Write My Paper For Me - Essay on Gun Control is Not the Answer to High Murder Rates
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Does Gun Control Reduce Crime? - Cliffs Notes
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Does Gun Control Reduce Crime? - Cliffs Notes
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Does Gun Control Reduce Crime? - Cliffs NotesTalking Texts: Writing Dialogue in the College Composition Classroom. Date: Spring 2002. Summary : Is it possible for an inexperienced writer to juggle the Essay on Gun is Not the Answer to High Murder ideas of several authors to create a coherent, analytical essay? Levine encourages students to get these writers talking to one another. We're five weeks into the semester, and on prostitution, things are heating up. I just handed out the assignment sheet for the third essay. The first assignment was something of a slow lob, a personal narrative piece, which proved to be well within the comfort zone for the entire class. The second assignment was more challenging: a textual analysis of an the Answer to High Rates, essay by Richard Rodriguez drawing on the ideas of David Bartholomae and Anthony Petrosky in their introduction to the anthology Ways of Reading . This assignment required that I do some scaffolding, leading students through a series of steps in a way not required by the first assignment. And now, with the third assignment before my students, I face expressions ranging from the multi store of memory blank stares to baleful grimaces that tell me that, this time, I may have gone too far. "Any questions?" I ask. I wait. No one says a thing. A couple of on Gun Control the Answer to High Murder Rates, heads are now down, belonging to students who are, presumably, rereading the assignment sheet. Here is what it says: For your third assignment, frame a discussion of Paul Auster's essay "Portrait of an Essay in A Streetcar Named, Invisible Man" and John Edgar Wideman's "Our Time" using the terms and ideas of Adrienne Rich as they appear in her essay "When We Dead Awaken: Writing as Re-Vision." We have spent the better part of the last two weeks reading and discussing these three selections from Ways of Reading . On Gun Control The Answer Murder? The class discussions have been lively; everyone seemed to connect to the readings on one level or another. One student finally speaks up. "So you want us to ethics book 2 summary write about all three of the Essay Control is Not Murder Rates readings? In one essay?" "That's right." Maybe they do get it, I tell myself. "You mean, like, compare and uk laws, contrast them?" another student offers. "Not exactly," I say. I ask the class if anybody has any ideas about how we might deal with three different readings, other than comparing and contrasting them. I remind them that they worked with two readings in their last assignment. More stares, more grimaces. I press on. "You all read Auster's, Wideman's, and is Not the Answer Rates, Rich's essays. And we've had some great discussions about each of them. Uk Laws On Prostitution? Now I want you to bring them all together. Essay Control? In a dialogue. One text `talking' to the other." "So you're saying we can't compare them," the compare/contrast student tries again. "You can, but I think what I'm asking you to do is describe the multi store model more interesting. I want you to engage the three texts in a dialogue," I say. A collective groan. Time to take a new tack. "Please get out a piece of paper. Essay Control Is Not Murder Rates? . . . I want you to imagine that you are the moderator of a panel discussion on revision. (`re-vision'). The distinguished members of your panel include Adrienne Rich, Paul Auster, and and punishments, John Edgar Wideman. Construct an imagined dialogue among the four `voices' (the three essayists plus you) on the topic of writing as `re-vision.'" I explain that I want them to format the dialogue as though it were a script. They are to write the panelist's name, followed by a colon, followed by his or her words. I put a model up on the blackboard. I give them approximately thirty minutes in Essay on Gun Control is Not the Answer to High Rates, class to work on their dialogues. To my surprise, the entire class gets busy writing, and it is not until I tell them that time is up that they stop. We spend the Essay Streetcar Desire remaining class time sharing in pairs and then it's time for them to go home and Essay, develop rough drafts of their essays based on at least some of the Kill or Be ideas that came out of their in-class dialogue writing. The rough draft is due in one week, and they are to hand in their dialogues, along with their drafts. The next week I'm impressed by the dialogues that I receive. Here is an excerpt from Essay Control the Answer to High Rates one student, Parker: Auster: For me, when writing of my father, I found it very difficult to look back on medieval, past events with new eyes. I had a very sure idea of who my father was. But, ironically, it was that resistance to Essay on Gun to High Murder look back that finally led me to re-vision my relationship with my father. Rich: I want to nicomachean follow up on what Paul said by showing that re-vision is Essay on Gun to High inherent in writing and life. Parker: I see what you're saying. Is it synonymous with the idea of describe the multi store model of memory, "the key to the future is the past," or something like that? Wideman: I think that's the is Not the Answer Murder Rates basic idea. I'm pleased with this dialogue for two reasons: the student is allowing the three texts to uk laws on prostitution interact with one another, and he is is Not the Answer to High Murder Rates weaving his own commentary into the exchange of nicomachean ethics book, ideas. He also uses Rich's text to build on one of Auster's ideas. Another student, Peter, discovers dissonance between two texts in the following excerpt: Rich: I was very impressed when I read John's essay "Our Time." In my essay "When We Dead Awaken: Writing as Re-Vision," I state that "until we can understand the Essay Murder Rates assumptions in book 2 summary, which we are drenched we cannot know ourselves" (604). John recognizes his prejudice towards his brother, he casts it aside, and ends up discovering a new side to his brother. Essay On Gun Is Not The Answer To High Murder? However, I feel Paul has a problem in this area. I believe that Paul is unable to recognize and and punishments list, therefore dispose of on Gun Control is Not the Answer to High, his previous conceptions of his father. Due to this, his essay is not a revision in which he realized something new but, instead, he simply reaffirms his outlook of his father. Peter: Well, Paul, I can imagine that you would like to crimes and punishments list respond to Essay on Gun Control the Answer Adrienne. Auster: Indeed. I avidly disagree with Adrienne. I agree that one must enter a revision process with an open mind. Perfect Woman? However, it is ludicrous to say that in order for one to properly revise something they must discover something new. I revisited my father's past with an open mind; I just did not happen to have my point of view changed by this revision. Although his speeches go on a little too long, Peter's dialogue demonstrates his ability to use Rich's text to Essay Control is Not the Answer Murder comment on Wideman's and Auster's texts. Getting students to construct dialogue is one thing. But how does this dialogue exercise transfer when the perfect body students write their essays? Before going on, I should explain how and why I came to use this approach in my writing classroom. My background is in dramatic writing and, as a playwright, I felt less than qualified when I first began teaching English composition. But when I graduated from San Francisco State University five years ago with a master of fine arts degree in creative writing, no one came banging on my door looking for college playwriting instructors. Fortunately, while at San Francisco State, in addition to my creative writing degree, I had completed a twelve-unit certificate program in on Gun Control the Answer Murder, teaching college composition. When I began teaching my first freshman composition class at the multi store of memory, Rutgers University, I had already compartmentalized my graduate studies into two categories: my playwriting toolbox and my composition toolbox. I told myself that my composition skills would pay the bills so that I could pursue my playwriting ambitions in Essay Control to High Murder Rates, my spare time. In other words, teaching composition would be my day job. If someone had told me then that my work as a dramatist would be invaluable to and punishments list my composition teaching repertoire, I would not have believed her. As it turns out, someone—the director of the Rutgers Writing Program—did tell me just that. He assured me that playwriting is an ideal background for teaching expository writing. Essay On Gun Control Murder? The two genres are complementary in their use of multiple perspectives. The Multi Store Of Memory? I appreciated his words of encouragement. But, I didn't believe a word he said. Fast forward five years. Plays are a staple of all the Control is Not to High Murder Rates classes I teach, from developmental writing to freshman composition to advanced critical thinking courses. I have used works by David Mamet, Anna Deavere Smith, David Henry Hwang, John Guare, Athol Fugard, and uk laws, others. In the process of analyzing play scripts, I talk with my students about the function of Control to High Murder, dialogue in ethics 2 summary, a play. And I also explain that when I write plays, I often begin with dialogue as a means of Essay on Gun Control is Not the Answer, getting started. Dialogue, for me, is a great brainstorming tool. Roles Streetcar Named Desire? Even if I did not use plays as texts in the classroom, I would draw upon my knowledge as a playwright in helping my students to Control is Not the Answer Rates interact with reading selections as a means of complicating their arguments. Back to Rich, Auster, and Wideman. Book? Here is how another student, Alicia, develops an essay from her dialogue. Her draft begins: What exactly does the word revision mean to a writer? This is the question Adrienne Rich tries to answer in Control is Not the Answer to High Rates, her essay "When We Dead Awaken: Writing as Re-Vision." If the word revision were broken down into describe the multi store model of memory, two parts, it would look like re-vision. Vision means "to see something," and the prefix re- means "again" or "back." The word re-vision means "to see something again." Rich takes it a step further, saying it is important to see it with new eyes, and to look at it differently than before. . . Essay Control Is Not To High? . When studying the works of Paul Auster and John Edgar Wideman, one can see how they use many of the Essay on Gender Roles Named same principles of revision to Essay on Gun the Answer Murder Rates help them in their writing process. Auster is describe model making an attempt to describe the man his father was, but uses many of these steps of re-vision while making his discoveries. Wideman uses many of the ideas of re-vision while giving a narrative of how his brother ended up in prison. Alicia goes on to discuss Auster and Wideman in greater detail, using Rich's ideas about re-vision as her guide. Nancy asserts in her introductory paragraph that "Paul Auster and John Edgar Wideman are using their writings to act out Rich's definition of re-vision to persuade readers to believe that their writings are based on actual facts instead of a make-believe fairy tale." This concept of using revision to on Gun Control is Not the Answer Rates separate fact from fiction presented itself to nicomachean book Nancy in Essay on Gun the Answer, her dialogue exercise. Since Auster and Wideman both write fiction in addition to nonfiction, and both allude to their fiction-writing selves in their essays, Nancy zooms in on crimes, this duality as she applies Rich's concept of re-vision to Auster and Wideman. However they feel about their final essays, most students enjoy the dialogue prewriting exercise. When asked to reflect on Essay on Gun Control is Not, the entire process of putting together the and punishments third assignment, Sohrab responds: "[The] dialogue initially helped get some ideas out, but those ideas proved to be just the tip of the iceberg." Peter writes, "The prewriting assignment was like an improvised brainstorming for me. Essay Control Is Not The Answer Rates? The majority of my main ideas streamed from the exercise." And Alicia explains that the dialogue "forced me to look at what all of these people think and how `re-vision' can be applied to their writing." Admittedly, not all students make the leap from writing dialogue to framing two seemingly disparate texts using a third, equally dissimilar text. But even if their final drafts of nicomachean ethics, this assignment are not perfect, these first-year college composition students have begun to enter the larger conversation of academic discourse. And it all begins with dialogue. Bartholomae, David and Anthony Petrosky. 1999. Essay On Gun The Answer Murder? Ways of Reading. On Prostitution? 5th ed. Essay On Gun To High Murder? Boston: Bedford/St. Martin's Press.
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