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https://docs.google.com/spreadsheets/d/1a4iG5QRwrHkkxugm40PBx5GFyh7EZTNDFdB0YhQiv90/edit#gid=1869985543

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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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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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I thinking parents who do everything In Their power to have their kid succeed is dream hoarding because they mostly likely help out their kid when their kid can easily get opportunities for themselves. If my parents found a prestigious internship through their connections I would not take it. Personally I would do my own networking and find an internship on my own. I think parents should teach their kids the importance of networking and then their children will be able to make connections on their own.

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First Poster
- nice, visually interesting, would probably stop to read it
- visual, linguistic, spatial
- the poster does clearly communicate the problem, its significance, and the solution. each has a large label and is easy to find
- the poster does communicate the ethical position on the problem and solution.
- the poster is clearly constructed in such a way that easily draws the eye on the correct path. The viewer naturally reads the poster in  the manner it was intended to be read in.
- the poster is clear, concise, easy to read, and well organized. The font is nice and stands out enough from the background. The poster is not a wall of text, there are interesting visual components.

Second Poster
- pretty bland, uninteresting, would probably not stop to read it
- visual, linguistic, spatial
- the poster doesn't clearly communicate the problem, its significance, and the solution. They are kind of hard to find.
- the poster doesn't have a clear ethical position.
- the poster is not as clearly structured, the middle part could be better in how its presented.
- the poster is kind of a wall of text, there are little interesting visual components.

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First poster

The visuals of the poster are good in some sense where it catches your eye however they are definitely confusing. The titles are good and organized well but the text is really hard to read. Should not have gone with the UC color scheme. The modes used in this poster are visual, spatial, and linguistic.

The position itself is rather confusing on a first read through the ethical position is pretty clear despite the point itself being confusing. Visually it does well to have cues that get the reader focused but when it comes to the linguistic part the information is kind of confusing

Second Poster

The wordiness on the poster is good, however visually it is not very effective. The same could be said with its organization and spacing. The problem on the second bullet point in the introduction is very bad. There is too much unused space which could be used in order to improve the poster. The linguistic aspect on the poster could be improved. The modes used in this poster are visual, spatial, and linguistic.

The poster poorly clearly and effectively communicates the problem, solution, and significance. The poster somewhat communicates the ethical position on the problem and solution. The poster somewhat adopts successful written and visual “cues” for the intended audience. The visual aspect of the poster could be improved. The poster somewhat provides information in a clear and concise manner. The poster is somewhat organized but definitely could be improved.

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Poster 1

There is a lot of text

Intriguing

Good use of spatial mode - each section is organized in a manner that has each topic sectioned off into different blocks of text

1. It employs spatial, linguistic and visual mode

2. The problem is difficult to discern - it doesnt give enough background or context to the fair/unfair model. It does not effectively convey its significance, as it does not explain the effects. The solution is more clear

3. because the problem is hard to determine, the authors position is also hard to discern

4. The periodically educating section indicates that the audience is intended to be for-profit engineering-based companies

5. Everything is labeled clearly but it is difficult to determine the purpose of some of the boxes of text and the order we should follow when reading it.

Poster 2

1. The color coding is nice

The text is a bit small relative to the pictures

The spacing is uneven and it does not use san serif (no line) fronts for the body texts like ariel.

The pictures do not seem very relevant and they do not line up with each other

The colors of the boxes are easy on the eyes but the inside text is kind of hard to read because its very dense and the spacing is off

The title is a different font from everything else

1. It employs spatial mode, visual and linguistic

2. It clearly conveys the problem, however, it does not explain the significance as it does not expand on the effects of the issue. The solution is clearly conveyed and its implementation is shown in the “methods” section

3. Yes it communicates the ethical position

4. The audience is UCSD students. The title cues that this is the intended audience

5. Yes it is easy to follow and structured in an organized reader friendly manner. However, the pictures do not seem very relevant and don't include any text that provides context that would explain their significance

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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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Tuition is too expensive, has unnecessary fees, and you should be able choose what kind of fees you are paying for.

Baum, S. (2007). It's time for serious REFORM of the student-aid system. Change, 39(2), 15-20. Retrieved from https://www.proquest.com/scholarly-journals/time-serious-reform-student-aid-system/docview/208078372/se-2?accountid=14524

Addresses the issues in paying too much for college and suggests more financial aid for students who need it. This article seems to be reliable because it is an issue that is still going on.

Felsted, Karen E, CPA, MS,D.V.M., C.V.P.M. (2009). STUDENT DEBT: Why it's your problem too. Veterinary Economics, 50(1), 26-35. Retrieved from https://www.proquest.com/scholarly-journals/student-debt-why-your-problem-too/docview/274347700/se-2?accountid=14524

This source is related to my topic because student debt is a result of paying for unnecessary fees in college. This article may be reliable because it is from 2009 and a topic that is still relevant today.

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https://vtechworks.lib.vt.edu/bitstream/handle/10919/83631/TheRealPriceofCollege.pdf?sequence=1&isAllowed=y

This article compares the sticker cost of college with the studies findings of what college actually costs, including the cost of dining plans

It is an article from a reputable institution written by a number of academics and used many other sources that would be considered reputable

https://escholarship.org/uc/item/39q7n71b

This source is a breakdown of how students can struggle in relation to food, and oftentimes due to the high prices of tuition, struggle to feed themselves

It is a peer-reviewed article from the University of California Agriculture and resource

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1. University of California San Diego Parking permits. (n.d.). Retrieved May 16, 2022, from https://transportation.ucsd.edu/commute/permits/index.html

UCSD Students Parking on campus. (n.d.). Retrieved May 16, 2022, from https://students.ucsd.edu/campus-services/parking-transportation/park-on.html#Finding-a-parking-spot

2. The first source has both the different prices of the various permits for parking on campus as well as a campus parking tracker. This information will be good for my counter argument if someone brings up how the school is working to lessen the parking problem. My second source is TritonLink's website which gives advice to students parking on campus and admits that the situation is difficult. I know both of these are reliable sources because they are official websites from UCSD.

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1. Nurshatayeva, A., Page, L. C., White, C. C., & Gehlbach, H. (2021). Are Artificially Intelligent Conversational Chatbots Uniformly Effective in Reducing Summer Melt? Evidence from a Randomized Controlled Trial. Research in Higher Education, 62(3), 392–402. https://doi.org/10.1007/s11162-021-09633-z

2. Castleman, B. L., & Page, L. C. (2014). A Trickle or a Torrent? Understanding the Extent of Summer “Melt” Among College-Intending High School Graduates. Social Science Quarterly (Wiley-Blackwell), 95(1), 202–220. https://doi.org/10.1111/ssqu.12032

The enrollment process for colleges can be confusing for many students, potentially seeing them not attending school. The first source discuses a potential solution to this problem, chatbots. The second source provides evidence for the existence of summer melt as a pertinent equity issue; the "why" of making the enrollment process easier.

These two sources are reliable because they both come from accredited universities, Harvard and the University of Pittsburgh, with affiliations to Johns Hopkins. In addition, both sources are relatively recent.

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https://www.proquest.com/scholarly-journals/teaching-higher-education-is-there-need-training/docview/1720062792/se-2?accountid=14524

This source is exactly what I am talking about where there are issues where teachers aren’t taught how to teach. So it delves into the issue more as

It has been published in the research for higher education journal and cited like 43 times

https://www.proquest.com/scholarly-journals/using-psychological-science-improve-higher/docview/2402555802/se-2?accountid=14524

Source is more a solution on how to eliminate the inequity by teaching better at those high levels.

Physiological science vol 6. Strong references and peer reviewed.

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Source 1.
Estes, Mary Bailey. The Journal of Special Education Vol. 37, Iss. 4,  (Jan 2004 - Mar 2004): 257-267.
This source is related to my topic because it goes into detail on examination on how charters schools served student with special needs. For example, how they helped them learn, if they even did do that. I can use this to support my argument that charter schools don't help students with special needs. The source itself however is not really reliable considering that it is from 2004, when charter schools were probably just starting out, therefor ethe information from the study might not be as relevant.

Source 2.
Wong, Lauren N. Charter Schools and IDEA: A Systematic Case Review Journal of School Choice; Abingdon Vol. 16, Iss. 1, (Jan 2022): 71-104.

This journal is a great choice for me to use as a source because it goes over charter schools and the law. It talks about how charter schools have violated certain aspects of giving a special needs student a right to learn, as well as talking about how at times they are excluded. This will definitely help with my topic in showing how charter schools are not doing their best to help student with special needs. This source is very reliable since it is from January 2022, and the author, Lauren Wong, works at an Education Department at the University of Florida, therefore her work is credible.

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SOURCES:

1. Monaghan, D. B., Hawkins, J., & Hernandez, A. (2020). Dream adjusters: High school counselors in a low-income school district. Education and Urban Society, 52(5), 704-733. doi:https://doi.org/10.1177/0013124519887712

This source will look into the effects on lower-income students and school districts. This source interviews counselors in these school districts to try and understand how they deal with student successes. This source is reliable because the study was done recently in 2020 and was published by the journal called Education and Urban Society.

1. Deslonde, V. L., & Becerra, M. D. (2018). High school counselors' influence on low socioeconomic students' college enrollment. Journal of School Counseling, 16(24), 1-29. Retrieved from https://www.proquest.com/scholarly-journals/high-school-counselors-influence-on-low/docview/2228639086/se-2?accountid=14524

This source looks into high school counselors and college enrollment decisions in multiple schools in the United States. This goes over school counselors as a source of college information which is one of the factors of college preparedness I want to go over in my topic. This source can be considered reliable as it was published recently in 2018 by Montana State University, College of Education, Health and Human Development.

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Problem:

1. Stress overload in first-generation college students: Implications for intervention:Amirkhan, James H; Manalo, Rodel, Jr; Velasco, Sarah E. Psychological Services (Apr 7, 2022)

2. This source discusses how first-generation college students report high stress-overload, compared to generation college students, which gives an insight into their academic performance and health issues. i.e. high stress-overload equals poor academic performance and increased health issues. I believe this is a reliable source because it is copyrighted by the American Psychological Association which means that this source had to have been peer-reviewed.

Solution:

1. Effects of digital learning skill training on the academic performance of undergraduates in science and mathematics: Bernacki, Matthew L; Vosicka, Lucie; Utz, Jenifer C; Warren, Carryn Bellomo.

2. This source demonstrates how many STEM majors fail to complete their degrees due to lack of learning skills. To combat this, they performed a study where first-generation college students received training and results showed that their academic performance improved due to the adoption of the methods taught in the training course. I believe that this is a reliable source because 67 other documents reference this one

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1)
Toma, E. F. (1996). Public Funding and Private Schooling across Countries. The Journal of Law & Economics, 39(1), 121–148. http://www.jstor.org/stable/725771

- This source discusses the advantages in private schools around the world as well as their public counterparts. This source would offer statistical evidence surrounding my argument and give it a backbone of facts to bolster my solution.
- This source is credible because it is written by Dr. Eugenia Toma who is a celebrated research professor at the University of Kentucky. She has written publications for the National Institute of Education and the Treasury of New Zealand. She also has a PhD in economics and has been working in the public administration field with her first notable achievement in 1992 as she was awarded an opportunity to work with the ministry of education.

2)
Ladd, H. F. (2002). School Vouchers: A Critical View. The Journal of Economic Perspectives, 16(4), 3–24.
http://www.jstor.org/stable/3216912

-This source would add to my argument by offering a guide into a solution. I would be able to offer a modified solution based on this source to fit the needs of San Diego specifically or I could base my solution off of other points within the article.
- This source is credible because the author Helen Ladd is a celebrated and highly awarded professor of public policy at Duke University. She holds a PhD from Harvard University. She writes highly about education reform in various countries and has co-authored highly cited books about finance in education and reforms.

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Problem :

"They Give Teachers a Hard Time": Symbolic Violence and Intersections of Race and Class in Interpretations of Teacher-student Relations

Melanie Jones Gast

Teachers contribute to meritocracy because they treat students different based on social status and race.

It is reliable because the author is a professor that has done research on this specific topic.

Solution:

Critical Pedagogy and Teacher Education: Radicalizing Prospective Teachers

Lilia I. Bartolomé

-educating and training teachers to work with all types of children from different backgrounds and emphasizing the understanding of the different challenges.

-this is reliable because its a publication in a teachers article written by teachers for teachers.

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Source 1: This source relates to my topic because it topics about low income school districts and how it affects students.
https://journals.sagepub.com/doi/abs/10.1177/000312240907400502

This is a reliable source because it is an academic journal.

https://journals.sagepub.com/doi/abs/10.1177/016146811111300805

Source 2:
This source relates to my topic because it examines interpersonal connections in lower income schools
This is a reliable source because it is an academic journal

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1. Klein, A. (2020, November 29). Teens Feel Ready for College, But Not So Much for Work.

Education Week

1. Moore, R. (2019, October). 4 in 10 College Students Weren't Taught How to Manage their Finances.

College Pulse

1. Hall, E. (2022, April 29).Work Experience Education (WEE). Work Experience Education (WEE) - Career Technical Education (CA Dept of Education).

The first 2 sources demonstrate the issue that highschool students have going into college regarding a lack of knowledge and skills for the real world (like interview skills and financial literacy).

The 3rd source provides a solution - which is implementing work experience classes in highschool.

The first 2 are reliable because they are relatively recent and based on polls conducted on a wide variety of students, providing unbiased statistics.

The 3rd source is reliable because it is written by the California Department of Education, which is a government agency, and is very up-to-date.

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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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In a Meritocracy system, it is believed that everyone starts on equal ground and is given the same equal opportunities to achieve. Given the equal opportunity, hard work and talent are greatly rewarded. A labor-based contract opposes this ideal of equal standings and focuses mainly on the work and effort of a student rather than the product. Since a Meritocracy values hard work, a contract-based grading would embody these values and ideals further than a standard grading contract. By giving students a true equal standing, the effort a student puts in is what is truly being evaluated. However, this does not necessarily mean that more labor means improvement. The labor-based style is still centered around Meritocracy and loses focus on actual learning.

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Meritocracy is the consolidation of power and capital in individuals that provide the most value. The people who work and provide in an impactful way, are rewarded. Labor-based grading follows a similar principle, the final class grade is determined by the amount of work the student did. This system of grading allows for certain aspects of meritocracy, such as the importance of hard work, to flourish while negating the competitive aspect associated with other meritocratic systems. In this way, labor-based grading provides a potential fix to some of the biggest problems that meritocracy creates in the traditional grading system. For example, starting capital plays a smaller role, as the only thing determining the outcome of the class is pure labor. However, meritocracy is still present in labor-based grading systems. By judging the student’s performance based on the amount of work they put in, that is inherently based in meritocracy. Instead of judging a student based on the accuracy of their work, it is only the amount of work that they can produce while meeting the standards. This still does not eliminate the problems surrounding meritocracy such as background, inequality, and resources that the students may or may not have access to.

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Meritocracy values hard work and effort

Meritocracy is an ideology that guarantees success to those who have merit. Someone with merit works hard and is smart.

Labor is the sole basis for determining the grade a student will get. The quality of a student’s writing does not influence their grade. Unlike normal grading systems where the outcome is predetermined and serves as the sole basis for determining one’s grade, labor-based grading only focuses on the hard work and effort a student puts into reaching their goal.

“If labor is energy used, calories burned, then thinking is hard labor. When we write, a similar coordinated dance occurs, whether we put pen to paper, or fingers to keyboard, or dictate into a smartphone, our bodies move and our brains work to make and process language”(Inoue pg.1 pa.3)

Critique:

Meritocracy influences the idea that hard work is the basis of success, therefore correlating the level of labor to the grade a student is deserving of. Meritocracy and labor based contract grading follow each other hand in hand. The idea of guaranteed success given hard work is meritocracy defined at the root. Labor based contracting follows suit in an equal manner as it treats labor as the only factor instead of where quality and standings are usually found.

Argument:

Labor based grading does not solve the issues with meritocratic ideas. Meritocracy influences the idea that hard work is the basis of success. However, there is no concrete way to measure the level of effort someone puts into their work without taking into account the outcome and quality of that work. A student can spend countless hours outside of school attempting to perfect their essay, while still achieving the same quality of work that another student achieves without needing to put in nearly the same amount of labor. It does not solve the issues of meritocracy because more labor does not mean more effort or better quality of work. Labor is not a proper representation of effort as one project may take 3 hours to complete for one student and 6 hours for another student for the same apparent effort. Additionally, labor is too broad of a measurement that can take into account varying factors such as time, amount of work, and difficulty and neglect other factors such as effort. One could consider labor as writing the work “meritocracy” a million times - sure its laborious, but it requires minimal effort and does not represent the writing skills that would be considered worthy of an “A”.

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Student A: A-

Student B: C

Student C: A

We would be grading off labor and the deadlines, however, when it comes to effort it is hard to judge especially when we do not really know what is going on in their lives. How would we know that student B is putting in the most effort in comparison to the other students despite turning in work late?

The current grading contract: Add to the grading contract should be more focused on improvement and the reflection process. Possibly more one-on-one conferences or student activities focused on their own writing. The contract should reflect student improvements as well while maintaining the stress-free portion of it.

Encourage or Discourage: It does encourage students to improve their writing based on the goals.

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1. B +

2. D+

3. A

Meeting guidelines for the writing projects

Meeting deadlines

The number of assignments completed

I like that we know exactly what requirements we need to meet each grade and that we can make revisions in order to meet those requirements. There should be more flexibility in certain requirements. For example, if a student contracting for an A misses more than 2 perusall assignments, or cannot make it to 3 classes, but demonstrates outstanding work in every other area, their grade should not automatically drop to a B.

It encourages us to learn the writing skills we need because we know applying those skills are what we need in order to meet the standards for the grade we contracted for.

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Student A will get an A-
Student B would get a D
Student C would get an A.
This is all according to the Warren Writing Collaborative Grading contract. Essentially, what these students are being graded on is whether they show up and turn in assignments on time.
We like that we are able to just do the work and get the grade. Furthermore we know how we are being graded and what we are graded on. Knowing this ahead of time is important because we know how the class is structured and what it is structured around.  This however, does not discourage from learning ew writing skills. Whatever contract you may be on, the entire class still has to learn an d apply the writing skills that are taught.

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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/1o6099Y-5A-_cObMy3zc-Z3gThb1M49ZczMnNGGDq_aE/edit?usp=sharing

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https://docs.google.com/document/d/18xzpn2iWLkQRu0n1v3a5GW9bib8oTWeyIsVi0qn7zw4/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/1UefBw1D9bWNy6_Vdy2TskKQmWEz5HrC6PmBu9gVVnmY/edit?usp=sharing

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https://docs.google.com/document/d/1t4vv0yeVULDrFyHs7HemFizfHSv0-SwPARnhy1GzUO0/edit

# 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/1o6099Y-5A-_cObMy3zc-Z3gThb1M49ZczMnNGGDq_aE/edit?usp=sharing

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Who do the solutions impact? Are they feasible?

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

Are the solutions effective in challenging meritocracy? How so/to what extent?

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

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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.

# 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/1L5VLkPA2f6aGHiIg9fLFDp58tiw98K3DI2N0i-2XNbw/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#gid=1604886651

# data[].attributes.attachment_link.description
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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The counterclaims we came up with were sometimes luck or talents/athletic ability comes to play when we talk about success in education. I’d like to add this rebuttal because I feel like it goes with my claims, I can use the evidence from the lance text.

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Counter claim: Hard work still needs to “back up” the resources and wealth available to some in order for them to succeed

Rebuttal: Some students are admitted through the side/back door without hard work

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Yes there was at least one counter claim I had not fully come up with a way to argue out would have to be on "how come other students with extracurriculars do well". In some way I could come up with reasons why someone could not succeed, but I would have to go in further depth on it on my paper. To back this up I would have to bring up personal examples and comparisons.

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1. Yes, my partner came up with counterclaims that I hadn't anticipated. One of them was they argued that the problem for a lack of motivation to succeed in school wasn't nessicerily their life at school, it was more so a focus on their life at home. Additionally, my partner said that we can't just give schools resources. Oftentimes, school districts don't have the budget to allocate resources for their respective schools. School are not getting enough funding from property taxes. These counterclaims are some that I had not anticipated.
2. One rebuttal I would like to add is, that it is possible to make home life equal to everyone else. I can also argue that the state and federal government can allocate resources toward education so that way that level playing field can be created. I can also argue that their success at school will transition over to their home life.

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1. One counterclaim I had not anticipated was if we can't judge kids solely on their individual achievements inside and outside school, what can we judge them on?
2. After reflecting, a concession I could have is that kids have to be judged in admissions for their individual prowess. But I could find a rebuttal for how the UC essays do not allow kids to express themselves to the necessary extent.

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1. They did not, I was too slow to remember what my claims were to used to go against those counterclaims.
2. I think I would reinforce my claims rather than add some new ones so my argument does not become quickly invalidated. I think I have a few ideas of evidence that I will need to use.

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Too be honest by partners got a little side tracked with how my audience would realistically react. Though I do have ideas on how to explore the fact that equality of opportunity isn't necessarily existent or being attacked by certain ways that the US tries to help communities that don't have conventional merit

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1. My partner had counterclaims that I actually had already anticipated. Specifically about how even with less resources, there are people that can beat the system so to speak and go to a good college and get a good job.
2. I will concede that hard work is a factor of success but I believe that it is not the only factor. The rebuttal to the above counterargument would be that this is not the norm, most of the underprivileged stay that way, staying as part of the cycle of poverty.

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Yes. One counterclaim that stood out was that "why did other people with the similar grades and numbers of extracurriculars get in to the colleges while I didn't? Merit obviously played a huge role in getting them in.
One concession I will include is that college scandals are rare and only take up a few slots.
One rebuttal I will add is that, even with a similar number of grades a extracurriculars, colleges take into account other factors, such as race and gender, and set aside slots for people of those certain attributes.

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My partner asked what would happen to the kids who were privleged in their upbringing if we were to try and level the playing field when it comes to addmisisons. That was a great rebuttle and it took awhile for me to think of a good answer and I want to put that into my essay as a conssesion but also add a solution to that as well.

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1. I think I can now understand what exactly to expect as a counter argument. I think I have a new idea of how to explain the differences between opportunity and resources and how they can be separated (opportunities without resources).
2. I think I am going to add a rebuttal to my project regarding the use of resources and how they may lead to opportunities but there is also the chance that opportunities must be passed on due to a lack of resources.

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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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1. What are some of the claims that the investment bankers made to defend their recruiting practices?
2.What are some of Ho’s rebuttals? What evidence does she use to support it?

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I am most comfortable in is the making claims and the concession and rebuttals. Where I struggle is my thesis statement and the overall structure of the paragraph.

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I am pretty comfortable with the skills being practiced in Project #2. My biggest concern would be creating a proper thesis that I can write about for 1300 words.

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I am most confident with structure because I feel this is more open form and not too strict. I also think that as for evidence, being able to use articles or my own background knowledge will really aid in my breakdown and persuasion. I am most uncertain about how to word this in a way that is not aggressive but still pushing for change. I also do not know how deep to really go as to not insult anyone but still drive my point across.

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One thing that I am comfortable with is making claims. As well as the concessions rebuttals for the counterpoints. One thing that I am uncertain about is my thesis statement and structure.

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I am most comfortable in creating the structure, thinking about meritocracy and education, and making claims, but I am uncertain about my thesis and then supporting my claims.

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I am certain I can find evidence to support my arguments. However, I may not be able to discuss the larger implications of meritocracy in education. This may affect my reasoning and rebuttals.

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Of the skills we are currently practicing, I feel the most comfortable in making claims and supporting them with appropriate evidence. I do feel uncertain about how I might make connections between meritocracy and education.

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I would say I'm most comfortable with critical thinking about meritocracy and education. I feel like we have discussed these concepts numerous times in both this class and 10A, so I feel like I have a decent grasp on the subject. I'm most uncertain about my concessions/rebuttals because these are things that I have the least experience with.

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I am most comfortable with structure, critical thinking, and making claims. However, I still feel that I could work on having a stronger thesis statement and get more comfortable with counterpoints

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My thinking about meritocracy and education I think are super on point and therefore can make really good thesis claims reasoning and such. However my structure has been a little inconsistent and specific evidence may need a little work

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Some skills that I am comfortable with are supporting claims with reasoning and evidence and critical thinking about meritocracy and education. I will definitely struggle with structure, making thesis statements, making claims, and creating concessions / rebuttals for counterpoints/

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I am most comfortable with making claims but am least comfortable with creating a thesis.

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The stucutre of the letter is what I am most concerned about but I think if I just treat it like a letter and make sure to include all of the neccesary details it'll be good.

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https://docs.google.com/document/d/14L2L58LddzrMbpkg7pzXtQyVG3DvFcFj7XJW9f4jf54/edit?usp=sharing

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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/1LguV258wQunUkyig7fbig08lY5eb2UaDI2_4N9tjwpw/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/1QAnK_LbtdggSmltiL7p-js4_RAeOpMT1kp5pnNnax3E/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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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, context, 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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In thischapter, I turn from the stories of early exiters who, alongside otherundocumented immigrants, confront experiences of illegality in theworkplace to those of the college-goers and their experiences navigatingthe world of postsecondary education.

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Thus, 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.

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In this chapter, I turn from the stories of early exiters who, alongside other undocumented immigrants, confront experiences of illegality in the workplace to those of the college-goers and their experiences navigating the world of postsecondary education. Combining assistance from key mentors at their schools and communities and a determination to succeed, college-goers brought with them to college an impressive support system and a long list of achievements.

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Thus, 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.

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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?

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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. Privilege Poor - cultural capital such as knowledge from prep schooling and exposure to college lifestyle prior, social capital such as connections found during prep schooling, economic capital in which you can afford to go to prep school and pay for college.

Doubly Disadvantage- they have cultural capital and social capital within their own groups, however, it does not translate well into dominant capital in college.

2. Jack’s claims are that there are socioeconomic gaps between the two groups, Doubly Disadvantage and the Privilege Poor, as there is more than one attribute to their chances of success. This displays the issue in which these minority groups all have been raised differently due to their socioeconomic status and this can heavily affect their chance of success in comparison.

3. In comparison to the text, “Why Chinese Mothers are Superior” by Chua, she believes minorities are still able to succeed, but she was only able to do so due to her socioeconomic status in comparison to Jack’s beliefs. Both groups have different Cultural Capital due to their different backgrounds and how they were raised, which could have an impact on their chances of success.

4. We collectively disagree with this, as we feel as he explained his side of Meritocracy with the intent to show the different intricacies of the situation. The labels can feel a bit confusing by reading them without having any background knowledge and concepts. But the labels do a good job of showing the intersectionality in the situation.

5. Intersectionality and the many different aspects of impoverished minorities have a hard time adapting to dominant capital due to the disadvantages they have in comparison to the privileged.

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Cat Cao, Cedric Shaw, Diego Martinez, Elena Lopez

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Cat Cao, Cedric Shaw, Diego Martinez, Elena Lopez

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The Doubly Disadvantaged and Privileged Poor both hold different kinds of capital. The Doubly disadvantaged holds cultural capital in their life experience and strength from adversity. The Privileged Poor holds Social Capital from their connections at prep schools, cultural capital from their better educations and academia, linguistic capital from their better and more palatable English, and economic capital from their access to scholarships and grants.
In terms of meritocracy, the privileged poor are more positively affected by meritocracy because they have seen an obvious upwards trajectory that correlates to their effort. They have the idea that if they work hard enough, they can achieve success. The doubly disadvantaged is negatively affected by the concept of meritocracy because it enforces an ideal of success that requires a certain level of privilege in order to achieve. This privilege is not something that is present for the doubly disadvantaged, so it can be wavered against them that they are not “working hard enough” to succeed, when really, they simply lack the necessary resources.
Jack seems to be implying that once the nonprivileged are given the same resources, then meritocracy is fine because everyone would have the same chance. This is different from Sandel who thinks that the entire concept of meritocracy is bad because the more equitable the start, the more the top think that they deserve their success and the bottom belong at the bottom because they didn’t work hard enough.
Jack is definitely hiding the topic of luck. The privileged poor can be considered lucky in terms of the fact that they were born into their situation. Even though they are poor, these students still have access to resources that will not only help them get into college. But on a wider perspective, they have resources that will help them fund success and overcome adversity. These are skills and resources that the doubly disadvantaged doesn't have access too.  There is benefit to the labels of the privileged poor and doubly disadvantaged because the label allows for the groups to be addressed and the differences to be recognized. Since there is one group that has less privilege, differentiating them can be helpful to bringing attention to their struggles. There is a downside to labeling them because at the end of the day, especially compared to the vast majority, both groups are unprivileged and disadvantaged. Splitting up the poor and breaking it up by even more tedious levels of privilege can take away from the sense of community and understanding amongst them, making it feel almost like a competition as to who has it worse.
The Doubly Disadvantage should have the same access to resources as the Privileged Poor, so that way both groups of people can have the same starting situations and be able to find success equally.
Providing more resources to the underprivileged will create a more equitable start and reduce inequality, but it will also perpetuate the system that created inequality in the first place.

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Even within lower-class communities, each individual has varying levels of capital based on their prior experiences and access to certain resources that provide them with different advantages when approaching different scenarios in life. Jack argues that each group comes from different backgrounds and therefore has different levels of exposure to social and academic preparation for college, which will, in turn, impact their performance and ability to navigate throughout college. Jack discusses this with the use of two distinct groups: privileged poor, and doubly disadvantaged. The privileged poor have the capital of experience as they have been introduced to the environment similar to that of the college they will enter and know how to interact with different communities and different types of people. On the other hand, the doubly disadvantaged remain in their communities and consequently understand how to navigate communal (cultural capital) but not social or economic situations. While Jack argues that prior experience influences an individual’s level of success, Chua argues the opposite. Chua emphasizes the idea of hard work to achieve success. In both arguments, each author notices a dedication and direction to be pointed but Chua disregards the starting status whereas Jack focuses on it. However, He fails to acknowledge that there are many other factors that play into success beyond just prior exposure or experience, such as access to resources and money. We believe that the “Privileged Poor” is an accurate description of this group of individuals. They come from lower-class backgrounds, but they have had experiences and some access to resources only accessible to high-class individuals. We also believe that the “Doubly Disadvantaged” is a good label because it describes how these individuals lack resources and lack direction.

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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 ideology of meritocracy fails to take into account the role that starting capital, in the form of linguistic, economic, cultural, and social capital, plays in determining a child’s future success. A meritocratic system assumes an equal playing field for all participants, making hard work the sole determining factor in success. However, every child is born with different advantages and disadvantages when it comes to the background they come from. For example, in study done by Shirley B. Heath examines the effect that starting capital, specifically linguistic capital, plays in achieving academic success. Children from Maintown had larger amounts of starting capital. Their parents made more money, they were largely white, they encouraged their children to learn the educational system early in childhood. As a result, they experienced larger amounts of academic success, on average. In contrast, children in the town of Tracktown did not have the same starting advantages as those children in Maintown.

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2.1.2 Owen Dirkes, Natanya Putris, Sebastian Campos, Dillon Justice

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2.1.2 Owen Dirkes, Natanya Putris, Sebastian Campos, Dillon Justice

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The environment a child is raised in plays a significant factor in the overall level of linguistic capital they attain. The Maintown style of reading develops a stronger linguistic capital according to the dominant culture that would lead to those kids having higher success than the kids in Roadville and Trackton. However, there are other forms of capital that can be acquired from the educational approaches of Roadville and Trackton that go beyond simply linguistic capital. Heath claims that everyone has different means of approaching education. The different environments children grow up in influence their levels of success. Heath could be neglecting benefits that may arise from Roadville and Trackton styles as compared to Maintown that go beyond just linguistic capabilities.

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Cat Cao, Desmond Vu, Hannah Douthit, Declan Bohley 

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Cat Cao, Desmond Vu, Hannah Douthit, Declan Bohley 

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Communities outside the dominant culture have different skill sets that are equally as important and should be developed in the educational system rather than suppressed and ignored.
The Heath text comments on the ideology of meritocracy and various capitals by bringing forth the importance behind each skill set that Maintown, Roadville, and Trackton families have. For each version of “learning” that the community has, there is value in how it presents in their day to day life like how church lessons, conversations, and familial interactions. However, there is pretty distinct outlines to what is dominant culture for the learning skills despite the cultural capital that they each carry.
Heath neglects the effects of linguistic capital outside of school, though she shows the impact inside an educational setting accurately. She measures the difference between the three communities and the results in school really well.

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2.1.2 Heath Synthesis (Analysis & Evaluation) 

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2.1.2 Heath Synthesis (Analysis & Evaluation) 

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1. Examine Heath's claims. How does the Heath text comment on the ideology of meritocracy & various capitals?

2. Critique Heath's claims. Is there anything Heath may be distorting about linguistic capital's impact on success? Is there anything you feel she neglects to discuss?

3. 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.

4. Put your discussion in paragraph form.

OPTIONAL SYNTHESIS
Compare Heath's claims with a text from last week. Some guiding questions are:
- How does the Heath reading dialogue with some of the readings from last class - like the Lake reading? What links do you see between the two texts that your reader would find interesting?
- Or what does Heath’s finding about the transition for school say about Chua’s hyper focus on academic success as grades and testing?

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https://docs.google.com/document/d/1txGzRqLL6jqUEf4NeQJlno5abf-uAkluKKNofj9vQJ0/edit?usp=sharing

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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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Chua's belief is that success and accomplishment come from being very hard working and capable within the societal systems that are present. So perfection in school and other academic achievements are above that of any other kind of social or prowess at something that is not considered top level education.

The Chinese way that Chua speaks about is rooted in meritocracy as she believes that success will come if her children are proficient at anything that is deemed very well earning. Intelligence and capabilty at school will automatically mean success in the real world no matter what.

Sandel points out that the system of meritocracy really isn't a true one with the way that the system is built so that it is unfair but also that inherently it has many issues with being something that is beneficial for society. Chua does not care about any of this because in her eyes there is no way that her family could be less than fully capable.

Chua is using an entirely Eastern way of thinking while distorting it into the worse ways that the West has made society damaging to people. Her belief that her children must be tools to the collective in order to succeed strips them of their individualism in a society that values it more. But also does not realize the harm that this does to her children.

Chua believes that her parenting style is ideal and would have her children succeed in a meritocracy but discounts the issues with placing this kind of burden on her children in a system that does not even have fairness built into it.

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1. For Chua, a lot of her beliefs on success and accomplishment are based on the values of Meritocracy. For example, she saw the child’s value would be displayed through their academics, such as getting good grades and receiving praise from everyone.

2. Chua leans more in support of a Meritocracy through how she tries to engrave her own ideals of a strong work ethic in order to achieve success. An example of this can be when she explains that Chinese parents know what is best for their children’s future by creating a stronger work ethic and preparing them with skills that they will need.

3. In Sandel’s text, he is not in favor of a Meritocracy in comparison to Chua. For example, he states that a perfect meritocracy will be harmful to the people no matter what. When everyone has an actual “fair chance” to succeed, those who win will forget their roots and all the good that has got them there. This is quite different from what Chua may believe as she may believe these things may not be harmful to an individual, as it is their own doing if they do not succeed.

4. Chua disregards the truth of meritocracy by ignoring the talent difference between her two daughters. She still believes that everyone has an equal chance to succeed when there is living proof that there actually is not an equal chance of success. If it was equal, everyone would be able to put in the same amount of effort and get the same amount of success. The truth is that everyone is able to put in a different amount of effort and get a different amount of success.

5. When it comes to achieving success, there are many different factors that may include work ethic, luck, and the ability to use resources during a given situation.

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Chua defines success as receiving recognition from others for achievements. She believes these achievements can be obtained purely through hard work, ignoring the role that chance or luck can play. Chua raised her children based on these ideals. Her entire philosophy revolves around the idea that hard work directly translates to success. This is an example of a purely meritocratic view, something that Sandel believes does not exist. Even if it did, he argues that it is not beneficial to society because it creates a divide between those at the top and those at the supposed bottom. This divide is due to a view perpetuated by the successful that their success is only because of their hard work and not because of chance. Chua hides this certain aspect of success in her essay by focusing completely on the value of effort.

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While encouraging hard work is a beneficial component of achievement, it can become harmful when it develops into the sole basis for determining success; It ultimately undermines the varying levels of difficulties required to achieve the same results as people fail to take into account other factors that may aid or hinder one’s ability to succeed. Chua defines success and accomplishment as meeting the standards set by parents, whether it be musical, academic, monetary, etc. She reinforces her belief of meritocracy because she believes that if her child works hard enough, she can be successful in anything, and that failure is a result of not putting in enough work. She believes that hard work is the sole determining factor for success. She values meritocracy as a means of allowing anyone to achieve success if they work hard enough. On the other hand, Sandel believes that hard work and privileged “starting positions” play a role in meritocracy. He notes that meritocracy makes individuals who succeed believe that they are deserving of praise by society (the idea of moral deservingness), while those who don’t succeed have only themselves to blame for their failures. Chua’s argument relies on an idealized example of her belief of meritocracy. People are not always going to be successful no matter how hard they try. She gave one specific example of how her child kept working hard until she achieved her goal. However, there are countless other instances in which people may work so hard that they reach their breaking point and still are not able to succeed.

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Chua believes the Chinese parenting style is the most effective style and their child will grow up to become successful. By success, Chua is talking about academics and achievement and getting the best grades possible. There is little to no emphasis on social skills or success in other areas and parents should drive their kids to do well in school above all else.

Chua recognizes the influence of meritocracy and uses parenting tactics to make sure that the kids are prepared for a meritocracy.

Chua appears to have the opposite mindset when compared to Sandel on the topic of meritocracy. Sandel believes the ideology is inherently flawed no matter how it is employed. Chua’s mindset when it comes to parenting leads us to believe that she would thrive under meritocratic rule. Her parenting style would give her children advantages over others due to their skills that have been developed from the style.

Chua uses the best elements of the Chinese style of parenting and compares it to the worst part of western parenting, painting western parenting as an overall worse system. The two styles are presented to the audience but not on an equal standing, with the positives often being overlooked. Her only idea of success is regarding academics and neglects all other forms of success in different areas, which western parenting may be better at instilling in their children.

Claim: Chua’s purpose is to defend the Chinese parenting style as a way for kids to succeed via the ideals of meritocracy, with emphasis placed on academic and career achievements rather than Western prioritizations over individualism.

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1.2 Bridging analysis to evaluation (Chua & Sandel) 

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1.2 Bridging analysis to evaluation (Chua & Sandel) 

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1. Interpret Chua’s claims. For Chua, what factors define success and accomplishment?

2. Examine Chua’s claims. Does Chua believe in a meritocracy? Why or why not? (Similar to the first question in the prompt for Project 1)

3. Compare Chua’s belief in meritocracy with Sandel’s belief in meritocracy.

4. Critique Chua’s claims. Is there anything Chua may be hiding or distorting about success? (Similar to the second question in the prompt for Project 1)

5. Make a claim that reflects your discussion.

6. Put your discussion in paragraph form.

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Something that I am looking forward to int his class is to see how the ideas of meritocracy affect education. I am hoping to see if these ideals can be applied to a personal story of mine. Something I am unclear about is how often these meritocratic ideals occur.

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1. I am looking forward to meeting more people and more opportunities to learn on some issues that have not already been apparent to me.
2. Some things that are still unclear to me would be my writing and how I can convey messages without it being too confusing or lacking.
1. I am looking forward to learning more about how America has issues in education and other imbalances in the system
2. I am unsure about how to make my writing more clear and absorbable as a write my future essays

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I look forward to in-person Warren Writing. I feel like there will be lots more of invoking discussion here in comparison to the muted breakout rooms on Zoom.
I'm a little unsure of how this class will compare to that of 10A, and how it will build off of the topics previously addressed.

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I am looking forward to understanding the full picture and being able to appreciate differences in every culture.
I am unsure about writing properly strong and concise essays that still show my broader message.

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I am looking forward to broadening my knowledge of these pertinent societal issues. I am unsure of how my 'growth' will manifest.

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I am looking forward to further improve my writing skills and learn new skills.

I am still unsure with how to make a good and valid thesis statement.

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Something that I am looking forward to in this class is learning more about the education system and how we can fix or address some of it's shortcomings. Something that I am unclear about is how we can fix meritocracy in our school system, or at least removes some myths surrounding it.

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I am looking forward to making simple, clear essays. I am a fan of meritocracy so it will be interesting to see how my views are challenged. At the moment, there is nothing I am unsure or unclear about.