Expert Answer:ENC1101 Questions

Answer & Explanation:Read the article on page 862 Sophie Downes: Trigger Warnings, Safe Spaces, and Free Speech, TooAnswer the following questions:Comprehension1. Downes argues that the Ellison letter “came across as an embarrassing attempt to deflect attention from serious issues on campus” (2). What does she mean? How does this claim set up her main argument? 2. Why does Downes mention that Dean Ellison is listed as a “safe space ally” (8) on a school website? 3. In what sense could the Ellison letter be seen as “a public relations maneuver” (12)? Why does Downes consider this a bad thing? 4. Why does Downes argue that denouncing “attempts by students to disrupt university-sponsored events … has little to do with trigger warnings and safe spaces” (13)? Do you agree? 5. How does Downes think students on campus will respond to the Ellison letter?Purpose and Audience2. What is Downes’s purpose in writing this article? What does she want to accomplish?Style and Structure2. Downes offers a personal anecdote from her seminar on gender, sexuality, and disability. How does this example support her argument? What other information from the seminar could she have included?4. How would Downes’s essay be different if she structured it as a Rogerian argument? What changes would she have to make? Do you think that this strategy would be more or less effective than the one she uses?

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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.
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
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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
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thirteen editions of Patterns, and we continue to be gratified by positive
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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
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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
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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
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Helpful Coverage of Grammar Issues
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Apparatus Designed to Help Students Learn
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Thorough Coverage of Working with Sources
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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?”).
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topics related to grammar and reading and to help students plan a
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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
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instructor resources tab for Patterns for College Writing. In addition to
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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.
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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