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450 PART THREE - SPECIAL ASSIGNMENTS ex ample, you argue, “Team sports are good for kids because they build char- acter,” why do you believe this? What particular character traits do you mean? Can you offer a personal example or a hypothetical case to clarify and support your claim? Remember what you learned in Chapter 3 about using evidence—examples, personal experience, testimony—to illustrate or back up any general claims you are mak ing. Your goal is to be as clear and persua- sive as you can be—show what you know! PRACTICING WHAT YOU’VE LEARNED Underline the key words and circle the directional words or phrases in the fol- lowing assignments. What pattern(s) of development are suggested in each assignment? 1. Discuss three examples of flower imagery as they clarify the major themes of Toni Morrison’s novel The Bluest Eye. 2. Trace the events that led to the Bay of Pigs invasion of Cuba. 3. Discuss Louis B. Mayer’s major influences on the American film indus- try during the “Golden Age of Moviemaking.” 4. Agree or disagree with the following statement: “The 1957 launching of the Russian satellite Sputnik caused important changes in the Ameri- can educational system.” 5. Consider the similarities and differences between the surrealistic tech- niques of the American painter Peter Blume and those of Spanish painter Salvador Dali. Illustrate your answer with references to impor- tant works of both artists. ASSIGNMENT Practice planning an in-class essay by selecting one of the quotations on pages 44–45 in Chapter 2 as a brief “prompt” for a personal opinion essay de- veloped by any method(s) you find appropriate. Allow yourself only ten min- utes to write a working thesis and a sketch outline for your essay. Would you then be ready to turn your plan into a clearly organized and well-developed in-class essay? Continue to practice responding to the prompts in Chapter 2 until you gain confidence in your ability to think, plan, and write under time pressure. WRITING THE SUMMARY-AND-RESPONSE ESSAY The “summary-and-response essay” is such a common assignment today that it merits additional discussion and illustration. As noted earlier in this chap- ter, this kind of assignment frequently asks students to read a professional ✰ ✓ CHAPTER 16 - WRITING IN CLASS: EXAMS AND “RESPONSE” ESSAYS 451 ar ticle, summarize its thesis and main points, and write a response expressing agreement or disagreement with the article’s ideas. You may have had experience with some form of this assignment before now. Many college entrance examinations have adopted this kind of essay to evaluate both reading comprehension and writing skills. Many colleges also use this format as their composition placement exam, to direct students into the appropriate writing class. Still other schools employ this kind of essay as a final exam or exit test for their composition requirement. And although this format is often assigned as in-class writing, it certainly is not limited to this use. Many composition classes and other academic courses include this type of essay as an out-of-class paper. Though the format of this assignment may vary slightly depending on its purpose and occasion, throughout your college and professional life you will almost certainly be asked on more than one occasion to read information, summarize it for others, and then present your reaction to its ideas. To help you prepare for this kind of thinking and writing activity, here are a few sug- gestions, divided into three sections for clarity: Reading the Assignment and the Article 1. Read your assignment’s directions carefully to discover exactly what you are being asked to do. For example, are you being asked to present a one- paragraph summary of a professional article* first and then write a personal response? Or are you being asked to respond to the professional article’s major points one at a time? Perhaps you are being asked to critique the au- thor’s style as well as ideas. Because formats vary, be sure you understand your complete assignment—all its required parts—before you begin writing. 2. Before you can intelligently respond to any reading you need to thor- oughly understand its ideas. To review suggestions for close reading, take the time now to review Chapter 8, “The Reading-Writing Connection,” in this text. This chapter will help you identify and evaluate an article’s thesis, main points, supporting evidence, and other rhetorical techniques. 3. If you are given an article to read out of class, study it carefully, anno- tating it as outlined in Chapter 8. If reading the article is part of the in-class activity, you may have only enough time to read it carefully once, underlining and annotating as you move through each paragraph. Minimally, you should mark the thesis and the main ideas of the body paragraphs. Underline or star important claims or supporting evidence. Are the claims logical and well sup- ported, or does the author rely on generalizations or other faulty reasoning? Overall, do you agree or disagree with the article? Would you call it a weak or * To avoid confusion in this discussion between the professional essay used as a “prompt” and the student’s response essay, the word “article” will be used to refer to the professional reading. 452 PART THREE - SPECIAL ASSIGNMENTS strong piece of writing? Why? (For help evaluating claims and supporting evi- dence, review the discussion of logical fallacies in Chapter 10, pages 297–300.) Writing the Summary Section If you are to begin with a brief summary of the article, follow the guide- lines listed under “Writing a Summary” on pages 182–184 of Chapter 8. Re- member that a good summary presents the author’s name and full title of the article in the first sentence, which also frequently presents the article’s thesis (In his article “Free Speech on Campus,” author Clarence Page argues that. . . .). The next sentences of your summary should present the article’s main ideas, found in the article’s body paragraphs. Unless you need to quote a word or phrase for clarity or emphasis, use your own words to present a concise version of the article. Normally, your summary will be an objec- tive treatment of the article’s ideas, so save your opinions for the “response” section. Writing the Response Section 1. Before you begin writing the “response” part of your essay, look at the underlining and any marginal notes you made on the article. What was your general assessment of the article? Do you agree or disagree with the author? Perhaps you only agree with some points and disagree with others? Or per- haps you agree with the main ideas but think that this particular essay is a weak defense of those ideas? After looking over the article and your notes, de- cide on your overall reaction to this article. This assessment will become your thesis in the “response” portion of your essay. 2. Once you have a working thesis in mind, plan the rest of your essay. For example, if you disagree with the article, you might want to note two or three reasons you reject the author’s opinion; these reasons may become the basis for your own body paragraphs. Important: Be sure you have evidence of your own to support your positions. Responding with personal examples is per- haps the most common kind of support for essays written in class, but if you know facts, statistics, testimony, or other information that would support your position, you may certainly include them. 3. If you have begun your essay with a summary, start the next paragraph with a sentence that clearly indicates the “response” section is now beginning. Present a smooth transition to your thesis and consider using an “essay map” to indicate to your readers the points you will discuss. Example Although in his article “Test!” Paul Perez correctly identifies a growing drug problem in our public schools, his plan to drug- test all students involved in campus activities should be re- jected. Such a test could not be implemented fairly and is an unreasonable invasion of students’ privacy. CHAPTER 16 - WRITING IN CLASS: EXAMS AND “RESPONSE” ESSAYS 453 4. In each of your own body paragraphs make clear which of the author’s claims or ideas you are refuting or supporting by using “tag lines” to remind the reader. Example Although Foxcroft argues that the proposed tuition increase will not discourage prospective students, she fails to understand the economic situation of most IBC applicants, who are sacrificing in- come to return to school. In a recent survey. . . . 5. Once you have signaled the point in question and stated your position, develop each body paragraph with enough specific supporting evidence to make your claim convincing. If you disagree with a point, you must show why and present your position logically (you may wish to review Chapter 10 on ar- gument). If you agree with the article, beware a tendency to simply restate the positions with which you are in agreement (“I think Brower is right when she says housing is too expensive on campus. She is also right about the lack of housing choices. . . .”). Find other examples, reasons, or information that lend support to the points that you and the author think are valid. 6. Many assignments call for a straightforward personal opinion or “agree-disagree” response. In other assignments, you may be given the option of criticizing or praising an author’s logic, style, or even tone. You might, for example, show that a particular argument is ineffective because it is based on a mass of overstated generalities, or you might show why the author’s sarcas- tic tone alienates the reader. On the other hand, an author might deserve credit for a particularly effective supporting example or a brilliantly clever turn of phrase that captures the essence of an idea. Always check your as- signment to see if this sort of critique is welcome or even required in your response. 7. Don’t forget to write a brief concluding paragraph. If appropriate, you might emphasize the value of the article in question, or call for action for or against its ideas, or project its effects into the future (other suggestions for conclusions appear in Chapter 4). However you end your essay, your conclu- sion should always be consistent with your overall assessment of the article and its ideas. 454 PART THREE - SPECIAL ASSIGNMENTS SAMPLE STUDENT ESSAY The essay that follows was written by Teresa H., who was assigned the article “Our Youth Should Serve” by Steven Muller (pages 179–182 in Chap- ter 8) and then asked to write a one-paragraph summary and a response essay, expressing her opinion of the article’s proposal. Although Teresa thought the article itself might have been stronger, she liked Muller’s sugges- tion for a volunteer youth service. Her approval of his proposal became her essay’s thesis, which she then developed through use of her own experience. After you read Muller’s article and Teresa’s summary-and-response essay, what suggestions for revision might you offer her? YOUTH SERVICE: AN IDEA WHOSE TIME HAS COME 1 In “Our Youth Should Serve,” former university president Steven Muller proposes a national volunteer youth service. This program would perform some of our country’s public service tasks and also help high school graduates who have to choose between low-paying jobs or starting college with no clear direction. Although the pay would be low, volunteers would benefit through job training and by earning Federal grants for college. Muller also argues that youth service would motivate volunteers to become better students and perhaps help them find a career. The greatest benefit, according to Muller, would be the self-esteem volunteers would get from earning these benefits themselves. 2 Although Steven Muller’s article “Our Youth Should Serve” might have been more persuasive with some specific examples supporting its claims, Muller’s national volunteer youth service is still a good idea, especially for students who have no money for college and no work experience. I was one of those students, and because of the year I spent after graduation working in a boring, Summary Thesis Response begins CHAPTER 16 - WRITING IN CLASS: EXAMS AND “RESPONSE” ESSAYS 455 dead-end job, I believe the Youth Service should be started as soon as possible. 3 After I graduated from high school, I didn’t go to college because I didn’t have any money saved and I was tired of school. I decided to work for a while to save up, but I didn’t have any training for anything so I took a minimum wage sales job in a mall clothing store. I had to look good for work, but since my wardrobe consisted of jeans and T-shirts, I had to buy new clothes. With clothes and transportation to work and other bills, I was barely breaking even. If I had been in Muller’s program, my pay would also be low but at least I would have been earning grant money for college at the same time. 4 Muller also has a good point about people needing to feel that what they are doing is important or meaningful. My job at the store wasn’t meaningful or challenging; it was, in fact, repetitive and boring. For example, a typical day during the summer months consisted of cleaning out dressing rooms and hanging up two-piece swim suits thrown all over the floor. It took forever to match up the right size tops and bottoms and then hang them back up on these crazy little double hangers so that everything was facing the right way with all the straps untwisted. In the winter it was pants and sweaters. Unlike Muller’s volunteers who would be helping society while getting some valuable training themselves, I wasn’t contributing to anything meaningful, and I sure wasn’t learning any skills for a better future. 5 It didn’t take me long to figure out that I wanted more out of life than a low-paying, boring, going- nowhere job. So I talked to a counselor here at Logan Response to the benefit of earning grant money Response to the benefits of meaningful work, skills 456 PART THREE - SPECIAL ASSIGNMENTS [Community College] who helped me explore some of my interests, and now I am enrolled in the pre-nursing program. In Muller’s program I might have discovered this career earlier by volunteering at a hospital or nursing home, plus getting some on-the-job experience. I would have tuition grant money instead of going into major debt from student loans like I am now. I might also have worked for someone who might even hire me later. And I’m absolutely positive I would have felt more useful and had better self-esteem than I did hanging up clothes for eight months! 6 Although this program wasn’t there to help me, my sister is getting ready to graduate and she is in the same situation I was two years ago—no money, no skills, no solid future goals. If Muller’s program existed today, I’d tell her to look into it. The benefits of college money, job training, and better self-esteem are just too good to pass up. Response to career benefits and increased self-esteem Conclusion emphasizes benefits to a future volunteer CHAPTER 16 - WRITING IN CLASS: EXAMS AND “RESPONSE” ESSAYS 457 PRACTICING WHAT YOU’VE LEARNED 1. After reading Steven Muller’s article “Our Youth Should Serve” (pages 179–182), write your own summary-and-response essay, drawing on your own knowledge and experience to support or reject his proposed program. In your opinion, would this be a worthwhile, feasible pro- gram? Why or why not? 2. Write a response to “Our Youth Should Serve” that presents at least one paragraph critiquing Muller’s reasoning, use of supporting evi- dence, or other methods of persuasion. How might Muller have im- proved the arguments for his proposed youth service? Did he overlook any major problems or disadvantages that you see? (In other words, if Muller asked you for help during a revision workshop, what major sug- gestion for change or addition would you offer to assist him in writing a stronger draft?) ASSIGNMENT Read and annotate the selection “So What’s So Bad about Being So-So?” on pages 200–202 of this textbook and then write your own summary-and- response essay, agreeing or disagreeing (wholly or in part) with the writer’s view of competition today. Remember to support your position with logical reasons, persuasive examples, or relevant facts. (If you prefer, you may select some other professional essay from this textbook or from another source, such as a newspaper or magazine, but be sure to obtain your instructor’s ap- proval of your selection in advance.) ✰ ✓ Essay Exams C 62 00 00 00 00 00 09 43 Chapter 17 Writing in the World of Work Imagine you are a manager of a business who receives the following memo from one of the sales representatives: Our biggest customer in Atlanta asked me to forward the shipment to the com- pany warehouse and I said I could not realizing how serious a decision this was I changed my mind. This OK with you? Did the salesperson mean to say that at first he thought he could send the shipment but then changed his mind? Or did he mean he thought he couldn’t but then reconsidered? What would you do as the manager? Probably you would stop your current work and contact the salesperson to clarify the situa- tion before you gave an OK. Because of the unclear communication, this extra effort will cost your business valuable time, energy, and perhaps even cus- tomer satisfaction. The preceding scenario is not far-fetched; unclear writing hurts busi- nesses and organizations in every country in the world. Consequently, here is a bold claim: Almost all workplaces today demand employees with good communication skills. Although specific writing tasks vary from job to job, profession to profession, successful businesses rely on the effective passage of information among man- agers, coworkers, and customers. No employer ever wants to see confusing reports or puzzling memos that result in lost production time, squandered resources, or aggravated clients. To maximize their organization’s efficiency, employers look for and reward employees who can demonstrate the very writ- ing skills you have been practicing in this composition course. Without ques- tion, your ability to communicate clearly in precise, organized prose will give you a competitive edge in the world of work. To help you address some of the most common on-the-job writing situa- tions, this chapter offers some guidelines for business letters, office memos, and professional electronic-mail messages. A special section on the prepara- tion of résumés at the end of the chapter will suggest ways to display your skills to any prospective employer. [...]... professional growth Specific: A microbiology research position in a laboratory or center working on disease prevention and control If you have the time and resources to customize a résumé for each job announcement you respond to, you can use this section to show that the position you most want matches the one advertised However, if you plan to use one résumé for a variety of job applications, beware presenting... antagonize, your reader If you’re too angry or frustrated to maintain a reasonable tone, give yourself some time to cool off before writing A respectful tone should not, on the other hand, sound phony or pretentious (“It is indeed regrettable but I must hereby inform you ”) Choose the same level of language you would use in one of your polished academic essays In short, good business writing is clear, courteous,... or he know, understand, or decide to do after reading this letter? 3 What overall impression of yourself do you want your letter to present? All business correspondence should be courteous, with a tone that shows your appreciation for the reader’s time and attention Achieving this tone may be more difficult if you are writing a letter of complaint, but remember that to accomplish your purpose (a refund... résumé 5 Skills Because you want to stress your value to a prospective employer, you may wish to note relevant professional skills or special abilities you have to offer This section may be especially important if you do not have a work history; many recent graduates place this section immediately following the education section to underscore the skills they could bring to the workplace For example, you... never separate to from its verb; today, however, some grammarians allow the split infinitive except in the most formal kinds of writing Nevertheless, because it offends some readers, it is probably best to avoid the construction unless clarity or emphasis is clearly served by its use Traditional A swift kick is needed to start the machine properly Untraditional A swift kick is needed to properly start... for computer monitors and for your advance payment check of $250 I am delighted that your company wishes to stock my painted canvas dust covers in both your Little Rock and Fayetteville stores The computer covers are being packed in individual boxes this week and should arrive by Air Flight Mail at your main office no later than May 25 If you wish for me to express mail the covers to you for quicker... Signing off If your e-mail is performing a task similar to that of a business letter, you may wish to close in a traditional way: Yours truly, Scott Muranjan However, if your e-mail is more akin to an informal memo between coworkers, you may find it appropriate to end with a friendly thought or word of thanks and your first name: I’m looking forward to working with you on the Blue file See you at Tuesday’s... wrong button, sending your thoughts to an entire list of people when you meant to contact only one To avoid embarrassing yourself—or even endangering your job— never send inappropriate comments, angry responses, petty remarks, or personal information through your business e-mail Never send confidential or “top secret” business information through e-mail without proper authorization Learn to use e-mail... used as adjectives modifying other nouns: “horse show,” “movie star,” or “theater seats.” But some nouns used as adjectives sound awkward or like jargon To avoid such awkwardness, you may need to change the noun to an appropriate adjective or reword the sentence Awkward The group decided to work on local environment problems Better The group decided to work on local environmental problems Jargon The... Incorrect Each of the new wives decided to keep their own name Correct Each of the new wives decided to keep her own name In the past, writers have traditionally used the masculine pronoun “he” when the gender of the antecedent is unknown, as in the following: “If a spy refuses to answer questions, he should be forced to watch James Bond movies until he cracks.” Today, however, many authorities prefer the . intelligently respond to any reading you need to thor- oughly understand its ideas. To review suggestions for close reading, take the time now to review Chapter 8, “The Reading -Writing Connection,”. 297–300.) Writing the Summary Section If you are to begin with a brief summary of the article, follow the guide- lines listed under Writing a Summary” on pages 182 – 184 of Chapter 8. Re- member. antagonize, your reader. If you’re too angry or frustrated to maintain a reasonable tone, give yourself some time to cool off before writing. A respectful tone should not, on the other hand,