American jerk by todd schwartz

USING YOUR LEARNING STYLE 93_----"-----m"­ -----------~- ....~..-­

CHAPTER 4 RESPONDING CRITICALLY TO TEXT AND IMAGES fiGURE 4.5 Sample Two·Column Journal Format ----.---~------"-

FIGURE 4.4 Sample Open-Page lournal Format

People are alwayS distracted because they are surrounded

by many choices.

People make choiceS about what is

Who deddes what is polite and what is rude, Where do the

standards come from?

Changes in

~ ~

older generations always complain about a loss of civility

lr'Ia'pr 2:enerdtlons•

What some people view as rude! others see as

normal behavior.

The Two-Column Format Divide several pages of your journal into twO vertical columns. Ifyou journal on a com­ puter, you can insert a table with tWO columns. Label the left side "Quotations" and the right side "Responses." Under "Quotations," jot down five ro ten quotations from the text. Choose remarks that seem important-that state an opinion, summarize a view­ point, and SO forrh. In the right column, next to each quotation, write your response to the quotation. You might explain it, disagree with or question it, relate it ro other mation in the teading or in another reading, or tie it to your own experiences. The column format forces you to think actively about an essay while you quesrion what have read and draw connections. Because it provides more structure than the format, students who tend to be pragmatic or concrete learners may find ir effcc

Figure 4.5 followS the two-column format. In rhis emry, the writer has ered several possible ropics-types or degrees of rudeness, the meaning of

economically disadvantaged," and self_centered behavior. You may find it useful to paraphrase the quotation before writing your r

Paraphrasing forces you ro think about the meaning of the quotation, and ideas writing may come to mind as a result. To use paraphrasing, add a "Paraphrases" umn to your journal berween the "Quorations" column and rhe "Responses"

For "American Jerk' or another essay, write a response in your

pa;Je ~"'r the two-column formal.

Use a Reading-RespOnse Worksheet

An easy way to record all of your ideas about a reading in onc place is to use a response worksheet. The worksheet guides your response while directing your A blank worksheet is shown in Figure 4.6 on page 94. Notice that it includes

Responses

This statementimplies that racial jokes and talking on your cell phone are somehow on the same level of rudeness.

There is a distinction b&Vreen 'poor' and 'sodo­ economicatly disadvantaged,' and it's an impor­ tant one. ThenrSt term has to do with money, but the second one also has to do with culture and opportunitieS.

seoond is that sunlight contains tiny spores ige in the cerebel1llm, making the infected they are the center afthe univ.rse:

This is a joke, butthe author is saying that every­ one sees themselves as important; this 1S a bad thing; and scl1ools, churches, and parents teach this message to cI1ilrlren to bllild self-esteem.

your first impressions, a summary, connections to your own experiences,

for analysis, and additional sources.

Your Learning Style

are a verbal or social learner, you probably find reading a comfortable and way to obtain information. If you are a spatial !earner, though, you may

images (like those in videos and films) to printed text. Regatdless of style, most of your assignments will be in print form. Therefore, you

learning style in a way that enhances your reading and writing. guidelines fOf active reading and response are tailored to the various

styles:

a spatial learner, create mental pictures of people and places_ For exam'ple, the essay "American Jerk," on p. 54. you might create a mental im­

behaving rudely. In addition, use graphic organizers and diagrams e ideas in an essay. As you annotate, use symbols to connect the ideas

etween paragraphs (for example, see the symbols listed for the reading-

on p. 34). learnet, discuss a reading assignment with a classmate both before Pr<:view the essay together, sharing ideas about the topic. After discuss your reactions to it. In both instances, use the Guide to Chapter.3 (p.48)and the Guide to Responding to Text in this

to get started. . .­ abstract learner, a creative learner, or both, you may overlook details

focus on the "big ideas" and overall message of a reading. Be sure to points and to concentrate on faCts and supporting details.

Learnl,,!/ Style Optlof>s

..

~______,_.___v ___14 CHAPTER" i RESPONDING CRITICALLY TO TEXT AND IMAGES

FIGURE 4.6 Sample Reading·Response Worksheet

READlNG·RESPONSE WORKSHEET TITLE: ________•_________________

AUTHOR:

FIRST IMPRESSIONS:

SUMMARy' _______________________

CONNECTIONS TO YOUR OWN EXPERIENCES: ________•_______

ANALYSIS Qssue, aspect, feature, problem) 1. ____

ADOITIONAL SOURCES OR VISUALS (if needed)

1. __

USING YOUR LEARNING STYLE 96

• If you are a concrete learner, a pragmatic learner. or both. you may like to focus on details instead of seeing how ideas fit together and contribute to an author's overall message. Use graphic organizers to help you create a larger picture. Try to make the essay as "real" as possible; visualize events occurring or the author writ ­ ing. You might visualize yourself interviewing the author, alone or with a panel of classmates .

• Ifyou are an emotional learner, you may focus on your feelings about people or events in the essay and overlook the wayan author uses them to convey an overall message. Keep rllis question in mind: How does the author use these people or events to get his or her message across?

• Ifyou are a rational learner. you may see how logical or dear the presentation of ideas is and overlook more subtle shades ofmeaning. Be sure to annotate, which will draw OUt your personal reactions to a piece ofwriting.

I Essay in Progress 4

Discuss "American Jerk" with a classmate. Make notes as you discuss. If you chose an. ... other essay, pair up with a classmate who also chose that essay, or ask your classmate

to read the essay you have chosen.

in Progress 5

two- to four·page paper in response to "American Jerk' or the essay you en. Use the following steps to shape the ideas you generated in Essays in 1 to 4:

Reread the writing you did in response to the reading. look for ideas that seem worthwhile and important enough to become the basis of your essay.

Look for related ideas. Try to find ideas that fit together to produce a viewpoint or position toward the reading.

Do no! attempt to cover all your ideas. Your essay should no! analyze every aspect of the essay. Instead, you should focus on one feature or aspect.

a sentence that states your central point. This sentence will become your For more on tnesis 5tatement.~, seestatement. It should state what your essay will assert or explain. Chapter 6 For more on organizmg

ideas and evidence from the reading to support your thesis. Your thesis your idea;, see Chapter 7. To help backed up by specifics in the reading. you revL~eyour essay, 51?€' Chapter

'Our ideas into essay form. Your paper should have a title, introduction, conclusion.

'ur essay. Be sure that you have explained your ideas clearly and have support from the reading for each one,

for accuracy and correctness. Use the Suggestions for Proofreading in 10 (pp. 221-22).

96 CHAPTt:R 4 RESPONDING CRITICALLY TO TEXT AND IMAGES .. ~__ ~ _ ,_ c_,_________~ ._-""••

I

Introduction: Identifies the artide Vaccaro is responding to

How to Approach the Student Essays in This Book

Use the following suggestions when reading student essays:

Read an essay several times. During your first reading, concentrate on the writer's message. Then read the essay again as times as necessary to analyze its writing features. For example, first notice how w·:·· r <unnorred the thesis statement,

and then look at the language used to create a • Read with a pen or marker in hand. As you

emphasized in the chapter, mark or annorate them . • Focus on characteristics. Each in Part 3 presents the characteristiCS of a

particular method of organization. how the student essay demonstrates

some or all of that method's characteristics . • Focus on techniques. Each chapter in Part 3 ofTers specific techniques and

gestions for writing a particular type of essay. Review these techniques and

how the writer applied them. • Focus on what is new and different. Ask yourself the following questions as you read:

What is the writer doing that you haven't seen before? What carches your attention? What works particularly well? What techniques might be fun to try? What techniques would be challenging to For if a writer begins his or her with a

consider you could use a mikinl! statistic to your essay.

• Use student essays to train your critical ably good models, they are not Look ror ways Once you can see ways to improve someone else's essay, you

to analyze and improve your own writing . • Use graphic organizers to grasp tbe essay's structUfe. In Part 3, a or­

ganizer is presented for each method of organization. Compare the essay to the

graphic organizer, noticing how the essay contains each element.

Students Write

Karen Vaccaro wrote the following rice how Vaccaro analyzes Schwartz's

in response to "American Jerk." As you read, no­ about civility and the lack of it in our society.

"American Jerk"? How Rude! (but True)

In his article 'American Jerk: Todd Schwartz claims that Americans today are both the most

and the least civil we have ever been. Although the painful truth in these observations is a bit hard

to take, Schwartz eases the reality by providing a great deal of humorous relief.

In her thesis statement Vaccaro states how her Ideas dilfurrioli!~~·

is an apt one, and most of hj~Qbservll\jbnS aboOt"oUr clfrrentcultUII! are accul1lt.e, !)ut some obselVations and accusationsar~ blOad generalizations that don't always hold true.

"Wl! ha~....,.ef Deen,rru;u:e cooc.emJ;9 ~~out..th~ fe:lings of minority groupS, the disabled, and the disadvantaged: Schwartz writes in paragraph 3, and he is right:We have beto/ll~ a culture obsessed with being PC (politically correct). 1 often carefully choose and often second,

guess the words I us~ to describe anyone of a different race or physical or mental ability, for Vaccaro agrees with SchwartL.

STUDt:NTS WRITE 97

fear of offending anyone. And yet many people I encounter seem hardly concerned about of­

fending me. Schwartz is right that "we have never been less concerned about the feelings of

anyone with whom we share the road, the Internet, or the movie theater" (para. 3). Cyclists

seem to have taken over city streets and even shout insults at me when I am walking in a cross·

walk (and they are breaking the law by ignoring a red light). Despite many methods used to dis­

courage theater goers from using their cell phones, cell phones ring during films, concerts, and

plays. In fact, last week I was at a live theater performance, and in the middle of an important

scene, a cell phone rang in the audience ­ twice.

In another example of how (overly) civil we've become, Schwartz writes, "Schools won't let 3

teachers use red pens to correct papers because •.. self-esteem might be bruised" (para. 4).

This reminded me of the teaching internship I did while studying abroad in China one semes­

ter, I taught an English writing course to Chinese high school students. One day I was marking

up the students' papers with a red pen (as I thought teachers were supposed to do). Another

American teacher said, HI thought teachers weren't supposed to mark students' papers with red

pens anymore," I asked if red was offensive to Chinese students. "No," she answered. "Some of

my teachers back home in America said it's because red is a harsh color that really stands out

from the black and white," 'Well, yes, r thought that was the point," I said. "But it can make some students feel bad," she responded. "That's the silliest thing I've ever heard: I said as

I went back to marking my students' papers with the red pen. Have we become so "civil" that

we're afraid to teach students? Don't young men and women come to class expecting to learn

something. knowing that at some point they will need to be corrected to see their mistakes so

there are the less civil aspects of our culture, as Schwartz so accurately points out. We

have become obsessed with reality television shows that often take adva ntage of the

and embarrassment of others, In addition, "giant assault vehicles" (para. 7) dwarf other

the road, guzzle gas, often take up more than one parking space, and seem unnecessary on

gadgets that we ignore real human-to-human interactions. 'We're all talking

all the time: Schwartz writes, "but it's ever more rarely to the people we are actually

8). I have noticed that my boyfriend often whips out his new iPhone. Even when we're

talking, catching up after days of not seeing one another. he's playing a new game,

a new app, or chatting with his friends. I myself can be guilty of this rude behavior.

I am spending time with one mend but will be texting another friend. I know it's rude,

anyway (usually because the friend I'm with is doing the same thing and therefore it

We no longer realize how rude it is to divide our attention between two sources in­

OIlY 1l1eli<l or loved aneotfr fUTI, UriilMffiltf .mentfon.

I must disagree with Schwartz, though. is his sweeping, unfounded statement that we

in "what must certainly be the rudest era in history" (para. 5). Really? Are we ruder

Vaccaro offers examples of lack of concern.

Vaccaro connects Schwartz's Ideas to her

Vaccaro identifies another of Schwartz's points that she .grees with and admits that she Is guilty of it as well.

Vaccaro mOVes to' points with which she disagrees.

l

PREWfUTlNO: HOW TO FIND AND FOCUS IDEAS 118 CHAPTER 5 -------~'"-----.-.---.

to Chapters 21 and 23,

teaming SIyfe Options

Exercise 5.11 Visualize ane nf the followi"" ,iludljom. Make notes on or sketch what you ''see.'' Include as

manydetaib

1. A traffic jam 2. A couple obviously "in love'

3. A class you recently attended

4. The campus snack bar

5. A sporting event

Researching Your Topic Do some research on your topic in the library or on the Inremet. Reading

about your topic may suggest new approaches, rcveal issues ,4"rPTmine what you do and do not already know about

useful for an assigned essay with an unfamiliat

want to learn more about. notes wnHe teading sources. In addirion, be sure to record the publication

will need to cite each source (author, tirle, page

on). If you use ideas or information from sources in to the sources of the borrowed material. While research may to concrete or rarionallearners, all students may need to use it at one time or

depending on their topic.

Exercise 5.12 Do library or Internet research to generate ideas on one ofthe narrowed topics listed

here. 1. A recent local disaster (hurricane, flood)

2. Buying clothing on e·Bay 3. Preventing terrorism In public buildings 4. Controlling children'S access to television programs

5. Reducing the federal deficit

Exercise 6..4-3·

Choose twO prewriting techniques discussed in this chapter that appeal to you. with each method by generating ideas about one ofthe topics from the previous exercises the chapter. These topics are listed in Titble 5.3. Use a different topic for each prewritlNg

technique you choose.

DISCOVERING IDEAS TO WRITE ABOUT 119

Essay in Progress 3 Keeping your audience and purpose in mind. use one of the prewriting strategies discussed in this chapter to generate details about the topic you narrowed in Essay in Progress 2.

TABLE 5.3 Broad Topics from Chapter 5 Exercises

Divorce Senior citizens Metl1:alltln~ss Vear'rou~dschQonl\g Cont!Ompg~hlldte!,:s ac.c.·e..s.5..t~0._te._l_ev_is.I._o_nc_•."-... "..._._•..• Pres);uresoncQllege students The caOlpu5 newspaper Learning a foreign language Financial aid regulations Characteristics of a good teacher Attempts to encourage healthier eating on campus Aclass you recentlvattended T~

(continued on next:page)

i

NARRATION' RECOUNTING EVENTS 240 CHAPTER 11

A GUIDED WRITING ASSIGNMENT

The following guide will lead you through the process of writing a narrative essay. Although your essay will be primarily a narrative, you may choose (0 use one or more other patterns of development as well. Depending on your learning style, you might

I..ef1rning Style Options decide to start at various pOlms and move back and forth within the process. If you are a spatial learner, for example, you might begin by visualizing and sketching the details of your narrative. Ifyou are a social learner, you might prefer to start out by evaluating

your audience.

The Write a narrative essay about an experience in your life that had a significant effect on you or that changed your views in some important way. Choose your own topic or use

one from the list below:

1. An experience that caused you to learn something about yourself 2. An incident that reveaJed the true character of someone you knew 3. An experience that helped you discover a principle to live by 4. An experience that explains the personal significance of a particular object 5. An incident that has become a family legend, perhaps one that reveals the charaaer

of a family member or illustrates a dash of generarions or cultures 6. An incident that has allowed you to develop an appreciation or awareness ofyour

eth nie identity

The. readers of your campus newspaper are your audience. Ai; you develop your narrative essay, be sure to consider using one or more of the

For more on df!su'iptIOll GIld other patterns of development. You might use description to present details about a family member's appearance, for example, or comparison and contrast to compare

Chapters 72 (1m) 15. your attitudes or ideas with those of a parent or child.

Generating Ideas Use the following steps to help you choose a topic and generate ideas about the experience

or incident you decide to write about.

Choosing an Experience or Incident That Leads to a Working ThesiS Be sure that the experience you write abollt is memorable and vivid and that you are comfortable writing about it. When a draft is nearly complete, no student wants discover that he or she cannot remember important details about the experience

that ifddts nOt fulfill: the r~.::nts ofthe assignm!,nt._ The following suggestions will help you choose an experience:

6. 1. You can probably eliminate one or more broad topic choices right away. List that remain across the tOP of a piece of paper or on your computer screen-for

A GUIDED WRITING ASSIGNMENT 241

example, Learn about Self, A Principle to Live By, and Family Legend. Then brain­ storm about significant experiences or incidents in your life, and write each one beneath the appropriate heading.

2. Brainstorm with another srudent, disalssing and describing experiences or incidents that fit one or more of the suggested topics.

3. Flip through a f.:uniIy photo album, or page through a scrapbook, diary, or yearbook. Your search will remind you ofpeople and events from the past.

4. Work backwards. Think of a principle you live by, an object you value, or a family legend. How did it become so?

5. Using freewriting or another prewriting technique, write down any experiences or incidents that come to mind. The memory ofone incident will trigger memories of other incidents. Then sort your list to see if any of these experiences or inci­

dents fulfill the assignment.

fl<periment and use whatever suggestions prove helpful to you. After you have chosen one, make sure that you can develop it by formulating a working thesis.

Ei'.$ay in Progress 1 For the assignment given on page 240, use one or more of the preceding suggestions to choose an experience or incident to write about, and formulate a working thesis for

your choice.

.Considering Your Purpose, Audience, and Point of View

you have chosen an experience or incident co write about, the next step is consider your purpose, audience, and point of view. Recall from Chapter 5 that

essays have one of three possible purposes-to inform, to express thoughts or or to persuade. Thinking about your audience may help you clarify your and decide what to include in your essay. For this Guided Writing Assign-

your audience consists of readers of your campus newspaper. You should also on a point of view. In most cases, you will use the first person to rclate a

experience.

Details about the Experience or Incident step involves recollecting as many details about the experience or incident as

and recording cllem on paper or in a computer file. Reenact the story, sketching r scenes in your mind. Identify key actions, describe key participants, and ur feelings. Here are a few ways to generate ideas:

the experience or incident in your mind. Ifyou have a strong visual mem­ dose your eyes and imagine the incident or experience taking place. Jot down

see, hear, smell, and feel-colors, dialogue, sounds, odors, and senSa­

how ~se detaihrnakeY911 feel, .. the following headings on a piece of paper, or type them on your computer Scene, Key Actions, Key Participants, Key Lines ofDiahgue, and Feelings.

list ideas under each heading.

Learning Style Options 'Ill Ii

For more on prcwritil1g sUategiE'5,

5€e Chapter 5

ror more on purpo .. e, a!ldief'lce,

and pomt ofVII:\¥, sec Chapter $,

Pp. /06-9.

Leoming Style Option'

242 CHAPTER 11

ror more on :sensory details, see ChIJpter 12, pp. 270·71.

NARRATION: RECOUNTING EVENTS

3. Describe the incident or to a friend. Have your friend ask YOll questions as you retell the story. Jor the details rhat the tetelling and questioning help

you tecall. 4. Consider different aspects of the incident or experience by asking who, what,

when, where, how, and why questions. Record your answers.

In addition, as you gather details for your narrative, be sure to include the types of details that are eSsenrial to an effective narrative:

• Scene: Choose relevant sensory details. Include enough detail about the place where the experience occurred to allow YOUt readers to feel as if they ate there. Details that appeal to the senses work best. Also try to recall important detail, that direct your readers' attention to the main points of the narrative, and avoid if£ei­

evant details that distract readers from the main point. • Key actions: Choose actions that create tension, build it to a climax, and

resolve it. Be sure to ",ather details about the conflict of vour narrative. Answer

the

events How was it

experience or incident occur?

What were its short- and long-term outcomes?

What is its significance now? Key participants: Concentrate only on the appearance and actions of those people who were directly involved. People who were present but not part of the incident or experience need not be described in detail or perhaps even included.

• Key /ines ofdialogue: Include dialogue that is interesting, revealing, and related to the main point of the story. To make sure the dialogue sounds natural,

read the lines aloud, or ask a friend to do so. • Feelings: Record your feelings before, during, and after the experience Or incident.

Did you reveal your feelings then? If so, how? How did others react to you? How do you feel abour the experience or incident now? What have you learned from it?

P,'o~res:?:

For the experience or incident you chose in Essay in Progress 1 (p. 241), use one or

more of the preceding suggestions to generate details.

Evaluating Your Ideas

Evaluate the ideas yOll have about your narrative. You want to make sure ~'Oll have enough detalls to incident vividly and meaningfully.

Begin by rereading everything YOll have written with a critical eye. As you do, add dialog..." de,,;uiptu.u.s ..o£.actions,.Qr details as they corne ro mind. the most relevant material, and cross out any material th,;:t does noi"clirect1y your main point. Some students find it helpflll to read their notes aloud. If yOIl are working on a computer, highlight usable ideas by making them bold or moving them

to a separate page or document for easy access when drafting.

A GUIDED WRITING ASSIGNMENT 243

Trying Out Your Ideas On Others

When you are satisfied with the details you have generated about your incident or experience, you are ready to discuss your ideas with others. Working in a group of two or three students, each student should narrate his or her experience and state the main point of the narrative. Then work together to answer the following questions about the narrative.