Deanza College Injecting Drugs Under a Watchful Eye by Tina Rosenberg Discussion

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I’m studying for my English class and need an explanation.

"Injecting Drugs, Under a Watchful Eye" by Tina Rosenberg

Choose one of the following to answer and discuss. Your instructor may specify which question to answer and/or additional questions to answer:

  • What problem does Tina Rosenberg’s solution aim to solve? How does she define the problem and what background does she give?
  • Does Rosenberg anticipate her audience? Does she anticipate an opposing point of view? Where and how does she anticipate these?
  • What is Tina Rosenberg’s main claim in “Injecting Drugs, Under a Watchful Eye”? Who or what should do what? Is her claim stated explicitly or implicitly?
  • How does Rosenberg’s research and evidence support her argument? Give at least 3 examples of the evidence she uses and how it supports her claim.

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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)
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Tina Rosenberg’s “Injecting Drugs, Under a Watchful Eye"

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Tina Rosenberg’s “Injecting Drugs, Under a Watchful Eye”
Tina Rosenberg's article mainly asserts that the United States should establish
supervised injection rooms to save pe...

ZnnelnaarJZ (18366)
Purdue University

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