Recent orders
PRIMARY TEXT (PT) “Why Do We Care About Whales”
PRIMARY TEXT (PT) : “Why Do We Care About Whales?”
The gist of the PT: There are many whales die from beaching every year. Keegan talks about her own experience of saving beached whales. From that, she raises a question about human nature. We rather spend a large amount of money and time to save whales than saving human.
The problem/question posed by the PT: why we spend time and effort to save those enormous creatures instead of saving human.
The argument/claim I’m borrowing from the PT: Most people have special feelings for animals, more specifically large animals. The feeling when we save whales is different from saving some homeless people.
The textual evidence I am using to represent and substantiate the above: “People are strange about animals. Especially large ones. Daily, on the docks of Wellfleet Harbor, thousands of fish are scaled, gutted and seasoned with thyme and lemon. No one strokes their sides with water. No one cries when their jaws slip open.”(611)
My problem/question concerning the PT: What make us stop caring about human? How do we change this?
LENS TEXT (LT)
The gist of the LT:
The argument/claim from the LT:
The ways the LT relates to/amplifies some aspect of the PT:
The ways the LT differs from/challenges the PT:
The textual evidence I am using to represent and substantiate the above:
The new question sparked by the tension between the PT and LT:
EXPERIENTIAL EVIDENCE (EE)
The gist of the EE:
How the EE relates to/amplifies some aspect of the PT:
How the EE differs from/challenges the PT:
How the EE relates to/amplifies some aspect of the LT:
How the EE differs from/challenges the LT:
MAPPING THE CONVERSATION BETWEEN TEXTS
Evolving Questions/Problems Contributions from PT Contributions from LT Contributions from EE
New Claims/Ideas Contributions from PT Contributions to LT Contributions from EE
THE GATHERING PLACES
What I might need to include in the beginning of my essay to set up the “promise” of the essay:
What I might need to include in the ending of my essay to account for the various texts’ contributions and to articulate my deepened sense of the initial problem (the “new idea”—well, based on what I know/understand of it right now):
PRIMARY TEXT (PT)
The gist of the PT:
The problem/question posed by the PT:
The argument/claim I’m borrowing from the PT:
The textual evidence I am using to represent and substantiate the above:
My problem/question concerning the PT:
LENS TEXT (LT)
The gist of the LT:
The argument/claim from the LT:
The ways the LT relates to/amplifies some aspect of the PT:
The ways the LT differs from/challenges the PT:
The textual evidence I am using to represent and substantiate the above:
The new question sparked by the tension between the PT and LT:
EXPERIENTIAL EVIDENCE (EE)
The gist of the EE:
How the EE relates to/amplifies some aspect of the PT:
How the EE differs from/challenges the PT:
How the EE relates to/amplifies some aspect of the LT:
How the EE differs from/challenges the LT:
MAPPING THE CONVERSATION BETWEEN TEXTS
Evolving Questions/Problems Contributions from PT Contributions from LT Contributions from EE
New Claims/Ideas Contributions from PT Contributions to LT Contributions from EE
THE GATHERING PLACES
What I might need to include in the beginning of my essay to set up the “promise” of the essay:
What I might need to include in the ending of my essay to account for the various texts’ contributions and to articulate my deepened sense of the initial problem (the “new idea”—well, based on what I know/understand of it right now):
To Quote or Paraphrase
To Quote or Paraphrase?Paraphrasing refers to using an authors original ideas and restating them into one’s own words. Despite changing the sentence structure, words and organization, a paraphrase bears the same meaning as the original text. On the other hand, quoting a source refers to the use of an author’s exact language and putting them in block quotation or quotation marks. A quote usually matches the exact words that have been spoken or written. Quotes should be used when words in a passage are odd, original and too useful to loose when paraphrased. A paraphrase should be used when the information or idea from a source, and not the language used are of importance to an argument.
Example
Original Source Woloch, N. (2002). Women and the American experience: A concise history. New York, NY: McGraw–Hill Higher Education.
The feminization of clerical work and teaching by the turn of the century reflected the growth of business and public education. It also reflected limited opportunities elsewhere. Throughout the nineteenth century, stereotyping of work by sex had restricted women’s employment. Job options were limited; any field that admitted women attracted a surplus of applicants willing to work for less pay than men would have received. The entry of women into such fields—whether grammar school teaching or office work—drove down wages.
Acceptable paraphrase
Nancy Woloch (2002) states that in the nineteenth century, the feminization of jobs brought about two effects: inadequacy of compensation for available positions and lack of opportunities for employment. Even though teaching and clerical jobs showed a boom in these sectors, women were still left to apply for jobs that were less paying compared to their male counterparts.
Unacceptable paraphrase
The feminization of teaching and clerical jobs by the need of the nineteenth century was a reflection of a growth in business and public education. However, it also showed limited opportunities in other areas. In the nineteenth century there has been stereotyping by sex that restricted women’s employment. There were limited job opportunities; any field were women were accepted attracts many applicants who were willing and ready to work for less pay as compared to what men would receive. Women going into these filed either office work or school teaching pushed wages down.
The exchange rate policy helps a country to monitor the exchange ratio of its currency in relation to the base currency
The exchange rate policy helps a country to monitor the exchange ratio of its currency in relation to the base currency, the dollar. Mostly, exchange rates are controlled by the market forces because most countries allow their currencies to float freely in the market (Gerschenkron, 1966). However, there are few cases when exchange rates are controlled by governments through legal barriers as is the case in China and South Korea. Free floating exchange rates help to keep inflation rates at watch because they encourage trade activity both at the domestic and international markets.
However, artificially controlled exchange rate may have harmful effects on the local market. Inflation targeting nations who seek to cushion themselves against volatile financial markets by fixing artificial caps for their currency end up destroying domestic production in the primary industries such as agriculture (Chenery, 1961). For example, a country that overvalues its currency against the base currency will occasion great losses to producers of export goods because it will lower the prices of both domestic goods. This will ultimately discourage mass production while encouraging imports for industrial capital goods that are used as raw materials in import-substitution industries.
Overvaluation of the currency will shift wealth from primary producers to importers of industrial capital goods. Such a scenario also opens loopholes for parallel currency markets that allow large overvaluation taxes to wealthy investors who circumvent the formal exchange system (Gerschenkron, 1966). On the contrary, countries may undervalue their currency in order to boost domestic production and make their exports very competitive at the international market. For example, China undervalues its currency against the dollar hence creating an incentive for local manufacturers and producers to venture into the international. This strategy has put China in the world’s limelight as one of the leading exporter and importer in the world.
the development economists pessimistic about the developmental prospects of the agricultural sector
Development economists were pessimistic about the developmental prospects of the agricultural sector because they reasoned that traditional peasants did not invest in modern production methods. Traditional peasants proved very difficult to transition into modern development policies that demanded them to diversify into other sectors such as industrial in order to enjoy the benefits of dynamic external economies (Chenery, 1961, p.24). Specifically, Chenery (1961) reasons the pessimism among development economists was partly as a result of the fact that industrial sectors are more likely to enjoy the benefits of dynamic external economies than the agricultural sectors due to factors such as internal economies of scale, high demand elasticity, efficiency in operations, ability to deploy modern technology, and training effects.
In essence, the industrial sectors are more likely to experience productivity change than the agricultural sectors because policies changes such as urban bias, import-substituting industrialization, and overvalued currency work to their favor. For example, industrial capital goods importers can streamline their production functions because they enjoy government subsidies, protection from domestic and international competition, controlled labor, and cheap credit facilities from the government.