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Based on the workshops from today, the number one revision I will make is adding more evidence to my paragraphs and making sure I unpack them well. I will also work on my flow and make sure that I am not adding unnecessary words.

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I plan on varying my sentence length and working on my essay's flow, especially in the introduction.

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I hope to organize my ideas in each paragraph. Also, arranging the length of my sentences into shorter ones is ideal.

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I would like to focus on the flow of my paragraphs as well as keeping them focused on one idea at a time. After reviewing my essay, I noticed while a lot of my paragraphs internally made chronological sense, however there wasn't a flow structure within, and many paragraphs were non-sequitur.

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I am planning to add more evidence to my paper. Moreover, I will be more aware of the structure of sentences.

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I need to shorten sentences and reduce my usage of commas. I also need to work on connecting evidence to thesis after quotes.

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I'm planning on working on varying my sentence structure and flow, which in turn would make my writing more concise overall. Something I need to watch out for as well is my use of evidence (namely unpacking).

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I plan on fixing some of my sentences lengths by adding more variation. Also trying to work on some of the flow in the paragraphs that need it.

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I plan on revising the length of my sentences, the flow of my sentences, and the introductions to my direct quotes.

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Based on our workshop today, what revisions do you want to make?

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https://docs.google.com/spreadsheets/d/1a4iG5QRwrHkkxugm40PBx5GFyh7EZTNDFdB0YhQiv90/edit?usp=sharing

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Use the rubric and everything we've learned in class to offer feedback in peer revision. Be sure to address at least 3 criteria areas.

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AI Poster:

- First Impression: Overwhelming, colors too bright,

- The modes utilized are visual, and linguistic. It catches peoples attention but can be a bit overwhelming at the same time. (Visual) Linguistic, the difference in highlighted words brings a deeper meaning to them and their importance.

- The poster brings into light the significance of the issue under the “Problem” part of the poster. It explains how AI may reflect significant biases in different scenarios.

- The poster communicates the ethical position of the creator through arguing that AI’s trained by biased datasets would cause issues like racism in processes like employment.

- The writer does successfully adopt written and visual cues for its intended audience.

-  The placement of the visual mode disrupts the main vertical view of the other sections within the poster, making it out of place.

Food Poster:

First Impression: Easier to look at, not as clumped

Modes: Linguistic Visual

The importance of the problem was not communicated with enough urgency. More elaboration needed for solutions.

Brings up personal/project point of view

Written / visual cues are lacking, both make the problem seem lackluster. Written cues are not quickly seen, and visuals seem to have some significance.

Yes.

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Sample 1:

First impression: -There are a lot of words so it doesn’t seem easy to read. The images seem to be easy to look at. Confusing where to start.

-They use the visual mode and linguistic mode. Somewhat effective because these modes highlight important information for the reader to help them understand.

-The poster is somewhat effective as someone with little background knowledge may not as easily understand it.

-The solution seems to be ethical as they give examples of how it works for other companies.

-The highlighting in red, red outlines on images and the numbering of subheadings are successful.

-It is well organized but there is too much going on so it could be more concise.

Sample 2:

First Impression: -The colors are more attractive but can be kind of off-putting. The images seem to be an afterthought and the text doesn’t look good at all.

-They use visual, spatial, and linguistic modes. The spatial mode is effective because it doesn’t feel too crowded or congested. The visual mode is almost effective with the bright colors but not the text.

-This poster does not seem to effectively show the problem since it seems to be hidden in a corner and doesn’t define what it actually is.

-The solution is ethical but it doesn’t seem to be practical since it also doesn’t connect to the problem.

-They don’t have effective cues other than the subheadings but those should still be bigger.

-The information is not concise as we are still confused on what the problem is or how the solution connects to it. It also seems to be hard to follow.

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First Poster:

Our first impression of this poster is that it is professional, organized, and visually appealing, and we would all stop to read it.

The poster employs the visual, linguistic and spatial.

Yes, the poster does clearly and concisely communicate the problem, its significance, and the proposed solution in an easy-to-understand manner.

Yes, the poster does communicate an ethical solution to the problem because it discusses fairness, social inclusion, and equality.

Yes, the poster does adopt successful written and visual cues for the intended audience because it is organized, all of the visuals are meaningful and informative, and the words are easy-to-understand and clear.

As we mentioned above, this poster does provide information to viewers that are concise, easy to follow, and well organized.

Second Poster:

Our first impression of this poster is that it is not professionally organized, it is hard to tell what the topics are straight away and the visuals are distracting. We would not stop to read it

It uses linguistic mode. And that is it. Even though many pictures, it is unrelated to the topic.

It didn’t communicate to address the problem or solution. The layout is really strange and the title for each block is very unclear.

Yes, it does communicate an ethical position. such as suggesting healthy, organic food for students, food free of charge, and fun and engaging element.

No, the visual cues are the worst issue in this poster. Images are not helpful and titles are not clear.

Although the poster provides some information, the poster has organizational and presentational issues that may distract the viewers. The information presented on the poster is not easy to follow.

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8.2.1 Poster Evaluation: Rey, Angel, Flor

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8.2.1 Poster Evaluation: Rey, Angel, Flor

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Poster 1: looks academic, but a lot to read. like the use of arrows/bullet points, but probably wouldn't stop to read other than to take a glance at the visuals.
- use of linguistic and visual modes (effective to an extent), attempt at spacial
- does not effectively communicate problem, but looks at solution and significance; sort of just like information thrown at reader because the topic is difficult for a general audience
- communicates argument and problem
- visual "cues" and writing is intended for audience (companies looking to implement AI models)
- concise and well-organized but not easy to follow due to limited knowledge on the subject

Poster 2: unappealing to look at, doesn't look professional, would not stop to read
- linguistic, visual, spacial, not effective
- does not communicate clearly on  significance and solution but has problem
- does not communicate ethical position
- writing is lacking (looks just like notes, not a poster) and visual "cues" are out of place/do not add to the poster (just nice to look at but no real value)
- easy to follow (good use of bullet points), well organized, not cluttered information but may not be concise because the value of the writing is questionable

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Evaluate and offer feedback for both posters in the sample poster drive using the following questions. Please remember to discuss each question as a group.

First Read Questions:
- What is your overall first impression? Would you stop and read this poster?
- Which modes of communication does the poster employ? Are they effective?

Second Read Questions (these are the Guidelines for Project 3):

Does the poster communicate clearly and effectively your problem, its significance and your solution?

Does the poster communicate your ethical position on the problem and solution?

Does the poster adopt successful written and visual “cues” for intended audiences?

Does the poster provide information to viewers in a way that is concise, easy to follow, and well-organized?

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Source 1:

Managing campus parking demand through course scheduling – an approach to campus sustainability.

- This source efficiently summarizes the different ways parking can be optimized along side the growth of college enrollment. It states in the abstract that this study, "explores whether there is an ideal arrangement of course enrollments that can yield optimal parking demand and supply on college campuses."
- This a reliable source written by a credible author who is an assistant professor at Louisville university.

Source 2:

A probabilistic analysis of two university parking issues.

- This source explains the short and long-term factors that lead to the demand of university parking.
- This is a reliable source because it is peer-reviewed and compiled by professors/researchers from renowned universities.

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1. Segregation and the Underrespresentation of Blacks and Hispanics in Gifted Education: Social Inequality and Deficit Paradigms

discusses how schools define being exceptional will more likely be catered to define white and upperclass/elite students as gifted than any other social class.

has reliable references, written by a professor of special education

2. “A Descriptive Analysis of Referral Sources for Gifted Identification Screening by Race and Socioeconomic Status”

discusses the methods used to admit students into these programs and provides data

is peer reviewed with several primary source references

3. “Two Wrongs Do Not Make a Right: Sacrificing the Needs of Gifted Students Does Not Solve Society’s Unsolved Problems”

a rebuttal point for my argument that I may find a solution for

written by an expert in the field of psychiaty and behavioral sciences

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“Reflections of an AP reader”

1. Aligns with the main topic I will be writing about and is a first hand experience of how ap exam grading works, which is part of the problem I want to address.

2. It is peer reviewed and held at Giesel.

“Assessing student learning with conventional multiple-choice exam”

1. Talks about the flaws in assessing learning using multiple choice exams such as AP exams.

2. It is peer reviewed and accessed through UCSD library.

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Source 1: The Condition of Education, 2020

1. This source relates to my topic because it contains data about the graduation rates of students at four year public institutions who took more than four years to complete their degree.

2. I know it's a reliable source because it is peer reviewed and published by the National Center for Education Statistics.

Source 2: Indiana and Minnesota Students Who Focused on Career and Technical Education in High School: Who Are They, and What Are Their College and Employment Outcomes? Study Brief. REL 2021-090

1. This is a study that shows how students who are given extra resources are more likely to complete their degrees in a timely manner than those who do not.

2. This is reliable because it is a peer reviewed study.

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1) First Generation College Students and Selective College Admissions
This source talks about affirmative action as it pertains to college admissions. It mentions how affirmative action sometimes is not taken into account and can potentially be harmful to admitted first-gen students. This source is reliable as it compiles different databases from the top 14 selective colleges.

2) The Evolution of College Admissions Requirements
This source talks about the changes in college admissions over the years. It relates to my topic as I can show how college admissions requirements have changed to benefit a particular group of people. The source is reliable as it compiles data from different college admissions decisions from the 1800s to now.

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1. First-Year Orientation Seminars for At-Risk Students: A Change Management Model for Effective Student Engagement, Academic Success, and Retention
- My solution for raising student's awareness in grading scheme is to add an additional session in new student orientation. This article talks about the link between orientation and success. It might be helpful.
- it is a reviewed doctorate dissertation.

2. Effects of a student orientation course on student retention and success
-it is a controlled study to compare the academic success between students who received an orientation and not received one. Might helped me proving orientation might help to raise the awareness of ucsd enrollment policies.
- it is published study

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My first source is

RENT CONTROL AND HOUSING JUSTICE.

It is related to my topic of housing crisis that unequally impacts lower incomes because it discusses preconceived drawbacks of rent control. This source was created by someone affiliated with a university so it should be reliable.

My next source is

Can Rent Controls Help Reduce the High Cost of Housing in High Demand Cities?

I believe that this source relates to my topic as La Jolla is a high demand city that rent control has the possibility to affect it positively (or negatively).

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First Source:

Using online interventions to deliver college student mental health resources: Evidence from randomized clinical trials

https://www.proquest.com/docview/1961816023/8EF502257A044C94PQ/12?accountid=14524
- This source relates to my topic because it provides evidence that student benefit from having access to online mental health resources.
- I know this is a reliable source because its author has a PhD in psychology, it seems relatively unbiased, and it has been cited several times.

Second Source:

Meeting the mental health needs of today’s college student: Reinventing services through Stepped Care 2.0

https://www.proquest.com/docview/1961816043/fulltext/BBADE63411644E27PQ/1?accountid=14524#ABS
- This source relates to my topic because it discusses the lack of mental health resources on college campuses for students and a potential, online solution to these issues.
- I know this source is reliable because the author has a PhD and works as a Director of Counseling, and it cites many studies to support their claims.

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-The first source I could use is college boards website since that is what my topic is about. I could use it as a way to show the prices and what they have to offer and then do analysis based on this. It is reliable because it has .org and it is a website that a lot of people go to in order to pay for certain tests.
-Another source could be the fasfa website. I could use it as a way to show how this solution is done for colleges and base my solution on the format of this. It is a website that everyone who goes to college uses.

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(1)https://whyy.org/episodes/how-the-college-admissions-system-favors-the-privileged-and-disadvantages-most-everyone-else/
- The source is relevant in the sense that it talks about how standardized testing is disadvantageous for individuals with less economic capital. This source is reliable as it is published by an esteemed organization.

(2)
Effects of Resources, Inequality, and Privilege Bias on Achievement: Country, School, and Student Level Analyses
- This source is relevant as it also closely ties to my argument that under the conventional grading system, success is hard to come by for students from poorer backgrounds. This source is trustworthy as it is a paper published on a research journal.

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Source 1 - "The Evolution of Student Activism and Its Influence on Tuition Fees in South Korean Universities"

- This source relates to my topic because it shows that student activism can impact financial subjects such as tuition fees. This is useful because this activism can be applied towards orientation fees.

- It is peer reviewed, which adds heavily to it's reliability.

Source 2 - "The Effects of Student Financial Contributions toward Their Post-Secondary Educational Experience"

- This source highlights the trend of increased stress in students as the number of college attending students grows in the US. This is relevant because it shows that as more Americans are interested in attending colleges, they are held back by financial burdens, with the orientation fee being a relevant example of an unnecessary cost.

- Peer reviewed and very factual-based study

Source 3 - "Welcome to Zoom University. That’ll be $500."

- This source relates to my topic because it specifically addresses the absurd orientation fees
- The source reached out to a variety of universities in California to determine their orientation costs, averaging to about $64 per student.

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1. A multiple case Study on the lived experiences of five upper elementary school teachers who transitioned from traditional grading practices to standards-based grading practices (Frazier, Meghan A. ) - The University of North Carolina at Charlotte

2. This source relates to my topic because it provides extensive information and real-life experiences of standards-based grading practices. It provides multiple experiences from 5 different elementary school teachers. Standards-based grading practice is my proposed solution for project #3 and I think that this source would be useful in giving me for information about this grading practice.

3. It is reliable because this source is a thesis for a doctorate degree in education, the author should have extensive knowledge on the topic

1. Standards-based assessment and high stakes testing: Accuracy of standards-based grading (Hardegree, Amity C.)

2. This source relates to my topic because it analyzes whether or not standards-based grading is an accurate way of measuring academic achievement. It analyzes whether the solution to my problem for Project #3 is feasible and practical.

3. This source is reliable because it is a published study.

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1. Parking Demand vs Supply: An Optimization-Based Approach at a University Campus
- The problem of parking and parking management
- It is peer reviewed

2. Capacity Analysis Of Parking Lot And Volume Of Vehicle Toward Sustainable Parking Convenience
- It brings up the idea that there is not enough parking in a surrounding space
- Peer reviewed

3. A probabilistic analysis of two university parking issues
- The difference in probability of long-term / short-term variability and space availability
- Peer Reviewed

4. Parking Demand vs Supply: An Optimization-Based Approach at a University Campus
- How parking lot assignment affects the surrounding space of parking
- Peer reviewed

priority
what extent is the university responsible for space

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1. Find 2-5 sources you can use for Project 3.
2. Answer the following questions for each:
- How does this source relate to your topic?
- How do you know it's a reliable source?
3. Post to Padlet when complete.

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Although labor-based grading contracts were introduced as a means of “building equity and inclusion in the compassionate writing classroom,” labor contracts perpetuate meritocracy by enforcing the idea of “quantity over quality”. By having a student’s grade be based on their time and labor put into the course reinforces the idea that a student’s success is solely based on their own effort and nothing else. It doesn’t take into account any other outside factors or the environment surrounding the student. The ideology of meritocracy determines the success of each individual; if put in the same playing field, everyone is equally capable of achieving success based on their own hard work/merit. This applies vice versa, where if someone isn’t as successful as they want to be, it is because they did not work hard enough. In Inoue’s Ch. 3 discussing Labor-Based Grading Contracts, a response and counter to traditional meritocratic grading systems, the main grading factor of labor is what is being graded. Labor is the work done and is graded on quantity over quality; usually the more labor put in, the better the grade or outcome will be. Meritocracy informs labor-based contract grades in the sense that it still values work and labor. It will reward those who turn in the proper work in a timely manner, even if there are still some privileges that might give some students an advantage over others. For example, a student who has already learned a lot of the skills taught in this class will put less effort into their work than a student who never had a proper introduction to writing. They may still get the same grade even if the quality of their work is different, and the hours of work may differ as well.

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Meritocracy values one’s personal success despite their background. The competitive aspect of meritocracy pushes students to surpass their peers.

Working your mind is as if you were working a muscle: it takes time and repetition to grow. Labor is not confined to one specific definition but consists of multiple dimensions, but in grading contracts it is often confined to the time spent on activities or word count.

Meritocracy disregards one’s background, which can benefit students who already have strong background knowledge. They can reach the same goal of a certain word count by a certain due date a lot quicker than other students, resulting in minimal effort. On the other hand, students who lack background knowledge have to put a lot more effort to reach the goals placed on them, causing a lot more struggling and development in the long term that students with background knowledge completely bypass.

Labor-based contract grading under the assumption of meritocracy creates a conflict that develops a boundary between students with background knowledge and experience and those who don’t. Students with strong background knowledge put minimal effort to succeed and thus have an advantage in the course, while other students have to put in far more effort and learn much more to reach the same outcome. This perpetuates issues as it furthers the divide and doesn’t do anything to solve issues of equity such as upbringing and background knowledge. We saw this with most students agreeing that according to the contract system, a student who has strong background knowledge and puts minimal effort would get an A grade.

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While a labor-based grading contract seems like a “more fair” way to assess students and their efforts, it is not without its flaws, especially since it shares some ideals of meritocracy. The ideology of meritocracy values success above all, however, it only considers hard work as a factor to success and disregards any other potential factors that may affect one’s ability to be successful (e.g. socioeconomic status). According to Inoue, labor is the basis of learning. Without labor, one cannot understand a new subject. However, the type of labor may change depending on the subject being taught, so it is vital for an educator to define the type of labor necessary to properly learn the material in a class. For example, in a writing class, one example of labor is the word count of an assignment. However, similar to meritocracy, labor-based grading contracts often do not consider any other factors that affect one’s learning besides hard work. For instance, a student may not be able to put so much labor into a class because of outside factors that are affecting their life negatively. Would this warrant them earning a lower grade? According to a traditional labor-based contract, yes, because they did not much in as much effort into the class. This results in a grading system that some would consider unfair. Neither a traditional nor labor-based grading system solves the issue surrounding meritocracy. Rather, it just shifts focus from one to the other. The average-grading system disregards students’ background and their different learning curves. The labor-based-grading system disregards students’ efficiency in different subjects. For example, students are able to do excellent work within a very short period, but they can be graded down for their lack of labor. It is not fair either.

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Meritocracy encapsulates the idea that success is attained by those who put in the most effort. Labor inside a labor-based grading contract involves acts of learning (through partaking in reading and writing activities) and is the key ingredient in the process of learning.

Since meritocracy claims to reward those who put in the most effort, a labor based grading contract would basically rely on the same ideology. The students who put in the effort needed to complete assignments for the course would be rewarded with an A. It also levels the playing field for all the students by evaluating students on their progress in the course instead of the end result. Labor-based contract grading perpetuates issues with meritocracy in the sense that it is disadvantageous for students who come from a less fortunate background. Given their economic background, these students would have to also attend to part time jobs, giving them less time to do their work and thus struggling under the labor contract grading system. Those who have more free time have an advantage in completing the assignments.

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1. Student A grade: A-; Student B Grade: B+/B; Student C Grade: A.
2. Being able to critically think, reflections, meeting deadlines, and progress are all traits being graded.
3. We like the fact that as long you meet the deadlines and guidelines for each project, you will get the grade you contracted for.
4. Grading contracts encourage you to learn how to reflect on your own work and explore on your strengths and weaknesses.

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What grade would each of the students earned?

Student A: A puts in the effort and completes all the assignments

Student B: B+, puts in a lot of effort but turns in assignments too late for A

Student C: A, good at writing and puts some effort

What exactly is being graded?

Completion of the work in a timely manner.

What do you like about our current contract grading system and what would you do to improve it?

Remove the D grade contract, it encourages not trying in the class and not completing assignments. They won’t really learn anything from the class.

Does it encourage or discourage you from learning the writing skills you need?

It encourages students to write about topics that the student wants to write about regardless of the teacher’s opinions.

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Student C would get an A. Student B would get a D. Student A would get a B+ or an A-.

Whether or not the students are meeting assignment deadlines, showing up to class/meeting with the instructor, and meeting all the requirements of the writing assignments is what is being graded.

What we like best about the grading contract is that it removes a lot of stress from us. We know what we are going to get in the class as long as we meet all the deadlines and requirements of the assignments and engage in class. We believe the grading contract is fine as it is and do not want to change it. We are satisfied with the way we are being assessed under this contract.

We feel like contract grading encourages us to learn the writing skills we need because, in order to get a high grade, we need to show up to class and engage and meet all the deadlines and requirements for all the writing assignments. By doing all this, we are learning the writing skills we need.

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Student B and C get a B-, while student A would get a B. Student B shows growth and effort and willingness to learn but does not prioritize the course, and gives themself an advantage by nearly doubling the time provided to complete the essay. Student C doesn’t really grow, but they do hold the base skills to succeed in the course, allowing them to achieve a B-. Student A shows strong effort and commitment, but their application of the skill is lacking. Student A is genuinely trying to grow based on the effort put in, so they still deserve a B.

Effort and progress is being graded.

I like that the grading system focuses on growth and progress in the course. One way this can improve is with more conferences to catch up on how the student is doing and to better understand their background knowledge. Talking with the student directly allows the instructor to better connect and be informed on their background.

It can be encouraging to students who don’t have as much background knowledge to grow, but for students who are already prepared they may not feel a strong urge to grow as they feel they can already master the course skills. Being based on growth, however, can combat this as the instructor expects even the prepared student to expand their skill set, so some effort still has to be put in, even if it isn’t as much.

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https://docs.google.com/document/d/1pQ8Z2lY9rFSqy4HmMec7hczd-FcrPspsNSuuDi_9q6A/edit?usp=sharing

Please have this worksheet completed by Wednesday's class for our in-class proposals.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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7.1.2 Labor-Based Contract Grading Critique

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7.1.2 Labor-Based Contract Grading Critique

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As a group, discuss and respond to each question. Then, put it in paragraph(s) form. (hint: structure of claim, context, evidence, reasoning)

Recall meritocracy. In 1-2 sentences, what exactly does the ideology of meritocracy value?

Describe the role of labor in labor-based grade contract. Provide a 1-3 sentence summary of Inoue’s Ch 3.

Critique the role of meritocracy in labor-based contract grades. In 2-5 sentences, how does meritocracy inform labor-based contract grades?

Argue a side. In 2-5 sentences, does labor-based contract grading solve issues surrounding meritocracy or does it perpetuate those issues?

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https://docs.google.com/document/d/1kzdh_jGNHLUL26f1m1NV_YmzoIRtXkqIcJc1dI0I6nE/edit?usp=sharing

Let's review the following students together. Then, as a group, respond to the following questions.

What grade would each of the students earned?

What exactly is being graded?

What do you like about our current contract grading system and what would you do to improve it?

Does it encourage or discourage you from learning the writing skills you need?

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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https://docs.google.com/document/d/1tzT0Gi08LKkwBhPOvo7u0NkbLOShC46kVfULUn0e1r4/edit?usp=sharing

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https://docs.google.com/document/d/1LCjom6tVhUEa9-WbnNXrRD65_R8izoL2XAn0QAOBjJY/edit

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Are the solutions effective in fighting inequity? How so/to what extent?

Does it help counter an inequity or does it perpetuate/make inequity worse? Who is it impacting?

Is it leading to long-term change? How so?

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https://docs.google.com/document/d/17y4_DXj54LCn2jrr50vXWwj9dvfS6ecOc5eDr5t7W8A/edit?usp=sharing

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https://docs.google.com/document/d/1ym3Gux5cyXYsukf0yUdhFu3o-WlmSe9Z6Q1-b3ZYbzE/edit?usp=sharing

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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https://docs.google.com/document/d/1FO-HHF-E7QxwXExHzHQUDxT-cAXezYQVlkmDVtFzRck/edit?usp=sharing

Please make a copy for your group. When finished, post a viewable link.

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https://docs.google.com/document/d/1x8bPZdQbzyIY2pZRUGVy7S2McN-mmyecPQahnnPOXJU/edit?usp=sharing

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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https://docs.google.com/spreadsheets/d/1uG8GfRXYDymIdblC8FFjD2mTsrh7_WGeFz9MwtuECZg/edit?usp=sharing

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Create a new spreadsheet and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Sheets to edit Excel files. Free from Google.

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1. They brought up the idea that there are people who are looked down upon for their race or gender.
2. I should add that their gender or race will effect their ability even though they may have opportunity

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My partner did come up with evidence I did not anticipated. He is trying to persuade his uncle about the harm of meritocracy. His uncle is a successful restaurant owner started from nothing. His firm belief of success obtained by hard work only is established by his personal experience. Angel provides an example that talks about the inheritance and how inheritance will help running a restaurant with less work and maybe more profit.
2. I think this is a great concessions and rebuttals. Because firstly, he recognizes the hard work of his uncle, affirms his belief, then he use a real life example that his uncle has seen before, and it is as convincing as his own anecdote because it is also a part of his personal experience while growing his business. With this evidence, it disprove the benefit of meritocracy without disproving his uncle's life work.

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1. My partner came up with the counterclaim that gpa does reflect that one is a good student in high school academically.
2. After reflecting, I'd like to add more about how not everyone has the same chance or resources to accomplish a high gpa and that it shouldn't dictate success.

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1. My partner came up with a few counterclaims such as the fact there could be resources outside of school and despite your circumstances there is always a way to achieve success.
2. I will try to incorporate the different possible stances that may go against my personal views.

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1. My partner came up with a counterclaim that changing the school grading system to be more holistic could make the grading system more biased and may not benefit students that need it.

2. Based on what my partner said I might add a rebuttal talking about how to eliminate bias and support that with evidence.

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1. My partner did come up with counterclaims  that I had anticipated. They mentioned that students who are rejected from college are allowed to apply every year, and that they do not have to apply straight out of college. Additionally, these rejected students could attend community college and transfer to a 4 year college later.
2. I want to add the rebuttal that students are allowed to attend or apply to other schools after their first application cycle, and that attending a 4 year university is not mandatory for every student. My evidence to support this would be statistics/anecdotes about attending community colleges and/or being in multiple application cycles.

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1. My partner generally agreed with most of my claims, and as a result had a difficult time coming up with arguable counterclaims.
2. I would add a concession that yes, people can work their way up from absolute poverty. However as a rebuttal I should point out that many of these people who "pulled themselves up by the bootstraps" often had exposure to other forms of capital, and were able to make use of familial support to an extent not available to many,.

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Counterclaim Activity Reflection (Angel Gomez)

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Counterclaim Activity Reflection (Angel Gomez)

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My partner came up with the counterclaim that my audience is an example of the very thing I am trying to disprove. To explain, I am trying to show that meritocracy disregards the advantages some people have over others, but my audience's achievements were made with little to no aid.
I will add in my project the fact that there are times when meritocracy and the idea of working hard are beneficial but that is not usually the case.

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Through the debate, I now have a better idea in regards to the way that my audience could counter some if my points. In response to this, I will add a rebuttal paragraph, using Manny's example as my evidence. Doing so will hopefully make the arguments in my essay more convincing to my intended audience.

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1. My partner came up with some counterclaims such as (since my audience is my dad), he views me in a meritocratic manner for my own benefit since that is how society would view me as
2. In response to this, I would probably say something along the lines of positive encouragement and motivation is more beneficial than negative encouragement -> this is bc it still feeds into the view of people not as actual human beings w/ feelings but as tools in society since there is no regard for mental health ,, i would also add maybe dialogue from another text or come up w rebuttals (need some time 2 think)

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1. My partner had the counterclaim that some people were successful from less successful upbringings, I did concede to that viewpoint somewhat in my essay but I could make my concession a bit longer.

2. I might add a longer rebuttal to success from differing backgrounds due to how the world has changed from our parents time when they were developing their careers and now. There was definitely good evidence for this in the perusall texts

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1. My partner brought up the idea about colleges that were all female or all black as a way that discriminates others.
2. To that I could say something a long the lines of how those had to be created because at first colleges were only for white men, those who had the most money so those colleges were just another way to help the other groups.

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1. Yes, my partner suggested I consider the point-of-view that there are students who have benefits (e.g. financial advantages) that still work hard for their educational successes.
2. Based on my partner's counterclaim, I would like to better acknowledge the fact that students can genuinely work hard for their successes while also being advantaged in some senses. I could use some personal stories as an example because while I do work very hard for my successes in my education, I do have some advantages that do aid me.

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1. My partner mentioned a counter claim regarding how schools/other higher ups should be more responsible for the financial dilemma regarding AP tests. Also, the issue of fee waivers came up.
2. I would add a rebuttal since I am addressing the head of AP reflecting his influence in the position if he advocated for more fair and equitable enrollment opportunities for AP tests. In response to fee waivers, I would say that fee waivers influence the "winners and losers" mentality of meritocracy and can cause people to feel ashamed if they have to utilize a fee waiver.

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1. What are some of the claims that the investment bankers made to defend their recruiting practices?
2.How does Ho’s ethnography counter each of the arguments by the investment bankers?
3. How is Ho approaching the counterarguments she is giving those those above?

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1. Did your partner come up with any counterclaims you hadn't anticipated? If so, what were they?
2. After reflecting, what are some concessions or rebuttals you'd like to add to your Project 2? Do you have any ideas of evidence to support them?

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Of the skills we are practicing in project 2, I am the most confident in making claims. That would probably be my most polished skill since I have been doing that for a while, since I have been writing. The practice I am most uncertain about is the structure of my letter since it feels a bit new to me.

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I feel comfortable with aspects of my letter such as counterpoints and structure, but I am uncertain a bit right now for my claims and rebuttals. I will be doing more brainstorming for my project about the ideas and long-lasting effects of meritocracy in society and relating to education.

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I am most comfortable with having a solid structure in my essays and incorporating many aspects of meritocracy and education.

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I am most confident in the structure of my letter, I feel that I have a clear idea of where of my ideas will be. I am most uncertain about writing the concessions/rebuttals for my counterpoint and being able to support it with evidence.

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I am most comfortable about supporting my arguments with sufficient evidence as that was something that I always try to do in all of my writing. However, one thing that I am unsure about is the structure of the essay since I have no previous experience with writing letters.

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I am confident in the critical thinking section due to the conversations we had as a group. It helped widen the amount of thoughts available to me.
On the other hand, I probably need to work on my thesis statement and create an actual claim which I can defend.

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I am most comfortable with critical thinking about meritocracy and education and concession as well ad rebuttals. The one I am most uncertain about is structure and a good thesis statement.

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I think I am uncertain in with the concessions or rebuttals because I don't always include a counterpoint in my writing so I'm not as familiar with it as the other skills. I am more comfortable with making claims and being able to support those claims with reasoning and evidence.

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I am most comfortable with structuring my letter and being able to flow nicely between points. I am most uncertain about fully rebutting a counterclaim in my letter, since I do not have much experience with counterclaims.

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Overall, I'm feeling pretty confident about all of the skills necessary for Project #2. However, I feel as though I need to spend more time on my claims/thesis statement to ensure they properly address the claim and set up my paper well. I believe I am most comfortable with structure and supporting claims with evidence.

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I feel most comfortable about structure since I recently wrote a letter for Project 3 in 10A. I enjoyed the letter format as it gave me a lot more freedom in presenting my claim and evidence. I am most unsure about counterpoints since I haven't had much experience with rebuttals for a long time, so I will need to refresh myself on that writing skill.

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Confident: structure, critical thinking, thesis
Not Confident: Support claims, rebuttals

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I am confident in my structure of my letter, critical thinking about meritocracy and education, making claims, and supporting my claims. I think I'm going to need to do more brainstorming and planning for my thesis statement, and concessions/rebuttals for my letter to ensure that I will have a strong letter that defends my argument well, and that my thesis is solid and arguable.

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QUESTION 1

1: Intro/Thesis - talks about Wind-Wolf and how he is not a slow learnerWind-Wolf is not a slow learner

2: Intro - basic cultural background

3: Intro - further elaboration on culture background

4:description of his first “classrooms experience” as well as tribal rituals for newborns(intro)

5: Counterpoint/Rebuttal - Acknowledges that Western society may not understand their way of learning/interacting with the world, but explains why he believes that is incorrect

6: Evidence - talks about all of the cultural experiences Wind Wolf has had that has contributed to his learning

7: Reasoning: explains how Wind-Wolf’s native roots contribute to his different learning style.

8: Claim - Being in nature provides a more thorough learning experience than basic classroom learning

9: Evidence - Describes Wind Wolf and his learning in nature

10: Concession - These real-world experiences take a long time to digest, which may explain why Wind Wolf is a slower learner

11: Claim/rebuttal - Wind Wolf is not disadvantaged, he just has a different cultural background and understanding of things

12: Reasoning - explains why he is not disadvantaged

13: Concession - not slow learner (disadvantaged) in his nature, his education did not prepare him enough for Western Education

14: Reasoning - provide reason Wind-Wolf distracted from class

15: Evidence - provide evidence for wind-wolf’s struggle between two worlds

16: Evidence - over another incidence further present wind-wolf’s struggle

17: Claim - Wind-Wolf is a child needing help, not a disadvantaged child

18: Claim - teaching has significant impact on his child

19: counterpoint - for incorrect/insufficient labeling of his child as “slow-learner”

20: Claim - The things being taught in the classroom and how Wind Wolf is treated will have a significant impact on him

21: Reasoning - explains his final claim in more detail

22: Conclusion - restatement of thesis and call-to-action for teacher

QUESTION 2

The overall structure of the letter is similar to that of an argumentative essay in the sense that the author makes several claims and supports those claims with evidence and reasoning. Additionally, he acknowledges and often refutes potential counterarguments. The essay flows somewhat like a debate/open conversation.

QUESTION 3

Lake addresses several Western counterarguments throughout the letter. For example, he mentions how Western society may not accept his child’s ways of learning as acceptable. Additionally, he discusses how Western society views his child as disadvantaged because of his upbringing. He does offer a concession/rebuttal to every counterpoint he brings up. They are effective because he proves the counterarguments wrong with sufficient evidence and reasoning.

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Lake’s paragraph purposes:

1. hook

2. Intro

3. Reasoning

4. Reasoning

5. Concession

6. Evidence

7. Reasoning

8. Claim

9. Evidence

10. Reasoning

11. reasoning

12. Evidence

13. Counterpoint

14. Reasoning

15. Evidence

16. Evidence

17. Reasoning

18. Evidence

19. Conclusion

20. Conclusion

21. Evidence

22. Conclusion

23. Conclusion

2. The letter transitions from reasoning to evidence frequently, and every so often there is a counterpoint, concession, or rebuttal. The conclusion adds more context and evidence to support the final claim.

3. An important counterclaim Lake offers is that Wind-Wolf learned through nature and his culture, but the Western education system ignores those achievements and instead view it as slacking behind. Lake’s rebuttal is to reveal the intelligence of Wind-Wolf to show that he shouldn’t have to be subjected to the standards of how Western society views success in education. Lake is effective to an extent by showcasing how Wind-Wolf’s exposure to nature has increased his knowledge, but it is not as strong of a claim when understanding the teacher’s perspective. If a child is seen staring out the window, it might be hard for the teacher to realize that there is a reason for that outside of being distracted unless they are aware of the context behind the situation, which is a problem that Lake does not address.

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1. Identify the purpose of each paragraph

1. Para. 1-7: Intro

2. Para. 8: Thesis

3. Para. 9: Evidence

4. Para. 10-11: Reasoning

5. Para. 12: Concession

6. Para. 13: Rebuttal

7. Para. 14: Reasoning

8. Para. 15-18: Evidence

9. Para. 19: Reasoning

10. Para. 20-22: Conclusion

2. Discuss what you notice about the structure of the letter.

The letter has a long introduction, he introduces his claim and a counterpoint, he sandwiches the evidence and the reasoning, and he uses multiple paragraphs to conclude.

1. What counterclaims does Lake address? Does he offer concessions or rebuttals? Are they effective and why?

Lake addresses that Wind-Wolf is not culturally disadvantaged, but culturally different as a way to offer a concession. Lake offers a rebuttal by stating that his cultural values differ from what Western society deems valuable, labeling Wind-Wolf as a “slow-learner”. These are effective because it does acknowledge the other side which is always good to do as it gives another opportunity to comment on them and support his claim.

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Intro: Intro has details about Wind-Wolf, and his upbringing

Thesis: Questioning why Wind-Wolf is labeled as a slow learner

Claim: Wind-Wolf had been through a variety of different experiences during his upbringing and has a large amount of knowledge he’s gained through his education in the tribe.

Evidence: Paragraphs 2, 3, 4, 6, 14, 15,  explain Wind-Wolf’s upbringing and importance of culture in his life

Reasoning: Paragraph 7 shows that although Wind-Wolf was raised in a very natural environment and learned differently from other kids, he still learned the basic fundamentals that all the other kids know. Paragraph 12 explains how all the influences that Wind-wolf grew up with makes him shy and quiet, and his culture has made him unprepared for western society and education.

Counterpoint: Paragraph 5 shows a counter argument that someone else in Western society can make of how Wind-Wolf was raised, Paragraphs 9&10 show this more about how he learned through different experiences and that is why he was deemed a “slow learner,”

Concession: Lake concedes that he is culturally different and learned different subjects such as counting through different methods than his peers,

Rebuttal: Paragraph 12, 13, 14 He discusses how windwolf has different variations of some concepts but still has knowledge on them, such as believing that there are 13 months of the year that follow the 13 full moons. He knows about different types of birds and their quantity of tail feathers, as well as 40 different birds information and how they are significant to cultural ceremonies of his tribe.

Conclusion: Paragraph 19 concludes the letter on the basis of asking the teacher to educate Wind-Wolf in a more culturally inclusive way. Paragraphs 20, 21 directs the teacher to resources that can be used to understand cultural differences in education.

It follows a similar structure to an argumentative essay, as it is basically an argumentative essay but directed at an individual through a letter. Focuses mainly on personal evidence as it is a personal letter to justify his argument

Starts with Wind-Wolf’s upbringing chronologically, and expands and gets to bigger ideas such as discussing how Congress takes advantage of native Americans and dismisses them similar to how the teacher is treating Wind-Wolf.

Counterclaims: Paragraph 5 shows a counter argument that someone else in Western society can make of how Wind-Wolf was raised, Paragraphs 9&10 show this more about how he learned through different experiences and that is why he was deemed a “slow learner”

Concession: Lake concedes that he is culturally different and learned different subjects such as counting through different methods than his peers

Rebuttal: Paragraph 12, 13, 14 He discusses how windwolf has different variations of some concepts but still has knowledge on them, such as believing that there are 13 months of the year that follow the 13 full moons. He knows about different types of birds and their quantity of tail feathers, as well as 40 different birds information and how they are significant to cultural ceremonies of his tribe.

This is effective because he recognizes the naysayer’s point of view but goes on to describe why Wind-Wolf is different from a view of authority in the society Wind-Wolf is mainly a part of. His reasoning justifies why Wind-Wolf is different and it’s pretty difficult to counter his rebuttal as he has first hand experience.

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Of the skills we’re practicing in Project 2, which are you most comfortable with and which are you most uncertain about? Post on padlet.

Skills include:

Structure

Critical thinking about meritocracy and education

Thesis statements

Making claims

Supporting claims with reasoning and evidence

Concessions/rebuttals for counterpoints

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https://docs.google.com/document/d/10nFKBuDc5WhHK_BQdZO1_Y8jffyrxb9nUCmppYbqyWE/edit

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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1. Create a doc that identifies the purpose of each paragraph. Some options are: intro, thesis, claim, evidence, reasoning, counterpoint, concession, rebuttal, conclusion.

2. Discuss what you notice about the structure of the letter.

3. What counterclaims does Lake address? Does he offer concessions or rebuttals? Are they effective and why?

4. Post when complete.

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"Although many college-goers subscribed to narratives of meritocracy and positioned themselves to compete at selective colleges, graduate programs, and high-skilled jobs, their trajectories toward upward mobility had ceilings." (Gonzales, 2015, p. 152)

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Drawing on the postsecondary experiences of the college-goers, this chapter makes clear that a lack of legal immigration status creates enduring hardships, even within the fairly insular world of college. (Gonzales, 2015, p. 152)

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"However, their everyday adult lives remind us that, like early exiters, they too are stigmatized, excluded, and offered only partial access to the American dream. For both groups their lack of formal permission to be in the United States challenges claims of deservingness that rely on false dichotomies" (Gonzales, 2015, p. 175).

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Thesis: “Still, college-goers found that moving from high school to institutions of high-learning brought numerous challenges and forced them to confront the limits of their belonging” (Gonzales, 2015, p. 151).

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Identify Gonzales' thesis statement:

1. Individually identify what the thesis statement is

2. Share what you think with your pod

3. As a pod, decide what y’all believe the thesis statement to be

4. Post what y'all identified the thesis statement to be.

Then, examine the thesis statement. Sound writing gives us some criteria for a strong argument. How much is reflected in Gonzales’s thesis:

1. Is it too broad or too specific?

2. Is it arguable based on the available evidence?

3. Does the evidence support it?

4. Does it offer something new to the existing literature?

5. Does it respond to the prompt/assignment (since we don’t know, instead: does it respond to the puzzle/conflict that sets up the reading?)

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https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html

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1. The privileged poor, despite coming from economic means, develop cultural capital through education in preparatory schools. This helps them in many areas, such as writing professionally worded emails (also an example of linguistic capital), establishing contact with education authorities, and generally creating networks. In this sense, their possession of cultural capital also results in the development of social capital. Contrast this with the doubly disadvantaged, who lack the requisite cultural capital to be fully integrated into their new environment, and thus have difficulty fostering the social and economic capital needed to succeed.

2. Jack claims that, in relation to meritocracy, it is simply not enough for disadvantaged students to be granted access to higher institutions. This is due to a lack of inclusive spaces in an educational setting. The Privileged Poor and Doubly Disadvantaged are often grouped together and expected to have the same resources and similar outcomes, but this fails to account for how some of them, the Privileged Poor, are already somewhat accustomed to the new environment and therefore can adapt easier, in contrast to the entirely new environment that the Doubly Disadvantaged would be in this situation. Consider that top universities are only just now coming around to the idea of subsidized tuition for lower income students. Ordinarily, higher income students, in addition to plentiful financial means, have access to a plethora of resources, including tutors/connections, extracurricular activities, scholastic competitions, and standardized test preparation. Lower income not only lack the means, but also lack the additional resources needed to guide their futures. Thus they have to be more independent and work much harder in order to approach the same result.

3.  The podcast, “Is the Gift of Tuition Enough?” illustrates the story of a black woman participating in the “Privilege Walk,” where she describes her experiences in difference of privilege. She specifically states that she would be able to see some of her peers moving forward, but they would not be able to see her moving back. This is relevant to how Sandel mentions that the meritocratic winners will tend to think they have all the answers to winning in a meritocracy because they did not realize how privileged they are in their positions to be able to get to where they are. This relates to how Jack also claims that the Privileged Poor would have a capital that others in their economic state would not have, which then allows them to thrive in a way that would cause others to believe that they are “working harder” than their peers in a similar economic state.

4. Jack fails to consider how the labels of the Privileged Poor and the Doubly Disadvantaged can be detrimental and seen as othering since it is similar to forming a hierarchy (class distinguish). This may lead students to feel that being in these categories can lead to them being pitied and seen as inferior when it should be a powerful, strengthening title. This can be resolved however by associating these terms with a positive connotation.

5. As stated in question 4, the distinction between the two subclasses of lower income students at higher education institutions is not as relevant as Jack makes it out to be, in the sense that cultural and social capital both take a lower precedence in comparison to financial capital. After all, the cultural and social capital gained from attending preparatory schools is pointless if you don't have the money to maintain social networks and support yourself in college.

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Social and cultural capital play an important role in achieving academic success, however, monetary capital also plays a significant role, and is going to have a large impact on the experience of students at prestigious universities. Each group, the privileged poor and the doubly disadvantaged, possesses a different cultural capital. One group has already been submerged into the society that they needed to adapt to once attending a prestigious university, and both have similar wealth capital. One group was advantaged by attending a private highschool which set them up for success once entering university, both in academics and being used to the different social atmosphere. Additionally, they had experiences at those private highschools such as trips abroad to study or other amenities that those who went to public school did not have access to, so they could relate more culturally to the wealthy students of those universities. Even though all the students discussed by Jack had been accepted and attended the same prestigious school, they had experienced different upbringings that may make them feel differently about each other. The students who had attended private highschools may feel like they are better than those who didn’t, as they had made it in and through a more rigorous school system than those at public schools. The doubly disadvantaged, who had less similar social and cultural backgrounds compared to those who went through private schooling, may feel that they’re looked at differently than those who did. The harder academic environments that the Privileged Poor and the richer students had experienced would make them feel like they had earned their way to their position more so than students who had not experienced private high school such as the doubly disadvantaged. Jack believes that meritocracy exists even in the disadvantaged communities/student population. Jack clearly recognizes that the “Privileged Poor” that went to college have the advantage of connections, preparations, knowledge that those” Doubly Disadvantaged” students do not have. He implies even between the disadvantaged people, meritocracy is clearly not a standard for any sort of comparison for success. Jack claims that private high schools provide many resources that assist with college preparation, however he may be distorting how the success is achieved between the “Privileged Poor” and the “Doubly Disadvantaged”. However, labels of the “Privileged Poor” hides the fact that many of the students still had many disadvantages due to their economic backgrounds. Even though those students had the privileges of having social and cultural capitals, they still can still experience setbacks once they exit the atmosphere from their private high schools.

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Despite the strong emphasis of economic and social capital in the conventional definition of meritocracy, cultural capital also holds value that cannot be ignored. In Jack’s text, the privileged poor possess social capital through their potential advantages in social connections, which can make it easier for them to transition into university life. For example, some students may have had more experience in a diverse environment, whilst the doubly disadvantaged are more familiar with a segregated environment. They may have also had economic capital if they were brought up in an environment where they were able to access things like private schooling. Despite the fact that they may both start out poor in university, the privileged poor might have had more access to resources early on in contrast to the doubly disadvantaged. Each group has their starting point, which is based on their resources available to them. The privileged poor have more social and economic access, while the doubly disadvantaged hold the bare minimum of capital available. So Jack’s analysis of meritocracy is in regards to the advantages each group holds that comes with schooling. Throughout this excerpt, Jack illustrates the unfulfilled promises of meritocracy where those of more affluent backgrounds either economically or socially may have it much easier than those of disadvantaged backgrounds. Jack’s understanding of meritocracy can be compared to that of Chua in the text, “Why Chinese Mothers Are Superior,” where Chua’s view of meritocracy is based on the idea that success is a result of how much effort you put in. The two authors' views differ in the sense that Chua’s definition is centered around her cultural values, while Jack’s definition is focused more on both social and economic upbringing.  Jack brings up the economic resources as well as the social economy of the school differences. Yet Jack does not bring up the differences of the social connections prior to high school. The social capital the parents hold may alter their child’s future. In other words, the parents' capital may change the capital available for their children despite their own economic capital.

WIP

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While cultural, social, and economic factors all play a role in the academic success of students, these are not the only factors. As a result, labels such as “Privileged Poor” and “Doubly Disadvantaged” distort our understanding of students’ academic success and disregard the several other outside factors that could impact their performances in school. Even though both groups possess about the same amount of economic capital, the privileged poor have more cultural capital and social capital than the doubly disadvantaged. The privileged poor have more cultural capital because they attended a more highly regarded high school than the doubly disadvantaged. Additionally, they have more social capital because attending this private, preparatory high school gives them beneficial social connections such as access to college admissions officers and closer relationships with teachers. Meritocracy claims that each group of students worked hard in order to get into the college they are now. However, meritocracy fails to include the advantages the privileged poor have over the double disadvantaged. While the privileged poor have experience with wealthy society, double disadvantaged students do not. This forces the doubly disadvantaged to face the challenges that come with shifting to a new culture/social setting. However, since the privileged poor have seen this type of culture before, they do not face these hardships. Therefore, meritocracy distorts the reality that factors outside of hard work cause a person to fail or succeed, and that a person’s accomplishments are not just due to their hard work. Both Manny and Jack comment on the cultural and economic capitals between students in college. Manny has to work harder than the other students because he is disadvantaged as a non-white gay man which disproves meritocracy. Jack mentions with the doubly disadvantaged how they also have more of a culture shock and need to work harder to be on the same playing field as those who are more privileged, also disproving meritocracy. Additionally, both texts discuss how economic capital can affect one's success in an academic setting. It seems that Jack gives too much credit to those who are more privileged or of higher class. Of course they do have it easier than the “privileged poor” and “doubly disadvantaged” but everyone has struggles. He seems to have this tunnel vision of focusing on putting people of lower economic status in these two categories when there are indeed other factors that also come into play (e.g. a student’s home environment).

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2.2.1 Jack Synthesis (Analysis and Evaluation) 

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2.2.1 Jack Synthesis (Analysis and Evaluation) 

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1. Interpret Jack's claims. Jack juxtoposes two main groups - the privileged poor and and doubly disadvantaged. What types of capital does each group possess?

2. Examine Jack's claims. What does Jack's analysis say about how the ideology of meritocracy impacts each group?

3. Compare Jack's commentary on meritocracy with a different text from the course so far. Your group can choose which you think would be most relevant.

4. Critique the claims. Is there anything Jack may be hiding or distorting about success? What do you make of the labels “Privileged Poor” and “Doubly Disadvantaged”? What is the benefit of creating such labels? Is there a downside?

5. Make an original claim that reflects your discussion. Original means it should be yours, not a reiteration of the author's claim. Recall a claim should be arguable, meaning it should not be a statement of fact or sentiment.

6. Put your discussion in paragraph form and post.

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The definition of meritocracy is based on the capital owned by the parents, shaping the lens through which it is viewed. Within the article, Heath argues that Early childhood development is highly based on the surrounding setting that a child is born into; the more capital the parents have, the more education is valued. Despite Heath's claim, there are flaws within it that need to be assessed and reflected on. The general consensus concluded that Heath may be distorting linguistic capital by defining success under her own conditions rather than the conditions of the individual. The conditions of differing people and their necessities mold their view of success.

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Not only bedtime stories, but the environment one grows up in, can determine how successful they will be later in life. This disproves meritocracy’s idea that hard work is the only thing that influences success. Heath comments on the importance of a child's environment and how a child’s learning can be affected by many outside influences. Meritocracy is the ideology that a child’s learning is attributed to how much effort they put into learning. However, external factors such as socioeconomic status and parental vocabulary make a difference in a child’s thinking. Maybe she isn’t taking into account how she was raised or where she was from in terms of who she grew up around and the outcome of their success. She doesn’t seem to take in account other factors like in general the environment that the kids grew up around. How a child does in school or growing up also depends on the home environment of how often a parent is around or their parenting type, not solely a bedtime story.

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While linguistic capital does play a part in the academic success and merit of children, it is not the only factor that contributes to their overall success. Heath claims that the “Maintown” children who grew up with a specific approach towards reading and linguistics have advantages in cultural capital. This is because they were able to be academically successful by knowing how to formulate responses to questions in a way that is extremely similar to how it was expected of them in school. This connects to meritocracy because there are other factors besides just hard work that leads to academic success. “Maintown” children had the resources to achieve academic success from a young age through their social capital. For example, their parents were either teachers at local public schools or had taught in an academic setting. However, Heath is putting too much emphasis on bedtime stories. This may be a significant part of success, but not all. The teaching quality between each region can also be a huge part that contributes to academic success. Moreover, reading is not the only subject that counts as academic success. For example, students who excelled in STEM fields may not need such a lead in linguistics. Furthermore, Heath does not seem to talk about the social aspect of success as that plays a part in academic success as well. For example, a student who is able to excel in a certain subject may not even be able to get a job if their social skills and in particular networking skills were overlooked.