The Curriculum Is Garbage

The Curriculum Is Garbage

“Living Simply in a Dumpster,” James Hamblin, p. 915
Visuals in a profile should be appropriate for the rhetorical situation. What do the visuals contribute to this profile, whose purpose is mainly informative? How well would you comprehend it without them? For this subject, what other visuals (including other kinds) might be helpful – or just interesting and engaging?

“Street Vendors: Harvest of Dreams” Ana Pacheco, p. 923
One of the key features of a profile is a firsthand account. Is Pacheco’s firsthand account effective? Why or why not?

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“Can a $300 Cooler Unite America?” Steven Kurutz, p. 928
This piece was published in the New York Times, which means it was probably written for a wide audience. How does Kurutz shape his profile to appeal to a wide range of people? How might his profile be different if he had written it for an audience of hunters? college students? senior citizens?

“At This Academy, the Curriculum is Garbage,” Tatiana Schlossberg, p. 933
Schlossberg maintains a lighthearted yet respectful stance toward her subject of garbage school. How is this stance appropriate given the subject? What other stance might she have taken?

Answer the following question fully using complete sentences. Use quotations from the assigned reading. The response should be a minimum of one paragraph in length (five sentences). You should be writing an informal, academic voice (strict 3rd person perspective) and use in-text citation (MLA or APA is fine) where needed. Partial credit will not be given if the response does not answer all aspects of the question adequately. The response should be revised for clarity, correctness, and neatness prior to submission.

Reading, evaluating, and analyzing appropriate texts in a variety of genres.
Integrating multiple kinds of evidence from various texts cohesively.
Illustrating purposeful use of direct quotes, paraphrases, and summaries.
Evaluating texts’ roles in larger discourse communities.

Creating effective boundaries between source information and one’s own ideas through appropriate source attribution and explanation.
Analysis and Rhetorical Situations

Applying advanced composition processes to compose complex texts.
Composing with the conventions of various genres and discourses (e.g. structure, sentencing, tone, etc…).
Producing at least one argument for an academic audience.