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lu10_assignment_sheet_sample_new1.docx
Susan Becker
Kameo Cragoe
Composition I
1 November 2014
Synthesis Outline
Working thesis: Though some scholars do not agree on the degree of influence that media has on children, many of them do agree that media impacts children in a negative way.
I. Main idea #1: The media can affect children’s education by focusing on entertainment.
a. Postman: Postman explains that education is no longer education but more so simple, non-complex, entertainment. Postman describes this by stating: “The name we may properly give to an education without prerequisites, perplexity, and exposition is entertainment” (425).
b. Hade: The books were intended to motivated children, specifically girls, to learn about their history, however, due to the nonfactual content, the books are more for entertainment than learning. According to Hade, there are several instances in which the books could have better explained history. She talks about misspelled names, misleading statements, and inaccurate maps, all of which would have been great learning points for the children but were simply overlooked to ensure simplicity (567).
Transition: Along with educational items for children, there is a huge market for children’s, well, everything.
II. Main idea #2: Companies target children with their marketing
a. Buckingham: According to David Buckingham, corporations work together to ensure the crazes are advertised on all forms of media from television shows, to computer games, to trading cards, to clothing lines and toys. This type of marketing is known as horizontal integration (595).
b. Schlosser: As said by Schlosser, television takes up the majority of children’s advertisement. An average child in the United States currently spends about twenty-one hours each week viewing television (523).
Transition: Not only does the market rely heavily on television promotions, but clubs are often very popular.
III. Main idea #3: Companies target children through clubs
a. Hade: Hade describes that “American Girl clubs meet regularly across the country, usually in bookstores, where scores of girls, each clutching her own American Girl doll meet to hear stories, make crafts, and learn about new products the Pleasant Company is developing.” (565).
b. Schlosser: Eric Schlosser agrees that clubs fuel the market and also create a sense of belonging for children. Schlosser, in his essay “Kid Kustomers,” discusses “Children’s clubs have for years been considered an effective means of targeting ads and collecting demographic information; the clubs appeal to a child’s fundamental need for status and belonging” (522).
Transition: Exposing children to media not only keeps the market growing, but it also shows children some of the unfortunate truths of American society. In children’s books and movies racial and sexual inequalities are depicted.
IV. Main idea #4: Media often portrays inequities.
a. Hade: American Girls books are supposed to be aimed at young girls who can relate to the girls in the books. But who is really an American Girl? Hade brings up this point in her essay, she states “[a]ccording the Pleasant Company, the few privileged girls such as Samantha are American Girls, but the poor, such as Nellie, are not.” (571).
lu10_assignment_sheet_new1.pdf
ENG 105: Composition I Learning Unit 10: Assignment
Page 1 of 4
Pre-Writing Activity/Outline Assignment Sheet
As we undergo the process of writing, we tend to spend time reading our sources, taking notes, and
generating ideas by brainstorming and asking questions. At some point in the writing process, though,
we will need to move from the exploring stage to the planning and drafting stages.
Often, writers use an outline to create a tentative plan for their essays and to organize their ideas. An
outline gives us the opportunity to form a clear and specific working thesis and then to identify those
ideas that will effectively work to support our thesis. In addition, we can create smooth transitions to
connect the main ideas within our essay. An outline can prove especially useful to us when we are
writing a source-based essay, such as the Synthesis Essay, because it helps us to “try out” our ideas and
plan the use of our sources before we begin writing the rough draft.
For this assignment, then, please follow the structure provided below. Submit your outline to the Drop
Box for your instructor to review.
NOTE: This template offers four main ideas and two subordinate points for each main idea. However,
your outline may vary from this template; you may find that you have fewer or more main
ideas/subordinate points. You may want to review the Sample Student Synthesis Outline in LU10.
ENG 105: Composition I Learning Unit 10: Assignment
Page 2 of 4
INTRODUCTION
Type a rough draft of your complete introduction. Remember to use the inverted triangle model. (See
your text for a review of this model).
THESIS
(Include your thesis at the end of your introduction. Be sure to clearly identify your thesis in the outline.
See the “Synthesis Essay Assignment Sheet” to review sample templates for the thesis. While you are not
required to use any of these templates, they may help you to structure your thesis.)
I. First Main
Idea:
(Support for first main idea. Include any textual examples and page numbers that you will use.)
A.
1.
2.
B.
1.
2.
C.
1.
2.
TRANSITION:
II. Second Main
Idea:
(Support for second main idea. Include any textual examples and page numbers that you will use.)
A.
ENG 105: Composition I Learning Unit 10: Assignment
Page 3 of 4
1.
2.
B.
1.
2.
C.
1.
2.
TRANSITION:
III. Third Main
Idea:
(Support for third main idea. Include any textual examples and page numbers that you will use.)
A.
1.
2.
B.
1.
2.
C.
1.
2.
TRANSITION:
IV. Fourth Main Idea:
(Support for fourth main idea. Include any textual examples and page numbers that you will use.)
A.
1.
2.
ENG 105: Composition I Learning Unit 10: Assignment
Page 4 of 4
B.
1.
2.
C.
1.
2.
TRANSITION:
CONCLUSION
(Briefly note any concluding remarks/ideas you might use.)
© Kameo Cragoe and Indian Hills Community College
lu09_topics_new2.pdf
ENG 105: Composition I Essay Assignment
Synthesis Essay Topic Choices and Reading Assignments
Instructions: Choose one of the two topics below and decide on the sources you would like to read and
integrate into your Synthesis Essay. You will be required to use five of the essays listed.
Topic Choice 1: Conversations about gender: What messages do we receive about gender, and from
where do they come? How do these messages shape our experiences, identities, and world?
Essays (choose at least five to integrate into your Synthesis Essay):
o “Beyoncé and Social Media: Authenticity and the Presentation of Self” (597) by Melissa Avdeeff
o “ ‘Dude, You’re a Fag’: Adolescent Masculinity and the Fag Discourse” (535) by C.J. Pascoe
o “From Educated” (34) by Tara Westover
o “Gender Identification” (566) by Aliya Saperstein
o “Global Gender Disparities in Science” (712) by Cassidy R. Sugimoto, Vincent Larivière, Chaoqun
Ni Yves Gingras, and Blaise Cronin
o “How Big-Time Sports Ate College Life” (470) by Laura Pappano
o “The I in the Internet” (658) by Jia Tolentino
o “Seeing and Making Culture: Representing the Poor” (573) by bell hooks
o “ ‘We Are Here for You’: The It Gets Better Project, Queering Rural Space, and Cultivating Queer
Media Literacy” (608) by Mark Hain
o “What Does a Gamer Look Like? Video Games, Advertising, and Diversity” (636) by Shira Chess,
Nathaniel J. Evans, and Joyya Jadawn Baines
Topic Choice 2: Conversations about race and ethnicity: What messages do we receive about race and
ethnicity, and from where do they come? How do these messages shape our experiences, identities,
and world?
Essays (choose at least five to integrate into your Synthesis Essay):
o “Cultural Baggage” (394) by Barbara Ehrenreich
o “Definitions” (529) by Ibram X. Kendi
o “From Between the World and Me” (23) by Ta-Nehisi Coates
o “From ‘The Myth of Race’ “ (719) by Agustín Fuentes
o “From ‘Reinventing “America”: Call for a New National Identity’ “ (375) by Elizabeth Martínez
o “From ‘Teaching Toward Possibility: Building Cultural Supports for Robust Learning’ ” (177) by
Kris Gutierrez
o “History Class and the Fictions about Race in America” (484) by Alia Wong
o “The Perception of Race” (519) by Robin DiAngelo
o “Scholarship Boy” (27) by Richard Rodriguez
o “School Segregation, the Continuing Tragedy of Ferguson” (499) by Nikole Hannah-Jones
o “Seeing and Making Culture: Representing the Poor” (573) by bell hooks
o “Stories of Multiracial Experiences in Literature for Children, Ages 9-14” (346) by Amina
Chaudhri and William H. Teale
ENG 105: Composition I Essay Assignment
o “Whither History Textbooks?” (68) by David Tyack
Topic Choice 3: Conversations about class: What messages do we receive about economic class, and
from where do they come? How do these messages shape our experiences, identities, and world?
Essays (choose at least five to integrate into your Synthesis Essay):
o “Epilogue from Lower Ed: The Troubling Rise of For-Profit Colleges in the New Economy” (492) by
Tressie McMillan Cottom
o “From Educated” (34) by Tara Westover
o “Food Savers or Food Saviors? Food Waste, Food Recovery Networks, and Food Justice” (770) by
Leda Cooks
o “History Class and the Fictions about Race in America” (484) by Alia Wong
o “How I Discovered the Truth about Poverty” (561) by Barbara Ehrenreich
o “How the One Percent Is Pulling America’s Cities and Regions Apart” (342) by Richard Florida
o “The Land of Opportunity” (280) by James Loewen
o “The Rise of the Working Poor” (552) by Robert B. Reich
o “Scholarship Boy” (27) by Richard Rodriguez
o “School Segregation, the Continuing Tragedy of Ferguson” (499) by Nikole Hannah-Jones
o “Seeing and Making Culture: Representing the Poor” (573) by bell hooks
o “Who Are You and What Are You Doing Here? A Word to the Incoming Class” (459) by Mark
Edmundson
Topic Choice 4: Conversations about social responsibility: In what ways might we engage in or avoid
civic action, and how might these actions shape our experiences, identity, and world?
Essays (choose at least five to integrate into your Synthesis Essay):
o “Citizen Brand: ABC and the Do Good Turn in US Television” (226) by Laurie Ouellette
o “The Climate Crisis at the End of Our Fork” (750) by Anna Lappé
o “Definitions” (529) by Ibram X. Kendi
o “The Dragons of Inaction: Psychological Barriers That Limit Climate Change Mitigation and
Adaption” (686) by Robert Gifford
o “The Fate of the Forests” (787) by Dahr Jamail
o “Food Savers or Food Saviors? Food Waste, Food Recovery Networks, and Food Justice” (770) by
Leda Cooks
o “From Between the World and Me” (23) by Ta-Nehisi Coates
o “From ‘The Myth of Race’ “ (719) by Agustín Fuentes
o “The Full Scope” (741) by Andrew J. Hoffman
o “Gender Identification” (566) by Aliya Saperstein
o “Global Gender Disparities in Science” (712) by Cassidy R. Sugimoto, Vincent Larivière, Chaoqun
Ni Yves Gingras, and Blaise Cronin
o “How I Discovered the Truth about Poverty” (561) by Barbara Ehrenreich
ENG 105: Composition I Essay Assignment
o “Making Our Lives Count” (215) by Paul Rogat Loeb
o “The Perception of Race” (519) by Robin DiAngelo
o “The Rise of the Working Poor” (552) by Robert B. Reich
o “School Segregation, the Continuing Tragedy of Ferguson” (499) by Nikole Hannah-Jones
o “Seeing and Making Culture: Representing the Poor” (573) by bell hooks
o “Undergraduate Education and the Development of Moral and Civic Responsibility” (222) by
Anne Colby and Thomas Ehrlich, with Elizabeth Beaumont and Jason Stephens
o “ ‘We Are Here for You’: The It Gets Better Project, Queering Rural Space, and Cultivating Queer
Media Literacy” (608) by Mark Hain
o “What Mindfulness Revolution?” (626) by Ronald E. Purser
o “Why Bother” (764) by Michael Pollan
Topic Choice 5: Conversations about technology: How does technology shape our experiences,
identity, and world?
Essays (choose at least five to integrate into your Synthesis Essay):
o “Beyoncé and Social Media: Authenticity and the Presentation of Self” (597) by Melissa Avdeeff
o “Citizen Brand: ABC and the Do Good Turn in US Television” (226) by Laurie Ouellette
o “Dashed Hopes: Why Aren’t Social Media Delivering Democracy?” (105) by Dana Radcliffe
o “Do Students Lose Depth in Digital Reading?” (253) by Naomi Baron
o “Do We Read Differently on Paper Than on a Screen?” (249) by Maria Gilje Torheim
o “The Flight from Conversation” (75) by Sherry Turkle
o “Growing Up Tethered” (582) by Sherry Turkle
o “History Retweets Itself” (97) by Tom Standage
o “The I in the Internet” (658) by Jia Tolentino
o “On the New Literacy” (86) by Clive Thompson
o “Seeing and Making Culture: Representing the Poor” (573) by bell hooks
o “Skim Reading Is the New Normal” (246) by Maryanne Wolf
o “The United States of (Non)Reading: The End of Civilization or a New Era?” (124) by Susan D.
Blum
o “ ‘We Are Here for You’: The It Gets Better Project, Queering Rural Space, and Cultivating Queer
Media Literacy” (608) by Mark Hain
o “What Does a Gamer Look Like? Video Games, Advertising, and Diversity” (636) by Shira Chess,
Nathaniel J. Evans, and Joyya Jadawn Baines
o “What Mindfulness Revolution?” (626) by Ronald E. Purser
Topic Choice 6: Conversations about education: What does it mean to be educated, and how does
education shape our experiences, identity, and world?
Essays (choose at least five to integrate into your Synthesis Essay):
o “Bringing Sanctuary to School” (301) by Lisa V. Blitz
ENG 105: Composition I Essay Assignment
o “Do Students Lose Depth in Digital Reading?” (253) by Naomi Baron
o “Do We Read Differently on Paper Than on a Screen?” (249) by Maria Gilje Torheim
o “Doesn’t Anybody Get a C Anymore?” (133) by Phil Primack
o “Doing Nothing Is Something” (146) by Anna Quindlen
o “Dude, You’re a Fag” (535) by C.J. Pascoe
o “Education Isn’t Enough” (63) by Nick Hanauer
o “Epilogue from Lower Ed: The Troubling Rise of For-Profit Colleges in the New Economy” (492) by
Tressie McMillan
o “From Educated” (34) by Tara Westover
o “From Mindset: The New Psychology of Success” (668) by Carol Dweck
o “From Teaching Toward Possibility: Building Cultural Supports for Robust Learning” (177) by Kris
Gutiérrez
o “Global Gender Disparities in Science” (712) by Cassidy R. Sugimoto, Vincent Larivière, Chaoqun
Ni, Yves Gingras, and Blaise Cronin
o “Grade Inflation Gone Wild” (132) by Stuart Rojstaczer
o “History Class and the Fictions about Race in America” (484) by Alia Wong
o “How Big-Time Sports Ate College Life” (470) by Laura Pappano
o “The Land of Opportunity” (280) by James W. Loewen
o “On the New Literacy” (86) by Clive Thompson
o “Preface to Cultural Literacy” (54) by E.D. Hirsch Jr.
o “The Rise of the Working Poor” (552) by Robert B. Reich
o “Scholarship Boy” (27) by Richard Rodriguez
o “School Segregation, the Continuing Tragedy of Ferguson” (499) by Nikole Hannah-Jones
o “Seeing and Making Culture: Representing the Poor” (573) by bell hooks
o “Skim Reading Is the New Normal” (246) by Maryanne Wolf
o “Stories of Multiracial Experiences in Literature for Children, Ages 9-14” (346) by Amina
Chaudhri and William H. Teale
o “Undergraduate Education and the Development of Moral and Civic Responsibility” (222) by
Anne Colby and Thomas Ehrlich, with Elizabeth Beaumont and Jason Stephens
o “The United States of (Non)Reading: The End of Civilization or a New Era?” (124) by Susan D.
Blum
o “Whither History Textbooks?” (68) by David Tyack
o “Who Are You and What Are You Doing Here? A Word to the Incoming Class” (459) by Mark
Edmundson
o “Why Can’t Everyone Get A’s?” (481) by Alfie Kohn
© Kameo Cragoe and Indian Hills Community College
