Project #4

Guiding Classways

                                                                                                                                                                     

   SO  FAR                                                                                                                                                   

"Argument" has a popular meaning. It suggests a fight, a shouting match, or a pro/con disagreement. However, we have discussed the meaning of "argument" to discover that it means something different when applied to writing.  First, it is not part of pro/con thinking. It does not involve shouting. It does not involve concepts such as “true” or “false,” and it does not use “either-or” thinking. The meaning of “argument” is different when it is used to describe argumentative writing.  For writers, writing an “argument”  requires them to stand back from what others have written and ask a simple question: “What is this question really about?” "What's behind what everyone is saying?" The argumentative paper makes the case for a specific understanding of an issue.

Our previous assignments prepared you to make an argument about education.  The assignments asked about the differing beliefs that Americans have about education. To understand the "they say," we read and discussed the real differences in the types of schools in our country.  Further, we identified the underlying values and beliefs of those differences. In our last paper, we looked at two specific case (Barnard and Macomb Community College) to sharpen our understanding of how schools both reflect those beliefs and reinforce them.

Our key words and phrases include "training vs. education," "class," "curriculum," "pedagogy," "core curriculum," "market," "liberal arts," "praxis," and "STEM."  In your notes are other key terms that need to be reviewed. Your previous work is likely to become part of the next paper. It builds on your previous reading, writing, and discussion.

This assignment expects you to using the steps of the map metaphor. It expects you to make an argument about a program that Macomb Community College has undertaken: Guided Pathways to  Success.


Begin preparing for your paper by completing a Terms, Expectations, & Questions Sheet (TEQ Sheet) for these readings:

• A program for changing college education: "Guided Pathways to Success."

• Thomas Bailey. "Re-thinking the 'Cafeteria' Approach to Community College."

• Helen Warrell. "Students Under Surveillance."

• Danah Boyd. "Who Gets to Have Privacy in the U.S.?"

• For introductory concepts and basic readings, see Re-Think: education and privacy: HERE



                                                                                                                                                                     

     ASSIGNMENT                                                                                                                                    

Guided Pathways to Success raises questions about issues that are already familiar to us: privacy, class, education, etc. Your job is to explain how the program connects to one of those issues. As you explain the connection between Guided Pathways and the issue you select, your claim will explain what is "problematic" about the program. Remember that a "problematic" issue is one that forces us to see the larger issues lurking in the background of discussions. You will "make the case" for understanding Guided Pathways as a window on a larger issue. Do not write a pro/con paper about the program.


Notes:

• The annotated bibliographies from the previous assignments are posted and may be used by anyone in the class.  However, note also that there are no items that refer directly to Guided Pathways or similar programs. Additional sources that seem especially useful will be posted HERE.

• The collaborative prospectuses from class are available below:

          • CorinnJennaMcKenna

          • JacobBrendanDennis

          • DidiaWesdorpLanniIchenberg

          • BidingerBetzingViaene

          • MercurioMishkoorKathawaKahayrallah

          • HotajGullaHanson

          • HerrMoncriefRandolph

          • KorkesAtcho

          • SandikovicGjonajSalazar

          • KachiNissanKappouta

          • MorrisMacKinnonKashiHite

          • SalemDaleRodgers

          • BrownLarsonGirard

          

•The paper will be 7-10  pages of text. The works cited page will be in addition to this requirement.

•The paper will integrate the insights from at least ten appropriate sources to support and build your own claim.


                                                                                                                                                                     

     DELIVERABLES                                                                                                                                  


•TEQ Sheets for introductory readings: can add 25 bonus points if done in exemplary fashion.     

•Purpose of Course: . . . . . . . . . 50 points

•Purpose of Assignment:. . . . . 50 points

•Prospectus: . . . . . . . . . . . . . . .200 points (assessed via its connection to Problem Statement)

•Rough Draft: . . . . . . . . . . . . . 200 points

•Final Paper: . . . . . . . . . . . . . . 500 points

total possible:. . . . . . . . . . . .  1000 points

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Other Requirements

    1. The paper must avoid any form of the verb, "to be."  Examples of this verb include "am," "is," "are," "was," "were," "being," "been." This verb creates vague and questionable statements.

    2. The paper may not use second person ("you" or "your"). The terms confuse the reader.

    3. The paper not use "one" as a substitute for second person.

    4. First person ("I") is acceptable only at the sentences that state your own, most original and important insight.