English B1A CLASS PACK - Bakersfield College

English B1ACLASS PACKJulie WillisSummer 20121

WRITING ASSIGNMENT INSTRUCTIONS-SACs-RESEARCH PAPER PROJECT-HISTORICAL CONTEXT REPORT-WORKING BIBLIOGRAPHY-ANNOTATED BIBLIOGRAPHY-FIRST DRAFT-SECOND DRAFT/CONFERENCE-RESEARCH PAPER PACKET-PRESENTATION3

Summary-Argument-CritiqueYou will write two summary-argument-critique papers this semester. Thesepapers have three separate, distinct parts: a one-page summary, a 1-2 pageargument, and a 1-2 page critique (plus a Works Cited).DUE DATE TOPIC CHOICESS-A-C #1 6/12 Scharf, “Scripted Talk” onlineMartin, “How to Address Obesity in a Fat-Phobic Society” onlineSnyder, “Whence the Beef?” onlineSchlosser, Fast Food Nation 111-29 OR 67-71S-A-C #2 7/19 Schlosser, Fast Food Nation 67-71 OR 152-64Simons, “The Perfection of Capitalism,” The Jungle 371-74Russell, “The Beef Trust,” The Jungle 365-71Armour, “A Packer’s Rebuttal,” The Jungle 376-79Pollan, In Defense of FoodLionette, “Mass Production of Food is Ruining our Health” onlineTHE SUMMARY• The summary must be one page or less, typed, double spaced, in MLAformat.• Cite the title and author and state the author’s thesis (main argument) inthe first sentence.• Identify the author’s thesis and stick to the main points. Do not try tocover every detail.• Write the entire summary in your own words; do not copy from the article.If you must quote from the article, keep quotations to a minimum and citethem properly.• Try to avoid looking at the article as you write, so you’re not tempted tocopy.• The summary should be organized in the same order as the original.• Do NOT include your own opinion. ONLY repeat what the author said.• Refer to the article as the author’s work, not as your own idea.5

THE ARGUMENT• The argument is a 1-2 page essay in which you agree or disagree with theauthor’s argument (typed, double spaced, in MLA format).• Do not summarize any more than is absolutely necessary in theargument—you already summarized the author’s work in the first part ofthis assignment.• DO refer to the title and author in your thesis statement.• Your thesis statement should explicitly agree or disagree with the author’smain point.• Use quotes and paraphrases from the article to support your argument.CITE all quotes and paraphrases properly.• Be sure your argument is logical, coherent, and well-organized.THE CRITIQUE• The critique is a 1-2 page essay in which you demonstrate the validity andeffectiveness of the author’s argument (typed, double spaced, in MLAformat).• Do not summarize more than is necessary—you already did that in the firstsection.• Do not agree or disagree with the author’s argument more than isnecessary—you already did that in the second section.• DO refer to the author and title in your thesis statement and point out howstrong (or weak) the writer’s argument is. Here are a few sample thesisstatements for the critique:In the excerpt “Secondary Five,” Rodney J. Carroll makes a powerful and persuasiveargument that welfare-to-work is a beneficial concept, he provides sufficient evidence tosupport his claim, and he wins the heart of readers, creating a sense of closeness bysharing personal life experiences.In the excerpt “At the Edge of Poverty,” David Shipler explains the variety of causes ofpoverty in the U.S., but his arguments are weak and invalid because he simply places theblame on anyone and anything besides the poor individual, the one person who couldactually change his or her own situation in life.Rodney J. Carroll, in his excerpt “Secondary Five,” uses compelling personalexperiences and convincing interviews from welfare recipients to give validity to hisargument that welfare workers should attempt to re-enter the workforce and thatemployers should not discriminate against them just because they’re on welfare.• Although you will want to generalize that the argument is mostly good (ormostly bad), you may also “yield” that there are also some weaknesses (orstrengths) in the writing.• As you plan your critique, consider the following questions, but do not feellimited by these questions. You do not have to answer them all, and ifthere are other issues that concern you, you are free to discuss those. The6

list is merely to help you think of things that you may want to consider asyou critique the source.o Is the author qualified to write on the subject? What background orexperience does he/she have related to the topic?o Who is the publisher? Does the publisher have a good reputation?o Is the article new enough to be relevant?o What/who is the intended purpose/audience for the article? Doesthe author successfully reach his/her audience?o Is the article scholarly? Does that matter?o Is the argument logical? Are there any fallacies (gaps in the logic)?o Is any data taken out of context? Are there statistics that aremisleading or misapplied?o Does the evidence support the author’s thesis?o Is there sufficient evidence to support the thesis?o Does the author acknowledge opposing viewpoints and effectivelyrefute these? In other words, is the source objective?• Use quotes and paraphrases from the article to support your argument.CITE all quotes and paraphrases properly.• Be sure your argument is logical, coherent, and well-organized.Each section of the assignment should be on a separate sheet of paper andlabeled individually.THE WORKS CITEDInclude a Works Cited on a separate sheet at the very end. For help with theWorks Cited, see the MLA Handbook. (For sources from The Jungle, see section5.5.6 on p. 157-60; for Fast Food Nation or In Defense of Food, see section 5.5.2on p. 148-53; for online articles see section 5.6.2 on p. 184-89 in the MLAHandbook.) NOTE: If you’re writing on Fast Food Nation, cite the entire book onthe Works Cited page. In your introduction, clarify which section of the bookyou’re summarizing/arguing/critiquing.PLEASE NOTE: You will only receive credit for your S-A-C if the following minimumrequirements are met:-The S-A-C is complete with a 1-page summary, a 1-2 page argument, anda 1-2 page critique (no partial credit)-The S-A-C is typed, double spaced, in MLA format, with a Works Cited-The S-A-C is completely free of all forms of plagiarism-A hard copy of the S-A-C is turned in on time, in class on (or before) thedue date7

S-A-C RUBRICSUMMARY-begins with a topic sentence stating author, title, main idea-accurately summarizes main points with few or noquotations-appropriate length, organization, formatting, citations, andgrammar/mechanics-does not include student’s opinionPointsearnedPointspossible30ARGUMENT-includes a solid thesis statement that is one sentence andclearly agrees or disagrees with the author’s argument-includes appropriate and sufficient support that is logicallydeveloped and properly cited-appropriate length, organization, formatting, andgrammar/mechanics30CRITIQUE-includes a solid, one-sentence thesis statement that clearlyevaluates the quality of the author’s argument-includes sufficient and appropriate support from the articlethat is logically developed and properly cited-appropriate length, organization, formatting, andgrammar/mechanics30WORKS CITED is properly formatted and punctuated, containsall necessary information, and is in MLA format 10TOTAL1008

Research PaperEnglish B1AJulie WillisOverview:The research paper is an 8-10 page argumentative essay on a topic of yourchoice related to the umbrella topic of “food.” Specific topic ideas will besuggested in class. The essay will be supported with a minimum of seven outsidesources from a variety of books and articles (including articles accessed fromdatabases).Note: See syllabus for due dates.Requirements for all drafts:• MLA format• Typed in 12-point font• Double spaced• Eight-to-ten pages• Seven or more sources referenced-only one internet source counts toward the seven-only one interview counts toward the seven-use a variety of current, relevant books and articles-at least one source must be less than six months old-at least three sources must be scholarly sources• ABSOLUTELY NO LATE PAPERSTopic Ideas:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________9

Working Thesis StatementB1AJulie WillisThe working thesis statement is an actual thesis statement that you think youmay be able to defend in your essay. Of course, you may revise it as manytimes as needed before the final draft. At this point, you just need to have aspecific argument in mind; if you change your argument later, you can changeyour thesis.Your thesis statement should• be one complete sentence• state your topic• state your position on the topic• state or imply the significance of your argument or what should be doneabout the situationExample:Talking on a cellular telephone while driving is so dangerous that it should bemade illegal.My Working Thesis Statement:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________10

Historical Context ReportEnglish B1ADESCRIPTION OF ASSIGNMENTWrite report on a topic of your choice related to the historical context of your researchpaper topic. Use library books and databases to gather information that will give you amore solid foundation/background for your research paper topic.REQUIREMENTS• Essay must be 4-6 pages, typed, double-spaced, in MLA format.• The essay’s main purpose is to inform; however, you should have a thesisstatement which provides the rationale behind studying your topic.• You must include in-text references, including quotes as well as paraphrasesand/or summaries, with proper parenthetical documentation and a Works Cited.• You must refer to at least three sources. The sources can be any of the readingsfrom class, textbooks, library books, articles accessed from databases, etc. OneInternet source can count toward the three. You must turn in hard copies of allsources (except text books).• No late papers will be accepted. The essay is due ____________________.HINT: Depending on your topic, you might consider answering questions such as thefollowing:What were conditions like in the past?What laws and court cases changed the situation?What is the current situation?What terms related to your topic do you need to define?For example, if you are going to write your paper on working conditions for immigrantfarm workers, you would find out when and why farm work first attracted immigrantlaborers, what conditions were like for farm workers 100 years ago, if and howconditions have improved, what role labor unions had in the changes, and what farmworkers’ main concerns are now, etc.PLEASE NOTE: You will only receive credit for your Historical Context Report if thefollowing minimum requirements are met:-The report is complete with a minimum of 4 full pages (plus the Works Cited),typed, double spaced, in MLA format-The report is completely free of all forms of plagiarism-A hard copy of the report and copies of all three additional sources are turned inon time, in class on (or before) the due dateI will post student examples on InsideBC for your reference.11

Historical Context Report Essay OrganizerQUESTIONANSWERWhat’s your topic?How many sources doyou have so far? Whattroubles, if any, are youhaving finding sources?How/when do you planon finishing yourresearch?How do you plan toapproach yourintroduction?What do you need to sayin your thesis statement tojustify interest in yourtopic?What major events and/ortime periods will youdiscuss in the body ofyour essay? What are themajor issues related toyour topic that you thinkyou need to address in thebody?How will you concludethe essay?Based on what you knowabout your topic so far,what direction do youthink you might take onthe research paper?What, if any, problemsare you having withsummarizing, quoting,paraphrasing, and citingsources?12

Report Rubric for Historical Context ReportPLEASE NOTE: The following minimum requirements must be met in order to receive credit for this assignment:• Essay must be 4-6 pages, typed, double-spaced, in MLA format.• You must include in-text references, including quotes as well as paraphrases and/or summaries, with properparenthetical documentation and a Works Cited.• You must refer to at least three sources• You must turn in hard copies of all sources (except text books).• No late papers will be accepted.Analysis (demonstrates a sophisticated level of understanding the reading and of the topic)Addresses the prompt (stays on topic)Thesis statement (one sentence around the end of the introduction which clearly states thereason the reader should be informed on your topic)Logical development (explains how each detail relates to the historical background ofyour issue)Support (has sufficient details about the major issues and events related to the background ofyour topic)Documentation of sources (Essay is completely free from all forms of plagiarism andin-text citations and Works Cited are in place and done correctly in MLA format)Points9-10= excellent7-8= acceptable0-6=unacceptableFormatting is correct (margins, font size, headers, etc.)Introduction and Conclusion are effectivePurpose and audience (clearly conveys who your audience is and what you want themto understand—you should be informing rather than persuading)Coherence (clear, smooth transitions between ideas)Unity (all details are relevant)Sentences are complete and free from subject/verb agreement errors, run-on sentences, andcomma splicesMechanics (Essay is free of errors in usage, spelling, punctuation, capitalization)Organization (progresses in a logical way from each main idea to the next one)Points5= excellent4= acceptable0-3=unacceptableTotal Points (out of 100)13

Working BibliographyEnglish B1AThe working bibliography is an alphabetized list of sources you intend to use foryour research paper.Requirements:• Type your working thesis statement at the top of your workingbibliography.• The working bibliography must contain twelve or more relevant sourcesthat you are considering using for your research paper.• The working bibliography may include any combination of books andarticles (including articles accessed from databases). At least three of thesources must be scholarly. At least one source must be less than six monthsold.• You may use Internet sources; however, only one of these can counttoward the minimum of twelve sources.• You may use interviews; however, only one of these can count toward theminimum of twelve sources. Also, you MUST turn in your interview notesalong with your working bibliography. This means you must conduct theinterview before turning in the working bibliography.• The working bibliography must be in MLA format. (See MLA Handbook.)• Use 12-point font.• Double space.SAMPLE PARTIAL WORKING BIBLIOGRAPHY14

Working Bibliography Grading RubricPoints Pointsearned possibleWorking Thesis Statement 10Number of sources30-A total of at least 12 sources (2 points per source)-At least three sources are scholarly; at least one is less than 6-months old; no more than one internet source; no more than oneinterview (6 points)Overall formatMargins, double spacing, indenting, alphabetical order, 12-point10font, headers, page numbers, etc.The individual entriesFormat, required information, punctuation, etc. 40The sources themselves-Are all present, are relevant to the topic, are in the order in whichthey appear on the Works Cited;Total (out of 100) 1001015

Annotated BibliographyEnglish B1AThe annotated bibliography is an alphabetized list of sources you intend to usefor your research paper. Below each entry is a short paragraph brieflydescribing the content of the source and how you plan to use it in your researchpaper.Requirements:• Type your working thesis statement at the top of your annotatedbibliography.• The annotated bibliography must contain nine or more relevant sourcesthat you are considering using for your research paper with annotationsfollowing each one.• Each annotation should be at least four to six sentences long, brieflydescribing what the source is about and explaining how you plan to usethe information in your essay.• The annotated bibliography may include any combination of books andarticles (including articles accessed from databases). At least 3 sourcesmust be scholarly. At least one source must be less than six months old.• You may use one Internet source. (If you must refer to more than onewebsite in your paper, the additional sites will not count toward theminimum number of total sources.)• You may use interviews; however, only one of these can count toward theminimum of nine sources. You must conduct the interview before turningin the annotated bibliography.• The annotated bibliography must be in MLA format. (See MLA Handbook.)• Use 12-point font.• Double space.English B1A Annotated Bibliography Grading RubricWorking Thesis Statement (10 points)Nine appropriate, relevant, varied sources are annotated; at least 3 are scholarly;at least one is less than 6 months old (20 points)Citations are correct (20 points)Summaries are concise yet thorough (15 points)Entries explain how the source will be used (15 points)Entries are about 1/3 to 1/2 of a page each (5 points)Grammar, punctuation, spelling, formatting, alphabetical order (15 points)Total (out of 100)16

Dynamic GogetterProfessor WillisEnglish B1A16 April. 2009SAMPLE PARTIAL STUDENT ANNOTATED BIBLIOGRAPHYAnnotated BibliographyThesis: To pull families out of poverty, the state and federal minimum wage must be increased.“Raising the Minimum Wage.” America 195.5 (2006): 5. Expanded Academic ASAP. Gale Web. 24 Mar. 2009.This article describes how much a worker makes a year by working under minimum wages. It gives informationon how much a couple would be making if they are both making minimum wage. This source also mentions howcity council is trying to increase wages for employees who work under Wal-mart or Target. I plan to use thissource in different ways; one way is to explain what the bill is that wants to raise minimum wage to $10 an hourfor Wal-mart and Target facilities. In addition, I want to use this source to explain how people working atminimum wage level will continue to live in poverty levels.Schlosser, Eric. “The Bare Minimum. (Cover Story).” Nation 286.13 (2008): 20-22. Academic Search Premier. EBSCOWeb. 24 Feb. 2009.This source is about how not only the United States benefits from increasing minimum wage, but Britain hasenjoyed the benefits of increasing wages. Also, the source mentions the date that minimum wage was set.Overall, this source describes some history of how minimum wage came about. I plan to use this article tocompare how great increasing minimum wage is in the United States and Britain. Also want to use this sourcebecause there were certain acts and laws that are important to understand.Sinyai, Clayton. “Fair Pay: Growing Support For a Living Wage.” Commonweal 133.5 (2006): 12-14. ExpandedAcademic ASAP. Gale Web. 24 Mar. 2009.In this article, the author describes situations of what happens regarding minimum wage. It gives examples thatgo back from 1960, to 1990’s. This article also describes how much a person was making back in 2002 when theywere earning minimum wage. I plan to use this source mostly in my introduction or first body paragraph. I willtry to explain how many people in the United States are working under the federal wages. I will also try to usethis to explain in details about what poverty is when families are living when they earn minimum wage.“The Minimum Wage Debate Balancing the Needs of Workers and Business.” Congressional Digest 86.3 (2007): 65.Academic Search Premier. EBSCO Web. 24 Feb. 2009.This source is about how minimum wage started. Also, the source discusses the President behind it all that helpsbring a law that helped set wages back in 1938. This article also explains the great things that happen whenminimum wage is increased such as getting out of poverty. I plan to use this article towards the end of myresearch paper to give exact quotes on how increasing minimum wage can be the difference between survival orstaying at poverty level. I will also use this article to explain a little bit of history behind minimum wage. Forexample, who is working for less than minimum wage in the United States?17

Writing the Research PaperHow do I write the introduction?It is extremely difficult to say just what makes a good introduction. The only thingI can say for certain is that the introduction should introduce the topic, get thereader’s attention, and lead smoothly into the thesis statement. Rather thanlisting the many ways this can be done, I am going to provide several examplesof effective introductions. As you read each one, ask yourself what method thestudent is using and what you like (or don’t like) about the example. Then, see ifone of the examples can be of use to you as a model for your own paper.EXAMPLES:1When working parents get up in the morning, there is only one thing in their mind, andthat is how much time they have to get their kids up and ready for the day ahead ofthem. Between a hectic breakfast and a quick run to make sure everyone is ready, thereis no time left to express their feelings towards their children. Many people hardly havetime to see their kids in the morning because they have to be at work early. Regardlessof what hours people work, many parents are concentrating more on their work than thefamily they have in front of them. The absence of parents affects the upbringing ofchildren, and parents should spend more time with them by having only one parent workfull time and the other part time..2Communicating with a grown adult that has no interest of what you have to say is justas hard as communicating with a baby. Organizations, companies, and industries haveforgotten that communication is the key for a more prosperous business. If companiestook the time to talk and listen to the people who are working for them, they mightrealize that they could get some benefit out of their conversations. Communicating withemployees is so important for business success and employee satisfaction that it shouldbe take place in all businesses.3Earning a high salary is no longer only obtainable to entrepreneurs and heiresses. Infact, it is only a college degree away. Many of us know the person who ended theireducational career right after high school as well as the person who continued to seekeducation into college. Statistics prove that those who continue their education pasthigh school make substantially more money than those whose last diploma is from theirtwelfth grade graduation. The benefits of graduating college are so numerous that italmost makes no sense not to go. A college degree is crucial to all American citizens18

interested in making money; it is almost impossible to obtain a stable, well payingcareer without one.4Let's say an employer is looking for prospective employees. They have numerousapplications in front of them and all of them looked wonderful on paper, but can theytrust that everything on the applications is the truth? When looking to hire prospectiveemployees, be careful, especially if the job involves working with children or money. Abackground check needs to be required for jobs that put the personal safety of others atrisk. Employers must know the employees in the workplace because working right nextto a sexual offender or someone that has a record of money scandal is possible. Nowthat is devastating.5Renee wakes up every morning at 5:45 to get herself and her toddler ready for the daybefore she goes to work. Her mornings are usually structured like this: take a shower,brush her teeth, put her make-up on, get dressed, get her son's clothes out, makebreakfast, bring her son to daycare, and climb six flights of stairs to her office. Renee isstressed-out. She is constantly worrying that small problems will occur in the morningthat will make her late for work, causing her to lose her job. She -- along with manyother women that make up 46 percent of the work force -- is facing this problem everyday as she tries to raise a child and work full-time (Blades 11). Every year mothers andfathers are increasing the number of hours they spend at their job, leaving them lesstime to spend with their families. Parents need to focus on raising their children firstinstead of pursuing their own careers; therefore, fathers should work at a job that earnsenough money to support their families, and mothers should stay at home to raise theirchildren.6Every illegal immigrant in the United States comes in for a purpose. Immigrants are nothere to occupy empty space or to waste their time. They come for many reasons but themain reason is to work. Immigrants suffer through great losses and struggles once theydecide they will immigrate to the United States. One of the causes of suffering that stillhurts immigrants is the very work they come in search of. It seems that the UnitedStates tries to ignore the fact that immigrants are also important to our economy. Mostimmigrants work and pay taxes, and those who do not still help society in a variety ofways. Immigrants play an important role in the economy in the United States.Furthermore, they work with many conditions that make it nearly impossible for them tobe stable or even survive; therefore, we the people of the United States should form analliance and help our economy grow even greater by making immigrants' workplace ascomfortable as our own.19

Writing the Research PaperHow do I organize the paper?Students sometimes get overwhelmed when they sit down to write a long paper,especially if it’s their first experience with longer papers. A research paper isessentially just a long, in-depth documented essay. So try not to beoverwhelmed. You know how to write an essay. That’s all you’re doing here:writing an essay. It’s just that this essay has more evidence to support it. Theactual amount of writing (in your own words) will likely not be that much morethan you’re used to doing.Here’s one suggestion that many students find helpful: Write the entire essaywithout any references (sources). Organize it as you would any regular essay.Then go back and add your sources as you see they can support yourargument. This will help you organize your thoughts and use your sources tosupport your argument; thus, your essay will be driven by your argument ratherthan by your sources.If you’re still having trouble, think about the following:1. Start with the intro and thesis statement.2. After that, consider any terms that need to be defined or anyhistory/background information that would help your reader understandyour argument.3. Then you might organize the body of the essay in one of the followingways. You ought to be able to write a few paragraphs to answer eachquestion. (These are suggestions; you’re free to organize the paper anyway you want. Your topic and thesis will have a lot to do with yourdecision as to how to organize the paper.)a. What’s the problem? Why is it such a serious problem? How can wesolve it? How do you know the solution will work?b. What incorrect attitudes do people have? Why do they have theseattitudes? How can the attitudes be changed? How will a changein attitude benefit everyone?4. Add your conclusion and Works Cited because that’s it; you’re done!20

Apart 1Mystery ApartProfessor WillisEnglish B1A21 Nov. 2011Childhood Obesity Causes Great ConcernSociety has changed over the past three decades. There have been numeroustechnological advances that have increased the ability to get tasks done a lot quicker and withless physical exertion, than in the past. The family unit has changed with mothers now workingoutside of the home and children are spending more time at home alone. The home cooked mealhas been replaced with eating out or take out from fast food restaurants. As a result, children areconsuming more fatty, sugary, and salty foods, increasing their caloric intake. There is a price topay for technological advances and modern conveniences. Unfortunately, it’s the rise ofoverweight and obese children at alarming rates. It will take caregivers, health care providers,schools and the government’s involvement if childhood obesity is going to be eradicated. Due tothe health and emotional consequences associated with childhood obesity, early interventionincluding promoting healthy eating and physical activity requires parental involvement.In the past three decades, the number of overweight and obese children has risen bydisturbing rates. Currently, the most common way to measure obesity in children is a body massindex (BMI) measurement. BMI is calculated as a ratio of height to weight. According to thearticle, “Increasing Obesity in Children and Adolescents; an Alarming Epidemic,” to determineoverweight status for children in the United States, the Centers For Disease Control (CDC) “ageandsex-specific” criteria for BMI are utilized (Wilkinson). For children with a BMI in the 85 th21

Apart 2to 95 th percentile may be at risk for becoming overweight; children with a BMI greater than the95 th percentile are overweight (Wilkinson). The article indicates the number of children with abody mass index greater than the 85 th percentile has tripled over the past thirty years, and morethan 30% of American children have a BMI greater than the 95 th percentile; therefore, they areoverweight (Wilkinson). As a result, nearly one out of every three children is either overweightor obese.Minority children and children of a lower socioeconomic class are at a greater risk ofbeing overweight and obese. They may come from poorer families, have less access to healthcare, poor diets, and frequently have one parent or both parents who are obese. AndreaCentrella-Nigro in the article “Hispanic children and Overweight: Causes and Interventions,”explains that “Mexican Americans are the most common group of Hispanics in the United Statesthat have the highest rate of childhood obesity,” according to the nutritional and health dataobtained from the annual National Health and Examination Survey (352). A study determinedthat Hispanic children, specifically preschoolers receiving the federal government’s “SpecialSupplemental Nutrition Program for Women, Infants, and Children (WIC),” verses children fromother “ethnic/racial” groups had the highest percentage of overweight children (Centrella-Nigro353). It is imperative that parents of these children receive nutritional guidance “culturallyaddressed toward Hispanics” and are educated on the negative consequences associated withtheir children being overweight (Centrella-Nigro 353).Studies have also revealed that children from a lower socioeconomic class are at a greaterrisk of becoming overweight, regardless of their ethnicity. A 1999 survey of various racialgroups on adolescents health, confirmed that socioeconomic status had a positive impact on22

Apart 3obesity (Centrella-Nigro 353). Studies have shown that minority children and children from alower socioeconomic class may also be at risk for academic achievement. Often times, firstgeneration children may have a communication gap and have less access to early educationprograms; therefore, they are not prepared when entering school. With the increase in childhoodobesity and the pressure to reach high standards in education ,the article “Healthy & Ready toLearn: Examining the Efficacy of an Early Approach to Obesity Prevention and SchoolReadiness” explains:Growing numbers of low-income, minority children face double jeopardy as alarmingobesity rates further widen existing achievement gaps. Health and educational disparitiespersist when children enter kindergarten lacking fundamental school readiness skills andare also at risk of obesity. To address this burgeoning problem, a new paradigm forschool readiness is emerging under the stewardship of leading national agencies. (Sassand Winter)Acknowledging that improving children’s health may increase their level of success ineducation, agencies including the National Institute of Child Health and Human Development(NICHD) and the Centers for Disease Control and Prevention (CDC) are working to developstrategies that will be effective (Sass and Winter). Developing effective strategies are animportant step to diminish the rates of overweight and obese children.With the rise of pediatric obesity, physicians are diagnosing children with diseases thatwere once only found in adults. Along with adults children are being diagnosed with Type 2Diabetes, hypertension, and elevated cholesterol levels, which put them at risk for heart disease.According to Weight in America, “nearly 60% of overweight children have at least one23

Apart 4cardiovascular risk factor, compared with 10% of those with a BMI-for-age less than the 85 thpercentile, and 25% of overweight children have two or more risk factors” (Wexler 70). Childrenmay face various health consequences because they are obese. According to Social Issues inAmerica an Encyclopedia, “The most common medical complications associated with obesityare insulin resistance and type 2 diabetes, hypertension, stroke, and coronary heart disease,gallstones, respiratory dysfunction and asthma, and sleep apnea as well as increased incidence ofcertain cancers, including gall bladder cervical, ovarian, and endometrial” (Moore 1286). Type 2Diabetes, the disorder previously known as “adult onset diabetes” is becoming “one of the mostsignificant long-term consequences of childhood obesity” (Ashworth 150). In Defeating theChildhood Obesity Epidemic, Dr. Ashworth describes type 2 Diabetes:With type 2 Diabetes, the pancreas continues to generate insulin, but the body cannot useit correctly. As children continue to eat diets high in sugar, fat and calories, the pancreasis forced to produce insulin at a Herculean rate. But the pancreas cannot keep up becausethe body becomes insulin resistant from the continual flood of the chemical. (Ashworth151)Children who are diagnosed with type 2 Diabetes face numerous life threatening consequencesfrom the disease including damaged blood vessels, ulcerations in the feet, and fatty liver disease(Ashworth 153). Fatty liver disease is also known as the non-alcoholic liver disease because thecondition causes liver damage and cirrhosis of the liver like alcohol-induced liver disease(Ashworth 153). Many children are considered overweight and obese at younger ages; therefore,changes are occurring in children’s health care. Explaining the changes in her particularpractice, in Defeating the Childhood Obesity Epidemic, Dr. Carolyn Ashworth says:24

Apart 5To treat these patients, who now comprise almost 20% of my practice, I have to trainmyself in many aspects of adult medicine and treatment which I left behind whendedicating my life to caring for kids. Those adult conditions include the management ofcardiovascular disease, hyperlipidemia and hypertension. I also knew that I would haveto become an expert on nutrition and exercise. (17)If the current trend continues, Pediatric Physicians will have to be trained in both child and adultdiseases to properly diagnose and treat overweight and obese children. Not only are there healthconsequences, these children also suffer emotional and social turmoil that affects them in allaspects of their life.Overweight and obese children are also victims of emotional and social trauma becausethey may be ridiculed at school, teased or treated as outcasts. Due to their excessive weight,many obese children are not able to participate in school sports or any physically strenuousactivity. As a result, they don’t feel a part of the group and feel all alone. The article“Increasing Obesity in Children and Adolescents: an Alarming Epidemic” explains that it’s notunusual for overweight teens who are teased to have thoughts of suicide or to have attemptedsuicide (Wilkinson). To determine how childhood obesity affects a child’s quality of life,researchers studied 5-18 year children in California that were either obese, healthy, or had cancer(Rimm and Rimm 29). Children and their parents were asked to complete a questionnaire thatwas used to calculate scores for psychosocial functioning (Rimm and Rimm 29). The resultswere that obese children and their parents were more likely to consider their “quality of life”lower than the healthy children (Rimm 29). It was also concluded that “The quality of life forthe obese children was as bad as or even worse than what the children with cancer reported”25

Apart 6(Rimm and Rimm 29). Obviously, obese children are suffering from low self-esteem and a lackof confidence if they feel that their quality of life is as bad as or worse than children with apotentially life-threatening illness. There are many factors that have contributed to the currentobesity epidemic including environmental factors, sedentary lifestyles, consuming high calorienon-nutritional foods, and the media. Furthermore, family dynamics today are definitely differentcompared to the past and may also play a role in the increased incidence in childhood obesity.The traditional American family has changed over the past thirty years. With more dualincome families, mothers are working outside the home; therefore, families are eatingwholesome home cooked meals less frequently than in the past. Families are eating more prepackagedfoods and eating out more often at restaurants. Most of these foods have a higher fat,sugar, and salt content. Consequently, these foods have a higher calorie content which causeschildren to consume more calories than they expend, contributing to higher obesity rates.According to Weight in America, “nearly half of California teens (48%) eat fast food every day,and many eat fast food more than once a day” (Wexler 65). In addition, since children are homealone more often now than in the past, with no adult supervision, they are snacking on caloriedensefoods which are also contributing to their increased caloric intake. One of the factors thathave contributed to the increase in childhood obesity is a sedentary (not physically active)lifestyle.To promote increased physical activity, “The CDC has recommended that childrenshould receive a minimum of 60 minutes of physical activity a day.” (Wilkinson) Sadly, mostchildren don’t meet the minimum standards. Additionally, due to budget cuts, some schools arecutting physical education classes; consequently, children are receiving less physical activity.26

Apart 7Physical activity has also decreased as children spend more of their free time watchingtelevision, spending time on their computer, or by playing video games. The article, “IncreasingObesity in Children and Adolescents: an Alarming Epidemic,” states that “Lack of physicalactivity being sedentary is positively associated with becoming overweight, and 25% ofAmerican children are classified as completely sedentary” and unhealthy (Wilkinson).As children are watching television, they are also subject to countless advertisements forsnack food and fast food commercials. The media targets children because they count on themto persuade their parents to purchase the item advertised. Unfortunately, some parents give in totheir children and may also reward their children with food treats and snack foods because theyfeel guilty for not being at home. According to Weight in America, in March 2009 PresidentBarack Obama signed the congressional omnibus appropriations bill aimed to set standards formarketing foods to children aged 17 and younger (Wexler 66). The bill stipulated that thestandards should consider “calories, portion size, saturated fat, trans fat, sodium, added sugars,and the presence of nutrients, fruits, vegetables, and whole grains to the diets of such children,”as well as “evidence concerning the role of consumption of nutrients ingredients and foods inpreventing or promoting the development of obesity among such children” (Wexler 66). Settingstandards for marketing foods to children is one method to help in the fight against childhoodobesity. Researching and developing effective early intervention is also another method that canbe used to combat obesity.Since childhood obesity rates have increased substantially, and the health and emotionalwell-being of children are at risk, intervention strategies are a must. Promoting healthy eating isvital if children are going to develop good eating habits and eat nutritious foods. In an effort to27

Apart 8remove junk food from schools, some schools have eliminated vending machines that sell candy,soda, and high calorie snack foods so children aren’t tempted by those foods. According toWeight in America, for those school districts that were receiving federal funds, the 2004reauthorization of the federal Child Nutrition Act required school districts to develop a healthpolicy no later than June 30, 2006, also schools’ food services started offering more wholegrains, fresh fruits, and vegetables, due to dietary guidelines released by the USDA in January2005 (Wexler 67-68). Consequently, many school districts have complied with the legislation’smandated changes. Parents should become advocates for their children and demand that allschool districts in the country serve foods that are nutritious and meet the USDA dietaryguidelines, regardless of whether they receive federal funds or not. Members of the health careindustry are also trying to do their part by establishing obesity prevention techniques.Comprehensive research has been performed by the health care industry to establishobesity prevention strategies. To promote obesity prevention in children, the article “Advancesin Pediatric Obesity Research” explains:In order to address this epidemic a variety of approaches must be taken. In 2003, theNational Institute of Health (NIH), which is responsible for funding over 90% of allchildhood obesity research in the USA, developed an Obesity Research Task Force. Thistask force acknowledged that the current epidemic of childhood obesity poses a “severethreat to the economic well-being of the nation. (Miller)The research focuses on “preventing and treating obesity using lifestyle modifications;preventing and treating obesity using pharmacological or surgical approaches; observing andtreating the co-morbidities of obesity; and investigating the genetic and hormonal causes of28

Apart 9childhood obesity” (Miller). Due to the lifestyle changes that have occurred in the past fewdecades, children have reduced physical activity and increased caloric intake (Miller). As aresult, “proposals to modify physical activity and diet are currently the most highly fundedresearch from the NIH” (Miller). The article states that the prevalence in childhood obesity hasalso caused physicians to take an active approach in preventing obesity:In 2003, the American Academy of Pediatrics issued a policy statement on prevention ofpediatric overweight and obesity. The document encouraged physicians to become adeptat recognizing children at risk for obesity, encourage, support and protect breastfeeding,be adept at calculation and plotting of BMI at all visits, identify excessive weight gainusing change in BMI between visits, promote healthy eating habits, promote physicalactivity, recommend limitation of television viewing and monitor for co morbiditiesassociated with obesity. (Miller)Researchers continue to study whether prevention techniques during office visits are effective ornot; although, preliminary studies have proven successful (Miller). The country’s current obesityepidemic is threatening children from becoming healthy and successful adults, which hasprompted first lady Michelle Obama to launch a comprehensive initiative.In 2009, First Lady Michelle Obama launched the “Let’s Move” campaign. At the “Let’sMove” launch on February 9, 2010, First Lady, Michelle Obama stated “The physical andemotional health of an entire generation and the economic health and security of our nation is atstake” due to the increase in childhood obesity (“American’s Move”). The initiative is to provideeducation for families, promote healthy eating, make healthy foods not only affordable butavailable for all children, and “it’s about putting children on the path to a healthy future during29

Apart 10their earliest months and years” (“American’s Move”). As a result, community-based programsare being federally funded to provide education to parents regarding healthy eating and the needfor physical activity. Although the government, schools and health care providers haveimplemented obesity prevention strategies, they will not be successful without parentalinvolvement.If this generation of children is going to grow into healthy adults, promoting healthyeating and physical activity it has to start at home. Children are dependent on their parents forsupport, guidance, and direction; therefore, parents must be good role models. They shouldpromote healthy eating from infancy on so children develop good eating habits. In the article,“Overweight Children…the Greatest Threat to World Health” Dr. Fuhrman states, “If you aregoing to let your kids eat badly, you might as well let them smoke cigarettes, drink whiskey, andsnort cocaine, too” due to the health consequences (Fuhrman). It’s also a parent’s responsibilityto insure children obtain an adequate amount of physical exercise, monitoring the amount of timechildren spend watching television, sitting in front of the computer, and playing video games.Defeating the Childhood Obesity Epidemic states that “studies show that four- to seven-year-oldswhose parents are physically active are nearly six times as likely to be active themselves”(Ashworth 126). According to research in order to develop a lifelong habit of exercise, “it mustbe established during childhood and adolescence” (Ashworth 126). In addition, parents have thepower to control the foods they buy; in turn they can control the foods their children eat at home.Parents must be involved and play an active role in the health and nutrition of their children;otherwise, childhood obesity will continue to plague this country and its children.30

Apart 11Works Cited“American’s Move to Raise a Healthier Generation of Kids.” Let’s Move.Gov. Web. 1 Nov.2011.Ashworth, Carol. Defeating the Childhood Obesity Epidemic. Dallas: P.S.G. Books, 2005. Print.Centrella-Nigro, Andrea. “Hispanic Children and Overweight: Causes and Interventions.”Pediatric Nursing. 35 (2009): 352-56. Expanded Academic ASAP. Web. 6 Nov. 2011.Fuhrman, D. “Overweight Children…The Greatest Threat to World Health.” Health Science29.2-3. (2006): Expanded Academic ASAP. Web. 5 Nov. 2011.Miller, Jennifer. “Advances in Pediatric Obesity Research.” Pediatric Health 2.1 (2008) 71-92.Expanded Academic ASAP. Web 6 Nov. 2011.“Obesity.” Social Issues in America an Encyclopedia. Vol. 5. Armonk: Sharpe, 2006. Print.Rimm, Sylvia, and Eric Rimm. Rescuing The Emotional Lives of Overweight Children. NewYork: Rodale, 2004. Print.Sass, Daniel A., and Suzanne M. Winter. “Healthy & Ready to Learn: Examining The Efficacyof an Early Approach to Obesity Prevention and School Readiness.” Journal of Researchin Childhood Education 25.3 (2011): 304-12. Expanded Academic ASAP. Web. 7 Nov.2011.Wexler, Barbara. Weight in America Obesity, Eating Disorders, And Other Health Related Risks.Detroit: Information Plus, 2011. Print.Wilkinson, Kimberly M. “Increasing Obesity in Children and Adolescents: an AlarmingEpidemic.” Journal of the American Academy of Physicians Assistants 21.12 (2008): 31-43. Expanded Academic ASAP. Web. 25 Oct. 2011.31

Writer’s Name________________________Reader’s Name_______________________Research Paper First Draft Peer ReviewDirections: Have a partner answer the following questions about your essay. Afterreading each other’s essays, discuss possible improvements for the second draft.This sheet should be turned in with the writer’s essay. The second draft should show revisions based on thereader’s comments below.1. What is the writer’s topic? ___________________________________2. Who is the audience? _______________________________________3. How many pages is the essay?_______ Is it long enough (7-10 pages)? _____________4. Does the introduction get the reader’s attention and lead up to the thesis statement? yes /no5. Underline the thesis statement on the writer’s essay.6. Does the essay contain enough quotes, paraphrases, summaries, facts, details, etc. tosupport the thesis statement? yes / no If not, mark which points need more supportingexamples.7. Are all the references properly documented? yes / no If not, mark which ones need to be.8. Are all the quotes and paraphrases “sandwiched” in between the writer’s argument? yes /no If not, mark which ones need “bread.”9. Are all the sources listed in the Works Cited actually referred to in the body of the essay?yes / no If not, mark which ones need to be either used in the paper or removed from theWorks Cited. (If there are any sources referred to in the paper that are not on the WorksCited list, mark these as well.)10. How many sources are actually used? _____________11. Are there transitions between ideas to help you follow the logic of the argument? yes / noIf not, mark which areas need transitions.12. Does the essay have a clear conclusion? yes / no32

Research Paper Self EvaluationEnglish B1APlease check the following to make sure you’re ready to turn in your research paper.1. Is your paper in 12-point font?2. Is the font consistent throughout the paper (i.e. if you use Arial for the body, are yourheaders also in Arial)?3. Is your formatting correct (i.e. you have headers, page numbers, double spacing, etc)?4. Is the body of the paper at least 8 full pages not counting the Works Cited?5. Have you actually referred to at least seven sources in your essay?6. Are all of the sources listed in the Works Cited?7. Do you have at least one source that is less than six months old?8. Are at least three of your sources scholarly?9. Have you included all of the following paperwork in your folder?• The final draft with Works Cited• Second draft• First draft• Copies of sources, highlighted and alphabetized33

The Second DraftAfter making revisions based on your peer review and self review, you will printout a new copy of your research paper. Bring this second draft along with thefirst draft and copies of all your sources to your second draft conference.Basically, I want to catch any major problems that still exist that would preventyou from earning a passing grade on the research paper so that you have theopportunity to work on these issues before turning in the final draft.Please note that there will not be time to work on grammar or mechanics at thistime; if you need additional help, please arrange to see me during office hoursor seek help in the Writing Center.It is extremely important that your sources are organized in alphabetical orderand that they are highlighted: Highlight the source every place that your essayrefers to.Here’s what I’m looking for at your second draft conference:• Are you going to be able to finish on time? Your essay should be more orless complete at this time, in need only of some minor corrections orrefinements.• Have you met the minimum requirements regarding length, sources, andreferences?• Is there any plagiarism?• Can I find all of your paraphrases, summaries, and quotations in thesources?• Are there any issues with your thesis statement, organization,development, support, etc?SECOND DRAFT CONFERENCEDay/time/room _________________________________________Please bring• a copy of all drafts you have so far• copies of all your sources, in alphabetical order, highlighted• MLA Handbook34

The Final DraftPlease turn in the following items, in this order (top to bottom), in your folder:• The final draft with Works Cited• Second draft• Peer review and self evaluation• First draft• Copies of sources, highlighted and alphabetizedNote: If any of the above items are missing, I will not read the final draft. Alldrafts must be complete and resubmitted to receive a grade for the researchpaper.You must meet the following minimum requirements to receive credit for theresearch paper. The paper must• Be in MLA format• Be typed in 12-point font• Be double spaced• Be eight-to-ten pages• Have seven or more sources referenced-only one internet source counts toward the seven-only one interview counts toward the seven-use a variety of current, relevant books and articles-at least one source must be less than six months old-at least three sources must be scholarly sources• Be turned in on time. The research paper is due in class at 10:30 am onThurs., July 12, 2012.• You will give a 2-5 minute presentation in which you explain somethingabout your paper topic or research process.LATE PAPERS:No late papers will be accepted regardless of the reason, and you may not turnthe paper in electronically because I need the whole packet. If you think youmay have trouble coming to class on the due date, please make arrangementswith me to turn your paper in early.35

Rubric for Research PaperPlease note that the following minimum requirements must be met in order to receivecredit for this assignment:• You must turn in the final draft with Works Cited, the second draft, the peer review and self evaluation, thefirst draft, and copies of sources (or pages you refer to in the paper), highlighted and alphabetized on orbefore the due date.• The paper must be on topic, in MLA format, typed in 12-point font, double spaced, eight-to-ten pages, andhave seven or more sources referenced (only one internet source counts toward the seven, only oneinterview counts toward the seven, at least one source must be less than six months old, and at least threesources must be scholarly sources).Analysis (demonstrates a sophisticated level of understanding the topic)Thesis statement (one sentence at the end of the introduction which clearly states your positionon the topic and its significance)Logical development (explains how each detail supports your argument; ties all evidence backto the thesis)Support (has sufficient details to prove each of your main points)Effective use of sources (sources support the argument effectively without dominating it;quotes are of appropriate length and number; there is a variety of types of sources as well as types ofreferences—i.e. paraphrases, summaries, quotes)Documentation of sources (Essay is completely free from all forms of plagiarism and in-textcitations and Works Cited are in place and done correctly in MLA format)Points9-10= excellent7-8= acceptable0-6=unacceptablePoint of view (maintains a consistent point-of-view, avoiding first- and second-person pronouns)Formatting (font, headers, page numbers, title, block quotes, etc. are all in MLA format)Purpose and audience (clearly conveys who your audience is –i.e. consumers, government,etc.—and what you want them to understand—you should be persuading more than informing)Coherence (clear, smooth transitions between ideas)Unity (all details support the thesis)Sentences are complete and free from subject/verb agreement errors, run-on sentences, andcomma splicesMechanics (Essay is free of errors in usage, spelling, punctuation, capitalization)Organization (progresses in a logical way from each main idea to the next one—essay isorganized around the student’s argument, not the sources)Total Points (out of 100)Points5= excellent4= acceptable0-3=unacceptable36

GROUP DISCUSSION QUESTIONS-SCHLOSSER/Fast Food Nation-POLLAN/In Defense of Food-SINCLAIR/The Jungle37

Fast Food Nation p. 111-129GROUP 1 p. 116-117Which companies control the majority of the American market for French fries?Who benefits from the way fries are processed? Who is hurt?GROUP 2 p. 117-118How much does it cost a fast food company to purchase frozen fries? How much dothey sell them for?What’s happening to family farmers? Why?GROUP 3 p. 120; 125-127What are “natural flavors” and “artificial flavors”? What’s the difference?Why is the flavor industry so secretive?GROUP 4 p. 125-128The book says that the Food and Drug Administration “does not require flavorcompanies to disclose the ingredients of their additives, so long as all the chemicals areconsidered by the agency to be GRAS (Generally Regarded As Safe).” Who isbenefited by this policy? How? Who is hurt?39

Fast Food Nation p. 195-97; 199-207GROUP 1 p. 196-197What explains the increase in food borne illness? Why doesn’t the government have thepower to recall tainted meat? How does meat become contaminated by food bornepathogens?GROUP 2 p. 199-201What causes HUS? What symptoms does HUS cause?How does a person become infected with E. coli O157:H7? What are the different waysthe disease can be spread? Where does the problem of E. coli O157:H7 contaminationbegin?GROUP 3 p. 202What causes mad cow disease? What products does the FDA still allow to be put intocattle feed?At what points during the slaughtering process is fecal matter most likely to get into themeat? Why?GROUP 4 p. 205According to Eric Schlosser, “The meatpacking industry’s response to The Jungleestablished a pattern that would be repeated throughout the twentieth century,whenever health concerns were raised about the nation’s beef.” What “pattern”?40

In Defense of Foodp. 1-15GROUP 1 PAGE 11. Copy the first three sentences of the book below:2. What do you think he means by the above statements?3. What is Pollan’s advice about eating meat?GROUP 2 PAGE 14. What is his advice about eating processed food products?5. What do you think he means by “whole fresh foods”?GROUP 3 PAGES 2-56. Why does Pollan suggest you “avoid products that make health claims”?7. What places has Pollan visited? Does this fact give him some authority as a source?8. It used to be that culture—or family—determined what people ate. Who tells us what toeat now?GROUP 4 PAGE 59. A 2006 study showed what about a low-fat diet?10. In 2005, we learned that dietary fiber may not protect us from what?GROUP 5 PAGES 5-811. Pollan cites a study by the Institute of Medicine at the National Academy of Science anda Harvard study. These two studies showed conflicting results on the question of thehealth benefits of eating fish. Why does Pollan cite these two studies? What is he tryingto demonstrate?41

12. Next, Pollan gives you a preview of what is in each of the three sections of his book….A. The first section is “The Age of Nutritionism.”1. What is his basic premise in this section (6-9)?2. What are the three “pernicious myths” that scientists and food marketershave been “eager to exploit” (8)?GROUP 5 PAGES 9-12B. The second section is “The Western Diet.”1. What is his basic premise in this section (9-12)?2. What are four of the top ten causes of death that are linked to diet (10)?GROUP 6 PAGES 10-113. These chronic diseases can be “traced directly to the industrialization ofour food,” according to Pollan (10). What four items does he then list asthe sources of this industrialized food?4. What happens when people in other places “gave up their traditionalway of eating and adopted the Western diet” (11)?GROUP 7 PAGE 115. Pollan points out that “there have been traditional diets based on justabout any kind of whole food you can imagine” and that these diets haveresulted in a healthier population than the Western diet (11). What doesthis suggest? In other words, what is he trying to argue with this fact?6. Rather than returning to traditional diets, “nutritionism prefers to tinkerwith the Western diet” by doing what (11)?42

GROUP 8 PAGES 12-14C. The third section is about “personal rules of eating” (12).1. In what way are Pollan’s rules of eating different from the nutritionguidelines we’re used to (12)?2. How does Pollan answer the question regarding his authority on thesubject of eating? Do you think he is a credible source (13)?GROUP 9 PAGES 13-143. Pollan states that “by the 1960s…. if you wanted to eat produce grownwithout synthetic chemicals or meat raised on pasture withoutpharmaceuticals, you were out of luck. The supermarket [was] the onlyplace to buy food, and real food was rapidly disappearing from its shelves,to be replaced by the modern cornucopia of highly processed foodlikeproducts” (13-14). What does this mean?4. Referring to the quote above, how are things beginning to change now?GROUP 10 PAGE 14/OVERVIEW5. What does Pollan predict for the future if more consumers continue to“join the movement that is renovating our food system” (14)?13. Does the introduction of this book seem to have a positive or negative tone? Do youthink there is good news about the future of food in America?43

In Defense of Foodp. 18-27“From Foods to Nutrients”GROUP 1: p. 19-231. Who was William Prout, and what did he identify? When?2. What did Liebig’s baby formula consist of? What happened to babies who fedexclusively on his formula? Why?3. What are micronutrients?4. What is the “lipid hypothesis”?GROUP 2: p. 22-255. Re-read the section on the McGovern hearings on p. 22-25. Explain the reaction of thered meat and dairy industries to the 1977 McGovern committee’s recommendation toreduce consumption of meat. What change did the committee have to make to thewording of their recommendation and why? How did this particular situation lead to ourcurrent habit of speaking “no more of food, only nutrients,” (24) and what does thatmean? When we speak of nutrients instead of food, we need the assistance of whom?44

GROUP 3: p. 25-276. Who was T. Colin Campbell, and what was his concern about the reports that showedthat higher cancer rates were linked to consuming more fats?7. Who was Joan Gussow, and what did she argue?45

GROUP 1 p. 28-321. What is nutritionism?In Defense of Foodp. 27-402. What other premises follow from the myth that “foods are essentially the sum of theirnutrient parts” (28)? (Try to get them all… See p. 28-32.)GROUP 2 p. 323. Pollan suggests that the problem is that “any qualitative distinction between whole foodsand processed foods is apt to disappear” (32). What does this mean, and why does he sayit?4. Why are the manufacturers of processed foods “happy to jump on the bandwagon” ofnutritionism (32)?GROUP 3 p. 32-355. Describe the evolution of margarine.6. Why was the food industry so against using the word “imitation” on its labels (34)? Withwhat consequence to the appearance of processed foods (35)? What was the revisedimitation rule (35)?GROUP 4 p. 35-367. Pollan explains that the revised imitation rule allowed “all manner of faked low-fatproducts” (35). What examples does he give (35-36)?46

8. “Fake foods” are allowed if they are considered nutritionally equivalent to the real food(35-36). This is based on what fallacy (false assumption) (36)?GROUP 5: p. 37-409. What we used to consider “adulterants” are now considered “food additives” (37). Whythe difference? Are they the same things? What is Pollan’s concern here?10. Although most food modifications are made to processed foods, what are some examplesof human attempts to engineer or modify whole foods (37-38)?GROUP 6 p. 38-4011. Pollan says that “The fate and supermarket sales of each whole food rises and falls with--” what (38)? And what about the fate and supermarket sales of processed foods?12. Pollan ends this section with the statement “Watch out for those health claims,” (40) atenet of his argument that he mentions in the introduction of his book. Now that you’veread the first four chapters, you have a better idea of what he means by this. What does hemean?47

In Defense of Foodp. 40-611. Pollan reminds us of what he means by the lipid hypothesis: It is “the idea that_________________________” (40).2. According to “Types of Dietary Fat and Risk of Coronary Heart Disease: A CriticalReview” (published in 2001 in the Journal of the American College of Nutrition by FrankB. Hu, et al.), “it is now recognized that the low-fat campaign has been based on____________________________________and may have caused unintended________________________________________” (qtd. in Pollan 43).3. The above-mentioned article further concluded that there is a “weak and nonsignificantpositive association between ____________________________ and risk of_________________” and there is “little direct evidence linking higher_______________ consumption and increased risk of ____________” (qtd. in Pollan 43).So… what does that mean?4. In fact, the only type of fat that does seem to “contribute to increased risk of CHD” is_______________ (44), which is “precisely the type of fat that the low-fat campaignershave spent most of the last thirty years encouraging us to consume more of” (44).5. Trans-fats contribute to increased risk of CHD in the following four ways (44):6. In fact, a low-fat diet which replaces “fats in the diet with carbohydrates will lead toweight _____________________” according to Hu, et al (qtd. in Pollan 45).48

7. Americans did respond to the nutrition guidelines for a lower fat diet. However, Pollanstates that “we never did in fact cut down on our total consumption of fat; we just atemore of other things” (51). What does this mean?8. So, Americans in general gained more weight. They were responding to the directive to“eat more low-fat foods” (51) instead of McGovern’s original suggestion to “eat less________________________________________” (51). Why is this contrast significant?9. Pollan says that “Nutritionism solves the problem of the fixed stomach” (52). What doeshe mean?10. Deaths resulting from heart attacks have declined, but not because of a low-fat diet. Whyhave they declined? Has the incidence of heart attacks declined? What’s the difference(60-61)?49

1. Why is nutrition science difficult (62)?In Defense of Foodp. 61-812. Pollan explains that “Scientific reductionism… can mislead us… especially when appliedto something as complex, on the one side, as food and on the other as a human eater” (62-63). What does he mean?3. What does Pollan say is the “great thing about eating foods as compared with nutrients”(66)?4. Pollan calls attention to the error of studying “the food out of context of the diet” (66).What is he talking about? (See also p. 67.)5. What are the weaknesses associated with food frequency questionnaires (75-77)?6. Paul Rozin, a psychologist at the University of Pennsylvania, asked a group of Americansthe following question: “Assume you are alone on a desert island for one year and youcan have water and one other food. Pick the food that you think would be best for yourhealth” (qtd. in Pollan 79). What two foods of the choices given (corn, alfalfa sprouts,hot dogs, spinach, peaches, bananas, milk chocolate) “would in fact best supportsurvival” (80)? What does that mean? Why are they not the foods most people surveyedwould have chosen?50

7. What is orthorexia nervosa (80)?8. Pollan writes in his concluding paragraph: “Thirty years of nutritional advice have left usfatter, sicker, and more poorly nourished” (81). What does he mean? What does hesuggest we need to do to get ourselves out of this situation?51

In Defense of Foodp. 85-101GROUP 11. In Kerin O’Dea’s 1982 study of Aborigines who returned to the bush from civilization, whatdiseases did all of the subjects have (85)?2. What is metabolic syndrome, and what diseases is it associated with (85)?3. What did the Aborigines eat while on the coast? What about inland (86)?4. After seven weeks of living in the bush, what measurable health benefits did the Aborigines show(87)?GROUP 25. According to Walter C. Willet, can the worst effects of the Western diet be avoided or reversedwithout leaving civilization (see footnote, p. 88)?6. How many Americans are overweight or obese (89)?7. How many Americans have metabolic syndrome (89)?8. How many Americans have prediabetes (89)?GROUP 39. Instead of a reductionist study, Pollan suggests that we study the Western diet as a whole becausepeople “who eat the way we do in the West today suffer substantially higher rates” of whatdiseases (90)?10. Several studies of native populations all over the world demonstrated a surprising lack of whatWestern diseases (91)?52

GROUP 411. One of the objections to Pollan’s theory that Western diet leads to Western diseases is that ofgenetics. Explain this theory and why Pollan thinks it isn’t true (92).12. Another objection to Pollan’s theory about the origin of Western diseases is that of demographics.Explain this theory and why Pollan thinks it isn’t true (92-93).13. Is bringing up objections (like the two mentioned above) and then explaining why he stillbelieves in his thesis a good strategy? Does it make the source more or less credible? Why do yousay so?GROUP 514. What did Weston Price learn from his study of isolated populations eating a wide variety oftraditional diets (96)?15. What is “store food,” and why does it have a longer shelf life than real food (97)?16. What did Price conclude was the common denominator of good health (98)?53

In Defense of Foodp. 101-36GROUP 11. Pollan suggests that “what we need now… is to create a broader, more ecological—and morecultural—view of food” (102). What does he mean, and why does he believe that? (See p. 102-04.)2. Why do our bodies not deal as well with corn syrup as they do with eating corn as a whole food(104-05)?3. When wheat was ground between big stone wheels (pre-1870), what was it about the wheat flourthat people didn’t like? What was the nutrition benefit of that flour compared to more refinedflour (107-08)?GROUP 24. What were the apparent advantages of white flour that was ground with rollers (108)?5. What were the negative health consequences of the new refined flour (109)? What was thesolution (109)?6. A diet high in whole grains reduces risk for what diseases (109)?GROUP 37. According to a study by David R. Jacobs and Lyn M. Steffan, was there a difference in the healthof subjects who ate whole grains and those who ate refined grains that were supplemented withfiber, vitamin E, folic acid, phytic acid, iron, zinc, magnesium, and manganese? Why/why not(110)?8. What is the difference between the way the body metabolizes fructose and the way it metabolizesglucose (footnote, p. 112)?54

9. How much of refined sugar is fructose (111-12)?GROUP 410. Sugar that is found in nature, in fruits and vegetables, is different from refined sugar in whatimportant way (112)?11. In what two important ways does eating so many refined carbohydrates, especially sugar,contribute to obesity (112-13)?12. What problems result from industrial fertilizers (114-15)?GROUP 513. Pollan laments the “vast monocultures of a tiny group of plants [that] have replaced thediversified farms that used to feed us” (116). What does he mean?14. What two crops dominate the market now (116)? Why those two (117)? Why is this of concern tohumans (117-18)?15. Pollan explains, “We have been breeding crops for ________________________ not____________________________” (120-21). What does this mean?16. As a result, for the first time in history, human beings have managed to “be both overfedand ________________________” (122).GROUP 617. Who is Bruce Ames, and what is his (yet unproven) theory about why we eat morecalories now than ever before (123-24)?55

18. Why should we eat more plant leaves (as opposed to seeds)? (See p. 125; also see the lastparagraph of the section, on p. 132.)GROUP 719. Why are omega-3 fatty acids important (125)?20. What are omega-6s responsible for (126)?21. Why has the food industry been reluctant to use omega-3s (126)?GROUP 822. According to M. L. Daviglus’ article which appeared the New England Journal ofMedicine in 1997, increasing the omega-3s in your diet may reduce your risk for heartattack by how much (128)?23. Omega-3s also appear to play a role in mental health. What mental issues have lowlevels of omega-3s in the diet been linked to (130)?24. Since it is the ratio of omega 6s to omega-3s that appears to be important, it may be justas important to reduce the levels of _______________________ in our diet as to increasethe _______________________ (131).56

In Defense of Foodp. 139-61ALL GROUPS ANSWER QUESTIONS 1-3.1. Essentially, what’s the solution to escaping Western diseases (141)?2. In what ways have “industrial processes… invaded many whole foods too” (143)?3. Pollan argues, “In order to eat well, we need to invest more___________________________________________________________ to provide forour sustenance” (145). What does he mean?~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~DIRECTIONS: For each of the following rules, explainA. What Michael Pollan means,B. Why he suggests the rule, andC. How it can be doneD. In your group, be prepared to argue that YOUR GROUP’S rule is more important thanany of the other rules1. Don’t eat anything your great grandmother wouldn’t recognize as food (148-50)2. Avoid food products containing ingredients that are a) unfamiliar, b) unpronounceable, c) more than five innumber, or that include d) high fructose corn syrup (150-54)3. Avoid food products that make health claims (154-57)4. Shop the peripheries of the supermarket and stay out of the middle (157)5. Get out of the supermarket whenever possible (157-61)57

In Defense of Foodp. 161-81DIRECTIONS: For each of the following rules, explainA. What Michael Pollan means,B. Why he suggests the rule, andC. How it can be doneD. In your group, be prepared to argue that YOUR GROUP’S rule is more important than anyof the other rules1. Eat mostly plants, especially leaves (162-67)2. You are what you eat eats too (167-68)3. If you have the space, buy a freezer (168)4. Eat like an omnivore (169)5. Eat well-grown food from healthy soils (169-70)6. Eat wild foods when you can (170-72)7. Be the kind of person who takes supplements (172)8. Eat more like the French. Or the Italians. Or the Japanese. Or the Indians. Or the Greeks (173)9. Regard nontraditional foods with skepticism (176-77)10. Don’t look for the magic bullet in the traditional diet (177-81)58

In Defense of Foodp. 181-ENDDIRECTIONS: For each of the following rules, explainA. What Michael Pollan means,B. Why he suggests the rule, andC. How it can be doneD. In your group, be prepared to argue that YOUR GROUP’S rule is more important than anyof the other rules.1. Pay more, eat less (183-88)2. Eat meals (188-92)3. Do all your eating at a table (192)4. Don’t get your fuel from the same place your car does (192)5. Try not to eat alone (192)59

6. Consult your gut (193-94)7. Eat slowly (194-97)8. Cook and, if you can, plant a garden (197-201)60

THE JUNGLE CHAPTERS I-IIIGROUP 1Directions:1. In a small group of 3-4 students, find the passage indicated in your book. Reread the passage.Then answer the question about the passage. You may want to divide the questions up amongyour group members.PASSAGE page 13, beginning of 1 st full paragraphOf these older people many wear clothing reminiscent in some detail of home--anembroidered waistcoat or stomacher, or a gaily colored handkerchief, or a coat withlarge cuffs and fancy buttons. All these things are carefully avoided by the young, most ofwhom have learned to speak English and to affect the latest style of clothing.QUESTIONSHow and why is the experience of the older generation different than the young? In otherwords, why do the older ones hold on to their traditions of clothing, music, etc., while theyounger ones tend to assimilate more into American culture? Compare this withimmigrants and their families today.YOUR ANSWER______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2. Later, you will read your passage, question, and answer to the whole class.3. As you listen to other groups’ passage, find the passage and mark it in your book. Jot down afew notes either in your book or in your notebook about what they say about the passage. (If youdon’t like to write in your book, you could fill your book with post-it notes and write on those.)61

GROUP 2Directions:1. In a small group of 3-4 students, find the passage indicated in your book. Reread the passage.Then answer the questions about the passage. You may want to divide the questions up amongyour group members.PASSAGE page 31, beginning of 1 st full paragraphBeyond this dump there stood a great brickyard, with smoking chimneys. First they tookout the soil to make bricks, and then they filled it up again with garbage, which seemed toJurgis and Ona a felicitous arrangement, characteristic of an enterprising country likeAmerica. A little way beyond was another great hole, which they had emptied and not yetfilled up. This held water, and all summer it stood there, with the near-by soil draininginto it, festering and stewing in the sun; and then, when winter came, somebody cut theice on it, and sold it to the people of the city. This, too, seemed to the newcomers aneconomical arrangement; for they did not read the newspapers, and their heads were notfull of troublesome thoughts about "germs."QUESTIONSWhen were “germs” discovered by Luis Pasteur? (See footnote, p. 31.) Why doesn’t thefamily know about germs? What kind of dangers exist as a result of their ignorance?Find another reference in chapters 1-3 to disease (such as “blood poisoning” or“tuberculosis”) and write down the page and paragraph number.YOUR ANSWER______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2. Later, you will read your passage, question, and answer to the whole class.3. As you listen to other groups’ passage, find the passage and mark it in your book. Jot down afew notes either in your book or in your notebook about what they say about the passage. (If youdon’t like to write in your book, you could fill your book with post-it notes and write on those.)62

GROUP 3Directions:1. In a small group of 3-4 students, find the passage indicated in your book. Reread the passage.Then answer the questions about the passage. You may want to divide the questions up amongyour group members.PASSAGE page 38 beginning of 1 st full paragraphBefore the carcass was admitted here, however, it had to pass a government inspector, who sat in thedoorway and felt of the glands in the neck for tuberculosis. This government inspector did not have themanner of a man who was worked to death; he was apparently not haunted by a fear that the hog might getby him before he had finished his testing. If you were a sociable person, he was quite willing to enter intoconversation with you, and to explain to you the deadly nature of the ptomaines which are found intubercular pork; and while he was talking with you you could hardly be so ungrateful as to notice that adozen carcasses were passing him untouched. This inspector wore a blue uniform, with brass buttons, andhe gave an atmosphere of authority to the scene, and, as it were, put the stamp of official approval upon thethings which were done in Durham's.QUESTIONSWhat do you think would be the consequences of this government inspector’s neglect?Would neglect of this nature occur today? Why or why not? Look at the introduction (p.vii-ix) to find out about the Pure Food and Drug Act. When was it passed? What did itdo?YOUR ANSWER______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2. Later, you will read your passage, question, and answer to the whole class.3. As you listen to other groups’ passage, find the passage and mark it in your book. Jot down afew notes either in your book or in your notebook about what they say about the passage. (If youdon’t like to write in your book, you could fill your book with post-it notes and write on those.)63

GROUP 4Directions:1. In a small group of 3-4 students, find the passage indicated in your book. Reread the passage.Then answer the questions about the passage. You may want to divide the questions up amongyour group members.PASSAGE bottom of page 41All these industries were gathered into buildings near by, connected by galleries and railroads with themain establishment; and it was estimated that they had handled nearly a quarter of a billion of animalssince the founding of the plant by the elder Durham a generation and more ago. If you counted with it theother big plants--and they were now really all one--it was, so Jokubas informed them, the greatestaggregation of labor and capital ever gathered in one place.Also page 42, last six lines of the last paragraphSo guileless was he, and ignorant of the nature of business, that he did not even realize that he had becomean employee of Brown's, and that Brown and Durham were supposed by all the world to be deadly rivals--were even required to be deadly rivals by the law of the land, and ordered to try to ruin each other underpenalty of fine and imprisonment!QUESTIONSWhy does the book say that the companies were “supposed to be deadly rivals by the lawof the land”? What does that mean? Why were they supposed to be rivals? What does itmean that they were “all really one”?YOUR ANSWER______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2. Later, you will read your passage, question, and answer to the whole class.3. As you listen to other groups’ passage, find the passage and mark it in your book. Jot down afew notes either in your book or in your notebook about what they say about the passage. (If youdon’t like to write in your book, you could fill your book with post-it notes and write on those.)64

GROUP 5Directions:1. In a small group of 3-4 students, find the passage indicated in your book. Reread the passage.Then answer the questions about the passage. You may want to divide the questions up amongyour group members.PASSAGE page 42 first full paragraphTo all of these things our friends would listen openmouthed--it seemed to them impossibleof belief that anything so stupendous could have been devised by mortal man. That waswhy to Jurgis it seemed almost profanity to speak about the place as did Jokubas,skeptically; it was a thing as tremendous as the universe--the laws and ways of itsworking no more than the universe to be questioned or understood.QUESTIONSHow does Jurgis feel about the assembly line when he first sees it in action? Why is he soeasily impressed? Are his thoughts premature? Why? Do you think he will change hismind later? Why? Find another passage in the first three chapters that describes part ofthis process and write the page and paragraph number..YOUR ANSWER______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2. Later, you will read your passage, question, and answer to the whole class.3. As you listen to other groups’ passage, find the passage and mark it in your book. Jot down afew notes either in your book or in your notebook about what they say about the passage. (If youdon’t like to write in your book, you could fill your book with post-it notes and write on those.)65

The Jungle Chapter IV-VIDirections: Work together in your group to find the answers to the questions for your group only.Write the answer on your own paper (each member of the group writes the answer) as well as thepage number(s) where you find the answer.GROUP 1Why iss the family worried about buying the house? What precautions do they take to preventbeing swindled?GROUP 2What does the union want, and why does Jurgis not want to join the union?GROUP 3What job does Antanas get? How does he get it? What is petty graft?GROUP 4What does Anatanas’s job entail?GROUP 5What is a “slunk” calf? What is a “Downer”? What does Jurgis have to do with these animals?Why does he have to do it after hours, when the government inspector has already gone home?GROUP 6Why does Duram keep going to different countries to recruit immigrant laborers?GROUP 7How does the family feel about child labor? What was the child labor law at the time? Was itenforced?GROUP 8What job does Ona get? What does she have to do to get it? What job does Stanislovas get?What does he have to do to get it?66

The Jungle chapters VII-XGroup Discussion QuestionsDirections: In your group, first discuss the questions assigned to your group. Then, each groupmember should look for quotations from the book to support your answer. In the space below,write the page and paragraph number of the quotes. In your book, mark the relevant passages.GROUP 1 How would you describe Jurgis? What kind of a person is he? What are his hopes andfears? What motivates him?GROUP 2 How would you describe Ona? What kind of a person is she? What motivates her?What sacrifices does she make for her family?GROUP 3 How would you describe Marija? What kind of a person is she? What does she mostwant out of life? What sacrifices does she make for her family?GROUP 4 How would you describe Antanas (Jurgis’s father)? What kind of a person is he?What motivates him to keep working in spite of his health problems? What sacrifices does hemake for his family?GROUP 5 What is wrong with the milk, coffee, sugar, tea, flour, canned peas, and fruit jams?What about the clothing? What about the streets?67

GROUP 6 Explain the free lunch arrangement in the saloons and liquor stores. What’sappealing about these places? Why are the owners willing to give out free food?GROUP 7 Why does Jurgis decide to join the union? What does he think the union willaccomplish? Does it? Why does Jurgis decide to learn English?GROUP 8 Why does Jurgis become a citizen? What are the benefits to him? How is he reallybeing used? Who is Scully, and why does he have so much power? Why don’t the workers liketo speak out against Scully?GROUP 9 Explain why and how all the diseased meat is kept in the state. What were theconsequences to the workers for slaughtering “steerly” meat? How were the consumers,especially the soldiers in the Spanish-American war, affected when they ate “embalmed beef”?GROUP 10 Describe the difference between the working class and the gentlemen.GROUP 11 Why does Marija lose her job? How does this “lesson [come] just in time to saveOna from a similar fate”? Who is Miss Henderson, and how does she make life difficult forOna? Why does Ona put up with it?68

The Jungle Chapters XI-XVGROUP 1 CHAPTER XI What is potato flour? What difficulties does the family have ingetting nutritious food? Why?GROUP 2 CHAPTER XI-XII Why does Jurgis continue to sell his vote even when he finds outthat this is wrong? What happens to Jonas?GROUP 3 CHAPTER XII Why ddo the boys have to go out and sell newspapers? How do theylearn to “save their car-fare”? How do they justify their actions?GROUP 4 CHAPTER XIII What job does Jurgis finally get (124)? What are the drawbacks ofthis job?GROUP 5 CHAPTER XIII What changes begin to occur in the children (128)?GROUP 6 CHAPTER XIII-XIV What job does Elzbieta get (128)? Describe it. What meatgets made into sausage (131-32)?GROUP 7 CHAPTER XIV Why does Jurgis begin drinking? How does he feel about this newhabit? (See p. 134-35.)GROUP 8 CHAPTER XIV What’s wrong with little Antanas (135)? What’s wrong with Ona(136)?GROUP 9 CHAPTER XV Where has Ona really been when she doesn’t come home at night?Why does she give in to Connor? What does Jurgis do to Connor? With what result?69

The JungleChapters XVI-XXDIRECTIONS: Reread the passage assigned to your group, and then answer the followingquestions about your passage(s):1. What is happening here? What does the passage literally mean?2. Why is this passage significant to the novel?Later, you will be asked to share your answers with the class.GROUP 1 (p. 149) But then, little by little, as his strength came back and his senses cleared, he began to see beyondhis momentary gratification; that he had nearly killed the boss would not help Ona—not the horrors that she hadborne, nor the memory that would haunt her all her days. It would not help to feed her and her child; she wouldcertainly lose her place….GROUP 2 (p. 150) There would be none for her—he knew that he might pardon her, might plead with her on hisknees, but she would never look him in the face again, she would never be his wife again. The shame of it would killher—there could be no other deliverance, and it was best that she should die.GROUP 3 (p. 154-55) They put him in a place where the snow could not beat in, where the cold could not eatthrough his bones; they brought him food and drink—why, in the name of heaven, if they must punish him, did theynot put his family in jail and leave him outside—why could they find no better way to punish him than to leave threeweak women and six helpless children to starve and freeze?GROUP 4 (p. 159, referring to Jack Duane’s ideas) This wasn’t a world in which a man had any business with afamily; sooner or later Jurgis would find that out also, and give up the fight and shift for himself.GROUP 5 (p. 161) “What have you to say for yourself?”/ Jurgis hesitated. What had he to say? In two years and ahalf he had learned to speak English for practical purposes, but these had never included the statement that some onehad intimidated and seduced his wife.70

GROUP 6 (p. 161) Jurgis began; supposing that he would be given time, he explained how the boss had takenadvantage of his wife’s position to make advances to her and had threatened her with the loss of her place…. (p.162) …the judge, whose calendar was crowded, and whose automobile was ordered for a certain hour, interruptedwith the remark: "Oh, I see. Well, if he made love to your wife, why didn't she complain to the superintendent orleave the place?"/Jurgis hesitated, somewhat taken aback; he began to explain that they were very poor--that workwas hard to get--/"I see," said Justice Callahan; "so instead you thought you would knock him down." He turned tothe plaintiff, inquiring, "Is there any truth in this story, Mr. Connor?"/"Not a particle, your Honor," said the boss. "Itis very unpleasant-- they tell some such tale every time you have to discharge a woman--"/"Yes, I know," said thejudge. "I hear it often enough. The fellow seems to have handled you pretty roughly. Thirty days and costs. Nextcase."GROUP 7 (p. 164) Ona!"/"Yes. She tried to get to work, too. She had to. We were all starving. But she had lost herplace--"/Jurgis reeled, and gave a gasp. "She went back to that place?" he screamed. "She tried to," said Stanislovas,gazing at him in perplexity. "Why not, Jurgis?"/The man breathed hard, three or four times. "Go--on," he panted,finally./"I went with her," said Stanislovas, "but Miss Henderson wouldn't take her back. And Connor saw her andcursed her. He was still bandaged up--why did you hit him, Jurgis?" (There was some fascinating mystery aboutthis, the little fellow knew; but he could get no satisfaction.)/Jurgis could not speak; he could only stare, his eyesstarting out. "She has been trying to get other work," the boy went on; "but she's so weak she can't keep up. And myboss would not take me back, either--Ona says he knows Connor, and that's the reason; they've all got a grudgeagainst us now. So I've got to go downtown and sell papers with the rest of the boys and Kotrina--"GROUP 8 (p. 181) "How is she?" echoed Madame Haupt. "How do you tink she can be ven you leave her to killherself so? I told dem dot ven they send for de priest. She is young, und she might haf got over it, und been vell undstrong, if she had been treated right. She fight hard, dot girl--she is not yet quite dead."/And Jurgis gave a franticscream. "Dead!"/"She vill die, of course," said the other angrily. "Der baby is dead now."GROUP 9 (p. 182-83) "Where have you been?" he demanded./"Selling papers with the boys," she said. "The snow--"/"Have you any money?" he demanded./"Yes."/"How much?"/"Nearly three dollars, Jurgis."/"Give it tome."/Kotrina, frightened by his manner, glanced at the others. "Give it to me!" he commanded again, and she put herhand into her pocket and pulled out a lump of coins tied in a bit of rag. Jurgis took it without a word, and went out ofthe door and down the street./Three doors away was a saloon. "Whisky," he said, as he entered, and as the manpushed him some, he tore at the rag with his teeth and pulled out half a dollar. "How much is the bottle?" he said.71

GROUP 10 Chapter XX, pg. 184-85Perhaps he ought to have meditated upon the hunger of the children, and upon his own baseness; but he thoughtonly of Ona, he gave himself up again to the luxury of grief. He shed no tears, being ashamed to make a sound; hesat motionless and shuddering with his anguish. He had never dreamed how much he loved Ona, until now that shewas gone; until now that he sat here, knowing that on the morrow they would take her away, and that he wouldnever lay eyes upon her again--never all the days of his life. His old love, which had been starved to death, beaten todeath, awoke in him again; the floodgates of memory were lifted--he saw all their life together, saw her as he hadseen her in Lithuania, the first day at the fair, beautiful as the flowers, singing like a bird. He saw her as he hadmarried her, with all her tenderness, with her heart of wonder; the very words she had spoken seemed to ring nowin his ears, the tears she had shed to be wet upon his cheek. The long, cruel battle with misery and hunger hadhardened and embittered him, but it had not changed her-- she had been the same hungry soul to the end, stretchingout her arms to him, pleading with him, begging him for love and tenderness. And she had suffered--so cruelly shehad suffered, such agonies, such infamies--ah, God, the memory of them was not to be borne. What a monster ofwickedness, of heartlessness, he had been! Every angry word that he had ever spoken came back to him and cut himlike a knife; every selfish act that he had done--with what torments he paid for them nowGROUP 11 Chapter XX, pg. 185-86[Elzbieta] labored to impress upon Jurgis, pleading with him with tears in her eyes. Ona was dead, but the otherswere left and they must be saved. She did not ask for her own children. She and Marija could care for themsomehow, but there was Antanas, his own son. Ona had given Antanas to him--the little fellow was the onlyremembrance of her that he had; he must treasure it and protect it, he must show himself a man. He knew what Onawould have had him do, what she would ask of him at this moment, if she could speak to him. It was a terrible thingthat she should have died as she had; but the life had been too hard for her, and she had to go. It was terrible thatthey were not able to bury her, that he could not even have a day to mourn her--but so it was. Their fate waspressing; they had not a cent, and the children would perish--some money must be had. Could he not be a man forOna's sake, and pull himself together? In a little while they would be out of danger--now that they had given up thehouse they could live more cheaply, and with all the children working they could get along, if only he would not goto pieces. So Elzbieta went on, with feverish intensity. It was a struggle for life with her; she was not afraid thatJurgis would go on drinking, for he had no money for that, but she was wild with dread at the thought that he mightdesert them, might take to the road, as Jonas had done.72

The Jungle chapters XXI-XXIVDIRECTIONS: Reread the passage assigned to your group, and then answer thefollowing questions about your passage(s):3. What is happening here? What does the passage literally mean?4. Why is this passage significant to the novel?Later, you will be asked to share your answers with the class.GROUP 1 Chapter XX1, pg. 198every Saturday night he went home--bedding and all--and took the greater part of his money to the family. Elzbietawas sorry for this arrangement, for she feared that it would get him into the habit of living without them, and once aweek was not very often for him to see his baby; but there was no other way of arranging it.ANDChapter XXI, pg. 200-01They could save money again, and when another winter came they would have a comfortable place; and thechildren would be off the streets and in school again, and they might set to work to nurse back into life their habitsof decency and kindness. So once more Jurgis began to make plans and dream dreams.GROUP 2 Chapter XXII, pg. 203, second paragraphHe was fighting for his life…. He had been a fool, a fool! He had wasted his life, he had wrecked himself, with hisaccursed weakness; and now he was done with it--he would tear it out of him, root and branch! There should be nomore tears and no more tenderness; he had had enough of them--they had sold him into slavery! Now he was goingto be free, to tear off his shackles, to rise up and fight. He was glad that the end had come--it had to come sometime, and it was just as well now. This was no world for women and children, and the sooner they got out of it thebetter for them. Whatever Antanas might suffer where he was, he could suffer no more than he would have had hestayed upon earth.73

GROUP 3 Chapter XXII, pg.205, third paragraphJurgis went without a word; but as he passed round the barn he came to a freshly ploughed and harrowed field, inwhich the farmer had set out some young peach trees; and as he walked he jerked up a row of them by the roots,more than a hundred trees in all, before he reached the end of the field. That was his answer, and it showed hismood; from now on he was fighting, and the man who hit him would get all that he gave, every time.GROUP 4 Chapter XXII, page 206, from the second paragraph on…"I'm not looking for work just now," Jurgis answered."I'll pay ye good," said the other, eying his big form--"a dollar a day and board ye. Help's terrible scarceround here.""Is that winter as well as summer?" Jurgis demanded quickly."N--no," said the farmer; "I couldn't keep ye after November--I ain't got a big enough place for that.""I see," said the other, "that's what I thought. When you get through working your horses this fall, will youturn them out in the snow?" (Jurgis was beginning to think for himself nowadays.)"It ain't quite the same," the farmer answered, seeing the point. "There ought to be work a strong fellowlike you can find to do, in the cities, or some place, in the winter time.""Yes," said Jurgis, "that's what they all think; and so they crowd into the cities, and when they have to begor steal to live, then people ask 'em why they don't go into the country, where help is scarce."74

GROUP 5 Chapter XXII, pg. 209-211Jurgis joined a gang and worked from dawn till dark, eighteen hours a day, for two weeks …. Then he hada sum of money that would have been a fortune to him in the old days of misery--but what could he do with it now?…. he went to a saloon. … and then out of the rear part of the saloon a girl's face, red-cheeked and merry, smiled atJurgis, and his heart thumped suddenly in his throat. He nodded to her, and she came and sat by him, and they hadmore drink, and then he went upstairs into a room with her, and the wild beast rose up within him and screamed, asit has screamed in the Jungle from the dawn of time…. In the van of the surplus-labor army, there followed another,an army of women, they also struggling for life under the stern system of nature. Because there were rich men whosought pleasure, there had been ease and plenty for them so long as they were young and beautiful… they went outto follow upon the trail of the workingmen…. In the morning Jurgis … was sick and disgusted, but after the newplan of his life, he crushed his feelings down. He had made a fool of himself, but he could not help it now--all hecould do was to see that it did not happen again…. It would be a long time before he could be like the majority ofthese men of the road, who roamed until the hunger for drink and for women mastered them, and then went to workwith a purpose in mind, and stopped when they had the price of a spree.On the contrary, try as he would, Jurgis could not help being made miserable by his conscience…(211)…and to know that they were gone from him forever, and he writhing and suffocating in the mire of his own vileness!ANDChapter XXIII, pg. 214, middle of the second paragraphHe had now no home to go to; he had no affection left in his life--only the pitiful mockery of it in the camaraderie ofvice.GROUP 6 Chapter XXIII, pg. 215, third paragraphJurgis spent his Christmas in this hospital, and it was the pleasantest Christmas he had had in America… his onlycomplaint was that they used to feed him upon tinned meat, which no man who had ever worked in Packingtownwould feed to his dog. Jurgis had often wondered just who ate the canned corned beef and "roast beef" of thestockyards; now he began to understand--that it was what you might call "graft meat," put up to be sold to publicofficials and contractors, and eaten by soldiers and sailors, prisoners and inmates of institutions, "shantymen" andgangs of railroad laborers.75

GROUP 7 Chapter XXIII, pg. 217, end of the first paragraphHe was in the same plight as the manufacturer who has to adulterate and misrepresent his product. If he does not,some one else will; and the saloon-keeper, unless he is also an alderman, is apt to be in debt to the big brewers, andon the verge of being sold out.GROUP 8 Chapter XXIII, pg. 218, first full paragraphThe evangelist was preaching "sin and redemption"…. He was very much in earnest, and he meant well, but Jurgis,as he listened, found his soul filled with hatred. What did he know about sin and suffering--with his smooth, blackcoat and his neatly starched collar, his body warm, and his belly full, and money in his pocket--and lecturing menwho were struggling for their lives, men at the death grapple with the demon powers of hunger and cold!--This, ofcourse, was unfair; but Jurgis felt that these men were out of touch with the life they discussed, that they wereunfitted to solve its problems; nay, they themselves were part of the problem--they were part of the order establishedthat was crushing men down and beating them! They were of the triumphant and insolent possessors; they had ahall, and a fire, and food and clothing and money, and so they might preach to hungry men, and the hungry menmust be humble and listen! They were trying to save their souls--and who but a fool could fail to see that all thatwas the matter with their souls was that they had not been able to get a decent existence for their bodies?76

INTEGRATING and CITING SOURCESMLA FORMATWORKS CITED FOR DATABASESPURPOSE AND AUDIENCE77

INTEGRATING AND CITING SOURCESWhen you write an essay of any kind, including the Argument and the Critique in your S-A-Cs,you need to include references to sources in the form of direct quotations and paraphrases.QUOTINGA DIRECT QUOTATION is when you copy part of what the author said. You must followcertain rules when quoting a source:1. Put quotation marks around the part that you’ve copied.2. Put any periods or commas inside the quotation marks.3. Cite the author, and for print sources also cite the page number.a. If you cite the author’s name in a signal phrase, simply put the page number (ifneeded) in parentheses after the quote, followed by a period.b. If you do not use a signal phrase that includes the author’s name, cite the author’slast name and page number (if needed) in parentheses after the quote, followed bya period.4. Always “sandwich” your quote with an introductory phrase and commentary.5. Always explain how the quote supports your argument.6. Avoid starting or ending a paragraph with a quotation.EXAMPLES:According to Eric Schlosser, “about two-thirds of the nation’s fast food workers” areteenagers (68).The fast food industry prefers to hire teens because they are “easier to control” thanolder, more experienced workers. (Schlosser 68).***See additional examples on p. 92-94 in your MLA Book (section 3.7.1 and 3.7.2).***79

PARAPHRASINGTo PARAPHRASE means to put the author’s idea in your own words. Unlike a summary, aparaphrase should be about the same length of the original. Use your own words, style, andsentence structure, and give credit to your source.EXAMPLE:ORIGINAL:If he can invent a machine that will senda whole gang of his brother workmenout to beg, starve, or steal, while theirwork is done by the cheaper labor oftheir wives and children, his promotionis certain and sure.PARAPHRASE:A. M. Simons laments the fact that thecompany inevitably promotes grafterswho devise machinery that can beoperated by a cheaper labor force ofwomen and children (373).***See additional examples on p. 56-58 in your MLA Book (section 2.5)***80

MLA FormattingYour MLA-style paper should look like the following:81

Using DatabasesWhat is a database?A database is an electronic collection of articles that you can access from the Internet.Databases contain articles that were originally published in print form; therefore,sources obtained through a database are not “Internet sources.”How do I access databases?Several databases are accessible from BC. As a student, you can also access thesedatabases from home using the Internet. This resource is provided for you because youare a student at BC.How do I use the databases?Use key words related to your topics to do a search. Remember to read or skim thearticle to make sure it is really relevant to your topic.The librarians are excellent resources; allow them to help you narrow or broaden yoursearch if you are having trouble finding information that is useful… or if you’re havingtrouble accessing the databases.Also, be sure to print any sources and their citation information you intend to usedirectly from the database.How do I cite sources from databases?As an overview, you must cite all the original publication information for the source asit originally appeared in print (such as author, title, date). After that, you must alsoinclude information that lets the reader know how you accessed that article (the nameof the database, the word Web, and the date you accessed it). See examples on the nextseveral pages.82

Creating Works Cited Entries for Sources from DatabasesAs with all articles, your Works Cited entry for articles accessed from databases willalways start with the author(s) followed by the title of the article and then the title of theperiodical.The way you do the rest of the Works Cited entry for database sources will depend onwhether the source is scholarly or not. So you need to first determine if you are lookingat a scholarly or a non-scholarly article.If you are looking at a SCHOLARLY ARTICLE, use the following format:Author’s last name, First name. “Title of Article.” Title of Journal Volume number. Issuenumber (year): pages of original printed article if available. Name of database. Web. Dateof access.Baur, Louise A. "The Epidemic of Childhood Obesity: What Role Do Schools Play in PrimaryPrevention?" Nutrition & Dietetics: The Journal of the Dietitians Association ofAustralia 61.3 (2004): 134-35. Expanded Academic ASAP. Web. 11 Oct. 2011.Schur, Ellen, et al. “Genetic and Environmental Influences on Restrained Eating Behavior.”International Journal of Eating Disorders 42.8 (2009): 765-72. Academic SearchPremier. EBSCO. Web. 16 Oct. 2011.If you are looking at a MAGAZINE article, use the following format:Author’s last name, First name. “Title of Article.” Title of Magazine Date Month. Year: pages oforiginal printed article if available. Name of database. Web. Date of access.Lyons, Daniel, and Nick Summers. “Mad Man.” Newsweek 6 Apr. 2009: 38-42. AcademicSearch Premier. EBSCO. Web. 11 Oct. 2011.Wallis, Claudia, et al. “The Case for Staying Home.” Time 22 Mar. 2004: 50-59. EBSCO Web.2 Mar. 2009.SEE ADDITIONAL EXAMPLES IN YOUR MLA HANDBOOK ON P. 193!!!83

PLEASE NOTE: The databases will do the Works Cited for you, but be careful! Theircitations are not completely accurate. Always double check the following:1. Is the title capitalized?2. Is the date in the proper format depending on whether the article is scholarly ornon-scholarly?3. Did they include an unnecessary volume number?4. Did they put the page numbers in the proper format?The Works Cited looks something like this:Note that sources are listed in alphabetical order. (This is by author’s last name. Ifthere is no author, use the title of the article.)84

MLA PracticeFirst, read section 5.2 “MLA Style” on p. 126-127 and 5.3.1 “Introduction” on p. 129 of yourMLA Handbook. Then answer the following questions:1. What is a parenthetical citation?2. How can the reader of your paper use the parenthetical citation to find the full sourceinformation in your works cited list?3. If the author’s name appears in the writer’s sentence/text, then what appears in theparenthetical citation?4. If more than one work by the author is in the list of works cited, what additionalinformation is required in the parenthetical citation?5. Is there only one correct way to cite a source in the list of works cited, or is there roomfor flexibility?6. Why might you need to improvise when deciding how to format an entry on your workscited list?7. Why should you draft a works cited in advance, before you write a research paper?85

PURPOSE AND AUDIENCE1. What do we mean by “purpose” and “audience” in writing?2. The two main purposes for writing are to _____________________________ and to____________________________.3. When you write a summary, your purpose is to ______________________________.4. When you write an essay, your purpose is to ________________________________.86

INDEXAssignment InstructionsSACs 5Research Paper 9Historical Context Report 11Working Bibliography 14Annotated Bibliography 16Sample Research Paper 21Research Paper Peer Review 32Research Paper Self Evaluation 33Group Discussion QuestionsFast Food Nation 38In Defense of Food 41The Jungle 61Integrating and Citing Sources 79MLA Format 81Databases 82Works Cited Entries for Database Sources 83Purpose and Audience 8687