly turn into violence. Chua points out the fallacy of the idea that ethnic identity is strictly a political or social phenomenon when she states, “Try telling black and white Zimbabweans that they are only imagining their ethnic differences – that ethnicity is just a social construct – and they will at least agree on one thing: you’re not being helpful.” (113). In an article entitled “Globalization and Terror” published in the journal Ecologist in 2002, Helena Norberg-Hodge, founder and director of the International Society for Ecology and Culture, and author of many books on globalization and sustainable development, recounts her experiences among the Ladakh people of the Western Himalayas. In doing so she complicates Chua’s argument that globalization is primarily a catalyst in an already simmering brew of ethnic tensions. Norberg-Hodge asserts that “globalization [does] not simply exacerbate existing tensions but in many cases actually create[s] them” (5). To support this argument, she uses the example of Ladakh, where the Buddhist majority and Muslim minority had gotten along with no conflict for 600 years before entering the global economy made them first into competitors, and then into enemies. She states, “within a decade of the imposition of Western-style ‘development,’ Buddhists and Muslims were engaged in pitched battles – including the bombing of each other’s homes” (3). Although both of these authors agree that globalization contributes to ethnic tensions, they differ on exactly what role globalization plays and to what extent it can be considered the cause of ethnic violence.

SAMPLE # 2: connecting Chua & Bowden + showing how this CHALLENGES ChuaWhile Chua sees conflicts between ethnicities in developing countries as driven in large part by globalization and democratization, others believe that poor government is the main culprit in interethnic conflict. In “The Myth of Global Ethnic Conflict,” John R. Bowden, professor of anthropology at Washington University St. Louis, notes that many countries composed of diverse ethnic groups such as Malaysia, have avoided conflict because their governments have created “multiethnic coalitions” which encourage different groups to “seek the large electoral middle ground.” The countries he uses as examples are all democracies. Thus Bowden challenges Chua’s argument as he believes that democracy, properly run, can prevent ethnic violence. In particular, he argues that federalist systems that “disperse” dominance and encourage coalitions are more likely to be successful. This contrasts with Chua, who believes that in countries where there is a “market dominant minority,” popular majorities always tend toward ethnocentrism, and one of three types of “backlash” are very likely. Bowden, on the other hand, believes that ethnic conflict exists only when certain ethnicities are left out of the power structure, or when destructive “political choices” are made. He acknowledges that cultural diversity does present challenges to peace, and that certain other factors make conflict more likely. For example, he notes that certain kinds of colonial rule, in which one group was pitted against another, may make reconciliation difficult. Furthermore, Bowden agrees with Chua that demagogues and elites can create “fear from the top” that pushes people toward horrific acts of violence (p. 8. Bowden cites the crises in Rwanda and the Balkans of this). Bowden also agrees with Chua that economic differences are often at the bottom of ethnic conflict (p. 5) However, Bowden insists that democracy and globalization do not lead inevitably to the kind of problems Chua outlines, and that we must focus on the many underlying factors he believes are the real drivers of violence. Most importantly, we must try to encourage the kind of political arrangements that will reduce violence, which means a renewed commitment to democracy rather than a retreat from it.

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More Sample Body Paragraphs – HealthcareExample 1: In “The Moral Hazard Myth,” Malcolm Gladwell argues that the U. S. Healthcare system is deeply flawed due to the erroneous application of the idea of moral hazard. He argues that this has a profound impact on shaping our current health care system and that the predominant actuarial insurance model is a direct result of the application of this idea to health insurance. Gladwell demonstrates how this actuarial system affects Americans, focusing primarily on those in the lower income brackets and below the poverty line who are impacted most significantly. Robert Pear’s article “Without Health Benefits, A Good Life Turns Fragile,” extends Gladwell’s argument concerning the impact of the current insurance system to those in the middle class. His profile of real estate agent Vicki Readling, who was unable to insure herself after being diagnosed with cancer because of the exorbitant cost ($27,000 per year), illustrates Gladwell’s point that the sick are clustered together at the high cost end of the insurance spectrum while also extending the argument about the negative effects of the actuarial system to a class of American’s that Gladwell’s article did not directly address (Readling’s income is $60,000).

Example 2: In his article “Sick and Twisted,” Atul Gawande acknowledges the role that Michael Moore’s film “Sicko” plays in exposing the average American to the atrocities of the United States health-care system; however, he is critical of the film in that it fails to provide solutions to the problems it identifies. Gawande complicates Moore’s argument about the source of the problems in the U.S. system by arguing that it lies within Americans themselves and their reluctance to make the kinds of sacrifices that will be required in order to truly recreate that system rather than in the “insurance companies, pharmaceutical-industry lobbyists, [and] politicians” that Moore claims are the source.

Prospectus for Paper 2 (1 -2 pages)It’s a good idea to write a prospectus before you construct a paper from several sources as it gives you a chance to think through your paper and play with ideas. If you go over one page, that’s fine. If anything, it will help you better articulate your ideas for your paper.

Your prospectus should include the following parts: Introduction : this is where you will give some background on the central text and discuss

why it is of interest to you and others. Consider the following questions:o What is the claim your author discusses in this central text? o What interests you about this claim? o What aspect of this claim will you explore?

Research : this where you connect the two secondary sources you will be using to write this paper. Consider the following questions:

o How do these secondary sources connect to your central text? o What issue(s) in these secondary sources will your paper explore?o HOW do these outside sources affect your understanding of the central text?

Think in terms of verbs, what the outside text does to your reading of the central text, i.e. challenge, illustrate, qualify, extend or complicate. WHY do they do that? In other words, in what ways do they make you re-visit the central text?

Conclusion : this is where you round up your prospectus. This section should highlight your main point – i.e., your purpose for writing this paper.

o At this moment, what do you think the main point of your paper will be? This may be a good opportunity to write your “purpose statement.”

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MLA Works Cited Page, annotated. Under each source entry, write a few sentences why you selected the source.

More Sample Body Paragraphs

SAMPLE 1: Michael F. Cannon, director of health policy studies at the Libertarian Cato Institute, complicates Moore’s argument for the ‘right’ to universal health care, by posing logistical questions that he claims Moore has failed to consider. In a short section entitled, “A Right to Health Care? Moore assumptions,” adapted from a book that he co-authored, Healthy Competition: What’s Holding Back Health Care and How to Free It, Cannon queries, “Medical care can be as essential to survival as food. But does it follow that people have a right to medical care? Would creating a legally enforceable ‘right’ to health care solve America’s health-care difficulties, as Moore supposes? Or would it add to them?” Cannon acknowledges that medical care is essential to human life, as does Moore, but suggests that providing this care is not as simple as merely declaring it to be a human right. There are many important, logistical elements that are missing from Moore’s supposed solution, including where the money to subsidize health care will come from, who will be given the ‘power’ to conceptualize this program, and how one might define the scope of a ‘right’ to unlimited, free medical care. Cannon asserts, “with the wide variety of tests and treatments, someone must decide where the right to health care ends, less the nation be bankrupt…most nations hand that power to unelected bureaucrats, who ration medical care- often by making even seriously ill patients wait for care.” In Cannon’s view, the conception of universal health care is perhaps not quite as flawless as Moore portrays in the ‘traveling’ vignettes in Sicko. He exposes the problems of cost efficiency and care rationing, stating that while policy makers are deciding how to provide equal care for every citizen, those who are in dire need of receiving it, might die waiting for an answer. Essentially, Cannon complicates Moore’s ‘assumption’ of a right to health care, by considering the difficulties associated with assigning this privilege, and demonstrating how Moore has failed to acknowledge the complexity of implementing universal medical care.

SAMPLE 2 Michael Moore vehemently claims that America should adopt a universal health care system with free medical insurance for all. Jacob S. Hacker, author of "Healing Our Sicko Health Care System" complicates Moore's claim by suggesting that his argument's limitation lies in the fact that Moore fails to provide a realistic solution. Hacker argues that Moore's position should be revised to include a more realistic plan for free health care and faults Moore's choice to ignore the Medicare system. Hacker then extends Moore's argument by providing his own solution to the problems Moore discusses in his film. Hacker believes Medicare has "controlled expenses better than the private sector, spends little n administration, and allows patients to seek care from nearly every doctor and hospital" (735). Hacker agrees that change is necessary, but furthers Moore's original argument by providing what he believes to be a suitable and real solution to the health care crisis.

SAMPLE 3: Liz Mair complicates Michael Moore’s claim that adoption of a universal health care system is an almost flawless solution to the crisis by challenging that “its depiction of systems of socialized medicine is far off base.” Mair, a former member of the NHS (British National Health Service) believes that Moore fails to address all of the facts regarding socialized health care capturing only the good, while editing out the bad. One particular area of neglect is the incredible amount of wait time often required for NHS patients to see a doctor. Mair illustrates, “in September 2006, more than 6,000 patients in eastern England had to wait more than 20 weeks to begin treatment already prescribed by their doctors”. Moore’s camera only focuses on the patients’ laughter and confusion whenever he asks how much they had to pay for their hospital visit but fails to consider that it takes much longer to receive treatment under this socialized system. Another problem with NHS that Sicko neglects to mention are the cases where people have been denied life-saving medical treatment because the government controls and limits access to it. Mair points out that Moore fails to mention “stories such as those widely publicized in 2006 and 2007 about cancer patients who were denied access to life-saving cancer drugs by the NHS, which had refused to make them available because they were not “cost-effective” (i.e., cheap).” Mair uses these factual examples and more to show the inefficiencies of NHS that Moore purposefully leaves out of his film. While Moore depicts American insurance companies as the money hungry monster whose goal is

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financial gain more than quality of care, Mair’s examples seem to suggest that he has not dealt with the full complexity of the issue as it is obvious that NHS is capable of the same. Although Moore’s interviews may be accurate they fail to look at some of NHS’ inefficiencies and only highlight its strengths.

Sample Food Inc. Draft

“I wanted to make a film that made us think about where this food comes from and figure out how we can have a system that's going to be a sustainable system” (PBS). These are the words of filmmaker, Robert Kenner, in regards to his documentary, Food Inc. Kenner has produced and directed a number of films and documentaries for American Experience including Two days in October, Influenza 1918, and War Letters. Food Inc. addresses the topic of food production in the United States. Through Food Inc. Kenner argues that there is much about the industrial food system that the American public is unaware of. With the help of food investigator, Eric Schlosser and writer, Michael Pollan, Kenner supports his argument by presenting his audience with stories of real people who have been negatively affected by the American food system, revealing what the main ingredients are in food produced in America, and exposing some of the laws that are in place to keep citizens from criticizing the industrial food system. Kenner’s purpose is to make the American public more knowledgeable about the food that they are eating and inform them about the role that large corporations play in withholding vital information about their food. Kenner adopts an eager tone for his audience, the viewers of Food Inc., as he urges them to take actions to live more sustainably and fight against the industrial food system in America. In this paper I will use outside texts including “How Biofuels Could Starve the Poor” by Ford C. Runge and Benjamin Senauer, “Gain for Winfrey in Suit By Beef Producers in Texas” by Sam Howe Verhovek, and “Veggie Libel” by Ronald K.L. Collins to clarify and extend claims presented in Food Inc. I will use Runge and Senauer’s article to extend the claim that the heavy reliance on corn leads to a fragile food system in America. I will then clarify the Oprah Winfrey case that relates to the “veggie libel laws” using Verhovek’s article. Lastly, I will extend the claim that it is unjust that Americans can be sued for criticizing their food through Collins’s article.

Food Inc. presents the claim that Americans have a high dependency on corn, and this dependency causes the American food system to be vulnerable. Pollan states, “we've had a food system that's been dedicated to the single virtue of efficiency, so we grow a very small number of crops… And even though you achieve efficiencies, the system gets more and more precarious. You will have a breakdown eventually.” In other words Americans grow corn because it allows the food system to be efficient however the efficiency makes the food system more susceptible to failure. In the film Kenner presents the Vice President of the American Corn Growers Association, Troy Roush who states, “we produced a lot of corn and they came up with uses for it.” What Roush means is farmers produced large quantities of corn because it is subsidized by the government, and then scientists found ways to alter it and make it useful in a variety of products. The film reveals that ninety percent of the items displayed on the shelves of our grocery store contain a soybean or corn based ingredient. The film presents the audience with examples of corn based products that include “ketchup, cheese, Twinkies, batteries, peanut butter, Cheez-its, salad dressing, Coke, jelly, Sweet & Low, syrup, juice, Kool-Aid, charcoal, diapers, Motrin, meat, fast food.” It is evident that the creators of Food Inc. want viewers to become more aware of how many of the products that they use and consume everyday have corn as one of the main ingredients and how this effects the food system in America. Ford C. Runge and Benjamin Senauer extend upon this claim in their article “How Biofuels Could Starve the Poor.” Runge and Senauer’s article talks about how the relationship between corn and ethanol has a negative impact on the food system in America, and discusses the domino effect that will take place as a result of this relationship.

“How Biofuels Could Starve the Poor” reveals that corn is one of the main ingredients in ethanol and in the efforts to “go green” ethanol is slowly beginning to replace petroleum-based fuels. Runge and Senauer explain that as the demand for ethanol begins to increase, the amount of corn available for consumption will begin to diminish. Since corn is such a prevalent ingredient in most of the food that we eat today the prices of food will increase as a result of the decreasing amounts of corn. Runge and

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Senauer reveal that, “in the United States, the growth of the biofuel industry has triggered increases not only in the prices of corn, oilseeds, and other grains but also in the prices of seemingly unrelated crops and products.” This statement extends the claim presented in Food Inc. because, since ethanol and corn are so closely related they have the ability to greatly affect one another. Therefore a slight change or variation in the production of corn not only directly affects the price of ethanol but also a large range of food and non-food products and vice versa. Runge and Senauer’s statement, “biofuels have tied oil and food prices together in ways that could profoundly upset the relationships between food producers, consumers, and nations in the years ahead, with potentially devastating implications for both global poverty and food security” extends the Food Inc. claim beyond just the American food system. This statement mentions the possibility of devastation related to global poverty. According to the World Bank there were 2.7 billion people in world in 2001 who were living on less than two dollars a day. Therefore the spike in food prices caused by the dependent relationship between corn and ethanol will ultimately have a devastating effect on the poor. Runge and Senauer state that if America wants to have a more stable food system it will have to grow a more diverse number of crops so that minute changes in any one crop will have little or no effect on the food system and its consumers. “How Biofuels Could Starve the Poor” extends the claim presented in Food Inc. by focusing on one specific corn based product and providing a clear view of the consequences that are to follow if humans continue to rely so heavily on corn to serve as a main ingredient in food and non-food products.

Food Inc. briefly mentions the veggie libel laws, more formally known as food disparagement laws. Kenner describes these laws as being “designed to stop us from disparaging a food product” therefore making it “illegal to damage the profits of a corporation by talking about food” (PBS). Food Inc. reveals the story of Barbara Kowalcyk, a woman who became a food safety advocate after her two and a half year old son died from eating a hamburger tainted with E. coli. In the film Ms. Kowalcyk was in the process of getting a bill known as “Kevin’s Law” passed. This bill would allow the government to shut down any meat producing plant that continuously failed a number of tests that revealed the production of contaminated meat. Later in the film, after revealing the challenges that Ms. Kowalcyk would have to face in order to get this bill passed, Ms. Kowalcyk was interviewed. During the interview one of the questions Ms. Kowalcyk was asked her related to how she had changed what she ate since the death of her son. To the interviewer’s surprise Ms. Kowalcyk hesitated to answer this question due to the fear of being sued for violating the veggie libel laws. Ms. Kowalcyk then mentioned “the case where Oprah was sued by the meat industry for something she said on her show.”

Ronald K.L. Collins’s article “Veggie Libel” and Sam Howe Verhovek’s article “Gain for Winfrey in Suit By Beef Producers in Texas” will further clarify the case that Ms. Kowalcyk mentioned in the interview. Collins reports that in 1996 Oprah Winfrey, a famous American talk show host, invited Howard Lyman, a vegetarian activist to be a guest on her show. Lyman was a guest on the show speaking in response to a mad cow disease outbreak. Lyman spoke about how the beef becomes tainted with mad cow disease. This explanation included sharing that cows were fed “rendered cattle and other animals” (Collins). This is the information that prompted Ms. Winfrey to make the statement, “that just stopped me cold from eating another burger” (Verhovek). Shortly after this show was aired Ms. Winfrey was sued by Texas cattlemen for allegedly violating the veggie libel laws. The Texas cattlemen accused Ms. Winfrey of intentionally criticizing their beef and claimed that the statement she made and the information that was revealed on her show had caused a ten percent decline in sales and the loss of millions of dollars the day after the show was aired. The lawsuit ended up costing ten point three million dollars and took many years to come to a close, but ultimately the judge overseeing the case, Judge Mary Lou Robinson of Federal District Court, ruled in favor of Ms. Winfrey (Verhovek). In regards to this case Judge Mary Lou Robinson said that, "it would be difficult to conceive of any topic of discussion that could be of greater concern and interest to all Americans than the safety of the food that they eat" (Collins). In other words Judge Mary Lou Robinson supported Ms. Winfrey’s decision to inform the public about how meat becomes contaminated with mad cow disease.

Food Inc. showed its viewers what Ms. Winfrey said that got her involved in a huge lawsuit with Texas cattlemen but the movie did not reveal exactly what Ms. Winfrey was responding to when she made the statement that allegedly violated the veggie libel laws. Nor did Food Inc. reveal details about what it took for Ms. Winfrey to win her case against the Texas cattlemen. Therefore these articles

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revealed more information about Ms. Winfrey’s case and ultimately clarified why Ms. Kowalcyk was so cautious about sharing how her diet has changed since the death of her son.

In Collins’s article he presents a quote from Ralph Nader, a consumer advocate, in which he states, "the realistic objective of the frivolous `veggie-libel' statutes and lawsuits is not money, it is to send a chilling message to millions of people that they better keep their opinions to themselves." By suing Ms. Winfrey the Texas cattlemen succeed in getting people, like Ms. Kowalcyk, to “keep their opinions to themselves.” However this idea brings upon another claim that is addressed in “Veggie Libel.” Collins’s article also extends the claim in Food Inc. by presenting the idea that the veggie libel laws go against the free speech portion of the First Amendment in the United States Constitution. First Amendment authority at the William and Mary Law School, Professor Rodney Smolla says that food disparagement laws "dilute First Amendment standards and/or undermine the spirit of the principles underlying them.” In other words Professor Smolla agrees with Collins that the veggie libel laws infringe upon the rights given to Americans in the Constitution.

In the film, food investigator, Eric Schlosser states that “in Colorado, it's a felony if you're convicted under a veggie libel law. So you could go to prison for criticizing the ground beef that's being produced in the state of Colorado.” This statement displays the intensity of these laws and reveals the great lengths that our state governments will go to in order to keep people from speaking negatively about the industrial food system. However many large food producing companies refused to speak with the producers of Food Inc. to clarify any misconception about the role that they play in America’s industrial food system. Collins’s article extends this statement by pointing that there are thirteen states in the nations that obtain veggie libel laws. The thirteen states that have food disparagement laws are Idaho, Louisiana, North Dakota, Oklahoma, Arizona, Mississippi, South Dakota, Alabama, Colorado, Ohio, Texas, Georgia, and Florida. To further show the impact that these laws may have on people Collin’s provides examples of how writing a blog or a book that criticizes food can cause you to be sued by any or all of the thirteen states that have these food disparagement laws even if the blog or book is in no way affiliated with any of those states. Collins also reveals that two other states, California and Michigan, are currently pressing to obtain these laws.

Through “How Biofuels Could Starve the Poor”, “Gain for Winfrey in Suit By Beef Producers in Texas”, and “Veggie Libel” I extended and clarified claims presented in the Documentary, Food Inc., which addresses the topic of food production in the United States. Filmmaker, Robert Kenner with help from food investigator, Eric Schlosser and writer, Michael Pollan aimed to inform the American public about what is in the food they eat, where their food comes from, and how their food is produced through the film Food Inc. The main argument in this film is that there is much about the industrial food system that the American public is unaware of. By exposing the laws that are in place to keep citizens from criticizing the industrial food system, revealing what the main ingredients are in food produced in America, and interviewing people who were negatively affected by the American food system Kenner supported his argument. I used the article, “How Biofuels Could Starve the Poor” by Ford C. Runge and Benjamin Senauer to extend the claim that the high dependency on corn causes a fragile food system in America. This article aimed to open the eyes of Americans by presenting them with the consequences that will occur if they continue to have such a high dependency on corn. The Article “Gain for Winfrey in Suit By Beef Producers in Texas” by Sam Howe Verhovek clarifies the claim mentioned by Ms. Kowalcyk that relates to the veggie libel laws in the Oprah Winfrey case. “Veggie Libel” by Ronald K.L. Collins further clarifies the Oprah Winfrey case and extends on the topic of veggie libel laws by revealing the number of states that obtain these laws and questioning their constitutionality. Overall the film and the texts that clarify and extend the claims presented in the film present the audience with the idea that the food system in America is in need of reform and Americans have the power to take actions to live more sustainably and ultimately improve the food system.

Sample Gladwell Draft

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The question of what it takes to be successful in the United States is often a daunting question to many. To be successful in the United States is to live the American Dream in which one is allowed to make individual choices without the restrictions of gender, class, race, religion, ethnic group, or stereotypes. These choices include a variety of opportunities to make enough money to live happily and comfortably while providing for one’s family. In today’s stumbling economy, it is already more than challenging to provide stability for one’s self than to still provide for a family. Fortunately, there are countless publications on how to be successful.

Malcolm Gladwell, a writer of The New Yorker magazine, is the author of four books, one of which focuses on explanations of some of the most successful people and their careers. In his book Outliers, Gladwell introduces various ‘outliers’ and seeks to uncover the secrets to their success. He refers to ‘outliers’ as men and women who do things that are out of the ordinary. His book is divided into two parts: the first part titled “Outliers” and the second part titled “Legacies.” In the first part, “Outliers,” Gladwell explores the remarkable success of sports stars, software programmers, talented musicians, geniuses, remarkable lawyers and business tycoons. In the second part, “Legacies,” Gladwell explains how legacy has played a part in people’s lives including his own family’s lives. By writing his novel, Gladwell hopes to debunk the idea that successful people rise from nothing but instead, become successful through a number of factors. Using Gladwell’s book, in addition to two outside sources: “Motivation and Mathematics Achievement: A Comparative Study of Asian-American, Caucasian-American, and East Asian High School Students,” and “Behind the Model-Minority Stereotype: Voices of High- and Low-Achieving Asian American students,” I will analyze, illustrate, and complicate Gladwell’s argument that Asian children are good at math.

In Chapter 8, “Rice Paddies and Math Tests,” Gladwell argues that Asian children are good at math because of their cultural legacy and built-in language advantages. Gladwell commences his argument with a description of the process of making rice paddies. In doing so, Gladwell hopes his readers will gain an understanding of how much skill and attention is needed in order to make a rice paddy. According to Gladwell, rice paddies need to be irrigated and as a result, a complex, intricate system of dikes is required to be built around the field. In addition, channels must be dug from the nearest water source, and gates built into the dikes so the water flow can be adjusted precisely to cover the right amount of the plant. Because rice was an important asset to the Chinese diet, it dictated almost every working moment of everyday life. Gladwell called this ‘meaningful’ work, in which three qualities, autonomy, complexity and a connection between effort and reward made their work satisfying. The harder they worked a rice field, the more it yielded.

Through a number of sources, Gladwell also claims that the reason why Asian children are so good at math is because of their language. He uses a block quote from Stanislas Dehaene’s book, The Number Sense, to prove his point. Asian children are good at math because “it turns out there is a big difference in how number-naming systems in Western and Asian languages are constructed.” Asian languages are constructed so that they have a built in advantage when it comes to math. Memorizing numbers is easier because Chinese numbers are more brief and logical. Gladwell provides the example of numbers in both Chinese and English to demonstrate what he means. Four in Chinese is pronounced “si” and seven in Chinese is pronounced “qi.” In English, the numbers four and seven take longer to pronounce and are harder to memorize because of the length of the word. Because of this, Asian children can learn numbers more easily and faster and as a result become ahead in the Western education.

Gladwell’s ultimate resolution to the success of Asian excellence in mathematics is language advantage in numbers and a cultural legacy in hard work. Gladwell states that, “working really hard is what successful people do, and the genius of the culture formed in the rice paddies is that hard work gave those in the fields a way to find meaning in the midst of great uncertainty and poverty.” In other words, Gladwell skillfully asserted that culture plays a part in ability to work hard. By comparing Western agriculture to Japanese or Chinese agriculture, he argued that because the Chinese and Japanese didn’t have the money to buy machinery to increase their yields, “they improved their yields by becoming smarter, being better managers of their own time and by making better choices.” (233) Through this comparison Gladwell relates this to the reputation of Asian students studying long hours in the library after everyone else has left.

To further illustrate and extend Gladwell’s argument, Chuangsheng Chen and Harold W. Stevenson’s study “Motivation and Mathematics Achievement: A Comparative Study of Asian-American, Caucasian-American, and East Asian High School Students” examined the motivation and mathematics achievement of Asian-American, Caucasian-American, and East Asian students. The study included 304 Asian-American, 1,958 Caucasian-American, 1,475 Chinese (Taiwan), and 1,120 Japanese eleventh graders. Students were given a curriculum based mathematics test and questionnaire. A 46-item open-end mathematics test was given on the basis of analyses of the textbooks used in the high schools in each location. “Early items tapped knowledge of fractions, percentages, and decimals, and the later problems required the solution of problems of limits, addition of tangents and secants, and finding the intersection of two- and three-dimensional figures.” (p. 1217) The difficulty of the items increased rapidly, and even the best students found the test challenging. But the reliability of the test was high: Cronbach alpha values were above .90 for all groups.

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Through Chen and Stevenson’s study, it was illustrated that mathematics scores of the Asian-American students were higher than those of Caucasian-American students but lower than those of Chinese and Japanese students. This complicates Gladwell’s argument that all Asians are good at math, “Discussion of Asian-American students typically includes reference to students from East Asia, who also demonstrate remarkably high levels of academic achievement.” After pointing out the differences between certain Asian subgroups and clarifying the term Asian-American, Chen and Stevenson’s study provided explanations of East Asian mathematical successes: the beliefs, attitudes and practices of parents and students.

In Chen and Stevenson’s study, a bar graph was printed to show the results of parent versus student standards and expectations. To explore whether students believed they were meeting their own and their parent’s standards, students were asked to imagine the scenario of taking a math test worth 100 points in which the average score was 70 points. They were asked questions such as, “What score do you think you would get? What score would you be satisfied with? What score would your parents be satisfied with?” (1221) The bar graph illustrated that Asian-American parents generally had higher expectations for their children. In contrast, Caucasian-American, Chinese and Japanese parents expectations roughly mirrored their children’s expectations, but what stood out was that “the standards of the Caucasian-American parents were perceived as being significantly below those of the other three groups.” (1221) This was explained through other ratings of how strongly the students believed their parents valued getting good grades and going to going to college. Compared to the three other groups, “Asian-American students tended to believe more strongly that going to college and getting good grades were very important to both their parents and themselves.” (1222) In addition, there was also a tendency for Asian-American students to give frequent indications of holding higher standards than Caucasian-American students. These results complicate the idea that Asians are good at math because of their hard-working cultural legacy and built-in language advantage. The study seeks to find the underlying reasons to why some Asians demonstrate excellence in mathematics and resists assuming that Asians are just good at math.

In “Behind the Model-Minority Stereotype: Voices of High- and Low-Achieving Asian American students,” the complex relationship between Asian American student identity(ies) and perceptions regarding future opportunity and attitudes toward schooling were examined by Stacey Lee. She collected data as a part of a larger ethnographic study on Asian American high school students. She argues that identity and attitudes toward schooling are not static, but negotiated through experiences and relationships inside and outside of school.

According to Lee, “Asian American students are commonly depicted as academic superstars or model minorities” (413). She explains that they are successful in school because they work hard and come from cultures that believe in the value of education. She also introduces that to understand differential achievement among minority groups, “cultural ecologists have pointed to the ways in which identity, historical experiences, and perceptions of opportunities affect school.” The study was done at a school that Lee called ‘Academic High School’ which included participant observations, interviews, and analysis of site documents. At Academic High School, a public coeducational high school located in Philadelphia, there were 2050 students enrolled: 45% white, 35% African American, 18% Asian American, and 2% Latino at the time. A survey of the school showed that Asian American students experienced varying degrees of achievement. Using another source (cited as ‘Ogbu, 1989’ mentioned in her article), Lee introduces the term voluntary and involuntary minorities.

Voluntary minorities are immigrants who voluntarily come to this country (e.g. Asian Americans) in search for a better life and involuntary minorities are those who were incorporated into the United States through slavery or conquest (e.g. African Americans, Mexicans, Hawaiians, etc). The differences in achievement levels between voluntary and involuntary minorities are related to their respective perceptions regarding future opportunities and their perceptions and response to schooling. Voluntary minorities tend to do well in school because they see schooling as a necessary step to social mobility. This group sees themselves as guests a host’s (United States) home that must obey by the rules. On the other hand, because of persistent economic and social discrimination, model minorities do not believe in the possibility of social mobility. These minorities reject the dominant culture to develop an oppositional culture and underachieve in school because they view schooling as a threat to their oppositional cultures and identities.

At Academic High School, the Asian American population had split themselves into two groups: Koreans in one group and all other Asians in another group. Furthermore, the all other Asians group was subdivided into three identity groups: Asian, Asian new wave, and Asian American. Each identity group had a different perspective on schooling that influenced their experiences. The Koreans believed that they were superior to other Asians because they believed that the Southeast Asians were ‘poor’ and ‘unsophisticated.’ Lee explains, “Korean students criticized Southeast Asians for being ‘welfare sponges’ (416). As a result, Korean students used social class as a marker of difference and distanced themselves from other Asians. They believed that school success was a key ingredient to social mobility in the United States. They wanted high-paying jobs, such as a doctor, lawyer, or engineer. Students often told about how their parents decided to come to the United States because of the educational opportunity and thus felt responsibility and guilt for their parents’ sacrifices. Therefore Korean students worked hard in school.

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The Asian identified students most closely resembled the quiet, polite, and hardworking student stereotype who were often found studying before school and during lunch periods. They had similar career dreams as Koreans, such as entering fields in medicine, engineering, computer-science and other science-related fields. Their parents taught them the same values that doing well in school had a strong correlation to doing well in the country. The only difference between the Koreans and Asian Americans was that the Asians seemed to accept the discrimination that would limit their potential. For example, they believed that their Asian “accents” would keep them from doing certain things such as becoming a lawyer or politician.

The Asian new wavers were classified as Asian refugees from working-class and poor families. The goals of theses students were to “just get by.” Unlike the Koreans and Asians, they did not see the value in education and, in fact were “almost flamboyant in their disrespect for academic achievement.” In contrast to Koreans and Asians who were concerned with their parents, new wavers were peer-oriented and concerned with their peer’s opinions. They refused to conform to the rules required for academic success (e.g., regular attendance, studying). New wavers understood the Asian stereotype and held a belief in its limitations. As a result, new wavers deal with the stereotype by rejecting all associated behaviors and adopting the primary goals: to get around school rules and to pass their classes without having to do much work, such as earning a D grade. Ultimately, this group holds a nonchalant laissez faire attitude towards school and according to one new wave girl, new wavers simply wanted to be “cool.” Cool people was defined as “those who are fashionable dressers, good dancers, partygoers, and popular, especially with the opposite gender” (423).

Asian Americans at Academic High School made up the smallest group of Asian American students. They were diverse in terms of ethnicity, social class (working class and merchant class), and the length of time in the United States (4 to 12 years). Unlike new wavers, Asian Americans had the motivation for working hard because they considered the idea that education would give the tools to fight racism. These students wanted to study law, journalism, film, and ethnic studies in college. In contrast to new wavers, Asian Americans fought the Asian stereotype directly by speaking out about it. According to a student interview, Xuan Nguyen says, “I use to go into classes, and if you don’t do that well in math or science, the teacher is like, ‘What are you? Some kind of mutant Asian? You don’t do that well in math…’ You see, I’m not that good in math. I also find that a lot of my friends become upset if they’re not good students… I don’t think it’s right fro the to have to feel defensive. And for people who are doing well, it’s just like, ‘Oh, they (Asians) didn’t have to work for it… They’re just made that way.”Here, Xuan points out how stereotypes affect high- and low-achieving students. Based on her own experience, Xuan has often been made to feel like a low achiever simply because she doesn’t fit the stereotype of a math genius. Concisely, to illustrate that Asian American students excel in mathematics, both articles argue varying points to Asian mathematical intelligence. Lee argues identity and attitudes to be contributing factors. This correlates with Gladwell’s argument but however proves Gladwell’s claim invalid. Because Lee argues that identity and attitudes to be contributing factors, the anecdotal argument of a cultural legacy is weak. There doesn’t seem to be a connection between a cultural legacy and a person’s success. On the other hand, Lee’s article complicates Gladwell’s argument by introducing and cross-examining subgroups within the Asian race. Lee’s article is more likely to answer which Asians are good at math. Chen and Stevenson’s article argues that high standards are a factor in achieving success. Though Gladwell’s claim based on cultural legacy is anecdotal, Chen and Stevenson’s statistics on students and parent’s standards are more valid. Chen and Stevenson complicate the argument by showing us that although Asian-American students may excel in mathematics, they may not necessary speak or know the Asian language, that Gladwell claims, gives them the advantage. According to chen and Stevenson, the reason why Asians are good at math is because of their standards. Their article demonstrates that the Asian-American students who are mainly from East Asia have been found to place a high value on education, to emphasize the role of effort in academic achievement, to hold high standards and aspirations, and to devote more time to academic work. Overall, this gives us a new perspective to on racial groups and stereotypes.

Works CitedChen, Chuansheng, and Stevenson, Harold W. “Motivation and Mathematics Achievement: A Comparative Study of Asian-American, Caucasian-American, and East Asian High School Students.” CHILD EVELOPMENT, 1995 , 66, 1215- 1234. Gladwell, Malcolm. Outliers: The Story of Success. New York: Little, Brown and Co., 2008. Print.Stacey J. Lee. “Behind the Model-Minority Stereotype: Voices of High- and Low-Achieving Asian American Students.” Anthropology & Education Quarterly Vol. 25, No. 4 (Dec., 1994), pp. 413-429

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Moew Sample Papers: Chua & Healthcare

PAPER 1 Chua’s “A World on the Edge”The United States has always been a strong supporter of democracy; however, in today’s world

people are starting to find out that democracy is not suited for every country. “A World on the Edge”, a 2003 New York Times bestseller, is meant to be read by the Western world’s voting population. The author, Amy Chua, is a respected Yale Law School professor, and an outstanding writer. Having family in countries with market dominant minorities has given her first hand experience into its harmful effects. Chua explores the effects of globalization and marker dominant minorities by giving claims and different types of evidence, such as a personal anecdotes and informed opinion from various sources. Chua wishes to inform the western world of the negative effects of globalization. Chua argues that globalization of democracy in countries with market dominant minorities creates ethnic hatred and violence. This causes the poor majority to be oppressed and treated unethically. Through Chua’s article, as well through an integration of the arguments made by three other authors, I am illustrating that globalization may be a threat to many countries. In paragraphs 1 – 3, I will analyze Chua’s main argument and claims. In paragraphs 4 – 6, I will introduce other authors that extend, illustrate, or complicate Chua’s argument. Finally, in paragraph 7 I will conclude the discussion looking at the overall effects.

In “A World on the Edge”, Chua offers numerous examples of how globalization can harm countries with market dominant minorities. Chua provides an anecdote, as well as research in order to support her claim. Chua argues that the globalization of free markets harms minorities. Chua explains, “Markets concentrate enormous wealth in the hands of an “outside” minority, thereby forming ethnic envy and hatred among often chronically poor majorities” (Chua 30). Chua states that globalization is harmful by explaining how the poor majority of most countries do not receive any of the wealth. To extend her view, she offers a personal anecdote about her aunt Leona. Chua’s aunt was part of an outside minority, the Chinese, in the Philippines and was murdered by one of her servants out of ethnic envy. Readers learn how the jealousy of her aunt’s servant came from the country’s unequal distribution of wealth, which leaves the majority of Filipinos poor. Chua uses her anecdote to let the reader see the harmful effects of globalization, while at the same time giving herself credibility on the topic because she has had first hand experience. Through Chua’s anecdote, she demonstrates the demonstrative effects that form from ethnic inequalities in countries with market dominant minorities.

Chua also explores the harmful effects a democratic form of government can have on a country by using researched information. Chua claims democracy as an answer is breathtaking naïve: “Free markets and democratization has repeatedly catalyzed ethnic conflict in highly predictable ways, with sequences, including genocidal violence and the subversion of markets and democracy themselves” (Chua 46). With this information, she stresses how democracy can cause violence in a country to demonstrate the importance of her issue. Later, she gives an example of Rwanda, which became democratic and produced genocide in 1994. In Rwanda, the minority did not receive a voice in the democratic government and were instead killed by the ruling majority, the Hutus. Chua describes how democracy is meant to give the supreme power to the people and explains that in Rwanda’s case, the majority, Hutus, made the horrific decision to persecute the minority, the Tutsis. Chua cites this historical information to inform the reader about a situation where democracy did not succeed, and the example serves to support her main claim that globalization of democracy supports ethnic hatred and violence.

Chua offers a solution to her problem to clarify that globalization and democracy can be beneficial if used under the right circumstances. Chua explains that in countries where economic and social developments are unstable, democracy can not succeed. Chua claims that democracy can help, but only if a country is ready for it. Chua makes her point by arguing, “If global free-market democracy is to succeed, the problem of market-dominant minorities must be confronted head on” (Chua 49). Chua examines the idea that by confronting market-dominant minorities, economic differences will decline. Chua claims that with no economic and social differences, a country can successfully become democratic. By offering a way for democracy to succeed, Chua makes it clear to the reader that she is not opposed to

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the institution of democracy. Chua’s previous claims support the idea that democracy is not the right form of government for every country at this time. Chua clarifies that a nation must first have a stable economic and social development in order for a country to profit from globalization and democracy.

Now looking at other sources, another strong supporter of human and civil rights, Brenda Lerner, extends Chua’s view on globalization by demonstrating its negative aspects in her article, “Indonesian Village Chiefs Protest Pulp Mill”, published in 2006. Lerner argues that globalization is not doing a good job at reducing inequality and poverty by offering statistical evidence at its failure. Lerner claims that the rich countries have run the World Bank to enrich themselves. The World Bank, an international bank that provides financial and technical assistance to developing countries, loans money to impoverished nations under the condition that they will lift their trade barriers. Without trade barriers, countries, such as the United States, benefit from free markets by not having to pay taxes. Lerner explains her evidence to the audience by stating, “In February, 2006, the World Bank released a report admitting that two decades of the Washington Consensus had not cut poverty in one of the world’s poorest regions, Latin America, but worsened it” (Lerner 373). Lerner uses statistical evidence to demonstrate how globalization is hurting countries more than improving them and explains that the World Bank did not help Latin America move out of poverty, but instead took advantage of their free markets to benefit themselves. Lerner’s article connects to Chua’s idea that globalization of free markets has kept the wealthy rich, while the impoverished people stay poor. In both cases the wealth is not being distributed to the poor majority, but being held in the hands of a small minority, or dispersed to other countries.

Eric Hobsbawm, a man involved in politics his whole life, further illustrates Chua’s idea in his article, “Spreading Democracy”, published in 2004. Hobsbawm explains why democracy is not the answer to solving the world’s problems. Hobsbawm describes the system of democracy by arguing, “The rhetoric surrounding this crusade implies that the system is applicable in a standardized (Western) form, that it can succeed everywhere, that it can remedy today's transnational dilemmas, and that it can bring peace, rather than sow disorder. It cannot” (Hobsbawm 40). Hobsbawm is clarifying that democracy can not succeed everywhere, and instead causes chaos in many situations. By mentioning how three other countries did not succeed, the author backs up his evidence. Hobsbawm claims that democracy split Czechoslovakia, caused Sri Lanka to enter a permanent civil war, and the institution of democracy itself was suspended in Northern Ireland. Like Chua, Hobsbawm believes that democracy is not meant for every country. Chua examines the idea that democracy often only benefits certain ethnic groups, which can result in a very explosive situation. Hobsbawm’s example of Northern Ireland, Czechoslovakia, and Sri Lanka, backs up Chua’s statement. Both authors offer evidence on why democracy does not always succeed. Hobsbawm’s article strengthens Chua’s argument by providing additional support on the weakness of democracy under certain situations.

Jay Mandel, a supporter of globalization, complicates Chua’s argument in his article, “Globalization, Pro and Con”, published in 2006. Mandel claims that globalization is improving countries more than hurting them. Mandel examines the idea that globalization often accelerates economic development. Mandel offers evidence by explaining that, “Even the textile and apparel industries, much maligned for the relatively poor wages and working conditions they provide, almost always offer higher levels of income than the alternative opportunities available to their workers” (Mandel 320). Mandel makes in clear from this example that poor nations have benefited from globalization. Mandel claims that even though many of these nations are still poor, its citizens have the opportunity to make more money than they previously could have. Chua argued that globalization is having a negative impact on countries with market dominant minorities, and examined cases where ethnic inequalities led to violence. Chua claimed this happened because the wealth was not being trickled down to the poor. Mandel does a great job and complicating this statement by providing evidence that globalization is in fact bringing money to the poor.

In conclusion, Chua illustrates her argument through research, a personal anecdote, and informed opinion. She clarifies the harmful effects that globalization and democracy can have on countries with market dominant minorities. Through Hobsbawm’s and Lerner’s articles, the reader is informed about other situations that extend Chua’s claim. Mandle complicates this paper by offering evidence that globalization is helping countries more than hurting them. Finally Chua states that globalization and democracy, if used under the right circumstances are very beneficial to a nation. Chua is very effective at

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explaining that countries need to meet certain requirements before they convert to democracy and open up free markets. Chua’s paper opens up the eyes of the western world. Overall, it gives them a new perspective they are not accustomed to, and informs them about the harmful effects that globalization and democracy can have on countries with market-dominant minorities.

Works CitedChua, Amy. (2003). World on Fire: How Exporting Free Market Democracy Breeds Ethnic

Hatred and Global Instability. New York: Broadway Books.Hobsbawm, Eric J. (2004). Spreading Democracy. The World’s Most Dangerous Ideas, 144, 40.Lerner, Lee. (2006). Indonesian Village Chiefs Protest Pulp Mill. Retrieved October 20, 2008

from http://go.galegroup.com/ps/start.do?p=GVRL&u=mittys1.Mandle, Jay. (2006). Globalization, Pro and Con. Retrieved October 24, 2008 from

http://go.galegroup.com/ps/start.do?p=GVRL&u=mittys1 .

PAPER 2 An Analysis of Amy Chua’s Text “A World On The Edge”Amy Chua gives new perspective to globalization and the spread of democracy and free trade in her

essay, “A World On The Edge.” Amy Chua has worked as a Professor of Law at Duke Law School and is currently a professor at Yale School of Law. Amy Chua specializes in the studies of ethnic conflict, globalization, and the law. In her essay, “A World On The Edge,” Amy Chua explains to an American audience the down side of the spread of free-market democracy and globalization by providing different types of evidence, such as personal anecdote and historical examples. Amy Chua argues that in some cases the spread of free-market democracy and globalization can lead to ethnic hatred of market-dominant minorities, and there are several solutions that are possible to help these issues subside.

In this paper I will focus on the claims that are made by Chua, and the evidence she uses to help support those claims in order to support her overall project and argument. Chua’s essay is largely based around the claims that she makes, and the evidence she provides for those claims. There are two types of claims that are made by Chua throughout “A World On The Edge.” There are the major claims, which are implied throughout the entire essay; and the smaller claims, which are used to help support and further extend the major claims made by Chua.

First, I will focus on the major claims that are projected throughout Chua’s essay. One of Chua’s major claims is part of her main argument that the spread of free-market democracy and globalization can lead to ethnic hatred of market dominant minorities in many situations. Market-dominant minorities are what Chua refers to as, “the Achilles’ heel of free-market democracy”(Chua 22). Chua then continues to elaborate on the subject claiming that markets and democracy not only favor different people in different social situations, but different ethnic groups (Chua 22). Chua argues the results of which can, and have proven to be in many cases, perilous. Another main claim made by Chua, is that globalization partly to blame for the ethnic hatred of market-dominant minorities in many cases. Chua makes this claims that the correlation between ethnic hatred and free-market democracy as, “inextricably bound up with globalization”(Chua 26). Chua then explains that this is because a large part of globalization is “the unprecedented worldwide spread of markets and democracy”(Chua 26). One of Chua’s other main claims is that the spread of democracy in the non-western world isn’t necessarily feasible in the short-term saying, “at no point in history did any Western nation ever implement laissez-faire capitalism and overnight universal suffrage simultaneously.” Chua makes her main claims very clear to the reader, as she explains them well with sub-claims and evidence throughout the entirety of her essay.

Although it would seem that Chua has a pessimistic view of ethnic conflicts on a global scale, many of her main claims are about possible solutions to these many problems. In her essay, Chua suggests three possible solutions to the conflict. The first solution described by Chua, is to isolate some of the causes of market-dominant minorities and address, when appropriate, these problems (paragraph 50.) The next possible strategy presented by Chua is possibly the most controversial of the three solutions. This strategy is government intervention in the market, which Chua explains to be “designed to correct ethnic wealth imbalances”(paragraph 54.) The third possible solution Chua describes, puts responsibility

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on the market-dominant minorities themselves. She suggests that market-dominant minorities must “ begin making significant and visible contributions to the local economies which they are thriving”(paragraph 58.) This could be done in order to help ease the tension between the indigenous peoples and market-dominant minorities. Because Chua offers possible solutions, it could be assumed that Chua doesn’t believe that this issue is a lost cause. This can make an impact on a lot of readers, as many audiences like to hear solutions to problems they are presented with.

Chua uses affective use of her claims, as she supports them with many sub-claims. Many of these claims can be found in the different types of evidence that is provided by Chua. In order to extend her claim that free-market democracy and globalization can lead to ethnic hatred of market-dominant minorities, Chua provides a number of different historical examples, and imbedded in these historical examples are many of her sub claims. In paragraphs fourteen through nineteen, Chua describes a number of different violent acts that were a result of ethnic hatred from market-dominant minorities, such as a suicide bomber who intentionally drove his car into a school bus filled with 34 Jewish children (Chua 18). These historical examples support Chua’s claim that “market-dominant minorities can found in every corner of the world”(Chua 21). Chua makes good use of historical evidence, using it as evidence for many of her claims, such as the illustration given in paragraph thirty-three of the backlash from the people of Zimbabwe. This example supports one of Chua’s sub-claim that backlash is experienced, “against markets and targets the market-dominant minority’s wealth”(Chua 32.) This sub-claim extends Chua’s main claim that the spread of free-market democracy leads to ethnic hatred of market-dominant minorities. Thorough the sub-claims to her main claims, Chua gives ample examples in order to support her claims. Chua proves her point, in a true lawyer’s fashion, leaving very little room for doubt by her careful choice of claims and evidence.

Writer for the Washington Post, Robert J. Samuelson, extends on Amy Chua’s essay in his article, “Deflation: The Global Economy’s Downside.” In this article Samuelson explores the negative effects globalization can have on the economy, a flaw of which Chua does not bring to attention in her essay, “A World On The Edge.” Samuelson points out the many flaws of thinking that the whole world economy worked the same way. There are many different factors as to why this would be hard to accomplish. The two main obstacles mentioned by Samuelson are cultural differences, and corruption, something that Chua briefly mentions in paragraph fifty-seven when she mentions, “market-dominant minorities often engage in objectionable practices—bribery, discriminatory lending, and labor exploitation”(Samuelson 57.) While he looks at things in a much broader scale, Samuelson mentions, “Corruption pervades in many poor countries.” Samuelson also makes the claim that globalization can actually expose counties to one another’s weaknesses, and can be partly attributed to the current danger of deflation.

Another author who further illustrates Chua’s argument, is Eric J. Hobsbawm in he article, “Spreading Democracy.” Hobsbawm, who has a similar background to Chua, having grown up outside of the U.S., also is opposed to the spread of democracy. He explain his feelings on those who support the spread of democracy saying, “This view underrates the world’s complexity”(Hobsbawm). This extends on Amy Chua’s claim that the spread of democracy isn’t always beneficiary in many cultures. Both Hobsbawm and Chua’s international upbringing clearly give Americans a new world perspective.

Although Samuelson and Hobsbawm both extend Chua’s argument, there are also many critics who could compliment Chua’s essay, such as Indur M. Goklany in his essay “The Globalization of Human Well-Being.” Goklany looks at the effects of globalization in the long term, and believes that the positive effects of globalization should be measured through human well being saying, “greater wealth translates into greater resources for researchers in developing new technologies that directly or indirectly advance human well-being”(Goklany 4). This complicates Chua’s argument because it suggests that although there are rich market-dominant minorities, the poor are still better off than they were before. Goklany clearly supports in the well-known trickle down theory. Chua would argue with Goklany that there are many examples that show the backlash resulting from the spread of free-market democracy that can be extremely dangerous, and lead to perilous conditions. In fact in paragraph thirty-six, Chua gives an example of instance where the spread of free-market democracy did not only result in backlash, but also down graded the indigenous peoples standard of living. In this case, the Sierra Leoneans actually experienced an increase in the cost of food, after an organization called the International Monetary Fund

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intervened in an attempt to help the Sierra Leonneans through the spread of democracy. Amy Chua is successful at showing that although she is not against democracy, it isn’t always beneficiary in some cultures.

It is clear from Amy Chua’s personal anecdote at the beginning of her essay, in which Chua describes the violent death of her aunt due to ethnic hatred, and that Chua writes about an issue she was personally effected by. It is clear that she really wishes to inform American readers on the effects of the spread of free-market democracy and globalization has on certain market-dominant minorities. It is also clear that Amy Chua truly wishes to inform people on possible solutions to this problem. I think that Amy Chua gives a compelling argument, as she leaves very little room for doubt with her many claims and sources of evidence. I think that many people all around the world would want to read this essay, as it is about a universal topic that effects us all, and is from a perspective that isn’t popularly shown in the media.

Paper 3: Untold Secrets to Universal Health CareThroughout the years the American health care system has brought the country down creating an

economic destruction. A primary concern is that there are about 50 million Americans who are uninsured. There have been several solutions that have been addressed or considered to eliminate this issue. Universal health care has been the most discussed solution and several presidential candidates have considered it. Universal health care is portrayed as the end to our health care problems; do you really think universal health care an advantage for Americans can be free with no tradeoffs? Will universal health care benefit us? Sicko is a documentary film written, directed, and narrated by Michael Moore which exposes our health care system he states that if universal health care is considered it will eliminate many health issues. On the contrary Michael F. Cannon, director of health policy studies at the libertarian Cato Institute, in his article “A “Right” to Health Care?” (2007) attempts to question the word right when referring to universal health care. Previous research or ways of approaching this topic are not wrong, but have come areas that have been missed or ignored. Moore’s Sicko explains how universal health care can benefit the United States by showing how it profits other countries which missed some subjects. Cannon article fills in the gaps left out in Moore’s claim that the United States should have universal care, by stating the down fall of universal coverage. In this essay I will argue why the negative aspect of establishing a universal health care would out weight the positive side. My argument is that establishing a universal health care system is not an easy step but in fact the negatives such as having to pay high taxes because we have a universal health care system can out weight the positives. I will discuss how I complicate Moore’s Sicko and how Cannon’s article clarifies my argument.

There have been several individuals that have started a movement to show Americans that our health care system has failed. Sicko is a documentary film written, directed, and narrated by Michael Moore who studied journalism at the University of Michigan and his first major film was Bowling for Columbine in 2002, which won an Oscar. Sicko exposes our health care system today and how many individuals are affected because of coverage denial or lack of health care. Moore’s purpose is to show Americans that our health care system is corrupt. He bases Sicko on the 250 million who have health insurance, who believe they are living the American Dream but are still suffering because of their insurance companies. According to the film, America is ranked number thirty seven in the nation for national health care. As mentioned before, Moore’s objective of this film is to reveal the corruption of our United States health care and that Americans should really consider universal health care. One reason Moore believes America should have a system like others because countries who have established a universal health care is because there are many advantages for their citizens. Moore claims that London, France, Cuba, and Canada have universal health and do not have to pay for their medical services. He traveled around to these countries and studied their method of universal health care. Their medicine and doctor appointments are not paid by the patient but in England the cashiers will give the patient money if they have to pay expenses to get an appointment. He states that London, France, Cuba, and Canada all have a better health care system compared to the United States. Moore proves his claim with evidence by including stories of individuals who have been denied from their insurance companies

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simply because they are believed to be “too fat” or “too skinny.” In the documentary he asks people from France or London if they have ever been denied coverage and they all replied no. The next reason why Moore believes America should have universal health coverage is because many people with health care are not aware of how dishonest their insurance company can be. Our health care is designed to deny coverage to a certain number of individual who are need of their service. In many cases many people lose family members, friends, and even lose their own life. Throughout the documentary, Moore address proves to his audience that insurance companies are greedy and deny health care from many people who are in desperate need of help. He uses expert testimony of employers who admit to deny people simply for the purpose of a raise in their wage. Moore claims that our health care is corrupt and we need to consider a universal coverage to eliminate these issues today. He provides various examples of evidence to support his claim. He states that many diseases are considered “experimental” insurance companies don’t want to pay for medical bills. Moore’s argument in Sicko is that universal health care should be established, because with a health care system we have today, Americans will continue to suffer. He believes that many Americans that have insurance coverage are under the impression that because they have health care, they are generally covered. He combines many real life stories and events of Americans who have lost family members because of denials made by their health companies. Moore claims that London, France, Cuba, and Canada have universal health care and do not have to pay for it. The claim is supported in the film when Moore pays several visits to hospitals as well as pharmacies in London, France, Cuba, and Canada to provide expert testimony that they do not pay for their coverage. Moore travels to countries where health care is given to their citizens for free; his plan is to prove to Americans that universal health care can actually benefit us. Moore used rhetorical strategies in Sicko using language to get the audience’s attention, interest, or arguments. He uses compare and contrast different situations that individuals face to prove to the audience between the health care systems. There are two toddlers that shared a similar sickness and shows how the toddler that lived in a country with universal health care survives at the end yet the toddler who had basic insurance died. Another rhetorical strategy that he uses is cause and effect which was very effective. He states that he universal health care is established than many of our issues today dealing with health will be eliminated. Moore is able to back up his notion by providing expert testimonies of individuals who have suffered. Unlike Michael Moore who is for universal coverage there are several individuals who have studied and observe the universal health care and do not agree a system like this would benefit Americans. Michael F. Cannon, director of health policy studies at the libertarian Cato Institute, in his article “A “Right” to Health Care?”(2007), he attempts to question if a universal health care system would solve the problems with health care we have today or just add more issues. Cannon asserts that the word “right “to health care is not briefly defined for Americans which can lead to many misconceptions. He states that some areas concerning universal coverage have been ignored for instance questions the individual who will be responsible for deciding what is right and to what extend? One reason Cannon believes we should not have universal coverage because with all the diseases that need to treated, test that need to be given, and treatment someone must decide where the “right “ends. People will take advantage of this system because it is said to be free. If there is no limit to health care this may result to the nation suffering bankruptcy. Cannon asserts that several nations give the power to unelected bureaucrats who ration medical care and this often leads to seriously ill patients wait for care. Another reason why Cannon disagrees with a universal system because he states there are several disadvantages Americans have no yet considered such as how we can afford universal health care; the tradeoff to universal health care is there will be required additional taxes. Many individuals today are complaining about the tax prices and with a universal health care system they will increase. Patients would demand far more medical care because additional consumptions would cost them a modest amount compared to what they use to pay. This is another way American can suffer from bankruptcies. Cannon asserts that higher tax rates would discourage work and productivity, yielding less economic growth and wealth, and Moore fails to mention this in his argument that universal health care would benefit Americans. Lastly, another reason Cannon doesn’t agree with universal coverage benefitting us is because he states that Americans will lose individual rights meaning they would not have the right to choose what doctor they would like to see. If people decided they were fine without health care and didn’t want it that would not be an option because universal health care would be for everyone. This means that people who do not want health care or do not believe in a

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universal health care will be paying for themselves and others through taxes. Many individuals will lose their right to refuse health care as they did before. There have been many individuals that focus on universal health care and how it will benefit Americans even the Democratic presidential candidate have brought this issue up. Americans considering universal health care should be informed about some of the tradeoffs of a universal health care system. Cannon uses rhetorical strategies that are effective and appeal to his readers. He uses logos appeal when using expert testimony from Researcher J.D. Kleinke and how there are a number of people who are taking preventive medication due to preexisting illness and it will increase with universal health care. This is effective because the reader is getting reliable sources who have been studying universal health care. Lastly Cannon uses cause and effect when stating that if universal health care is created in American as a result of this there will be higher tax rates.

Other health care system has corrupted over the years bringing our country down there is a need for a change but universal health care may not be a appropriate for America. Michael Moore only focused on the positives of universal health care I will complicate him by showing some negative aspects of having a universal health care system which will overcome the positive side of having a system that other countries have. There are many tradeoffs that many individuals are unaware of such as increase in tax pay. Michael Tanner a director of health and welfare studies and Michael Cannon a director of health policy studies at the Cato Institute state in their article “Universal health Care’s Dirty Little Secrets” that there is a vast different between universal coverage and concrete access to medical care. Cannon and Tanner both assert that many countries provide universal insurance but deny critical procedures to patients who need them. I bet many people were not aware of this fact that having a universal health care system still doesn’t promise care if citizens with this system are being deny critical procedure. Britain’s Department of Health reported in 2006 that any given time, nearly 900,000 Britons are waiting for admission to National Health Service hospitals, and shortage force the cancellation of more than 50,000 operations each year.” I believe they are so short in resource that they do not have enough doctors’ or medicine to cover all their patients at one time since everyone is getting free health care. What’s the point of having a universal health care system if there will be Americans that will not receive the care they need? Joe Messerli who has studied health care for several years states that “government-mandated procedures will likely reduce doctor flexibility and lead to poor patient care.” Today insurance companies are already tying the hands of doctors and with the government influence this will only make things worse, leading to decreased doctor flexibility and poor patient care.We would work so hard to establish universal coverage to decrease the amount of people without health care but having universal health care that leaves individuals out doesn’t seem effective. In Cannon’s argument he discusses some of the negative aspects of a universal health care system but does not bring any statistics that gives the reader an idea of the portion not receiving the help they need. Many individuals believe universal health care means health care for everyone. According to the statistic Cannon and Tanner both provide even with universal health care everyone will not be covered as expected. In Sweden the wait for heart surgery it estimated to be as long 25 weeks, and the average wait for more than a year. There are so many people with disease and treatment that need to be treated but with many people taking advantage of this opportunity there will not enough resources. Moore never mentioned all these exchanges that will need to be taken place if America would have to consider. I used several rhetorical strategies to appeal to the reader so I can prove that universal health care will not benefit Americans. I used cause and effect stating that if universal health care was established then Americans would suffer from low patient care or higher taxes. I also used logos when using expert testimony stating that our universal coverage would not solve any of our problems today.

If America were to establish a universal health care system the negatives of having this system can out weight the positives. In this project I have learned many valuable facts about the difference between my argument and the difference between the two main sources. In this project the requirements were less summarizing and use analyzing the evidence given. When I was explain each main source I have to learn not to put my opinion in this section but simply just focus on how they relate to my argument. In the beginning of the semester we mainly discussed issues about health care and how people were affected by the lack of health care. Later throughout the semester we starting focused more on universal health care as a possible solution and our main focus was on Michael Moore. So after watching Sicko I thought the United States should

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definitely consider having a universal health care system like Canada, France, London, and Cuba. For this project we were to include our own argument so I decided to focus on the negative side of universal health care instead of positive side. Later on I learned that Sicko was a one sided argument and many people do not acknowledge that and believe strongly in what Moore argues without nothing the other side of the argument. I found a variety of arguments stating that universal health care wouldn’t solve any of our issue but simply add on. There were some interesting points addressed that proved negative tradeoffs for instance many patients will have to wait an amount of time before they are treated. I believe universal health care can be considered but before establishing such an impactful plan there must many clarifications and the negatives aspect should be kept in mind.

Cannon, Michael.”A “Right” to Health Care?” National Review Online 29 Jun. 2007, http://article.nationalreview.com/?q=MDEyZGVkNTYxODRlNjg5NjgwYWMxNmJiN2ZmN2RkYTI

Messerli, Joe.”Should the Government Provide Free Universal Health Care for All Americans?” Apr. 17. 2008, http://balancedpolitics.org/universal_health_care.htm/

Tanner, Michael, and Cannon, Michael.”Universal healthcare’s dirty little secrets” Los Angeles Times 5 Apr. 2007, http://www.latimes.com/news.opinion/la-oe-otanner5apr05,0,6266467,print.story.

Sicko. Dir. Michael Moore. Perf. Michael Moore.22. DVD. 2007.

PAPER 4 Pharmaceutical Industry and the Effects on Teenage Drug Use The pharmaceutical industry is extremely influential by not only affecting the consumers, but also the doctors, the media, and even the institutions that regulate the medications. They have become so powerful that the dangers of using prescribed drugs are not even being considered when they’re being approved. These prescribed drugs are thought as medications that can help aid an illness, but in reality there are more negatives that result from using them than positives. One of the many negatives that come from prescription drugs refers the term ‘medicalisation,’ which causes individuals to feel that they have to take a different drug for every problem that they have. Another common problem is due to the excessive amount of prescription drugs in the market, there is a higher risk of being exposed to the dangers that result from prescription drugs. The pharmaceutical industry continues to produce and sell medications even if they know the medication isn’t effective. In the pharmaceutical industry, everything that is done is thought out methodically in the interest of making money. One of the many reasons pharmaceutical companies are successful in making money is primarily due to the drug representatives. Drug representatives are the individuals who go to doctors offices to sell prescription drugs. In the magazine TheAtlantic, an article entitled, “The Drug Pushers,” written by Carl Elliot, explains the job of drug representatives, and their ability to persuade doctors to buy the drugs that they are selling. Elliot states, “Sometimes reps must persuade doctors to prescribe drugs that are marginally effective, exorbitantly expensive, difficult to administer, or even dangerously toxic” (Elliot). The pharmaceutical industry only hires representatives that will push until they persuade their new medications on to doctors even though the medications could be ineffective and dangerous. Although Elliot explains the more commonly known aspects of the pharmaceutical industries ways on how prescription drugs get sold to doctors by drug representatives, he fails to address one of the main destructive effects of the pharmaceutical industry’s aggressive marketing: prescription drug abuse by teens Pharmaceutical companies are constantly introducing new prescription drugs, and teenagers have been able to get these harmful and dangerous products without much difficulty. Teenagers can easily obtain these prescription drugs online, from friends, or even in their parent’s medicine cabinets. A study done based on the amount of teens abusing prescription drugs states, “Nearly one in five teens (19% or 4.5 million) report abusing drugs that are not prescribed to them” (PATS, 2006). So many teenagers that are abusing prescription drugs fail to see the problems that can potentially occur from using them.

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Prescription drugs that are most commonly abused such as Oxycoton, Adderall, and Vicodin are as harmful and dangerous as hard drugs such as Cocaine, Ecstasy, LSD, Heroin, and Methamphetamine. Teens think that since prescription drugs are government approved and prescribed by a doctor that they are safe to take. However, many dangers can occur from using prescription drugs such as lying, cheating, stealing, heart failure, low self esteem, aggressiveness, and addiction that can ultimately end in an overdose. Teenagers take prescription drugs for various reasons such as weight loss, to feel light headed, stay awake longer, or to feel a “high.” Even in the media, individuals are being told that celebrities use prescription drugs which cause teens to think they are permissible to take. Advertisements are introduced intended to make individuals feel like they have to have the new prescription drug that is being advertised. Drugs such as Adderall, Oxycoton, Zoloft, and Vicodin, have become the most popular drugs amongst teens. Another reason teenagers start taking prescription drugs is to fit in with the social norm. Teens are even having “pharm parties” which replaces alcohol with taking a variety of prescription drugs. In her article “New Addiction on Campus: Raiding the Medicine Cabinet,” author Elizabeth Bernstein extends on the issue of pharmaceutical companies being to blame by continuing to create products in order to make more money off of the consumers who buy the drugs. Doctors are quick to prescribe their patients with medications which ultimately cause these dangerous drugs to be easily accessible by teenagers. Teenagers take the prescription drugs in order to get a “quick fix.” In the Drug Rehab Treatment Center’s article, “Protecting Your Family from Teen Pharmaceutical Swap-Meets, Known as Pharm Parties,” they clarify on the issue by discussing how teens don’t see that the pharmaceutical companies just want to make money and don’t think prescription drugs are harmful in any way. Both articles create the same gap when failing to mention any sort of long term or effective solution to this serious problem. Teenagers don’t see the reality of how harmful and effective prescription drugs are. This craze of using prescription drugs has been an ongoing problem and is continuing to get worse. Not only do teenagers take the medications to get a “high,” but they undergo a change in personality which causes them to steal, lie, and cheat, in order to get the medications they desire. I plan to extend on both of the articles by discussing the pharmaceutical companies ultimately negatively affecting teenagers. The number of teenagers using prescriptions drugs have recently tripled, and the death rates from overdosing continue to rise as well. In this paper I have gathered a lot of vital information regarding the pharmaceutical industry, and how they play a major role in the prescription drug usage of teenagers. I plan to analyze the article, “New Addiction on Campus: Raiding the Medicine Cabinet” written by Elizabeth Bernstein, by explaining how her article examines the issue of teenagers abusing the drugs that pharmaceutical companies create due to the drugs being easily accessible. I will then analyze the article, “Protecting Your Family from Teen Pharmaceutical Swap-Meets, Known as Pharm Parties,” written by the Drug Rehab Treatment Center, by showing how this article clarifies the issue of pharmaceutical companies creating drugs for common problems which causes impressionable teenagers to want to experiment with prescription drugs. After, I will expose my contribution, and explain how I extend on the issue regarding pharmaceutical companies being the main problem. In what follows, I will analyze the text of the “New Addiction on Campus: Raiding the Medicine Cabinet,” by Elizabeth Bernstein. Essentially in Elizabeth Bernstein’s text, “New Addiction on Campus: Raiding the Medicine Cabinet,” she explains further when talking about the idea of teenagers abusing prescription drugs. Bernstein explains that the younger generation has increased in terms of using prescription drugs. She states, “From 2002 to 2006, the annual prevalence of use of narcotics other than heroin among college students rose to 8.8% from 7.4%, according to a University of Michigan study funded by the by the National Institute on Drug Abuse” (Bernstein). She clarifies that the problem is due to the pharmaceutical companies who are constantly producing prescription drugs for common problems which cause people to feel like they need to get the new drug being advertised. Bernstein blames pharmaceutical companies when stating, “Thanks to the huge increase in the number of prescriptions over the past decade, many kids can easily find drugs in mom or dad's medicine cabinet or obtain them from a friend” (Bernstein). She explains that due to the rapid production of prescription drugs, teens are able to access them easier. Bernstein questions the pharmaceutical company’s motives. The pharmaceutical companies know that more consumers purchase their medications online than pick them up, therefore; they increase the price of

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medications purchased online. Bernstein discusses that teenagers use over the counter medications to receive a “high” but don’t realize that results can be fatal. She explains some common outcomes as a result of teenagers using prescription drugs as, “ a sudden drop in grades, loss of interest in studies or favorite activities, change of friends, lying, stealing, unexplained, mood swings, and financial problems”(Bernstein). Bernstein acknowledges many of the possible outcomes that can come from using prescription drugs. By evaluating this issue, Bernstein wrote her paper by effectively using important rhetorical strategies. Several rhetorical strategies were accounted for in Bernstein’s article “New Addiction on Campus: Raiding the Medicine Cabinet.” She presents a large amount of logistical facts. By doing this, Bernstein illustrates the severity of the prescription drug problem of teenagers. An example of this would be when Bernstein explains, “OxyContin, annual prevalence of use doubled, to 3%; the use of Vicodin rose to 7.6% from 6.9%” (Bernstein). Without statistics involved regarding the situation, the reader would fail to understand the reality of the problem. Bernstein presents a lot of quotes from credible sources as another rhetorical strategy. She introduces quotes provided by individuals who have studied the issues regarding the pharmaceutical companies such as Nora D. Volkow, director of the National Institute on Drug Abuse. Volkow explains, “In 2006, 2.2 million people ages 12 and older said they started abusing pain relievers within the past year, with young adults ages 18-25 showing the greatest overall use of any age group”. This was helpful in understanding the severity of how bad prescription drug abuse has become amongst teens. Bernstein also used emotional appeal by telling stories told by people who are or were addicted to prescription drugs. By presenting anecdotes of teenagers who were addicted to prescription drugs such as Oxycontin and Adderall, Bernstein is able to show the major problem that comes from teenagers using prescription drugs. This strategy is effective in that it causes the reader to understand that teenage use of prescription drugs has become a huge problem. In what follows, I will discuss another text entitled, “Protecting Your Family from Teen Pharmaceutical Swap-Meets, Known as Pharm Parties.” In the article written by the Drug Rehab Treatment Center, “Protecting Your Family from Teen Pharmaceutical Swap-Meets, Known as Pharm Parties,” they clarify the problem of teenage prescription drug use. They present crucial information regarding the pharmaceutical company’s use of persuasion in their advertisements by implying that any type of problem can be solved with a pill. They explain that health insurance companies are essentially paying for individuals to get high. The Drug Rehab Treatment Center questions pharmaceutical companies ulterior motives when saying, “Teens can easily buy prescription drugs over the internet; for a higher price, dozens of websites fill orders for drugs, no prescription required, though to do so is not legal”(The Drug Rehab Treatment Center). They argue that the availability of prescription drugs should never be that undemanding to attain. This particular issue that is presented shows that the main demographic of individuals who are targeted are teenagers. The Drug Rehab Treatment explains that teenagers don’t understand the horrible risks that can occur from using prescription medications. They discuss the side effects that can occur from prescription drug use such as, “ irregular  heart  beats,  reduced  appetite,  weight  loss,  heart  failure,  nervousness,  and insomnia and though less addictive than other commonly abused prescription drugs, stimulants are clearly habit forming”( The Drug Rehab Treatment Center). By describing the problems that can potentially occur from prescription drugs, the Drug Rehab Treatment Center argues that medications with such severe side effects should not be as easy to attain like they have become. Their uses of rhetorical strategies were beneficial because, they clarified the arguments that were presented regarding pharmaceutical companies being the ones to blame for easily accessible prescription drugs. In “Protecting Your Family from Teen Pharmaceutical Swap-Meets, Known as Pharm Parties” by The Drug Rehab Treatment Center, helpful rhetorical strategies were used in the article. The Drug Rehab Treatment Center made it clear that they were credible sources because; they have an entire program devoted to teenagers and substance abuse. This is very effective because their article had a better understanding regarding the background of teenage drug abuse. Besides using logos and pathos, they presented their article in an extremely informative and serious tone. They were able to get their point across to the reader that this particular situation is serious when stating, “Prescription drug abuse has been played down for so long that reaching out to the community for support is even more critical than with other narcotics and alcohol”(The Drug Rehab Treatment Center). Using an informative and serious tone

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helped show that this problem is not a joke. By evaluating the two texts, I am shocked how pharmaceutical companies play such a major role in the problem of teenager’s use of prescription drugs. When analyzing both texts “New Addiction on Campus: Raiding the Medicine Cabinet” and “Protecting Your Family from Teen Pharmaceutical Swap-Meets, Known as Pharm Parties,” the theory that pharmaceutical companies effect prescription drug use among teenagers is extremely beneficial because, it sheds insight on the increase of teenage prescription drug use. In “New Addiction on Campus: Raiding the Medicine Cabinet,” I identify with Bernstein’s article when she explains that the pharmaceutical industry make drugs seem like they aren’t dangerous because, they are easy to access and approved by the government. Bernstein relates to my thoughts on the pharmaceutical industry being the problem when stating, “Thanks to the huge increase in the number of prescriptions over the past decade, many kids can easily find drugs in mom or dad’s cabinet, obtain them from a friend, or if those fail an online pharmacy”(Bernstein). In simpler terms, prescription drugs can be found virtually anywhere. In “Protecting Your Family from Teen Pharmaceutical Swap-Meets, Known as Pharm Parties,” The Drug Rehab Treatment Center relates to my opinion when talking about the profits that drug companies are making off of selling their products. They explain how pharmaceutical companies make money when stating, “Not only do pharmaceutical companies deceive the public to make a buck, but they influence the judgment of many doctors, paying them well to give speeches and sales pitches promoting their drugs to other doctors”(The Drug Rehab Center). This confirms my beliefs in regards to the money making scheme of pharmaceutical companies. Because of this, teenagers don’t see that taking prescription drugs are the same as heavier narcotics. There is no doubt that teenagers are constantly put under peer pressure when it comes to trying the latest phenomenon. Being a teenager, I can understand why teenagers feel the need to fit in. In the world that we live in today, everyone is so consumed with the media. When celebrities such as Lindsay Lohan or Nicole Ritchie are seen taking drugs such as Oxycoton, Adderall, Ritalin, and Vicodin, teenagers are specifically targeted in feeling the need to be like their favorite celebrity. Being a teenager we are at an extremely impressionable age in that we feel the need to fit in with the social norms. The problem is that pharmaceutical company’s only care about making money and that is why they are constantly producing new medications. It is like the health care problem in America where insurance companies turn away individuals who actually need help in order to get more money. Due to the fact that pharmaceutical companies are constantly new medications for money, prescription drugs have become easy to access, especially online. In an article for Medscape Today, Dr. Katherine K. Knapp states, “Accompanying the rapid and dramatic growth of Internet pharmacies has been the appearance of sites that generate prescriptions without appropriate medical consultation, dispense medications in violation of state and other laws, and offer drugs to U.S. consumers that have not been approved by the FDA. Existing laws probably cannot address all of these problems” (Knapp). Dr. Katherine K. Knapp explains that our government fails to provide any laws to prevent fraud online pharmacies that haven’t even been FDA approved. I believe that it is up to the government to set strict laws on the online pharmaceutical companies. I think that teenagers see how effortless and common taking prescription drugs have become; therefore, they don’t think they are as dangerous or addictive as they truly are. Inevitably, the position I took on this topic clarifies the two previous texts. I am a teenager and know how simple it is to get a prescribed medication without a prescription. I feel as though pharmaceutical companies are ultimately hurting us. Although I agree with the majority of the points the two previous texts made, I did however discover the same gap in both of their arguments. Both texts explain how the pharmaceutical companies want to make money; therefore, they make their drugs easy to access causing teenagers to not realize how harmful the drugs can be. However, neither texts offer a solution as to how prescription drugs can be only accessible for those who have prescriptions and not teenagers who just want to get a “quick fix.” My suggestion would be to administer advertisements that show individuals the dramatic repercussions from prescription drug use to show the negative results of using prescription drugs. A good example of a commercial that has had effective results is the commercial where it shows a woman that smokes out of the hole in her neck, she is addicted to nicotine. Another suggestion would be for the government to regulate the prescription drugs that the pharmaceutical companies are producing. The government can regulate pharmaceutical companies by administering three different “tests” that a

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new prescription drug would have to go through in order to be approved. First, the prescription drug will be approved and passed only if the drug being produced is solely for helping with major problems that many individuals suffer from. Second, if the medication’s side effects are more helpful than hurtful then it will be approved. Lastly, the prescription drug must not cause individuals to undergo personality changes such as lying, cheating, or stealing in order to be approved. If the prescription drug passes all three “tests” it can be approved by the government and put out on the market. Another possible way I can see that teen prescription drug use would decrease is if our government treated using prescription drugs and drugs such as cocaine, marijuana, heroin, or methamphetamines the same. If both drugs are said to be equivalent to each other why not treat them the same in terms of getting caught using? I would recommend that they be placed into a rehabilitation center for a minimum of three months. It is obvious that the pharmaceutical industry doesn’t care if people are using their drugs legally or illegally as long as they are making a profit from it. In reality the only thing the pharmaceutical industry cares about is how they are going to make money. Teenagers take these medications and don’t realize the repercussions. Everywhere you look there is some type of advertisement for the latest prescription drugs which fails to help teens see the possible dangers that can come from taking them. The alarming statistics of addiction to prescriptions drugs states, “40 percent of teens feel that over the counter medicines are much safer than illegal drugs” (Teen help). This statistic clarifies that pharmaceutical companies take advantage of the young generation because, they know how easily influenced we are. By gathering all of the information regarding the pharmaceutical industry and the influence they have on teenagers, I was able to reflect on all of the information I have learned thus far. At first glance, teenagers might say that prescription drugs aren’t harmful in any way because, they are made by pharmaceutical companies and government approved. But when taking a closer look, teenagers will see that prescription drugs are equivalent to extreme drugs. Analyzing the two texts helped me see that the pharmaceutical industry is only out for money. Being a teenager, I know that we are constantly being pressured to do the latest fad. Whether it is buying expensive clothes, getting a new hair style, or driving a nice car, we are constantly being pressure no matter what we do. I now realize that not only are we being pressured by our peers to take prescription medications but, in reality we are also being pressured by the pharmaceutical industry. I find it quite disturbing that the pharmaceutical companies know that the medications they produce have dangerous side effects but, they continue to create medicines for common problems that cause people to question if they really need the product. The gap in the two texts I previously analyzed “New Addiction on Campus: Raiding the Medicine Cabinet” and “Protecting Your Family from Teen Pharmaceutical Swap-Meets, Known as Pharm Parties,” fail to suggest a solution to the ultimate problem. We need to put an emphasis on the dangers of prescription drugs so teenagers can fully understand that prescription drugs are harmful and dangerous. The simple fact that prescription drugs are so easy to acquire is unbelievable. When will pharmaceutical companies fully comprehend that they are not curing individuals from their problems their ultimately hurting them?

Works CitedBernstein, Elizabeth. "New Addiction on Campus: Raiding the Medicine Cabinet." Health Journal. 25 Mar. 2008. The Wall Street Journal. 25 Mar. 2008 http://online.wsj.com/public/article/SB120639877117160751.htmlDrug Rehab Treatment, Center. "Protecting Your Family from Teen Pharmaceutical Swap-Meets, Known as Pharm Parties." Drug Rehab Treatment. 7 Apr.-May 2008. Teen Drug and Rehab Centers. 27 Apr. 2008 <http://www.drugrehabtreatment.com/pharm-parties.html>. Elliot, Carl. "The Drug Pushers." The Atlantic. Apr.-May 2003. Atlantic Monthly. 9 May 2008 <http://www.theatlantic.com/doc/200604/drug-reps>.Knapp PhD, Katherine K. "Internet Pharmacy Practice." Medscape Today. 2000. Medscape Portals. 9 May 2008 <http://www.medscape.com/viewarticle/419161>. Pats. "Generation Rx: National Study Confirms Abuse of Prescription and Over-the-Counter Drugs." PATS Teens 2005 Report. 15 May-June 2006. Partnership for Drug-Free America. 1 May-June 2008 http://www.drugfree.org/Portal/DrugIssue/Research/Teens_2005/Generation_Rx_Study_Confirms_Abuse_of_Prescription

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WRITING TIPS FOR SOURCES PAPERThe introduction should contain a) introduction to topic, and/or attention-getter, b) brief background on Pinker, c) summary of overall argument and support, d) statement of purpose (‘In this paper I will…”)

Each body section shoulda) Introduce a key claim(s) from “The Moral Instinct” that you will focus on, b) Explain the claim, provide a quotation or two to illustrate the claim, c) describe the support Pinker provides for this claim, d) transition to the outside source.

AnalysisThe paper should spend significant time explaining HOW the outside source extends, complicates, illustrates, challenges,

No “parallel parking” Don’t provide a series of general points loosely based on the text, or provide points that feature your own thoughts on the issues (except in the conclusion, where this may be appropriate.) Instead, focus relentlessly on the claims in the text, and your analysis of the relationship between claims and outside sources.

Focus relentlessly on claims – and on making a strong case that your interpretation of the claims is correct. Use the “language of claims” frequently, and keep reminding the reader that you are talking about Pinker (will help differentiate between your points and Pinker’s).

Attributions (always focus on primary author.) If you discuss others referred to in a text, frame this in terms of how the primary author draws on these people.)

Avoid “cheerleading” (“Pinker’s brilliance is revealed in his masterful argument that leaves opponents no place to hide from the glare of his logic.”)

No hanging/hit and run quotations. ALWAYS introduce a quotation with your own words. NEVER insert a quote that stands alone. Always introduce, integrate and explain quotes.

Quotations - the period goes inside the quotation, not outside it – even if there is no period in the original quote (see Raimes for a full explanation). Example: Oreskes states that she “would like to fight Michael Crichton in a cage match.” NOT Oreskes states that she “would like to fight Michael Crichton in a cage match”.

Article titles go in quotation marks (“The Scientific Consensus on Climate Change.”) Book titles, movie titles, and magazine titles are italicized (Moby Dick, Food Inc., Newsweek magazine, etc.)

Avoid comma splices, fragments, and agreement problems – see handouts and Raimes

Long, complex sentences with complex syntax (embedded clauses, multiple verbs, etc) can sometimes be hard to understand. Check that these are clear. If they are not, try breaking the long sentence into several shorter, simpler sentences, tied together with simple connectives. See handouts on unity, cohesion, focus and coordination.

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Words for Signaling Connections

Some connective words for expressing relationships between your ideas/the views of authors you are discussingConnecting words are signposts that signal to the reader where your ideas are going or what you want the reader to focus on. Connecting words are used to organize the transitions in your writing. They can be compared to signs on the road – when you see a road sign showing men at work, telling you to stop, telling you that an exit is coming up, or that there is a HOV lane ahead, this helps you know what to expect and get to your destination.

Connecting words are important not only as a way of indicating where your ideas are going, but also as a way of adding variety to your style. Here are some common words and phrases used to orient readers.

1. DEVELOP (To Add/Explain how an author’s point develops)a) Furthermore, b) Moreover, c) In addition,d) Additionally,e) What’s more, f) Equally important

2. CONNECT (To show how your point connects with a preceding point/an author’s point OR to show how one author’s point is similar to another author’s point.)

a) Correspondingly,b) Similarly,c) Equally,d) Likewise,e) In the same way,f) Author A’s argument is homologous with that of author B, who states…g) Smith’s argument parallels that of Jones, who claims that…h) Jones’ argument is congruent with/echoes/is aligned with that of Smith…

3. CHANGE DIRECTION (To show that one of your ideas contrasts with another author’s OR to explain how one author’s point contrasts with another author’s point.)

a) In contrast, Smith denies that Jones claims are accurate. b) While Jones argues that media violence seriously affects children, Smith suggests that the risks of

media violence have been vastly overstated.c) Whereas Jones states that media violence seriously affects children, Smith suggests…d) In opposition to Smith’s claims regarding media violence, Jones argues…e) Contrastingly, Jones argues….f) Contrary to Jones’ argument concerning media violence, Smith states…g) On the other hand,…h) Although this may be true…i) By comparisonj) Where author X says Y...

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4. TO ILLUSTRATE (To Provide an example)For instance…Take the case of…To illustrate,…As an illustration of X…For example…To demonstrate…Consider the case of Y.

5. To Repeat or add EmphasisAs I have said…As mentioned previously…As we have seen…As noted previously…In other words… Indeed… Surprisingly…Certainly…Undeniably…Always… Unquestionably…Without doubt…

6. TO CONCLUDEIn conclusion…In sum…To conclude…Thus…Therefore…Hence…In brief…Summing up…Consequently...Finally.

7. TO CONCEDE/QUALIFY A POINTIt must be acknowledged…It must be conceded that…It is of course true that…Granted…to be fair…there is some truth to…It’s hard to argue with X that…

8. TO REBUT A POINTNonetheless…However…Nevertheless…In spite of X’s claim…Even though…Conversely…

Attributions/Talking about AuthorsThe handout provided earlier in the course explains the basics of attributions. In this section I will talk about how the reporting verbs you use to describe an author’s claims indicate the extent to which you agree/disagree with him/her, and the degree of certainty you attribute to her/his claim. A) Reporting verbs that imply you agree with the author

Smith reveals Smith showsSmith uncoversSmith provesSmith makes clear that Smith confirmsSmith points out

B) Reporting verbs that may indicate you disagree with the author

Smith alleges Smith assumesSmith contends Smith impliesSmith claims

C) Frequently used reporting verbs that are neutral with respect to your agreement (i.e. you may or may not agree with the author)

Smith states, Smith argues, Smith asserts,

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Smith examines, Smith analyzes, Smith advances the claim that, Smith maintains, Smith suggestsSmith maintains Smith aversSmith notesSmith remarks

D) Reporting verbs that may indicate you think the author is presenting a qualified claim (i.e. is not entirely sure about the claim)

Smith proposesSmith suggestsSmith raises the possibilitySmith estimates

Expressions Often Used When Analyzing Authors/Engaging in Critique

Discussing WeaknessesSmith’s argument is vulnerable to several potential counterarguments…Smith’s argument rests on several highly questionable assumptions… Jones’ argument suffers from a number of limitations…The evidence presented by Gaines is too anecdotal, too dependent on the idiosyncratic experiences she had while watching daytime talk shows…Jones fails to account for/ignores/does not account for…Smith presents insufficient evidenceThe examples presented are neither typical nor accurate…The authorities drawn on lack credibility/are not relevant in this context…The analogies Smith uses are deeply problematicThe basic categories proposed by Smith fail to get to grips with….Jones claims that X is the case. But it does not follow, as he suggests, that Y is also the case…

Discussing StrengthsRigorous, carefully qualified, scholarly, sound, significant, well supported, nuanced, responds well to counterarguments, reliable, applicable, relevant, well researched, etc.

CCW/07

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Signal Words (Melissa Watson)

Transitions, or signal words, help you, the reader, follow the direction of a writer’s thought. They are like signposts on the road that guide the traveler. Transitions (or signal words) are words and phrases that show the connection between ideas.

EMPHASIS WORDS

Among the most valuable signals for you to know are emphasis words, through which the writer tells you directly that a particular idea or detail is especially important. Think of such words as red flags that the author is using to make sure you pay attention to an idea.

above all should be noted a significant factor a primary concern

important to note a key feature most noteworthy

ADDITION WORDS

Addition words tell you that the writer’s thought is going to continue in the same direction. He is going to add on more points or details of the same kind. Addition words are typically used to signal a list of ideas/points.

Also another finally first first of all for one thing

furthermore in addition last of all likewise moreover

next and second the third reason

COMPARISON AND CONTRAST WORDS

Comparison words signal that the author is pointing out a similarity between two subjects. They tell you that the second idea is like the first one in some way.

like likewise just as equally in like manner

in the same way alike similarly just as

Contrast words signal a change in the direction of the writer’s thought. They tell you that the author is pointing out a difference between two subjects or statements.

but however in contrast yet differ

difference variation still on the contrary conversely

otherwise nonetheless nevertheless

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These last three expressions give expression to two ideas which contrast but do not contradict each other:

on the other hand while whereas

ILLUSTRATION WORDS Illustration words tell you that an example or illustration will be given to make an idea clear. Such words are typically used in textbooks that present a number of definitions and examples of those definitions.

for example to illustrate specifically

once for instance such as

CAUSE-AND-EFFECT WORDS

Cause-and-effect words signal that the author is going to describe results or effects. These expressions also show that the second statement follows logically from the first statement.

because therefore so that cause reason

effect thus consequently since as a result

if . . . then result in

FOCUS WORDS

Focus words direct attention on what follows in the sentence. This is done by announcing the subject in advance. As regards and as far as………is concerned usually indicate a change of subject.

with regard to regarding as regards

as far as ……… is concerned as for

Adapted from: http://www.csupomona.edu/~lrc/crsp/handouts/recognizing_words.html

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