Injecting Drugs, Under a Watchful Eye - The New York Times
https://www.nytimes.com/2017/01/18/opinion/injecting-drugs-...
https://nyti.ms/2k3rTJZ
The Opinion Pages
Injecting Drugs, Under a Watchful Eye
Tina Rosenberg
FIXES
JAN. 18, 2017
It has been nearly 30 years since the first needle exchange program opened in the
United States, in Tacoma, Wash., in 1988. It was a health measure to prevent
injecting drug users from sharing needles, and therefore spreading H.I.V. and
hepatitis.
The idea was controversial, to say the least. Many people felt — and still feel —
that it enables drug use and sends a message that drug use is O.K. and can be done
safely.
Today the evidence is overwhelming that needle exchange prevents disease,
increases use of drug treatment by winning users’ trust and bringing them into the
health system, and does not increase drug use. Its utility has won over some critics.
When Vice President-elect Mike Pence was governor of Indiana, he authorized
needle exchange programs as an emergency response to an H.I.V. outbreak. “I do not
support needle exchange as antidrug policy, but this is a public health emergency,”
he said at a news conference in 2015.
Needle exchange saved New York City from a generalized H.I.V. epidemic. In
1990, more than half of injecting drug users had H.I.V. Then in 1992, needle
exchange began — and by 2001, H.I.V. prevalence had fallen to 13 percent.
America has another epidemic now: overdose deaths from opioids, heroin and
1 of 5
5/19/17, 12:35 PM
Injecting Drugs, Under a Watchful Eye - The New York Times
https://www.nytimes.com/2017/01/18/opinion/injecting-drugs-...
fentanyl, a synthetic opioid so powerful that a few grains can kill. A thousand people
died of overdose in the city last year — three times the number who were killed in
homicides. Nationally, drug overdose has passed firearms and car accidents as the
leading cause of injury deaths.
If there is a way to save people from overdose death without creating harm, we
should do it. Yet there is a potent weapon that we’re ignoring: the supervised
injection room. According to a report by the London-based group Harm Reduction
International, 90 supervised injection sites exist around the world: in Canada,
Australia and eight countries in Europe. Scotland and Ireland plan to open sites this
year. In the United States, state officials in New York, California and Maryland, and
city officials in Seattle (where a task force recommended two sites), San Francisco,
New York City, Ithaca, N.Y., and elsewhere, are discussing such facilities.
Do you think needle exchange sends the wrong message? Boy, are you going to
love this.
A supervised injection facility is a walk-in center where drug users can get clean
equipment and use (their own) drugs under the watchful eye of staff armed with
naloxone, the antidote that instantly reverses overdose. Some facilities are open to
people who inhale drugs as well.
These facilities, like all harm reduction measures, are always part of a larger
antidrug strategy. The response to America’s opioid crisis requires legal crackdowns
on the supply chain, especially fentanyl shipped from China; intensive prevention
measures; and no-waiting, locally available long-term treatment, especially the most
effective treatment, which uses Suboxone or methadone.
The government response lags far behind the problem; only a tiny percentage of
people who need treatment have been able to get it so far.
Supervised injection sites save lives. There has yet to be a single overdose death
in a site anywhere in the world, said Rick Lines, executive director of Harm
Reduction International. A recent survey of scientific studies found that the sites —
which serve the most hard-core, marginalized users — do many things. They get
people into health care. They do not increase drug injecting. They don’t increase
2 of 5
5/19/17, 12:35 PM
Injecting Drugs, Under a Watchful Eye - The New York Times
https://www.nytimes.com/2017/01/18/opinion/injecting-drugs-...
trafficking or crime in the surrounding neighborhoods — their neighborhoods, in
fact, saw less public injecting and fewer dropped syringes. And by averting H.I.V.
and Hep C infections and reducing ambulance use and hospitalizations, they save
money.
Like all harm reform measures, this idea assumes that people who are addicted
to injecting drugs will do so somewhere. It’s better for them — and for everyone — if
that place is not an alley, playground or Burger King bathroom. They should not be
alone. You can’t enter treatment if you’re dead.
The only sites in North America are in Vancouver. But Canada is seeing record
overdose deaths and the spread of fentanyl, so Ontario’s government just announced
it would fund three sites in Toronto and one in Ottawa. Montreal plans to open
some, too. “There is no higher priority in the health ministry,” said Adam Vaughan, a
member of Parliament from Toronto, The Globe and Mail reported.
The largest and oldest Vancouver clinic is Insite, established in 2003 in the
city’s Downtown Eastside neighborhood, where drug use is concentrated. Most of its
funding comes from the province government.
“Insite is for long term, serious IV drug users,” said a spokeswoman, Anna
Marie D’Angelo. Peer counselors, doctors and nurses screen out novices or minors,
she said. Clients average around 30 years old, and some clients are in their 70s and
have been shooting heroin for decades.
Clients pick up clean injecting equipment and go to one of 13 clean, well-lit
carrels — mirrored, so staff can watch. After they inject, they can go to a chill room
to talk with peer counselors and nurses. These conversations build trust between
clients and a determinedly nonjudgmental staff. The “no lecture” part of harm
reduction bothers a lot of people, but clients must trust staff if they are to accept
help.
Insite says that the vast majority of referrals it makes are to treatment or detox
— many to Onsite, the detox center right upstairs. Researchers found that Insite was
associated (pdf) with a 30 percent increase in use of detox services, which in turn
increased the use of long-term treatment and decreased injecting drug use.
3 of 5
5/19/17, 12:35 PM
Injecting Drugs, Under a Watchful Eye - The New York Times
https://www.nytimes.com/2017/01/18/opinion/injecting-drugs-...
Randy Fincham, a staff sergeant at the Vancouver Police Department, said that
Insite was not an easy sell with police. “It’s hard for police officers to look the other
way if someone’s going to consume,” he said. But Insite’s record was convincing, he
said — clients have overdosed about 5,000 times and were revived in every single
case. “It’s not the be-all and end-all. It’s a Band-aid for opioid consumption until
other solutions are introduced. It’s taken a few years, but now our members are fully
supportive — because of the need.”
To measure Insite’s impact on overdose deaths, researchers tallied deaths in
Insite’s neighborhood in the two years before it opened and then in its first two years
of operation, and compared them to deaths elsewhere in the city. Within roughly a
third of a mile of Insite, overdose deaths dropped by 35 percent. In the rest of
Vancouver, deaths dropped by 9.3 percent.
Researchers also found no increase in crime, and a decrease in public injecting
and discarded needles. It has made the neighborhood better, not worse. The same is
true in Sydney. Australian researchers found that three-quarters of residents and
businesses in the area around Sydney’s facility support it (pdf). “SIFs cannot be
expected to solve all of the drug-related problems within a particular area, but can
contribute to their reduction or minimization,” said Australia’s Salvation Army — an
organization normally focused on abstinence.
A caution: Small is not beautiful. Insite’s 13 carrels are not enough — each day
starts off with a line around the block. This is bad for the neighborhood, and
counterproductive for drug users. It’s very hard to stand in line for an hour with a
bag of heroin in your pocket.
And to make a difference, sites must be near the clients. Vancouver is unusual in
the concentration of its drug injecting in one neighborhood — which is also why
there are lines. This is a challenge for other cities where drug use is more disperse,
and especially problematic in rural areas; people won’t travel to go inject safely.
In New York, Linda Rosenthal, who represents Manhattan’s Upper West Side in
the State Assembly, is preparing to introduce legislation laying the legal groundwork
that would allow cities to establish the sites. She believes the facilities should go into
buildings that already serve injecting drug users with services such as needle
4 of 5
5/19/17, 12:35 PM
Injecting Drugs, Under a Watchful Eye - The New York Times
https://www.nytimes.com/2017/01/18/opinion/injecting-drugs-...
exchange, detox, counseling and connections to social programs.
The New York City Council is funding a $100,000 study by the Department of
Health and Mental Hygiene that will look at the feasibility and possible impact of
sites in New York City. The money came out of an already budgeted sum designated
for H.I.V.-prevention, so the council has not yet debated the issue.
It’s a first step — given the politics, possibly the only step. The idea came from
City Councilman Corey Johnson, who heads the health committee. He thinks that if
the scientific evidence doesn’t convince council members, the financial argument
might help. “We can centralize a point of outreach to heroin addicts that actually
does save significant money and resources in our fight against multiple epidemics,”
he said.
“I’m not sure we’ve been able yet to have the larger, substantive conversation
that would hopefully educate people,” he said. “At first glance, it’s ‘why are we going
to set up facilities to allow people to inject really lethal drugs?’ It’s hard to
comprehend why a government would do that.”
Correction: January 18, 2017
An earlier version of this article misspelled the name of the city in Washington State
that opened the first needle exchange program. It is Tacoma, not Takoma.
Tina Rosenberg won a Pulitzer Prize for her book “The Haunted Land: Facing Europe’s
Ghosts After Communism.” She is a former editorial writer for The Times and the
author, most recently, of “Join the Club: How Peer Pressure Can Transform the World”
and the World War II spy story e-book “D for Deception.” She is a co-founder of the
Solutions Journalism Network, which supports rigorous reporting about responses to
social problems.
Join Fixes on Facebook and follow updates on twitter.com/nytimesfixes. To receive
email alerts for Fixes columns, sign up here.
Follow The New York Times Opinion section on Facebook and Twitter
(@NYTOpinion), and sign up for the Opinion Today newsletter.
© 2017 The New York Times Company
5 of 5
5/19/17, 12:35 PM
LA 207 - OL3: Persuasion & Argument
for the Multilingual Writer M11
MODULE 11: INTRODUCTION TO THE PROPOSAL
ARGUMENT ESSAY
Introduction
In this module you'll become familiar with the Proposal Argument Essay: what it is, how you should
research, and the requirements for the assignment. You'll review in-depth essay requirements and the
grading rubric. You will also re-familiarize yourself with proper use of brackets and ellipses.
Student Outcomes
●
Introduce proposal argument and claim; review rubric.
●
Consider Ethos, Logos, and Pathos in relation to proposal arguments.
●
Analyze the importance of factual evidence and expert opinion.
●
Examine professional models of proposal arguments.
Proposal Argument and Claim
This module begins your focus on your third and final essay, the Proposal Argument. It is your final
assignment because you can finally make a call to action for a possible solution to the problem or
social issue you've researched and evaluated in your Evaluation Argument Essay. As in the
Evaluation Argument Essay, you will continue to focus objectively on the larger social issue. However,
the goals of the Proposal Argument are to offer a solution and provide reasons for why this solution is
the best one for the problem or issue.
Also like the Evaluation Argument Outline, the Proposal Argument Essay will require you to do
research. For the proposal, you will research what other solutions have been offered, why they
haven't worked, and why the solution you offer will not make the same mistake(s). You don't
want to reinvent the wheel if similar solutions have been offered, so it's important to research
what other solutions have been proposed.
Preparing a proposal argument is something that will be required of you in your personal and
professional life. Any questions you ask—What should be done? or How should we solve this
problem?—are inquiries for a proposal. In your industries, your employers or project managers will
expect you to research potential impacts and consequences along with your proposal's originality. A
thorough proposal argument will address these issues.
Developing a Proposal Essay
Task: Identify a problem and propose a solution.
Goal: Persuade your audience that 1) change is needed; and 2) your solution is the best way to bring
about change.
General Guidelines for Developing a Proposal:
●
Identify the problem you will address. This should be related to the problem you addressed in
your Evaluation Argument.
●
Research what's already been tried, what has worked, what hasn't worked, and why. Also
research what proposals currently exist to address the problem; these may include new
programs, organizations, community groups, publications, laws or changes to laws,
workshops, approaches, resources, etc.
●
Then, develop your own solution to the problem, propose a combination of solutions you've
learned about, or argue that someone else's proposal is the best solution (but give them
credit, of course!)
Your essay must show that you are knowledgeable about the topic and that you've considered
alternatives—that you're not just suggesting something out of "thin air" but have done your research.
The research assignment for this module is similar to the one you completed for your Evaluation
Argument and aims to get you started on researching your final essay, the Proposal Argument. As
always, consult with a reference librarian if you're struggling to find sources!
Frequently Asked Question: Can I use material from the Evaluation Argument Outline?
Yes, it's okay to use material from your outline, but only in your description of the problem. Your
description of the problem should not be more than 3/4 of a page.
Introduction to Project #3: Proposal
Argument Essay
You will now review the guidelines and requirements for Project #3: Proposal Argument Essay. Please
contact your instructor with any questions.
PURPOSE AND CONTEXT
The purpose of this assignment is to learn how to craft a successful proposal argument using the
elements of persuasion covered in this class. You will propose a solution to the problem you
addressed in your evaluation argument. You will incorporate the use of ethos, pathos, and logos to
persuade your audience. You will also conduct further research on your topic and use proper MLA
documentation to cite your sources in your work.
DIRECTIONS
Write a proposal argument that clearly states your opinion on a current topic and makes a proposal for
change. One way to generate ideas for this assignment is to ask: What makes me upset or angry
about current practices, policies, or attitudes about this topic? Begin making a list of those things that
you'd like to see change. Choose a topic that affects us all and that others can do something about
(and that is related to your narrative and evaluation arguments).
To be successful with this assignment, be sure your proposal focuses on one solution and
that it is specific and not too broad. For example, proposing that the U.S. government put more
money into school arts programs is too broad a topic of this essay. It would be more manageable to
focus on a specific art form, a specific age group, and a feasible way to expose students to that art
form in our current economic climate. For example, you might propose that in order to increase high
school students' exposure to the dramatic arts, teachers should incorporate small-group presentations
in which students dramatize important events they learn about in history class.
Recommended Length: This essay will be a minimum of three and a maximum of five pages.
PROFESSIONALISM
Your paper should follow MLA style guidelines and be carefully proofread. Remember that your paper
should meet the following MLA specifications:
●
Typed and double-spaced
●
1" margins (top, bottom, left, and right)
●
Name, instructor's name, course title, and date in upper left-hand corner of the first page
●
Last name and page number in the upper right-hand corner of each page
Font size: Times New Roman, 12 point
Research Requirements: You will need to conduct research on the problem and current approaches
to solving it. As was the case with your evaluation argument, the more you know about the topic, the
easier time you'll have writing this paper. For this essay in particular, you will want to learn as much as
you can about the problem and what has been tried to solve it. The more you learn about current
approaches to solving the problem, the more prepared you'll be to write a well-informed,
well-developed proposal. For example, your essay will be stronger if you can explain why your
proposed solution is better than other alternatives; you need to conduct research in order to learn
about the alternatives!
Source Requirements: Your essay should incorporate a variety of evidence from at least four
credible sources. Credible sources include the following:
●
Articles published in scholarly journals
●
Articles published in major newspapers
●
Websites or publications by academic institutions and centers
●
Websites or publications by nonprofit organizations
●
Government websites or publications
Interviews count if your source is credible; check with your instructor if you think you will conduct an
interview as part of your research.
Resources: See modules 11-15 for help writing proposal arguments. Review modules 6-9 for
information on conducting research and MLA guidelines.
TOPIC LINK BETWEEN THE EVALUATION AND PROPOSAL ARGUMENT
Your topic for Essay #3 must be linked with the topic you chose for your narrative and evaluation
arguments.
Here is an example sequence of projects:
Student C chose to write Essay #1 about an incident in which they were arrested and held in
jail for the possession of an ounce of marijuana. For the evaluation argument, the student
argued that the laws concerning the possession of medicinal marijuana in the United States are
unjust. For Essay #3, Student C wrote a proposal argument for the decriminalization of
marijuana for medicinal use.
Your proposal argument should use the following structure:
Introduction with your claim:
●
Grab the reader's attention with a strong
lead-in. Be clear about who your
audience is. For example, begin with an
anecdote, a personal experience, a vivid
description, dialogue, a quote, or a
startling statistic to appeal to the readers.
●
Identify the problem at hand.
●
Make your claim: a thesis that clearly
states who or what should do what
about the problem. Important: Propose
ONE solution, not several.
Body:
●
information and fully explain the
reasons + evidence
in support of your claim
Provide necessary background
problem.
●
Present your solution to the problem.
For example, how will it work? How will it
help solve the problem? What are the
goals?
●
Show that you've considered other
solutions and explain why your
solution is best. For example, what else
has been proposed or tried and why won't
other solutions work as well as yours?
What are the positive consequences of
implementing your solution?
●
Show that your solution is feasible. For
example, is it practical? Is it affordable?
Could it be implemented given current
social or political circumstances? How
would you address any obstacles?
●
Address the opposition. Show that
you've thoroughly considered the
strongest opposing viewpoints to your
proposed solution by providing rebuttal.
***If you're feeling unsure about how to organize
the body of this paper, structure your paper so
that it follows the bullet points provided above.
Begin by explaining the problem, present the
solution, show that you've considered other
solutions and why yours is the best, show that
your solution is feasible, and address an opposing
view to your proposed solution.
Conclusion:
●
End with a call to arms, an anecdote, a
phrase, or a quote to urge the reader into
action. You may even want to state
exactly what the reader needs to do.
Crafting Your Argument: You do not need to state "in my opinion" or "I think" in this assignment. It
will be clear from your introduction that the essay is your opinion. Avoid using "I" unless you're talking
about personal experience.
Review Modules 3 and 9 about how to properly cite your sources in MLA format and for a sample
student paper. Be sure to fulfill the following research and citation requirements:
●
Use in-text citations for information summarized, paraphrased, or quoted.
●
Use evidence from a minimum of four credible sources in your paper and cite them both
in-text and in a Works Cited page at the end of your paper.
●
Do not use Wikipedia other than to get ideas.
A Reminder About Quotes: It can be helpful to use quotes in your writing; however, use them
sparingly. For example, one or two brief quotes per page is sufficient. The proposal argument should
be your own writing, not a list of quotes strung together. When you use quotes, make sure to properly
introduce them; avoid simply making a quotation into its own sentence with no introduction or context.
Follow quotations by stating how they illustrate, exemplify, or apply to your argument. Instead of
quoting long, mundane paragraphs of writing (and getting downgraded for it), liven up the information
by putting it into your own words and commentary—just be sure to cite all information found in
secondary sources even if you summarize or paraphrase them!
Proposal Argument Rubric
This is the rubric that will be used to grade your final essay. Please read the criteria carefully and
make sure that all elements are in your paper for a passing grade. If you have specific questions
about these criteria, be sure to ask your instructor!
LA 202: Creative Persuasion and Argument
Essay #3: Proposal Argument
Name:
15% Thesis/Introduction
EXCEEDS EXPECTATIONS
(A-B)
MEETS EXPECTATIONS
(C)
DOES NOT MEET
EXPECTATIONS (D-F)
●
Introduction: The
●
Introduction:
essay has a
Introduction may be
eloquently-crafted
introduction that
scattered or includes
introduction that
identifies the topic/
irrelevant
identifies the topic/
problem/ issue to be
information. Does
problem/ issue to be
solved
not identify the topic/
Introduction:
problem/ issue to be
Introduction:
includes a lead-in
solved
includes a strong
that connects with
lead-in that clearly
the audience
Lead-in is unclear or
Thesis: Proposal
disjointed
●
addresses and/or
●
●
essay has an
solved
●
Introduction: The
●
●
●
Introduction:
anticipates who the
claim is clear in the
Thesis: The
audience of the
introduction. The
proposal claim is
argument is
thesis clearly states
unclear, imprecise,
Thesis: Proposal
1) who or what 2)
not debatable, or
claim is clear and
should do what
missing essential
compelling in the
information of 1)
introduction. The
who or what 2)
thesis clearly states
should do what
and elaborates on 1)
who or what 2)
should do what
15-14-13-12
11
10-0
25% Organization/Development:
EXCEEDS EXPECTATIONS
MEETS EXPECTATIONS
DOES NOT MEET
EXPECTATIONS
●
Organization:
Organization:
Essay does not
focused body
each aspect of the
develop specific
paragraphs
proposed solution,
aspects of the
elaborate on each
including
proposed solution,
aspect of the
implementation and
including
proposed solution,
feasibility of the
implementation.
including
proposal
Feasibility is not
Organization:
examined or the
feasibility of the
Paragraphs each
proposal is not
proposal
develop one idea
feasible
Organization: Each
related to the
paragraph includes
proposed solution,
Paragraphs are
an opening
evidence, and
incomplete, lacking
sentence that states
development of
topic sentences that
a reason to support
author’s argument
relate to the claim,
Development:
evidence, and/or
(facts, statistics,
Other solutions are
development of
expert opinions,
addressed and
author’s argument
and/or examples) to
considered
illustrate the
●
●
●
●
●
Organization:
Development:
Development: The
Other solutions are
author’s point; and
author
not addressed or
analysis/discussion
acknowledges
considered
in the author’s own
opposing viewpoints
words) of what the
and uses them to
Opposing viewpoint
evidence shows
build on the
is missing,
Development:
proposal argument
underdeveloped,
Development:
and/or unrefuted
Other solutions are
●
●
Essay elaborates on
the claim; evidence
●
Organization:
Well-developed and
implementation and
●
●
●
●
considered and
Conclusion
used to develop how
summarizes claim
Conclusion strays
the author’s
and addresses
significantly,
proposal is different
implications of the
over-simplifies the
and/or better
argument
proposal, gets off
Development:
topic, and/or
author critically
Ethos, pathos and
introduces a new
addresses opposing
logos are engaged.
topic
viewpoints and uses
The author uses the
Development: The
●
●
Development:
Development:
them to strengthen
third-person
the proposal
objective voice
Ethos, pathos, and
Development:
logos are missing
Development:
Essay includes
and/or imbalanced.
Conclusion goes
relevant background
The essay may use
beyond re-stating
information on the
the “I” too much or
claim verbatim and
topic
includes excessive
argument
●
●
●
●
Development:
offers the broader
anecdotal evidence
implications of the
and/or logical
argument
fallacies
Development:
●
Development:
Ethos is
Essay lacks relevant
demonstrated
and pertinent
through sound
background
organization and
information on the
development;
topic
pathos is
demonstrated by
anticipating readers’
emotions and
opposing opinions,
and logos is
demonstrated
through strong
research and
relevant information
25-24-23-22-21-20
19-18
17-0
20% Research/Citation
EXCEEDS EXPECTATIONS
MEETS EXPECTATIONS
DOES NOT MEET
EXPECTATIONS
●
Research: Author
●
Research: Less
includes at least four
than four outside
applicable, credible,
relevant and
sources are used
and relevant outside
credible outside
and/ or may be
information as
sources
irrelevant, not
Research: Essay
applicable, or not
proposed solution
effectively presents
trustworthy sources
Research:
what the writer
Incorporation of
learned from
Quotations or
research
sources and
information from
demonstrates a
includes a variety of
sources may be
critical
styles (in the form of
missing, over-used,
understanding of the
brief quotes,
or insufficiently
sources and
paraphrases, or
contextualized. Or,
includes a variety of
summary of
essay lacks a variety
styles (in the form of
information)
of styles (in the form
Research:
of brief quotes,
paraphrases, or
Quotations are short
paraphrases, or
summary of
and concise and are
summary of
information)
properly introduced
information)
Citation: Quotations
and explained
brief quotes,
●
Research: Essay
incorporates
evidence to build the
●
●
are short and
●
●
●
●
●
Research:
Citation: In-text
Citation: Research
parenthetical
concise, and are
consistently includes
citations are
smoothly
in-text citations and
incorrectly formatted
incorporated into
the Works Cited list
or missing, and/or
text. Quotes are
in MLA style
sources on the
clearly introduced
Works Cited list do
and explained
not appear in in-text
citations
●
Citation: The Works
Cited list is
incorrectly formatted
or missing
20-19-18-17-16
15-14
13-0
MEETS EXPECTATIONS
DOES NOT MEET
EXPECTATIONS
20% Mechanics
EXCEEDS EXPECTATIONS
●
●
Grammar:
Grammar: Typos
●
Grammar:
Language is clean
and mistakes do not
Significant or
and correct with no
interfere with the
repeated language
more than a few
reader’s
errors interfere with
typos
comprehension
comprehension or
Format: The paper
distract the reader
Style: A consistent
●
style and use of
is MLA formatted
language enhance
with a complete
is not in MLA format
the impact of the
heading
or does not have a
Title: The title
complete heading
essay
●
●
●
●
●
Format: The paper
Title: An original title
introduces the essay
engages the reader
in a way that
does not meet
(e.g. using
distinguishes it from
length requirements
alliteration, puns, a
other students’
phrase from the
essays
●
Format: The essay
Title: The title is
missing or generic,
essay, etc.) and
e.g., "Proposal
supports the essay’s
Argument”
purpose and style
20-19-18-17-16
15-14
13-0
20% Revisions/Drafts
EXCEEDS EXPECTATIONS
●
Revision: The
●
Revision: The
DOES NOT MEET
EXPECTATIONS
●
Revision:
author made
author made content
Insufficient content
significant and
revisions based on
revisions and/or the
thoughtful revisions
based on instructor
revisions don't
based on instructor
and peer edit notes
address based on
Revision: The
instructor and peer
Writing Lab: Writing
author made
edit notes
Lab was used but
grammar revisions
not required
based on based on
errors from the first
instructor and peer
draft lack
edit notes
correction/improvem
Drafts: The author
ent
and peer edit notes
●
MEETS EXPECTATIONS
●
●
submitted drafts
●
time and
peer editing process
●
Writing Lab: Proof
editing process
of Writing Lab or
Writing Lab: The
OWL was required
author was required
but not submitted
Lab or OWL and
submitted proof
15-14
Drafts: The author
missed drafts or
to use the Writing
20-19-18-17-16
Revision: Grammar
correctly and on
participated in peer
●
●
13-0
Ethos, Logos, and Pathos in Proposal
Arguments
Strong essays use a combination of logos, pathos, and ethos. Remember that acknowledging and
addressing opposing views and incorporating evidence from credible sources helps establish your
trustworthiness (ethos).
To incorporate pathos, consider what examples (from personal experience or from your research) you
could use to appeal to the reader's emotions—to show them what's at stake and why change is
needed, to help them identify with the plight of those affected by the problem, or to urge them to take
action. Allowing your readers to understand how this issue affects real people enables them to be
involved in the problem. It isn't such an abstract issue if the reader is made to understand that the
problem or issue affects people's lives.
Logos is necessary to balance pathos. Use an objective, rational tone throughout the essay. Give
good reasons to persuade your readers that your solution is the best one. Logos also helps you
explain the problem clearly, present and explain the solution, develop and examine the feasibility of
the proposed solution, consider other solutions, and anticipate a counter-argument.
Punctuation: Understanding the
Semi-Colon, Colon, and Hyphen
Semicolons
We use semi-colons to separate clauses where and or but could appear in between. For a semicolon
to be used properly this way, each clause must be able to function as a full sentence:
She accidentally let go of the leash; the dog ran away.
We use semicolons to separate a series where there is already a comma in one or more of the items:
He brought his new sleeping bag; the old tent, which his brother had given him for his birthday; a
flashlight, plus extra batteries; and his climbing gear.
Colons
Don't confuse colons with semicolons. We use a colon to introduce a list:
She won three prizes: the pen, the mug, and the t-shirt.
Use a colon instead of a comma in quotations:
Barry said to her: "Sit down in the waiting room, please."
Finally, if what comes after the colon is a complete sentence, capitalize the first word.
And this was Sophia's advice to us: Stay away from the beehive.
Hyphens
Knowing when to insert a hyphen can be tricky. For example, we occasionally use two-word
descriptions with a noun. Sometimes we use a hyphen, sometimes we don't.
If the description comes before the noun, we often use a hyphen:
The mild-mannered lady kept silent.
The strong-minded woman did not, however.
Without the hyphen, the woman is strong. But with the hyphen, she is strong-minded.
If the description comes after the noun, we often don't use a hyphen:
The woman is strong minded.
Unfortunately, there are always exceptions to the rule in English.
●
Self and quasi always get hyphens
●
Very doesn't need a hyphen
●
An adverb rarely takes a hyphen
Be sure to read the pages on hyphens in Woe Is I. There are exceptions to the rules listed above and
many compounded adjectives that don't use hyphens.
Punctuation Continued: Incorporating
Brackets and Ellipses When Quoting
Some of the chapter on punctuation is particularly helpful to your research. O'Connor lists at the end
of her chapter which types of titles should be put in quotation marks and which should be italicized.
This reiterates what you've learned for MLA formatting (which you will continue to use in your final
essay). Brackets and ellipses are also useful for contextualizing quotes.
INCORPORATING BRACKETS AND ELLIPSES WHEN QUOTING
Brackets
Use brackets when inserting words of your own into a quotation. You may need to change verb tense
or pronouns when blending quotes into your own sentence structures. To do this, simply replace the
original words with the new words in brackets (or add an "s" in brackets to make a singular noun into
a plural noun). Just make sure not to change the meaning of the original passage when you add or
change something. Usually, you will only use brackets to clarify meaning or to make the sentence
work grammatically.
EXAMPLES OF THE USE OF BRACKETS:
Original:
Wade explains, "A third project that Mr. Ausubel is involved in is the Encyclopedia of Life, an
online compendium that will have one page for every species on earth" (5).
Quotation with brackets:
Wade explains, "The Encyclopedia of Life [is] an online compendium that will have one page
for every species on earth" (5).
Original:
According to Wade, "They found species alive that were thought to have gone extinct in the
Jurassic period" (5).
Quotation with brackets:
According to Wade, "[Researchers] found species alive that were thought to have gone extinct
in the Jurassic period" (5).
Punctuation Continued: Incorporating
Brackets and Ellipses When Quoting,
Part 2
Ellipsis Dots (Ellipses)
Use ellipsis dots when omitting words from the middle of an original passage you are quoting; you do
not need to use ellipsis dots when omitting material from the beginning or ending of a sentence. Just
make sure not to leave out crucial information. Again, be sure not to change the original meaning
when manipulating quoted material in this way. Usually, ellipses dots will only be used to simplify a
passage, shorten your quotation, or make the quotation fit grammatically into your own sentence
structure.
EXAMPLES OF THE USE OF ELLIPSIS DOTS:
Original:
Wade points out that "There is now an International Barcode of Life project, which has
collected more than one million specimens and has defined the DNA bar codes for more than
95,732 species" (12).
Quotation with ellipses:
A prominent scientist points out that the "International Barcode of Life project…has collected
more than one million specimens and has defined the DNA bar codes for more than 95,732
species" (Wade 12).
Original:
Wade reports, "Last week, along with Bob Dylan, Dave Brubeck, Daniel Day-Lewis and a few
others, Mr. Ausubel was elected to the American Academy of Arts and Sciences" (13).
Quotation with ellipses:
He reports, "Last week…Mr. Ausubel was elected to the American Academy of Arts and
Sciences" (Wade 13).
Conclusion
In this module you became familiar with the Proposal Argument Essay: what it is, how you should
research, and the requirements for the assignment. You reviewed in-depth essay requirements and
the grading rubric. You also re-familiarized yourself with proper use of brackets and ellipses.
Graded Topics
Please complete the following:
●
11.1 [Draft(s)] Internet Research
Readings
Please read the following:
Woe Is I, Chapter 8
Rosenberg, Tina, "Injecting Drugs, Under a Watchful Eye" (PDF, 104.0 kb)
Purchase answer to see full
attachment