Harvard University Social Media and Vaccine Hesitancy Article Summary & Proposal

  

The final version of the work should consists of 2 final files : 1

Proposal

and 1

Summary

Topics:

Covid 19

or

Global Warming

or anything else which you find interesting,

Format: APA

Length: Summary – 2 Pages Double Spaced / Proposal – 2 Pages Double Spaced

Raymond Brennan
EWRT 2
18 October 2020
Essay One Proposal
Instructor’s Approval
1.) My paper will suggest that allowing students to effectively “opt out” of conversations that make
them uncomfortable is another step down the road that has already seen feelings treated as
truths and requires self-esteem and effort be considered when grades are assigned. Should this
latest anti-intellectual fad continue to spread, it will mean that the term “higher education” will
need to be replaced with the term “high-priced ostrich training,” or “mindlessness perfected at
for great price.”
2.) Requiring institutions of higher learning to provide a “safe-space” where students can avoid any
conversation or course that makes them the least bit uncomfortable is the logical next
concession made to the overly protected and massively entitled young people who view a
college education as a necessary purchase prior to beginning careers or families, and if this
concession is broadly made, the term higher education will become an oxymoron.
3.) My audience is other college students who have not read my source material but who are
interested in my topic and want to make an informed decision about where they stand on the
issue I discuss.
4.) Introduction
It is with very little surprise or outrage that institutions of higher learning across the
country have begun to kowtow to the demands of students who insist they be allowed an
effective veto over the content of their educations. That the students—and their parents—
would demand such a veto comes as no surprise, of course, as many, if not most parents have
had the ability to shield their children from dangerous, potentially terrifying ideas or concepts
for the past two decades as can proved by even a cursory look at what classes a child can be
excused from in many a public middle or high school with sex education and biology the two
courses most frequently avoided. Saved from the dangerous knowledge of evolutionary theory
and the consequences of sexual activity, it should come as no surprise to learn that many of
the same young people now wish to be cossetted from other ideas and conversations they
perceive as threats to their autonomy or selfhood, to their worldview, or to their perceptions
and assumptions. This new “safe-space” movement began—as did the political correctness
movement of the 1970s—in elite eastern schools. That schools such as Brown, Columbia, and
Yale have so cravenly capitulated to students’ insistence on protection from discomfiting ideas
and potential threats—they can only be potential as students flee before the ideas can be
articulated because they “know” this or that idea will traumatize them should they have to hear
opinions about it expressed or debated—suggests that other, “lesser” schools will follow the
lead of the elites. But perhaps it is worth considering whether such protection is absolutely
necessary or even beneficial to those who clamor so loudly for it. Requiring institutions of
higher learning to provide a “safe-space” wherein students can avoid any conversation or
course that makes them the least bit uncomfortable is the logical next concession made to the
overly protected and massively entitled young people who view a college education merely as a
necessary purchase prior to beginning careers or families, and if this concession is broadly
given, the concept of higher education will become an oxymoron.
5.) Works Cited
Brooks, David. “The Campus Crusaders.” The New York Times. June 2, 2015.
http://www.nytimes.com/2015/06/02/opinion/david-brooks-the-campus-crusaders.html?src=xps&_r=0.
Accessed 22 November 2015.
Bruni, Frank. “College, Poetry, and Purpose.” The New York Times.
http://www.nytimes.com/2015/02/18/opinion/frank-bruni-college-poetry-and-purpose.html?src=xps.
Accessed 22 November 2015.
Moran, Rick. “Columbia Student in Anguish Because She Has to Read Books by White People.” PJ
Media.com. 20 November 2015. https://pjmedia.com/trending/2015/11/20/columbia-student-inanguish-because-she-has-to-read-books-by-white-people
Shulevitz, Judith. “In College and Hiding From Scary Ideas.” The New York Times. March 21, 2015.
http://www.nytimes.com/2015/03/22/opinion/sunday/judith-shulevitz-hiding-from-scaryideas.html?src=xps. Accessed 22 November 2015.
Then, just to give an example, my first body paragraph would start with something like this:
Most of western culture and history has viewed the notion of a university education as an
experience one seeks in pursuit of sharpening one’s faculties of critical, analytical thinking and
broadening one’s worldview. After all, “Education,” as the great French essayist Montaigne so
famously said, “is an iterative process.” Just as one would not conceive of honing a knife on a nerf ball,
it seems equally inconceivable that one would expect to sharpen one’s wits in a protective bubble, a
safe-space.
Raymond Brennan
Eng 1C-106
July 2020
Summary 1
Kristof, Nicholas. “U.S.A., Land of Limitations?” New York Times. August 8, 2015. Web.
http://www.nytimes.com/2015/08/09/opinion/sunday/nicholas-kristof-usa-landoflimitations.html. Accessed October 12, 2015.
In his New York Times opinion column, “U.S.A., Land of Limitations?”, Nicholas
Kristof argues that America’s current lack of economic mobility and its noticeably absent
level playing field for economic opportunity are what presidential aspirants need to
acknowledge and confront. Admitting that the cherished belief in America as a land of
opportunity was once true, the author claims this is no longer the case. Today, economic
“success is not a sign of virtue. It’s mostly a sign that your grandparents did well.” Citing
multiple sources, including a large Pew study of “Economic Mobility Across Generations,”
Kristof makes the point that social mobility in the U.S., particularly intergenerational
economic mobility, now lags significantly behind Canada and most European societies.
Modern America has become the rigid, class stratified society that the founders and
subsequent waves of immigrants fled.
The article’s centerpiece is Kristof’s recounting the difficult life and tragic death of his
childhood friend, Rick Goff, who died because he opted to pay to get his ex-wife’s car back
from a tow lot in lieu of refilling the medication he was on for a serious illness. He admits
Goff made some poor choices in life, but ultimately, “what distinguished Rick wasn’t
primarily bad choices, but intelligence, hard work and lack of opportunity.” The
consequences of this lack of opportunity caused by an “income gulf” is what Kristof wants
politicians and his readers to understand. While America has made great strides in reducing
the race gap in test scores, the “class gap” has grown significantly and is now “almost twice
that of the race gap,” which means educational attainment is no longer the readily
accessible escalator to bettering one’s economic status, as proven by the fact that “77
percent of adults in the top 25 percent of incomes earn a B.A. by age 24. Only 9 percent of
those in the bottom 25 percent do so.” It is not only that lack of educational attainment that
hobbles the underclasses, but also the absence of a level playing field that would allow for
economic opportunity regardless of education.
Intergenerational economic success correlates to class as the height of parents does
to their offspring. “The chance of a person who was born to a family in the bottom 10
percent of the income distribution rising to the top 10 percent as an adult is about the same
as the chance that a dad who is 5 feet 6 inches tall having a son who grows up to be over 6
feet 1 inch tall,” reports Princeton economist Alan Krueger. This suggests that while the
commonly held belief that economic success is all about “choices” and “personal
responsibility,” may be true in part, Kristof explains such reasoning fails to consider how
“disadvantage is less about income than environment.” The pernicious, long-term effects
stemming from a disadvantaged, impoverished environment are impacting more Americans
than ever as “more children in America live in poverty now (22 percent at last count) than at
the start of the financial crisis in 2008 (18 percent).” To enable the poor to claw their way up
the economic ladder requires the political will to speak honestly about the causes and
consequences of inequality and the lack of opportunity that arises as a result. What is not
helpful in conversations about income inequality is the facile blame-the-victim rhetoric
emanating from many quarters of the American landscape. This allows one to dismiss the
poor as “entitlement chumps” in musician Ted Nugent’s words, or as a collective “toenail
fungus” in society in the words conservative author Neal Boortz. Such soundbites play well
on the political stage, and Kristof acknowledges that social programs intended to help the
poor are fair game for discussion and debate, but he thinks at least as much attention ought
to be paid to the entitlements of the very wealthy who, for example, take $12 billion a year in
deductions for subsidized meals and nearly as much for donations to their private museums
and art galleries. Kristof closes with an appeal for politicians to drop the long discredited
social Darwinist arguments in favor of an honest and robust exploration of how a land of
opportunity has morphed into a class-bound one with an increasing divergence between the
have and have-nots. Only when that is understood will there be any chance to recreate the
level playing field that allowed his and so many others’ ancestors to start with nothing and
thrive.
Proposal Instructions
Please use this example as a template for your proposal. Your proposal should be numbered as
below, and except for item three, each item should be completed in your own words. See the
sample proposal.
Name block here.
Instructor’s Approval:_________________
1. Provide a narrative description of what your paper will argue. This is simply two or three
sentences in your own words describing the argument you intend to make. (This is the only
chance you have to use the first person.)
Example: My paper will suggest that allowing students to effectively “opt out” of conversations
that make them uncomfortable is another step down the road that has already seen feelings
treated as truths and requires self-esteem and effort be considered when grades are assigned.
Should this latest anti-intellectual fad continue to spread, it will mean that the term “higher
education” will need to be replaced with the term “high-priced ostrich training,” or “mindlessness
perfected at for great price.”
2. Tentative Thesis. Remember: A thesis is only one sentence, and it ends your introduction. It is
not a question, an announcement, or a simple statement of fact. Since you are writing an
argument, your thesis should unequivocally state your position. (Subsequent paragraphs will offer
the claims, evidence, and reasoning that supports your thesis.)
Example: Requiring institutions of higher learning to provide a “safe-space” where students can
avoid any conversation or course that makes them the least bit uncomfortable is the logical next
concession made to the overly protected and massively entitled young people who view a college
education as a necessary purchase prior to beginning careers or families, and if this concession
is broadly made, the term higher education will become an oxymoron.
3. Audience Statement. Copy the following word-for-word and paste it in point three of your
proposal:
My audience is other college students who have not read my source material but who are
interested in my topic and want to make an informed decision about where they stand on the
issue I discuss.
4. Introduction to your paper. Write the introductory paragraph to the paper you described in Point
1, above. The introduction should not contain any source material unless it is the brief mention of
a significant fact necessary to make your thesis understandable. This introductory paragraph
should pique your audience’s interest, giving him or her enough information and background so
your thesis claim ends the paragraph, it will emerge organically and will inform the reader what to
expect in subsequent paragraphs. Your thesis in this sample introduction should be exactly the
same as what is in Point 2, above. A well-developed introductory paragraph will take up at least
half of the first page.
5. Works Cited. Beneath your introduction and under a properly centered Works Cited heading,
list a couple of tentative sources you intend to use for your paper properly formatted per MLA
guidelines.
NOTE: Your proposal must be turned in and approved before you begin to write your essay.
Failure to turn it in on time will accrue a 5% penalty on the paper’s final grade. A first draft that
has not had an approved (passing) proposal will not be accepted.
Summary Writing
ASSIGNMENT OVERVIEW. A summary is a distillation of an original non-fiction work, like an
essay, an article, or a chapter from a book. A well-written summary proves an
understanding of the argument or essential ideas in the original text without being a
mere collection of quotations or an extended paraphrase.
GENERAL GUIDELINES. A well-written summary will use few quotations, but a partial
sentence quotation that encapsulates the essay’s main idea or argument is often
imbedded in the first sentence (see below). A few other quotations may be needed,
but these should be relatively short and embedded in your own sentences. Since a
summary is intended to convey only the essence of an article or essay, do not restate
detailed examples offered in support of particular ideas. Note only the main ideas. The
ideas presented in a summary do not necessarily appear in the same order as they
did in the original article, but are instead presented in their order of importance or as
necessary to explain the chain of the argument or points being made. To ensure the
audience knows that the ideas being summarized are not yours, you should use
occasional references to the original author by last name or gender specific pronoun
as appropriate.
TRANSPARENCY.
A summary should be a clear distillation of an author’s ideas. Do
not critique or praise the author’s ideas. Do not editorialize, interpret, or take
sides; nor should you use the first person singular—I, me, or my.
TITLING A SUMMARY.
The title of a summary assignment is its work cited entry, which is
placed one-line space below your single-spaced name block. For example:
Kristof, Nicholas. “U.S.A., Land of Limitations?” New York Times. August 8, 2015. Web.
http://www.nytimes.com/2015/08/09/opinion/sunday/nicholas-kristof-usa-landof-limitations.html. Accessed October 12, 2015.
BEGINNING A SUMMARY. All summaries begin with a first sentence that contains three
things: the full title of the piece being summarized as well as its author’s full name—
first and last—and his or her key point, idea, or argument. For example:
In his New York Times opinion column, “U.S.A., Land of Limitations?”,
Nicholas Kristof argues that America’s current lack of economic mobility and
its noticeably absent level playing field for economic opportunity, and the fact
that “disadvantage is less about income than environment” are what
presidential aspirants need to acknowledge and confront.
THE LENGTH QUESTION.
An often cited rule of thumb for summary writing is that one
should be ¼ – ½ of the original. This rule is subject to qualification, of course. A
particularly dense article will require more work—length—to summarize than a fairly
simple argument.
A FINAL NOTE.
In addition to being evaluated for standard academic English, a
summary’s grade is also based on evidence of a clear understanding of what the
author is arguing, and the relationships and importance of his or her ideas.

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