ENGL17889GD Composition and Rhetoric ENGL17889GD Composition and Rhetoric MIDTERM EXAMINATION ? 20 marks (25%) You have three hours for this asses

ENGL17889GD Composition and Rhetoric ENGL17889GD Composition and Rhetoric MIDTERM EXAMINATION ? 20 marks (25%) You have three hours for this assessment opportunity. The Dropbox and the Assignment itself will open at the beginning of class. The class meeting time is three hours from scheduled start. There will be a short grace period for people to get their midterm in. However, you are expected to work on this during scheduled class time, as it is an examination. Please note, Turnitin is enabled for the Dropbox folder. Please plan your time wisely. This assessment is an opportunity for you to demonstrate knowledge and skills you have learned so far in this course. Please read the instructions carefully, and decide how much time to allocate. For the argument essay, please compose a formal argumentative essay in Times New Roman 12 point font, double-spaced, using APA formatting for the cover, the body of the paper, and for the References on a separate page at the end of the submission. Note: there are active hyperlinks in the text that you might want to explore!! Midterm Essay Response: The Toulmin Model of Argument Write a 750-1000 word essay, using the Toulmin Model of Argument (Claim, Data, Warrant+backing), for an argument using the following as a thesis: Young people should get angry about the lack of professional opportunities when they graduate?. by Karen Foster February 21, 2014 and the link is http://rabble.ca/print/blogs/bloggers/behind-numbers/2014/02/my-advice-to-young-workers-get-angry My advice to young workers? Get angry In the wake of the Federal Budget, the CCPA’s Alternative Federal Budget, and months of disappointing job numbers, it seems that the national conversation about youth and work is undergoing a bit of a revival. Following on the heels of Jim Flaherty’s announcement of interest-free loans for skilled trades students, CBC’s The National called together a panel of experts to talk about the fit between post-secondary programs and the kinds of jobs available in our evolving economy. Between on-the-street interviews with anxious students, panelists were asked to make sense of the confusing labour market for young workers, to cut through conflicting statistics and rhetoric around labour shortages and the value of a university education. They were pressed, as so many experts are, to offer advice to recent graduates. I’d like to offer some advice of my own.
ENGL17889GD Composition and Rhetoric Young workers, students, and recent graduates: what’s happening to you might be ‘normal’ in this economy — the same basic one we’ve had for over a century, with some fun modifications — but it sure as hell isn’t right. By now, you know the injustices to which I refer. The labour market greeting you when you graduate — from high school, university or college — isn’t pretty. A growing number of you are either working in jobs (or unpaid internships) that are well below your skill or education level. Many are employed part-time and/or in short-term contracts instead of full-time, permanent jobs. A report pulling together hundreds of peer-reviewed studies found that “when youth enter the labour market, they are most often employed in low-paying jobs, and often have credentials that exceed the job requirements.” Indeed, the proportion of workers under 30 working non-permanent jobs has nearly doubled since 1997 (from around 7 per cent to 12 per cent). Not coincidentally, when we hear the monthly job creation numbers, we usually find out that most of the growth has come in the form of part-time positions. The youth unemployment rate is higher than that of the general working-age population, and while that’s nothing new, it just shows that our economic system has some intransigent flaws. And yet nearly every public voice is telling you that you need to change. As Trish Hennessy put it on the CBC’s Bottom Line panel, we’ve individualized the problems of underemployment and skills mismatches and student debt. Our societal problem has become your personal problem. That’s why everyone’s turning themselves into knots to offer you advice. My advice to you? Get angry. Channel your anxiety about getting a job into frustration that we’re back here, again, talking about a “lost generation,” just like we were in the 1980s and 1990s. Be indignant. When someone tells you it’s your fault for doing sociology instead of welding, tell them to stuff it. When someone assures you it’ll get better in 10-15 years when the boomers retire, try repeating it back to them so they can hear how ludicrous it is. When someone tries to divert societal attention toward labour shortages instead of the spread of crappy jobs, call bullshit, because there is no national skills or labour shortage. The empirical research on this is nearly unanimous. There is some mismatch, but this is normal (albeit stupid) part of a dynamic economy. By some accounts, there is also no generalized surplus of labour — no widespread overproduction of university graduates, no flood of sociology majors with skills nobody wants. This is not to say that we don’t have the occasional, isolated overproduction of certain kinds of grads — we’re all familiar with the glut of law students who can’t find articling positions in Ontario, or the throngs of teachers who can’t get full-time placements in nearly every province. This is also not to deny credential inflation — the fact that jobs that once required
ENGL17889GD Composition and Rhetoric only a high school diploma are suddenly able, because of the supply of university graduates, to ask for a bachelor’s degree. But scores of peer-reviewed studies show that most graduates eventually find work, that a post-secondary education will get you a higher salary in the end, and that surpluses and shortages in our country are generally short-lived — they haven’t lasted more than about a year and a half — and are confined to specific sectors. In short, there is. No. National. General. Labour. Shortage. And because of that, there is no sound basis for a national labour market strategy to address a general labour shortage. There’s also no sound basis for an individual strategy. By the time you finish even a 3-year college degree, the job you’re supposedly training for might be non-existent, or the requirements changed. But all of this is beside the point. The real injustice is not that you are overqualified for or mismatched to the jobs available to you, but that the career you’re shooting for is probably being dismantled into a set of lower-wage, no-benefits, no-security jobs. This is the trend in government, where temporary contracts are the new junior position; it’s also the trend in universities, where contract instructors are taking on more and more of the teaching once performed by tenured faculty. It’s even happening in other unionized workplaces, where collective agreements are being amended to allow for two-tier wage and benefit systems (you can guess who’s in the bottom tier). The situation, in other words, is grim. This is not to say that you are powerless. There is much you can do. Read and familiarize yourself with the critiques of capitalism as we know it. Join the movements that aim to press back against capitalism’s most damaging characteristics. If you find yourself in a retail job for which you are overqualified — or even if you’re perfectly qualified — follow the lead of a growing number of retail workers who’ve unionized in an effort to take back some control over the conditions of economic production and the conditions of their lives. Take to the streets on tuition freeze day, May Day and Labour Day. But your most effective and threatening power lies not in what you’re capable of doing, but in what you can refuse to do. I’m going to borrow from a philosopher (Giorgio Agamben) and a philosopher friend (Matthew Furlong) to tell you to focus not on your potential, but your impotential; not on what you can do, or even what you cannot do, but what you can not do. Everyone is pressing you to adapt to the present. But you can not adapt. You can not re-train for a job that might just disappear like the first one you trained for. You can not work for minimum
ENGL17889GD Composition and Rhetoric wage when you graduate. You can not mold yourself into the perfect worker so that corporations can escape the cost of training you. This is all a bit rich, coming from me. Barring catastrophe, there’s a full-time, permanent job awaiting me after my current short-term post is up. But I count myself among those whose duty is to push back on contractualization, precarious work, devalued labour, and market fundamentalism. If you get a good job, good for you. But it will be your duty to ally yourself with the growing legions of young workers who are exploited — and underemployment is exploitation — just because they can be. Whatever you do, don’t simply figure things out for yourself. If we keep on figuring things out individually, we will never figure things out collectively. Consider the following to help you generate ideas for your essay submission for this midterm. Use the information you identify as data in your argument, with an APA citation (Author, date). The prompts below will also help you to craft warrants (appeals) or to substantiate a warrant (backing). Þ What is happening to a growing number of graduates? Þ What do peer-reviewed studies of recent graduates show? Þ What does the author identify as ?the real injustice?? Þ What does the author call graduates? ?most effective and threatening power?? Þ What is the thesis of the article? Is it supported by good evidence? Is it reasonable or logical? Write a 750-1000 word essay, using the Toulmin Model of Argument, for an argument using the following as a thesis: Young people should get angry about the lack of professional opportunities when they graduate?. Be sure to use all the features of the Toulmin argument. Your essay must contain a clearly written claim, and use at least three forms of data from the article or from your general knowledge, with citations in APA. Each piece of data from the article must have an APA in-text citation (Author, date). Each piece of data must be accompanied by a warrant, and backing if necessary. It might also be a good idea to use a qualifier for the claim, to make your claim as focused as possible. APA citations in-text are necessary (at least three) Type your essay in Times New Roman 12, double-spaced, and then save it as a PDF, and then submit it to the Dropbox. Note, APA formatting is very important for this novel assessment opportunity.
ENGL17889GD Composition and Rhetoric You must also attach an APA Reference citation for a bibliography, to the article in this assessment. Please use Zotero or Mendeley or another bibliographic software through Library Services.. Midterm APA Essay: (15 marks + citation 5 marks) Toulmin Argument Essay: grading rubric 15 14 13 12 11 10 9 8 7 5 4 3 2 1 0 The written argument is compelling and complete. There is a clearly written claim, which uses a qualifier. There are at least three pieces of data, or evidence from the article. Each claim is supported by a warrant, and if necessary includes backing to make the warrant stronger. This effort exceeds expectations. APA style is strong. This is a satisfactory attempt to design a Toulmin argument. However, the thesis/claim is weak as it is not qualified, and there are fewer than three pieces of data from the article. There are attempts to use warrants to support the data, but they require backing, or additional explanation to be valid. APA for in-text citations needs improvement. This essay meets basic expectations for this opportunity, but the claim is vague and not compelling. There are attempts to use data from the article, but incorporation is weak, or faulty, and APA citations are not managed well. There are few warrants in this essay, and thus it weakens the argument. More attention to the Toulmin structure is needed. This attempt is unsuccessful. The claim is weak or poorly articulated. There is little use of data, and there are numerous problems with the incorporation of data and the use of APA style. The student must review the content of the course so far to proceed successfully. (5 Marks) Create an APA citation for the text used for this examination. You may use RefWorks for this task (hint: this article was published as a webpage). Copy and paste the full reference citation here (5 marks). Hint: use RefWorks so that you can get the document link or the DOI#.

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