Intermediate Composition

final draft

some interesting changes


Christina Barrett

Professor Geoffrey Richard Reiter

ENG 152 N3

10 March 2019

A Cultural Famine or Like When the Dinosaurs Died Out

          Modern culture went down like the Titanic in the late 1990s, an irretrievable mess occurring.  Trends that were very special became unpopular as the 2000s crept around the corner.  Culture can be found significant in the late 1950s and early 1960s, as the Late Boomers were born and went through childhood.  Adulthood for Baby Boomers can be seen as the 1980s and early 1990s.  Children of Early Boomers did not experience much love and are now grown up with culture that sunk like the Titanic.  We should try to touch base on this issue by covering the bases that apply.

          According to Gordon, a big influential factor of even the 1960s was concentrated from England (no page numbers specified in the ebook.)  This is an important issue because even today England has released a lot of its feelings via the U.S., encouraging us in our pop culture to be more expressive.  For example, the Beetles, an English legend of a band, became popular in the 1960s, and even today kids are still dazed over them, in some way they can't seem to handle, as of yet, like life just isn't as sweet as it was for Baby Boomers or Late Baby Boomers.  Gordon also accredits the U.S. to folk music, like being integrated into pop and maybe how it is involved the style of new age music, and mentions the strikingly acclaimed city of New Orleans to spice things up some.  These are all obvious suggestions as to the sentiment Gordon has concerning the 1960s.  Then, he ends the chapter on music with references to popular icons in classical music, like the late Pavarotti.  So, Europe and music are important factors into what gave people the expectations they had of people who were born by the beginning of the 1960s.

          Schwartz says something big that changed the world in the 1990s was in the 1980s when computers were coming out (15.)  The 1990s are also known for the Cold War being fought off (64,) and war with the Middle East seemed to come to permeate the atmosphere.  Terrorism was another political term of the 2000s because of 9/11 in 2001; George Bush Jr. often spoke into the mid-2000s of our children coming  home.  Schwartz also posted a picture of the Spice Girls for the chapter on 1997 (309,) which was a big year as it was when modern PCs with the internet hit, which looked more like the TV screen than a calculator or old Pac Man game.  The kids from the 1980s and 1990s were happily sent off to have their own lives via work (404,) if all went well, or to follow our dreams in college or from childhood and for some the ability to do "anything you set your mind to."  In some ways, that wish came true, but in its intended sentiment it seems not to have, for some reason; people are competitive and want to hurt others before they settle down and decide not to fight anymore and don't care about other people.  So, there is an obvious descent of culture, like we had conflicts to represent our heyday and a sending off in bittersweet-ness, in accordance to what our lives were like.

          There are occurrences in life that are important that are affected in important times, all people being important, too.  One example is to think about Europe in the face of racism in the US and the musical skills had by the US and obviously certain countries in Europe, even as early as the 1960s, which shaped the world as Baby Boomers grew up then.  The 1980s kindled interest in computers and the online world, and the 1990s itself was a war between culture clashes and the stress of technology.  The end was that Baby Boomers grew up and lost responsibility and that people who grew up in the 1990s were hopefully sent off with well wishes as they entered independence and adulthood.  The experience of going through the 1990s was a tumultuous sequence of entertainment and the comforts and glorification of technology, which mainly ended up leading to bittersweet-ness and nostalgia from the past.

     

References:

Gordon, Dee. The Little Book of the 1960s. No Location, No Publisher, 2011.

Schwartz, Richard Alan. The 1990s. New York, Facts on File, 2008.

Intermediate College Composition

I asked for some help, but so far this is what I have.

Instructions:

• Paragraph #1: Introduction (Your issue’s background and rhetorical situation, leading to an open-ended statement or question about your claim)
• Paragraph #2: Position #1 (A summary, incorporating at least one scholarly source, of a position in the debate)
• Paragraph #3: Position #2 (A summary, incorporating at least one scholarly source, of a second position in the debate)
• Paragraph #4: Conclusion (Wrap up the main idea of the paper and describe its significance)

My Essay:

     Modern culture went down like the Titanic in the late 1990s.  Things that were very special became unpopular as the 2000s crept around the corner.  Culture can be found significant in the late 1950s and early 1960s as the Late Boomers were born and went through childhood.  Adulthood for Baby Boomers can be seen as the 1980s and early 1990s.  Children of Early Boomers did not experience much love and are now grown up with culture sunk like the Titanic.  We should try to touch base on this issue.

     According to Gordon, a big influential factor of even the 1960s was concentrated from England (no page numbers specified in the ebook.)  This is an important issue because even today England has released a lot of its feelings via the U.S.  For example, the Beetles became popular in the 1960s, and even today kids are still dazed over them, in some way they can't seem to handle, as of yet.  Gordon also accredits the U.S. to folk music and mentions the strikingly acclaimed city of New Orleans.  These are all obvious suggestions as to the sentiment Gordon has concerning the 1960s.  Then, he ends the chapter on music with references to popular icons in classical music, like the late Pavarotti.  So, Europe and music are important factors into what gave people the expectations they had of people who were born by the beginnng of the 1960s.

     Schwartz says something big that changed the world in the 1990s was in the 1980s when computers were coming out (15.)  The 1990s are also known for the Cold War being fought off (64,) and war with the Middle East seemed to come to permeate the atmosphere.  Terrorism was another political term of the 2000s because of 9/11 in 2001.  George Bush Jr. often spoke into the mid-2000s of our children coming  home.  Schwartz also posted a picture of the Spice Girls for the chapter on 1997 (309,) which was a big year as it was when modern PCs with the internet hit, which looked more like the TV screen than a calculator or old Pac Man game.  The kids from the 1980s and 1990s were happily sent off to have their own lives via work (404,) if all went well, or to follow our dreams in college or from childhood and for some the ability to do "anything you set your mind to."  So, there is an obvious descent of culture, like we had conflicts to represent our heyday and a sending off in bittersweet-ness, in accordance to what our lives were like.

     There are things in life that are important that are affected in important times, all people being important too.  One thing is Europe in the face of racism in the US and the musical skills had by the US and obviously certain countries in Europe, even as early as the 1960s, which shaped the world as Baby Boomers grew up then.  The 1980s kindled interest in computers and the online world, and the 1990s itself was a war between culture clashes and the stress of technology.  The end was that Baby Boomers grew up and lost responsibility and that people who grew up in the 1990s were hopefully sent off with well wishes as they entered independence and adulthood.  The experience of going through the 1990s was a tumultuous sequence of entertainment and the comforts and glorification of technology, which mainly ended up leading to bittersweet-ness and nostalgia from the past.

     

References:

Gordon, Dee. The Little Book of the 1960s. No Location, No Publisher, 2011.

Schwartz, Richard Alan. The 1990s. New York, Facts on File, 2008.

Intermediate College Composition

Student's Post

Jacqueline D Hicks

The Toulmin argument was developed by Stephen Toulmin, a modern English philosopher.  It consists a six part model and has been useful to many people in explaining the essential parts of an argument. The first three parts are present in every argument they are the claim, the data, and the warrant. The other three parts are used as needed to strengthen the argument these parts are the backing, the rebuttal, and the qualifier. The claim itself is followed by the support which is information to back up the claim, the unspoken part of the argument, the assumption that the author hopes the audience shares is the warrant. The other three parts of the Toulmin are basically there to help the first three parts if needed, the backing supports the warrant if suppose the audience does not agree. The rebuttal is the unless part of the argument basically why or why not and the qualifier demonstrates the probability of the argument.

My Optional Reply

You're right, the 1st 3 parts sound like enough "from the horse's mouth."  I say so because you point out the last 3 are just for if people don't agree with your popular topic claims.

Student's Post

Tyler Nicholas Tice

Stephen Toulmin created a method of argument which many view as an informal method of reasoning. He created six parts which collectively make the Toulmin Model and consist of: the claim, data, warrant, backing, rebuttal and qualifier. The first three parts, claim, data and warrant, are existent in every argument. In proper writing formats, all three of these parts are typically seen within the first paragraph. The last three parts, the backing, rebuttal and qualifier, are used in the Toulmin Model to strengthen the claim, data and warrant. Having read To Kill a Mockingbird recently, the classic courtroom debates come to mind. Atticus Finch represents Tom Robinson by presenting his claim that Mr. Robinson is innocent of the charges made against him based on the data Mr. Finch possessed, along with the wit of jury persuasion he attempted to communicate. I’m sure that this scenario could be further broken down into a detailed example of all six parts of the Toulmin Model, but I think you all can understand the point. This model closely follows our psychological behavior in a compelling argument and makes logical sense why, when executed well, presenters using the Toulmin Model typically accomplish their goal.

My Optional Reply

I agree that you insinuate from that story I did in English I in 8th grade that it has shown everyone that you can adjust the facts to apply to appeal to white people too lazy to sift through the possible sincerity of African Americans over white/Caucasian people.

Intermediate College Composition

(I could not find as much on the Toulmin argument in the book and used 3 online resources, which had some overlapping construction.  I finally summed up the lacking information provided by the textbook, as well as the paragraph required.)

The point of the Toulmin argument is to take cacophony and jarring fights to turn into an effective argument divided into 6 specific parts.  Those parts are divided into 2, the 1st 3 laying out the debate and the last 3 forcing the audience to agree.

Triad #1

"laying it down the line"

The Claim

The claim is your point.

It could be one of 3 of the following:

1. a fact

2. "passing judgment"

3. making a declaration of what should be or happen

Grounds

The grounds people love to come out, state the facts that prove your claim and introduce the beginning of a debate.

It could be one of 3 of the following:

1. statistics or facts

2. a reliable source

3. deductions

Warrant

The warrant is stating relevant significances.

It can be one of the 4 following:

1. Ethos - the ethics, like in relation to how credible and esteemed a person is

2. Logos - more impersonal credibility, facts, that can also deal with people

3. Pathos - the feeling emphasis, to appeal to an argument

4. Values - just what it says, things that people believe to be popular

Triad #2

The Fight/Debate

Backing

It simply helps your argument by answering a popular question.

Qualifier

This part of the argument is sincerity, saying how far the argument goes but saying how far it doesn't have to go.

Rebuttal

The author finally addresses the opposing views in question.

The Textbook

Claim - Stating the main idea of the debate.

Support - Proof of the claim.

Warrant - Stating why it is true.

Type of Claim - Being more specific and realistic in accomplishing something.

Paragraph Understanding

     The Toulmin argument is a very effective way of delivering a debate, especially in the form of writing.  It consists of usually 6 parts: the claim, grounds, warrant, backing, qualifier, and rebuttal.  You state the made idea and back it up with facts and give the facts credibility by appealing to people.  You start off proving yourself in the 1st 3 parts, and by the 2nd 3 parts you start the "fight" or persuasive lecture/speech.  It may be confusing and unclear, but it is very amusing.

Intermediate College Composition

Assignment

Here are a few more considerations as you think through your Issue Proposals.  First, this is what the format should look like:

• Paragraph 1: Introduce the issue as you know it.  The last sentence should be your claim, posed as an open-ended question.  This question is arguably the most important part of the assignment.
• Paragraph 2: Describe why you find the issue compelling.  In general, you should assume you need to avoid using the first person (I, me, my, we, us, our) or the second person (you, your) in any essay.  For this paragraph (and the next), you may use first person.
• Paragraph 3: Describe what you already know about your topic and what you need to learn still.

Make sure the proposal has complete sentences and that each paragraph is at least five solid sentences in length.  However, we won’t cover the details about formatting until it is time for your first full essay, the Exploratory.  But feel free to get a head start on studying your format if you’d like.

Remember some important factors in choosing a topic.  It must be debatable, with clear positions (ultimately, three or more).  It must be something being debated now.  But it must have been around long enough for you to find source material using our resources.  This includes our book collection (or collections at libraries near you), including books you can acquire through Interlibrary Loan.  It can also include our databases (articles from JSTOR or our EBSCO databases; dissertations or theses at ProQuest; scholarly reference works through Credo Literati).  You should look to minimize website sources—read closely: you will only be allowed one purely web-based source for each essay you write!  (Sources from our databases also exist in print, so they do not count as web sources.)  If your topic is too new or too narrow, you might have a hard time finding scholarly sources.

And again, while you are allowed to do bigger or more controversial topics, I want to reiterate that it is often in your best interest at this point to avoid them.  In particular, if you don’t think of writing or research as “your thing,” if you’ve struggled with courses like this in the past, taking on a big, emotionally-charged issue will very likely create more problems for you than it solves.  Consider being a bit more offbeat, with debatable topics that are more specific to a discipline and less intense.

And remember that you must treat all sides fairly.  Whatever position you choose, you must be able to read, understand, and articulate the best arguments from the opposing side(s), to use the academic Golden Rule and extend to your skeptical audience the same courtesy you would want them to extend to you in a debate.  Think of how you feel when you are reading something you disagree with, and then realize that those feelings are what your opponents feel.  Your goal is not to “win” the argument—it is (with the boundaries of ethics) to persuade someone who disagrees with you to agree, or at least (a more realistic goal) to come closer to considering your position.  Real argument takes charitability, care, thoroughness, and patience.  When I read your papers to grade them, I will be reading them the way an intelligent skeptic would read them (regardless of my own personal perspectives on any issue).

Dr. Reiter

My Work

     The social scene has devolved from its standards in the late 1990s like the sinking of the Titanic; no one seems to have an answer, but everyone is hiding a lot of hate and their own view of and feelings in the past.  The world culminated to a lot in "the 21st century;" people were often jealous of certain eras, like people born in the late 1950s and what it was like in the 1980s in comparison to the 1990s and onward indefinitely.  People usually, however, at the time, treated the past with a "gay abandon" and claimed the future was cooler; the problem is that for some reason there is competition to be the best and different from others so that not everyone can feel their best, and people who are set as liking the future over the past rejoin the crowd, when it's too late somehow and when nicer people are remembering what their parents and grandparents taught them was of important value, completely innocent and requiring some effort and "perspiration."  Basically, today, people are hypnotized with things in front of them to where they always react on an impulse and make things worse and blame others for their problems and put them down, to build themselves up socially, making it look like bad people have it together and good people don't, therefore meaning bad people are really accepted and good people are turned down as changed, like you can't trust what's most important physically and mentally.  How can we solve a solvable issue without people thrusting their bodies into the situation like it's hopeless for them and that's all that makes them feel better and better, stopping others from getting things?

     This issue is important because one of the most important things, love and "intimacy," are at risk.  I know, first, I am willing to go through life about my business, but I keep being bothered about things people don't want me to earn that relate to things I need, want, and desire, "love;" I still feel like a child and feel that older people are like older siblings to me and I feel people want to fell that.  People I know insist things are okay so that later they blame me for their unhappiness because I thought it was okay and that there was no way to help! plus, older people get involved and hurt me for it, just to give the other people what they want before they bother me more, though they are flawed as people themselves.  I have gone through my life lacking satisfaction in intimacy from friends, parental figures, younger children, etc. etc., but other people seem so sedated they can't even focus on their homework or get anything of any worth out of it, "so they say," though in the end they have more comfortable lives and I'm the "starving artist" of music and of the other things I do in the arts.  Posterity will not benefit when it's time for us to have babies and form relationships like families etc... if we do not get it together, but people are just jealous because it's not their kids they see now; our kids will be messed up if we don't get it together, and we accomplish that we feel they are very important like our predecessors did us because in this case us being parented by parental figures we love is just something on the side of this part of life.  Marriage is not forever but "'til death do us part" and having children is until 18 years after the start!

     Something everyone knows is that problems lie in the family and they say if a person their age gets love and affection from an older adult who is not their parent that their parents should be hurt because they didn't use them until their soul was sucked out, as opposed to leaving some for friends, etc. etc.  It's strange because a lot of older people can like a nice young person, and people, the becomingly jealous peers, only go for some people, people who are easy to take advantage of socially, emotionally, personality-wise, and in other ways, maybe for the valid and ignored topic of mixed race, which is interesting to some only when convenient.  Basically, the problem is that people learn to typecast people and notice when the best gets the best and all come out and say that their life was unfair and suddenly admit things they are and aren't just because they didn't get immediate gratification, despite whatever moral work they think they've done.  So, people like to take out their problems on others first only to be more "comfortable" later, including in situations of affection; pretty much, they're allowed to fight and tease people for thinking they are better than they think and for not being perfect simply as a tool.  So, are feelings of guilt avoidable these days or is it all test and not a reality for one person to love another, for whatever pre-existing reason, like because of other people, who "have it out" for people with better and more accomplished lives?


*I can find things to research, like the culture of the 1960s, for example, to use it as an appeal factor.  I can find other important things, like the classical arts, and use it as a tool or hub for attention in people's subconscious.  I'm not sure how to find the answer, but I can try.