The Rhetorical Summary of Reading One includes the Author, Claim, Audience and Purpose Identification, with an analysis of the Structure of the text (how it is organized) and its language (formal, informal, etc

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The Rhetorical Summary of Reading One includes the Author, Claim, Audience and Purpose Identification, with an analysis of the Structure of the text (how it is organized) and its language (formal, informal, etc.), including any use of rhetorical appeals (ethos, logos, pathos). Combine your information into a coherent whole that reads like a summary and put it in MLA format. Please see the rubric below for grading criteria. ENC 1101 Rhetorical Summary Assignment In college, you will be exposed to a number of texts that are often referred to as “academic articles.” These articles exist within academic discourse, or conversations, that have been occurring on a topic for a number of years. By understanding the claim, rhetorical situation, and structure of these texts, you will be more equipped to enter into the communities of academic discourse found within the college setting than if you just picked up the text and read it for content alone. A rhetorical summary, therefore, presents a summary, or description, of the rhetorical features used to construct the main argument. The basic assignment is to write a rhetorical summary, in 240-260 words of the assigned source text. Please see the rubric below to understand the criteria used to grade the assignment. To be accepted as complete, the rhetorical summary must: • • • • • • Be within the required word count (240-260 words) Have a topic sentence that includes the title, authors, and claim of the source text Focus on the rhetorical elements within the source text Contain a minimum of 6 sentences Be in MLA format with MLA in-text citations Include the word count of the summary at the bottom of the page Reading is attached in other file Each reflection journal will have four parts: Critical, Consequential, Collaborative, and 4Cs. Learning Reflection: Think over the process you went through to write the Rhetorical Summary of Reading One. What skills were easy for you to understand or learn and use in writing the essay? Which skills or concepts were the most difficult to understand and/or apply? Why were these challenging for you? Use the four types of reflection listed below to explain your process. • • Critical Reflection: What writing skills did you gain by writing the Rhetorical Summary of Reading One paper? How do these writing skills differ from those you learned in high school? Consequential Reflection: How did writing this assignment change your thinking about how writing happens in college? What impact has any change in your approach to academic writing had on your success in writing for other college courses so far? In what other courses you are enrolled now can you apply the writing skills you learned by writing this essay in ENC 1101? • • Collaborative Reflection: How does the UNF Writing Department's approach to academic writing used in this course help you learn? How does instruction and explanation of assignments from the professor help you learn how to write better? 4Cs Reflection: How did you demonstrate Care, Consideration, Confidence, and Competence by completing your paper and turning them in on time? In which of these principles were you the strongest and why? Which of these principles was the most difficult for you, and how will you work to improve with that principle? FORUM Campus Viewpoint iGen: What You Should Know about Post-Millennial Students By Leesa Beck and Alexis Wright I still regularly hear staff and faculty lament the challenges of working with Millennial students. They usually seem surprised (and possibly chagrined) when I respond, “You know that I’m technically a Millennial, right?” The fact is, the oldest Millennials are now wellestablished in their careers, requesting flex schedules so they can take their kids to soccer practice in the afternoons; they have little in common with the typical 18- to 22-year-old undergraduate in many college classrooms. So for those of us at campuses serving primarily traditional students, it seems like a good time to shift our thinking (and laments) toward the needs of a new generation of students, the oldest of whom are already in their early 20s and who increasingly are being referred to as the iGeneration (or iGen). Though other names have been suggested for this cohort—Generation Z, post-Millennials, the Homeland Generation, Generation We—iGen seems particularly poignant in that it pays homage to the historical significance of this being the first generation of true digital natives, digital technology having been widely available since their birth. iGen might also subtly allude to the isolation many youths experience growing up in a world in which it is easier to connect with technology than with other people. Major Factors Shaping iGen iGen’s attitudes and perspectives have been heavily shaped by the major events and prevailing zeitgeist of Winter 2019 their formative years. Of course, not everyone of a particular generation will have experienced the same influences or exhibit all or even any “typical” generational characteristics. In addition, the characteristics themselves will change as the generation ages. It is important to keep all of this in mind as you consider the context in which student services are provided; your own observations or campus experience may differ, and few solutions are truly one size fits all. Technology Technology’s influence on iGen is undeniable. In Twenge’s 2017 book on iGen teens, a thirteen-yearold interviewee relates her experience: “We didn’t have a choice to know any life without iPads or iPhones. I think we like our phones more than we like actual people” (2). Even most Millennials cannot fully appreciate what it means to have grown up with digital technology so ubiquitous. My own sons, as toddlers, would swipe the TV when a show came on that they did not like. Prior to my owning a smart phone, they already had enough exposure through other channels to have developed the expectation that all screens were interactive. For those who believe that technology exposure varies substantially by socioeconomic status, the data seem to say otherwise. Pew Research Center (2018a) data indicate that well over 90 percent of low-income Americans own a cell phone—similar to the percentages at other income levels—and that the rate of cell phone ownership is actually slightly higher among un- COLLEGE and UNIVERSITY – 21 – derrepresented minorities. According to a 2015 survey by Pearson, 78 percent of elementary school students reported using a tablet regularly, and 72 percent of all students surveyed (in grades four through twelve) felt that they knew more about how to use tablets and computers for learning than did their teachers. Social Media Similar to Millennials, iGen-ers are heavy social media users, with approximately 97 percent using one or more social media platforms and nearly half admitting to being online “almost constantly” (Pew Research Center 2018b). However, they use social media differently, often seeking interesting content to view rather than connecting with friends, and they have mixed views regarding its impact on their lives, with nearly as many reporting a primarily negative as a primarily positive impact. Two fifteen-year-old respondents to the Pew study share concerns about the effects of social media on their ability to relate to peers: “It makes it harder for people to socialize in real life because they become accustomed to not interacting with people in person” (7); and “It provides a fake image of someone’s life. It sometimes makes me feel that their life is perfect when it is not” (7). Violence in the Media Though few will remember the actual events of 9/11, tensions with the Middle East and heightened airport security have been a constant reality for children growing up over the past two decades. Issues such as school shootings and sexual assault, both of which directly impact teens’ lives and sense of safety, have dominated the media. Gen X Parents It may not be surprising that the generation of “latchkey” kids has not grown up to be “helicopter” parents. Many Gen Xers, with the help of technology, have adopted a style that is coming to be known as “drone” parenting, in which they give their children freedom but stay connected via a cell phone or other device (Jenkins 2017). Apps such as Find Friends and ParentSquare make it relatively easy for parents to keep tabs on their children’s lives. This means that Big Brother can always be watching, and parents may have a hard time letting go. What to Expect from iGen Students So what can we expect as more iGen students enter our classrooms? Here are some educated predictions: Exposure to Diversity Pedagogy iGen is the most diverse generation in U.S. history. Since 2011, non-Hispanic whites have accounted for less than half of the babies born in the United States (United States Census Bureau 2012). More than 80 percent of iGen teens report having friends whose race differs from theirs (747 Insights 2017), a large increase over their Millennial predecessors. iGen teens are more likely to have openly gay classmates; a 2016 survey by J. Walter Thompson Intelligence found that only 48 percent of iGen respondents identified as completely heterosexual. Students’ expectations around classroom technology will continue to evolve. Three-quarters (75 percent) of high school students believe that using a mobile device in the classroom allows them to “learn in a way that’s best for me” (Pearson Education 2015). Now an expected and accepted part of the learning process, devices must be considered as we design and remodel classroom spaces. The rise of the Internet has shifted the focus of education away from the acquisition of knowledge and toward helping students better understand how to retrieve and apply information. Project- and discussionbased learning are on the rise, and Common Core standards have been adopted for K –12 institutions in 41 U.S. states (Common Core 2018). Students are likely to expect the same in college, and some may find it challenging to adapt to more traditional lecture-style courses. Nevertheless, because they are pragmatic and career-focused (see below), most will make the effort to do what is needed to succeed. The Great Recession The great recession, during which unemployment rates in the United States nearly doubled and foreclosure starts quadrupled (Gould Ellen and Dastrup 2012), made a profound impression on many iGen children, who saw their parents and their friends’ parents lose jobs and homes. – 22 – COLLEGE and UNIVERSITY Vol. 94 Nº 1 Privacy Motivation Early and frequent use of social media has blurred the line between what is public and what is private and is redefining social norms for this generation. One young coworker shared how she had closely followed the development of a friend’s relationship over social media and felt a strong emotional investment. When the couple broke up and took down all their photos and posts without explanation, she suddenly felt bereft but realized that her “real-life” connection to the friend did not allow her the freedom to ask what had happened. Because of these shifting norms, students may feel very differently about what should be shared and how, especially as compared to older decision makers on campus. For example, a few decades ago, publishing a person’s address presented little risk given that people they did not know would have very little other information about them. Now, with so much of a person’s life viewable online, the combination of personal information with a physical address can contribute to problems like stalking and harassment, which, according to the U.S. Department of Justice, is experienced by approximately one in twenty people between the ages of 18 and 24 in any given year (2009). Campuses should carefully review their policies and practices regarding privacy and information sharing; some are already making adjustments, such as removing physical address from the list of directory information. People worried that the influence of video games would cause Millennials to lack intrinsic motivation. With technology becoming even more prevalent in the lives of iGen-ers, the same fear may still exist. However, gamification has changed in the last decade, and it is becoming more common for students to use technology as a supplement to their real-world activities than as stand-alone entertainment. Easy access to information about how to do everything from make your own cell phone case to build and program your own robot has given rise to a vibrant youth maker culture; companies are finding that today’s teens are increasingly interested in products that enable creativity and self-sufficiency. Another strong motivator, precipitated by their social awareness and constant connection to others through social media, is their sense of social conscience or “not wanting to let others down” (Seemiller and Grace 2016). One area, however, in which iGen seems to lack motivation is in separating from their parents. They are used to their parents having high visibility into their lives and are often comfortable having their parents accompany them on outings with friends or even dates. They see technology as their escape and medium for connecting with peers and feel no particular pressure to rush into activities that previously were considered gateways to freedom (for example, learning to drive). Socio-Cultural Awareness Having grown up amidst so much social and financial turmoil, iGen teens tend not to be risk takers. With many of their social interactions happening online, where it can be hard to judge people’s sincerity or intentions, teens may be wary about developing romantic relationships. They are waiting longer to date and have sex and are doing less of both: A recent study found that only about 56 percent of high-school-aged teens are dating now, compared with about 85 percent four decades ago, and that teen sexual activity has dropped by nearly 40 percent since 1991 (Twenge 2017). iGen-ers tend to be conservative with money as well, with 57 percent saying they would rather save than spend it immediately (Anatole 2013). More than onethird say that making money is their top life goal, and more than half worry about their financial future (Nielson 2015). As they come to campus, expect them to be concerned about college debt and future earnings and careful about taking out student loans. Broad exposure to diversity has helped to create a generation that is largely “woke” (according to MerriamWebster, “increasingly used as a byword for social awareness”). They understand and recognize intersectionality and individuality and dislike being labeled. Many are pushing their campuses toward the use of chosen or preferred names and pronouns and are championing a variety of social justice causes. While this shift is positive, it can also be challenging as students struggle to navigate situations in which others’ opinions differ; often, they have difficulty distinguishing disagreeable free speech from hate speech. This has likely been exacerbated by the current divisive political climate and the fact that fewer of their interactions are in person. Institutions can play an important role in helping students better engage in positive and productive civil discourse. – 24 – Attitudes Toward Risk COLLEGE and UNIVERSITY Vol. 94 Nº 1 Mental Health Student mental health has been a growing concern over the past few decades, and that likely will continue. Rates of depression among adolescents are increasing substantially (Mojtabai, Olfson and Han 2016). A recent study by Cigna (2018) found iGen adults to be significantly lonelier than any other adult age cohort. In addition to ensuring that sufficient counseling and psychiatric resources are available, accessible, and wellpromoted, institutions may also want to consider how to encourage in-person connection among students, as this has been shown to correlate to better mental health. Major and Career Choices Many iGen students’ risk aversion will extend to their choice of majors. They want to be employable and are likely to choose majors that will clearly lead to a career. Because they are comfortable with technology and can easily see the value of hard sciences in the workplace, STEM majors are expected to continue to grow in popularity; students may find it more difficult to commit to majors less clearly connected to a career path, such as the arts and humanities. iGen students see co-curricular activities as part of the total education package and as a way to round out their resumes. Many will be particularly interested in activities that allow for networking and skill building. Campuses that do not yet offer co-curricular records and/or student portfolio tools may want to consider developing them. Communicating with iGen Students Many have struggled to determine how best to reach students who seem oblivious to traditional means of communication. Recently cced on an e-mail telling my teenaged daughter how to register for her high school classes, I asked if she had seen it. She responded, “No, I don’t read emails.” “Well, I’m telling you it’s there,” I said. “Can you please take a look at it?” “Can’t you just text me the information?” she asked. “Uh, no, it’s four pages long. It’s not textable,” I replied. “Please just open your e-mail and take a look.” “Can’t you just take screenshots and text me the screenshots?” Winter 2019 Unfortunately, her attitude seems fairly common. Having never known a world without apps, iGen students expect important information—especially information requiring action—to be put directly in front of them. Campuses that have invested in tools like digital signage may find them only modestly effective for a generation of students who are more likely to be looking at their phones. The most successful communications will meet students where they are, through channels such as text, apps, and social media. Due to their pragmatism and desire to succeed, most iGen students will also learn to monitor e-mail if they know that important information is conveyed that way, but it will not be their first choice. Interestingly, because so much of the information students receive is digital, handwritten notes can also be surprisingly effective given their novelty and connotation of personal connection. (Our campus has had great success with postcard campaigns in which current students and staff members write to admitted students.) While the communication channel is important, the medium and content also matter. iGen students experience information overload every day. They often delete e-mails on the basis of the sender or subject line alone, and they may simply ignore messages they deem text heavy. Keep messages short and direct, with clear subjects, and organize content using bulleted lists or subheads. Larger institutions at which students receive information from numerous, uncoordinated sources may increase the effectiveness of their communication efforts by creating a cohesive plan that “cuts down on noise.” Also remember that a picture is still worth a thousand words: iGen-ers love interesting pics and videos, and visually based social media platforms such as Instagram and Snapchat have far higher adoption rates among this demographic than do more text-based platforms, such as Facebook and Twitter (Pew Research Center 2018b). Regardless of channel and medium, authenticity is crucial. In an era with so much computer-generated content and when people are regularly asked to verify that they are not robots, and when even telemarketers have been replaced by recordings, students appreciate knowing that real people are at the other end of communications. COLLE...