Introductory Work for the Zine Project

SO FAR                                                                                                                                                             

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

Our previous assignments prepared your to make an argument about education.  The assignments asked about the differing beliefs that Americans have about education. To understand the "they say," we read and discussed the real differences in the types of schools in our country.  Further, we identified the underlying values and beliefs of those differences.

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

NOW                                                                                                                                                              

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

Complete a Terms, Expectations, & Questions Sheet (TEQ Sheet) for selected readings below:

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

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

• Helen Warrell. "Students Under Surveillance."

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

For additional introductory concepts and basic readings, you may wish to see Re-Think: education and privacy: HERE

ASSIGNMENT                                                                                                                                                   

In order to do this assignment, you will need to complete the two steps below to develop a worthwhile claim. Each is a separate paper in its own right.

•Identifying Gaps in the Map: The Purpose & Problem Statement

Go to the "Purpose and Problem" (P&P)  link on the "Tools" page, and create a P&P Statement about the issues raised by Guided Pathways.

•Re-Drawing the Map: the Prospectus

After completing the Purpoe & Problem Statement, write a brief Prospectus that responds to the problem you identified in the "Problem" portion of the Purpose & Problem Statement. Note that these are about Guided Pathways.  This document should be about 150 words.

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