Humanities
ENC1101 Miami Dade College Gun Free Schools Debate Questions

enc1101

Miami Dade College

Question Description

I’m studying and need help with a English question to help me learn.

Students for Gun-FreeSchools:Why Our Campuses Are Safer without Concealed Handguns Page 888

Answer the following questions in a Word Document

Comprehension

1.According to the writers, what often gets “lost in the national debate” (2) about gun lawsafter high profile schoolshootings? Why is this important to the writers’ main point?

2.According to the 2007 Brady Campaign report cited by the writers, whywill gun violencelikely increaseif gunsare allowed oncampuses? What four reasons does the reportgive?

3.The writers discuss “shall-issue” policies (18) for concealed carry permits. What is a “shall-issue” policy?

Purpose and Audience

1.Students for Gun-Free Schools is a national organization devoted to keeping guns offcampuses. For example,it works to influence legislationand policy directly. How do you thinkthis mission affects thewriters’ purpose in thisessay?

2.Beforethe writers list their reasons for keepingguns off campus, theyestablish thatcampuses are relativelysafe places.Why do you think they do so?

Style and Structure

1.In their opening paragraph, why do the writers put the word right in quotation marks?

2.In paragraph 7,the writers cite an unnamed “national survey” indicating that 94 percent of Americans think citizens should not be allowed to bring guns on campuses. Is this information convincing? Is it relevant to the main issue?

4.Vocabulary Project. In paragraph 27,the writers discuss the “potential for collateral damage”if more students are armed on campus. What connotations does the expression collateral damage have? What connotations do you think the writers want it to have in this essay.

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These helpful checklists will guide you through the process of writing an essay. Questions about Your Purpose 14 Questions for Critical Reading 22 Reading Visual Texts 25 Setting Limits 30 Questions for Probing 32 Stating Your Thesis 45 Recognizing a Pattern 50 What Not to Do in an Introduction 53 Effective Support 56 What Not to Do in a Conclusion 60 Constructing a Formal Outline 61 Drafting 63 Revising 66 Guidelines for Peer Editing 69 Editing for Grammar 83 Editing for Punctuation 86 Editing for Sentence Style and Word Choice 89 Proofreading 90 Checking Your Paper’s Format 91 A note about the cover Artists use patterns to give shape to their art and to guide the eye through the elements of a visual work. In the same way, patterns in composition help to shape a writer’s work and to create pathways for understanding it. FOURTEENTH EDITION Patterns for College Writing A Rhetorical Reader and Guide Laurie G. Kirszner University of the Sciences, Emeritus Stephen R. Mandell Drexel University For Peter Phelps, 1936–1990, with thanks For Bedford/St. Martin’s Vice President, Editorial, Macmillan Learning Humanities: Edwin Hill Director of Content Development: Jane Knetzger Development Manager: Maura Shea Senior Program Director: Leasa Burton Program Manager for Readers and Literature: John E. Sullivan III Developmental Editor: Sherry Mooney Senior Content Project Manager: Jessica Gould Media Producer: Rand Thomas Senior Content Workflow Manager: Jennifer Wetzel Marketing Manager: Joy Fisher Williams Associate Editor: Jennifer Prince Copy Editor: Kathleen Lafferty Senior Photo Editor: Martha Friedman Photo Researcher: Sheri Blaney Permissions Editor: Kalina Ingham Senior Art Director: Anna Palchik Text Design: Richard Korab Cover Design: John Callahan Cover Art: Autumn Interior, Wheatley, Jenny; Private Collection/Bridgeman Images Opener Banner Photo: JonnyDrake/Shutterstock Composition: Lumina Datamatics, Inc. Copyright © 2018, 2015, 2012, 2010 by Bedford/St. Martin’s. All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, except as may be expressly permitted by the applicable copyright statutes or in writing by the Publisher. 210987fedcba For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston, MA 02116 ISBN-13 978-1-319-12081-8 (EPUB) Acknowledgments Text acknowledgments and copyrights appear at the back of the book on pages 786–90, which constitute an extension of the copyright page. Art acknowledgments and copyrights appear on the same page as the art selections they cover. Preface Since it was first published, Patterns for College Writing has been used by millions of students at colleges and universities across the United States. We have been delighted by the overwhelmingly positive response to the first thirteen editions of Patterns, and we continue to be gratified by positive feedback from the many instructors who find Patterns to be the most accessible and the most pedagogically sound rhetoric-reader they have ever used. In preparing this fourteenth edition, we have worked hard to fine-tune the features that have made Patterns the most popular composition reader available today and to develop new features to enhance the book’s usefulness for both instructors and students. What Instructors and Students Like about Patterns for College Writing An Emphasis on Critical Reading The Introduction, “How to Use This Book,” and Chapter 1, “Reading to Write: Becoming a Critical Reader,” prepare students to become analytical readers and writers by showing them how to apply critical reading strategies to a typical selection and by providing sample responses to the various kinds of writing prompts in the book. Not only does this material introduce students to the book’s features, but it also prepares them to tackle reading and writing assignments in their other courses. Extensive Coverage of the Writing Process The remaining chapters in Part One, “The Writing Process” (Chapters 2 through 5), comprise a “mini-rhetoric,” offering advice on drafting, writing, revising, and editing as they introduce students to activities such as freewriting, brainstorming, clustering, and journal writing. These chapters also include numerous writing exercises to give students opportunities for immediate practice. Detailed Coverage of the Patterns of Development In Part Two, “Readings for Writers,” Chapters 6 through 14 explain and illustrate the patterns of development that students typically use in their college writing assignments: narration, description, exemplification, process, cause and effect, comparison and contrast, classification and division, definition, and argumentation. Each chapter begins with a comprehensive introduction that presents a definition and a paragraph-length example of the pattern to be discussed and then explains the particular writing strategies and applications associated with it. Next, each chapter analyzes one or two annotated student essays to show how the pattern can be used in particular college writing situations. Chapter 15, “Combining the Patterns,” illustrates how the various patterns of development discussed in Chapters 6 through 14 can work together in an essay. A Diverse and Popular Selection of Readings Varied in subject, style, and cultural perspective, the sixty-eight professional selections engage students while providing them with outstanding models for writing. We have tried to achieve a balance between classic authors (George Orwell, Jessica Mitford, E. B. White, Martin Luther King Jr.) and newer voices (Bich Minh Nguyen, Zeynep Tufekci, Marina Keegan) so that instructors have a broad range of readings to choose from. More Student Essays than Any Comparable Text To provide students with realistic models for improving their own writing, we include eighteen sample student essays. Helpful Coverage of Grammar Issues Grammar-in-Context boxes in chapter introductions offer specific advice on how to identify and correct the grammar, mechanics, and punctuation problems that students are likely to encounter when they work with particular patterns of development. Apparatus Designed to Help Students Learn Each professional essay in the text is followed by three types of questions. These questions are designed to help students assess their understanding of the essay’s content and of the writer’s purpose and audience; to recognize the stylistic and structural techniques used to shape the essay; and to become sensitive to the nuances of language. Each essay is also accompanied by a Journal Entry prompt, Writing Workshop topics (suggestions for full-length writing assignments), and Thematic Connections that identify related readings in the text. Also following each essay is a Combining the Patterns feature that focuses on different patterns of development used in the essay and possible alternatives to these patterns. Each chapter ends with a list of Writing Assignments and a Collaborative Activity. Many of these assignments and activities have been updated to reflect the most current topics and trends. Extensive Cultural and Historical Background for All Readings In addition to a biographical headnote, each reading is preceded by a headnote containing essential background information to help students make connections between the reading and the historical, social, and economic forces that shaped it. An Introduction to Visual Texts Every rhetorical chapter includes a visual text — such as a photograph, a piece of fine art, or panels from a graphic novel — that provides an accessible introduction to each rhetorical pattern. Apparatus that helps students discuss the pattern in its visual form follows each image. Thorough Coverage of Working with Sources Part Three, “Working with Sources,” takes students through the process of writing a research paper and includes a model student paper in MLA style. (The Appendix addresses APA style and includes a model APA paper.) What’s New in This Edition Engaging New Readings The twenty-five new professional essays treat topics of current interest. Isabel Wilkerson explores the history of “Emmett Till and Tamir Rice, Sons of the Great Migration.” Josh Barro explains “Why Stealing Cars Went Out of Fashion.” Karen Miller Pensiero shows us the “Photos That Change History.” In all cases, readings have been carefully selected for their high-interest subject matter as well as for their effectiveness as teachable models for student writing. Argumentation Chapter Updated The argument chapter has been revised to focus on issues of particular importance to college students. It includes two new debates (“Should Public Colleges Be Free?” and “Does It Pay to Study the Humanities?”) and one new casebook (“Do College Students Need Trigger Warnings?”). With Bedford/St. Martin’s, You Get More At Bedford/St. Martin’s, providing support to teachers and their students who use our books and digital tools is our top priority. The Bedford/St. Martin’s English Community is now our home for professional resources, including Bedford Bits, our popular blog with new ideas for the composition classroom. Join us to connect with our authors and your colleagues at community.macmillan.com, where you can download titles from our professional resource series, review projects in the pipeline, sign up for webinars, or start a discussion. In addition to this dynamic online community and book-specific instructor resources, we offer digital tools, custom solutions, and value packages to support both you and your students. We are committed to delivering the quality and value that you’ve come to expect from Bedford/St. Martin’s, supported as always by the power of Macmillan Learning. To learn more about or to order any of the following products, contact your Bedford/St. Martin’s sales representative or visit the website at macmillanlearning.com. LaunchPad for Patterns for College Writing: Where Students Learn LaunchPad provides engaging content and new ways to get the most out of your book. Get an interactive e-Book combined with assessment tools in a fully customizable course space; then assign and mix our resources with yours. Interactive Peer Review Worksheets allow students to type their responses into a form that is easy to share with fellow students and their instructor. Reading Comprehension Quizzes for every selection in Patterns help you quickly gauge your students’ understanding of the assigned reading. Diagnostics and Exercise Central provide opportunities to assess areas for improvement and assign additional exercises based on students’ needs. Eight diagnostic quizzes — pre- and post-tests on sentence grammar, punctuation and mechanics, reading skills, and reading strategies — offer visual reports that show performance by topic, class, and student as well as comparison reports that track improvement over time. Use these reports to target additional practice by assigning quizzes from the Exercise Central question bank. Pre-built units — including readings, videos, quizzes, discussion groups, and more — are easy to adapt and assign by adding your own materials and mixing them with our high-quality multimedia content and ready-made assessment options, such as LearningCurve adaptive quizzing. LaunchPad also provides access to a gradebook that offers a clear window on the performance of your whole class, individual students, and even results of individual assignments. Use LaunchPad on its own or integrate it with your school’s learning management system so that your class is always on the same page. LaunchPad for Patterns for College Writing can be purchased on its own or packaged with the print book at a significant discount. An activation code is required. To order LaunchPad for Patterns for College Writing with the print book, use ISBN 978-1-319-13642-0. For more information, go to launchpadworks.com. Choose from Alternative Formats of Patterns for College Writing Bedford/St. Martin’s offers a range of affordable formats, allowing students to choose the one that works best for them. Paperback To order the paperback edition, use ISBN 978-1-319-056643. Popular e-Book formats For details of our e-Book partners, visit macmillanlearning.com/ebooks. Select Value Packages Add value to your text by packaging one of the following resources with Patterns for College Writing. To learn more about package options for any of the following products, contact your Bedford/St. Martin’s sales representative or visit macmillanlearning.com. LaunchPad Solo for Readers and Writers allows students to work on whatever they need help with the most. At home or in class, students learn at their own pace, with instruction tailored to each student’s unique needs. LaunchPad Solo for Readers and Writers features: Pre-built units that support a learning arc. Each easy-to-assign unit is composed of a pre-test check, multimedia instruction and assessment, and a post-test that assesses what students have learned about critical reading, writing process, using sources, grammar, style, and mechanics. Dedicated units also offer help for multilingual writers. Diagnostics that help establish a baseline for instruction. Assign diagnostics to identify areas of strength and areas for improvement on topics related to grammar and reading and to help students plan a course of study. Use visual reports to track performance by topic, class, and student as well as comparison reports that track improvement over time. A video introduction to many topics. Introductions offer an overview of the unit’s topic, and many include a brief, accessible video to illustrate the concepts at hand. Twenty-five reading selections with comprehension quizzes. Assign a range of classic and contemporary essays, each of which includes a label indicating Lexile level to help you scaffold instruction in critical reading. Adaptive quizzing for targeted learning. Most units include LearningCurve, game-like adaptive quizzing that focuses on the areas in which each student needs the most help. The ability to monitor student progress. Use our gradebook to see which students are on track and which need additional help with specific topics. Additional reading comprehension quizzes. Patterns for College Writing includes multiple-choice quizzes, which help you quickly gauge your students’ understanding of the assigned reading. These are available in LaunchPad Solo for Readers and Writers. Order ISBN 978-1-319-14527-9 to package LaunchPad Solo for Readers and Writers with Patterns for College Writing at a significant discount. Students who rent or buy a used book can purchase access, and instructors may request free access at macmillanlearning.com/readwrite. Writer’s Help 2.0 is a powerful online writing resource that helps students find answers whether they are searching for writing advice on their own or as part of an assignment. Smart search. Built on research with more than 1,600 student writers, the smart search in Writer’s Help provides reliable results even when students use novice terms, such as flow and unstuck. Trusted content from our best-selling handbooks. Choose Writer’s Help 2.0, Hacker Version, or Writer’s Help 2.0, Lunsford Version, and ensure that students have clear advice and examples for all of their writing questions. Diagnostics that help establish a baseline for instruction. Assign diagnostics to identify areas of strength and areas for improvement on topics related to grammar and reading and to help students plan a course of study. Use visual reports to track performance by topic, class, and student as well as comparison reports that track improvement over time. Adaptive exercises that engage students. Writer’s Help 2.0 includes LearningCurve, game-like online quizzing that adapts to what students already know and helps them focus on what they need to learn. Reading comprehension quizzes. Patterns for College Writing includes multiple-choice quizzes, which help you quickly gauge your students’ understanding of the assigned reading. These are available in Writer’s Help 2.0. Writer’s Help 2.0 can be packaged with Patterns for College Writing at a significant discount. For more information, contact your sales representative or visit macmillanlearning.com/writershelp2. Macmillan Learning Curriculum Solutions Curriculum Solutions brings together the quality of Bedford/St. Martin’s content with our expertise in publishing original custom print and digital products. Developed especially for writing courses, our ForeWords for English program contains a library of the most popular, requested content in easy-to-use modules to help you build the best possible text. Whether you are considering creating a custom version of Patterns for College Writing or incorporating our content with your own, we can adapt and combine the resources that work best for your course or program. Some enrollment minimums apply. Contact your sales representative for more information. Instructor Resources You have a lot to do in your course. Bedford/St. Martin’s wants to make it easy for you to find the support you need — and to get it quickly. Resources for Instructors Using Patterns for College Writing is available as a PDF that can be downloaded from macmillanlearning.com. Visit the instructor resources tab for Patterns for College Writing. In addition to chapter overviews and teaching tips, the instructor’s manual includes sample syllabi, suggestions for classroom discussion, and possible responses for every question in the book. NEW! A Student’s Companion for Patterns for College Writing If your students need a little extra support, consider ordering A Student’s Companion for Patterns for College Writing (ISBN 978-1-319-12674-2). This text reinforces the most foundational elements in academic writing. While recognizing and respecting students’ abilities, this supplement breaks down the steps necessary to excel in college writing, tackling time management; critical reading skills across print, digital and professional genres; the essaydrafting process; and the essentials of grammar. This companion, meant to supplement the coverage in Patterns for College Writing, gives students the additional support they need to get or stay on-level in the composition classroom. It is an ideal solution for accelerated learning programs or corequisite courses, while the deep integration with Patterns makes it an ideal resource for any instructor who wants students to build a strong foundation in academic writing. Acknowledgments As always, friends, colleagues, students, and family all helped this project along. Of particular value were the responses to the questionnaires sent to the following instructors, who provided frank and helpful advice: Amelia Magallanes Arguijo, Laredo Community College; Victoria Bryan, Cleveland State Community College; Thomas Chester, Ivy Tech Community College; Anne Dearing, Hudson Valley Community College; Jennifer Eble, Cleveland State Community College; Marcus Embry, University of Northern Colorado; Ulanda Forbess, North Lake College; Jan Geyer, Hudson Valley Community College; Priscilla Glanville, State College of Florida; Scott Hathaway, Hudson Valley Community College; Josh Miller, Cape Fear Community College; Janet Minc, University of Akron Wayne College; Jennifer Ravey, Lamar University; Cheryl Saba, Cape Fear Community College; Ana Schnellmann, Lindenwood University; Dhipinder Walia, Lehman College; and Coreen Wees, Iowa Western Community College. Additional thanks to Cedric Burroughs at Marquette University for his valuable suggestions. Special thanks go to Jeff Ousborne for his help with some of the apparat ...
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Final Answer

Attached.

ENC1101 Questions
Comprehension
P1
The fact that was frequently lost in the national debate that ensued after an occurrence of the
horrific events of mass shooting s in campuses was that the United States’ colleges and
universities are some of the safest places.
P2
The Brady Campaign report had established four reasons that would lead to an escalation of gun
violence if more guns were present on college campuses.
P3
“Shall-issue” policies are rules that restrict officials from indiscriminately denying an application
of gun possession to people that meet the fundamental requirements.
Purpose and audience
P1
The mission of Students for Gun-Free Schools advocates keep guns away from campuses an
agenda that depicts the presence of guns in these institutions as inappropriate.
P2
I believe that campuses are some of the most secured places as they have their security beefed up
through distinct measures.
Style and structure
P1
To indicate that they were not their own idea and may have been drawn from another person’s
speech, study or observation.

P2
The information presented in the survey is convincing but in my view its lack of an ...

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