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Copy of Homework Assignment #1 Why I Write- Mia Alcala

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1. I want my parents to approve of what I say, while also trusting me to make my own decisions.

2. We would write a long paragraph explaining how we met, who he is, and why they should approve. This way they will be more open to approving them.

3. We are writing this to gain our parents support and approval for our new relationship.

Friends

1. We are writing to our friends. It's more of a simple conversation, less of looking for approval and more honest and exciting conversation, not serious. Probably done over text.

2. We are very close and more personal. Being less formal in message and using more “slang” language.

3. I just want support from my friends, being excited and accepting the actions that I a, taking.

4. My writing format towards my friend would be less formal and more personal, it would most likely be very detailed and full of slang words.

Instructor

1. We are writing to tell our instructor that we are in a relationship, probably in an email. The reason would most likely be because we forgot to do an assignment due to our relationship or just simply trying to share more with our professor.

2. The relationship is professional and more formal language would need to be used. Minimal slang words and just the facts on a very surface level because we are not that close to our professor

3. Want the professor to understand that your personal life got in the way of your educational life.

4. The writing format towards our professor would be very professional, so it would not include all the details and stay very brief to be respectful.

5. I would write it to allow my professor to get to know me better as a student and increase his understanding that I have a life outside of his class.

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I worked as an after school care teacher to elementary school students. Making sure my tone was professional to my manager and my supervisors was very important especially when I was suggesting ideas that I knew were going to be a little bit more work than normal. Making sure that we were helping the kids grow and learn how to behave in school and in life was a big part of what I tried to help them do at my job. For communication, we had a groupchat on iMessages and we would text updates. It was important to usse proper grammar and make sure that our spelling was correct because we wanted to sound knowledgeable and make it seem like we knew what we were doing.

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Hedging language | Reasons hedging language used
“...to have the potential..” | The author is not sure completely if what he says applies %100 but he does know that they have the potential to have a very high intelligence.
“We think that crows are smart” | The author talks about how intelligence is diverse based on different species. There isn't any accurate information on whether or not this is true other than the way we think and act and how we see it in animals. (human qualities).
“We often measure intelligence…” | The author's use of the word “often” emphasizes that individuals are only measuring the intelligence of mammals in relation to weight which does not encounter other factors that contribute to intelligence.

“Dolphins are said to have…”
| Used this language because they’re                not able to measure their intelligence the way they want to yet.

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In chapter 6 I learned about discourse communities. I’ve never heard that phrase or what that meant. I learned that depending on the discourse community, they will develop certain vocabulary that can be understood throughout the group and they will evolve a genre to adapt to what they need to communicate their writing or speaking.

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Copy of Rhetoric assignment- Mia Alcala (1)

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In the cereal box activity, my group and I first decided to analyze our audience because this is the most important and crucial part of this activity. Understanding your audience while writing or trying to design a product is very important because you don’t want to market your product to the wrong people. We decided to design our cereal for kids because we figured that would be the easiest. Most of the cereal boxes that are marketed to children have fonts that are big and easy to read, a cartoon mascot, and sometimes they have nutrition facts for parents so they know that they’re not feeding their kids all sugar. While designing, we also made sure to have all of information that families would need to know about our product just by simply taking a quick glance. A cereal box like Cocoa Puffs for example has chocolate pictured on the front but also some quick nutrition facts being presented by their mascot. Our product has more focus on the packaging because that’s what people in the grocery store are going to see for only a short amount of time. Throughout this project, the main focus and takeaway that I learned was about how important knowing your audience truly is.

What are some features of design in writing?

1. Grammar

2. Title

3. Both B & D

4. Figures (Tables, Graphs, Images,etc.)

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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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Second Place during Kahoot

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Interrogates the nature of processes and the impact of racism in education

Examines the societal and policy contexts around 'race' and the rise of right wing populism

Utilises intersectionality, Whiteness Theory and Critical Race Theory to analyse young people's educational experiences

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Table of contents (10 chapters)

About this book

This book is concerned with racism and education in Britain. It aims to seek greater understanding of the nature and endurance of racism within education practice in the 21st century and to examine the relationship between racism and the educational experiences and outcomes of many Black, Asian and Minority Ethnic (BAME) children and young people, with reference to school and university. Employing Critical Race Theory, Critical Whiteness Theory and Intersectionality, this structural analysis traces the historical and contemporary development of racism in education. White privilege and White supremacy, it is argued, are central to the perpetuation of racism and the failure to either understand or recognise the systemic nature of racial oppression. The book focuses on Britain, but the analysis locates racism as a global phenomenon. In spite of decades of policies on 'race' equality in Britain, BAME children and young people continue to be discriminated against and are failed by the education system. Applying a theoretical analysis of racism and White supremacy and privilege to an examination of government policies and research in schools and universities, the nature and extent of racism is revealed in the educational experiences of young people.

Reviews

'Using Critical Whiteness Theory, Critical Race Theory and Intersectionality, Crozier explores how racism and racist practices continue to be an everyday feature in education. She eloquently argues that White privilege is a feature of the education system which is used to uphold White supremacy through policy making, pedagogical practice and curricula. Through exclusionary processes, racism simply continues as business as usual. A powerful and compelling book which completely dispels the myth of post-racism, and a must-read for anyone interested in the perpetuation of normative Whiteness in education.'

- Kalwant Bhopal, Professor and Director, Centre for Research in Race and Education, University of Birmingham, UK

'Race and education have become big business once again, mostly through the efforts of government and right-wing think tanks to shift blame, normalise White supremacy and portray anti-racists as divisive troublemakers. This book offers a passionate, clear and thoroughly researched answer to the lies that pretend we live in a post-racial or colourblind world. Gill Crozier is one of the UK's leading antiracist scholars and this book pulls together different strands of her work to present a challenging and compelling analysis of the racism at the heart of education policy and practice. The book has many strengths, including an important account of Whiteness within the research process and a crucial discussion of the importance of both race and class, without falling into the trap of allowing class conscious research to silence a focus on racism. The voices of parents play a major role in the book, providing perceptive and powerful insights into the everyday processes that give racism such a central role in the education system.'

- David Gillborn, Emeritus Professor of Critical Race Studies, University of Birmingham, UK, and Editor-in-Chief of the journal 'Race Ethnicity and Education'.

'This inspiring, insightful and thought-provoking book uncovers how racism operates in and through education in the British context and beyond - and why so little has changed despite the pressure of obvious inequalities and discrimination. Using Critical Race Theory and Pierre Bourdieu's sociology of symbolic violence as analytical tools, Gill Crozier comprehensively traces how racism and White dominance permeate education policymaking, curriculum and teachers' practice and how they shape educational experiences, trajectories and outcomes in school and university. The central thesis is carefully and convincingly underpinned by disturbing evidence of the existence and experiences of racism from her own academic research, that of others and a wide range of political reports. Also, in view of the corrosive effects of neoliberal statehood on the possibilities of combating racism, an outlook on collective perspectives for action is given. The book is clearly written and has a reader-friendly structure. Beyond its important contribution to international academic discourse, it is also recommended reading for policymakers, practitioners and other interested parties.'

- Mechtild Gomolla, Professor of Intercultural Pedagogy and Educational Justice, University of Education Karlsruhe, Germany

'Racism and Education in Britain: Addressing Structural Oppression and the Dominance of Whiteness is a timely book. It comes at a juncture when the British government continues to rage against and seeks to silence educators daring to bring a focus on race within English classrooms. A culmination of the author's longstanding commitment to anti-racism in schools and higher education, this book offers a unique opportunity to engage with critical Whiteness, race and intersectionality theories as they are critically applied to the educational experiences of ethnically diverse students from the 1970s to present day, and parents from Black, Asian and Minority Ethnic backgrounds in England. For anyone in doubt about the entrenchment of Whiteness and White knowledge in British education, analyses of literature and art alongside educational policy analyses dispel such misgivings. Crucially, the book demonstrates that the responsibility for challenging institutional racism in education is not confined to Minority Ethnic communities and cannot be done without shining the lens on Whiteness. As such, the book has much to offer educators, graduates, researchers and policymakers alike.'

- Uvanney Maylor, Professor at the Institute for Research in Education, University of Bedfordshire, UK

'In Racism and Education in Britain: Addressing Structural Oppression and the Dominance of Whiteness, Gill Crozier invites us to think beyond what we take for granted by exploring the subtle, hidden and multiple ways in which education, from teaching to policy, disadvantages BAME people in the UK. Written in a very accessible style, this book brings together decades of critical, educational research on race and ethnic inequalities, focusing on highly contemporary issues, such as the decolonisation of the curriculum, the role of racialisation in doing research, the resistance of BAME parents and the importance of including social class and gender in developing an understanding of race and ethnic inequalities in education. Although focusing on the UK, it offers a wealth of inspiration for critical researchers working in different national contexts. A great starting point for anyone interested in this field.'

- Peter Stevens, Associate Professor, Department of Sociology, Ghent University, Belgium

Authors and Affiliations

School of Education, Froebel College, University of Roehampton, London, UK

Gill Crozier

About the author

Gill Crozier is Emerita Professor of the Sociology of Education at the University of Roehampton, UK. She was formerly Director of the Centre for Educational Research in Equalities, Policy and Pedagogy. She has researched and published on 'race' and racism, parents and schools, children's school experiences, and students social and learning experiences in higher education.

Bibliographic Information

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This book is concerned with racism and education in Britain. It aims to seek greater understanding of the nature and endurance of racism.

# data[].attributes.body
In the cereal box activity, my group and I first decided to analyze our audience because this is the most important and crucial part of this activity. Understanding your audience while writing or trying to design a product is very important because you don’t want to market your product to the wrong people. We decided to design our cereal for kids because we figured that would be the easiest. Most of the cereal boxes that are marketed to children have fonts that are big and easy to read, a cartoon mascot, and sometimes they have nutrition facts for parents so they know that they’re not feeding their kids all sugar. While designing, we also made sure to have all of information that families would need to know about our product just by simply taking a quick glance. A cereal box like Cocoa Puffs for example has chocolate pictured on the front but also some quick nutrition facts being presented by their mascot. Our product has more focus on the packaging because that’s what people in the grocery store are going to see for only a short amount of time. Throughout this project, the main focus and takeaway that I learned was about how important knowing your audience truly is.  