Critique Paper 1: Affirmative Action

According to Paul Kivel in his essay “Affirmative Action Works”, affirmative action is essential to creating an equal environment for “people of color” (such as African Americans, Native Americans, and Hispanics). He starts out arguing that people against affirmative action are ignoring some of its qualities (such as economics and children) and only focusing on the affects it has on people of color. After five paragraphs on the above topic, he brings up the subject of racism and how it is still at large in society today. He also comments on segregated areas and a federal law passed to publicize job opportunities. This leads to his discussion on preferential treatment given to colored people by affirmative action and how it is needed to balance out preferential treatment given to white men by society.

In contrast, Ward Connerly says (in his essay “One Nation, Indivisible”) that affirmative action leaves minorities helpless to defend for themselves. According to him, affirmative action “diminish[es] the value of the individual in ways too numerous to mention.” He also says that it caused a “lack of confidence in young blacks.” He attributes this to “individuals identify[ing] with their group” more than as individuals and “preferences based on race and ethnicity diminish[ing] the value of the individual.” Throughout his essay he quotes the Declaration of Independence and, in particular, the famous quote “all men are created equal”.

In Kivel’s second paragraph he starts attacking the opposing stance, stating that they are “not challenging traditional forms of preference and discrimination that favor the rich, the educated, white people and men.” This is an example of a circumstantial ad hominem fallacy as he is attacking the motives of the people against affirmative action instead of the position itself. Furthermore, the title and main premise of this article is that “Affirmative Action Works”, yet in the third paragraph he states that it has “led to a huge over-representation of white people, men and people of middle, upper middle and upper class backgrounds in our universities, in well-paid jobs, and in the professions.” This is a special pleading fallacy as he is excusing policies made for colored people from the negative affects seen with “white man” policies. So, in fact, he is doing what he earlier accused the opposition of doing.

In his sixth paragraph Kivel states a report where a white person and a black person were recorded by ABC through one day of his life. After this incident he concluded that, generally, blacks are given fewer opportunities than whites. However, this is an example of a composition fallacy as he is attributing how one man is treated in one day to the treatment of all men of a certain ethnicity all the time. However, the fact that his article (as well as Ward’s) is out of date hinders how well I can perceive his point of view.

Later on he discusses how racism prevents “people of color” from getting good jobs, but then says that it’s merely “unfortunate” that white males now loose jobs because of racial preferences. This in itself is racist as all people should be considered equal, not based on the color of their skin.

In contrast to Kivel, Ward Connerly kept his essay short. He also used the words of important people and documents from the past to support his philosophical approach to affirmative action. In my opinion he had a calmer tone to his essay than Kivel did, leading to a focused and well-organized essay. Each point lead smoothly to the next with only a couple of spots that may offend people. The headings he used also helped to break up the monotony and made the main point of each clear.

That is not to say that he never made a mistake. At one point he called the opposition “…politically correct big corporations, politicians, the media, and race advocates, who hid behind the moral fig leaves of “diversity” and “inclusion,”…”, which, although mild in comparison to Kivel’s assumptions, still is a stereotype to be avoided. It assumes that all big corporations, politicians, so on are as shallow as he says. Granted, some may be, but not all. Ward continues to use “politically correct” through the rest of the section, but doesn’t focus on it for long. Near the end of the essay he says, “Does it ever occur to them…” which leads into a more condescending tone for the rest of the paragraph. He does have a point, however. Many people with a set viewpoint rarely take the time to consider the views of others, especially those that are against them.

Before reading both essays I didn’t have a strong opinion one way or another. I had a slight leaning towards Ward’s point of view, but I did not let it cloud my logical reasoning. After looking through both essays from a logical standpoint, I have begun to see how affirmative action as a whole is an egregious use of the “two wrongs make a right” fallacy. Society, for the most part, commits a wrong by giving whites preferential treatment. Affirmative action commits the same wrong by giving everyone else preferential treatment and assuming that this wrong will counteract the other. However, both wrongs combined make an even larger wrong on society as a whole.

I admit that I didn’t get all the way through Kivel’s essay. Half-way through it I was already burnt out on his circular reasoning that defended a position that supposedly didn’t need defending. He was also striking out against his opposition in a more personal manner than necessary and constantly contradicting himself in the same paragraph. Because of this, I was more inclined towards Ward’s standpoint, although still much more neutral on the subject than either writer.

My Political Ideology

I first took the political compass test, which suggested I was left libertarian (although only slightly leftward leaning). I found many of the questions lacking in neutrality and liable to lead others towards certain answers with their inflections upon the morality of the opposing choice. I looked to the other quiz for a second opinion and it found that I had libertarian leanings as well. It also marked me as a centrist, but I attribute that to my uncertainty on a couple of answers. However, I was more satisfied after it since the questions were properly neutral.

Upon considering the results and the descriptions provided for others, I have come to the conclusion that I am definitely libertarian when it comes to most matters, but not extremely so. The centrist aspect shown in the second quiz may be a bit inaccurate, but it actually represents my belief in balance. The trouble is that balance in our government has become muddled and forgotten in our ignorance and the media's influence.

In explanation, I believe that the elderly should not receive government money, as they should have learned to plan for their own future. Since there is a possibility of people with terrible luck, I also believe that those that cannot (not will not) provide for themselves should get just enough to survive and hopefully get back on their feet. People that use the loopholes in our laws for free money are in violation of this balance. What is given must be earned, be the currency money, respect, information, or material objects.

As we are an individualist country, I believe that each person should strive to balance his or her life as completely as possible. Communism makes everyone equal, but it is not necessarily balanced since those with talent do not receive as much as they deserve and those that do nothing receive more than they have earned. On the other hand, a society where only the strong survive is one with many conflicts. Respect for the community and others is lost and group decisions are near impossible.

I acknowledge the need for the two separate parties as they create the flexibility needed to, with a properly informed populace, overcome anything life throws at us as a nation. However, I don't really take sides when it comes to political parties because, at this point, I don't trust either of them. I strongly believe that our political system is corrupted, as is the church. They've forgotten what they stand for and use their power for their own petty wants, not the needs of others.

The powerful are role models for the weak and it is my belief that as you grow stronger you should shift your focus from yourself to others. You are not truly powerful until others recognize you as such. When you abuse that power, you gain mistrust and fear. The weak pull away in a search for a better leader and a kinder power, leaving you powerless over them.

Yes, money makes you powerful, but does that truly bring happiness? It is my belief that the purest form of happiness comes from helping others. Thus I feel worse when someone else is harmed than when I am harmed the same way. This is especially so when I am the one causing the other pain. I feel my own pain, I respect it and I may bemoan it, but it quickly passes. What lingers is guilt for the pain of others.

Chapter 1: Programming Challenge 1

Step 1: Clearly define what the application is to do.
Purpose: To calculate the area of a rectangular space
Input: Length and width of space
Process: Multiply the length and width
Output: Display the total area

Step 2: Visualize the application and design its user interface.


Step 3: Make a list of the controls needed.

Type	Name	Text
Form	(default)	“Carpet Calculator”
Label	(default)	“Length”
Label	(default)	“Width”
Label	(default)	“Total Area”
Textbox	txtLength	“ “
Textbox	txtWidth	“ “
Textbox	txtTotalArea	“ “
Button	btnCalcArea	“Calculate”
Button	btnClear	“Clear”
Button	btnClose	“Close"

Step 5: Make a list of methods needed for each control.

Method	Description
btnCalcArea_Click	Multiplies txtLength and txtWidth values to find txtTotalArea
btnClear_Click	Clears txtLength, txtWidth, and txtTotalArea
btnClose_Click	Ends application

Step 6: Create a flowchart or pseudo code version of each method.

Drawing

Have you ever wanted to tell your mom about something, but can’t find the right words? Want to give a gift you’ve made all by yourself? When words don’t work or you want to make something special, try drawing! Although your drawings might not be perfect or dazzling the at first, your parents are sure to love them. In some ways, drawing can even help you do better in school!

Stuff You Need

Before we start we need to find some things from around the house. Open all the drawers, check all the shelves, and get to know where all the materials you need are usually stored. Who knows, you might find the candy drawer or other hidden goodies while you’re searching! If you’re having trouble finding what you need, I’m sure your parents would gladly help you.

Something to Draw With

You could start off with colors, picking up the first crayon or colored pencil you see. However it’s best if you use a pencil. A number 2 pencil is good to start with because you can find it easily.

An even better pencil is the mechanical pencil. It looks much like a pen except when you click it lead comes out instead of ink. They don’t need to be sharpened and sometimes come with padded grips, which make writing and drawing easier. However, the lead is very thin and breaks easily. Mechanical Pencils come in four standard sizes: 0.3, 0.5, 0.9, and 2.0. The numbers are the thickness of the lead in millimeters. Use a 0.7 or 0.9 lead if you break mechanical pencil leads a lot. Also, keep in mind that a mechanical pencil will not work right if you load a lead other than the size written on the pencil.

Something To Draw On

You might want to keep a stash of paper near a large flat table or desk. Also remember that they can be found in many sizes, colors, shapes, and can be thick or thin. Graph paper has lines that go up and down as well as left to right while notebook paper only has lines that go from left to right. Printer paper has no lines on it, so it’s best to put your final drawings on this type of paper.

Something to Get Rid Of Your Mistakes

Erasers are squishy objects (usually made of rubber) that are used to make pencil marks disappear. Most pencils have erasers attached to one end, but they don’t last very long. There are many other types of erasers that work just as well or even better! Test each eraser you find on a scrap piece of paper first. If you end up tearing the paper, then the eraser is too stiff. Also, the eraser shouldn’t leave any marks on the paper, unless they are smudges that are easily erasable.

An eraser cap is a small eraser that you can put on the non-pointed end of a pencil. If you find that you the eraser on the end of your pencil is disappearing, but think using a separate eraser is too much work, look for these.

A large eraser is also good have, especially for large mistakes. These erasers come in many colors and shapes and are also are less likely to tear your paper. The Pink Pearl erasers are famous for their excellent quality.

Getting Things Down On Paper

When drawing, hold your pencil between your first finger and thumb as shown in the drawing to the left. Your other fingers should curl under the pencil to keep the tip pointed slightly downwards. This is called the drawing position. Holding it this way keeps your hand off the paper, preventing smudges. You can also make the quicker and longer strokes required of gesture drawing with this position.

Step One: Finding Shapes in Things

First make a gesture drawing to put as much information about it on paper. A gesture drawing is made up of ovals and lines that show the general shapes of the object you are drawing. You use light, quick strokes that follow the core and general shape of whatever you’re drawing.

As you can see from the drawing to your left, it looks quite messy, but you can still recognize that it represents a hand. I have drawn blue lines to show the middle of each finger and outlined them in red. If you wish, you can do this with colored pencils or crayons while you’re practicing. Just keep in mind that they will not erase if you’re planning on finishing the drawing.

Step Two: Make Sure it Looks Right

After you have everything you want down on paper, take your pencil and hold it horizontally in front of you. You then measure the height of a small portion an object to the whole. In the hand drawing, for example, you can use the height of the top section of the middle finger to measure the rest of the hand. You can also use that same section as a reference for measuring the width of your hand as well. As you can see from the lines I drew, the hand is five fingertips high (to the base of the palm) and roughly ten fingertips wide. This is why graph paper is really good to start with.

Step Three: A Continuous Line

Next you draw the contours of the object (in this case the hand) as accurately as you can. To do this, follow all the lines in your object. Take your time and make sure that you catch all the little dips and creases. Follow the line inside the object as well when you can. If you can, try to draw the whole contour without taking your pencil off the paper. The contour should be done in a heavier line, but a lighter line will be easier to correct if you make mistakes.

Once you’re finished, darken your lines where they meet shadows, and lighten it where you meet light. This gives it a 3D look and makes it pop out of the page a bit. You can then erase your gesture lines to give your drawing a more finished look.

20 Questions for my Audience

Identity and Needs

Who is my primary audience? Who else will read the document?

My primary audience is children between 8 and 12 years old. My teacher and possibly my classmates may also be reading this document.

What is my relationship to this audience?

My relationship to my primary audience is as a benevolent mentor. They don't know me personally, but may think that I'm an expert on the subject.

How will my document be used?

My document will be used to teach children how to draw and what tools to use when appropriate.

How much is my audience likely to know already about this topic?

My audience is likely to already know what a pencil and eraser is and basic geometry (circle, square, triangle, rectangle)

What else does the audience need to know?

My audience also needs to know how to read for one, and also how to change the pressure they apply to their pencil.

What main questions are most readers likely to have?

Main questions my readers are likely to have are:

•          How do I make things look right? (i.e. make them proportional)
  
•          What type of pencil should I use?
  
•          Do I have to have special paper?
  

Attitude and Personality

What attitudes or misconceptions is the audience likely to have toward the topic? Are they likely to have any objections?

Attitudes and misconceptions my audience is likely to have toward the topic are that drawing is hard and only for the talented.

What attitude does the audience seem to have toward me?

The audience seems to have a...

How receptive to new ideas is this audience?

The audience is very receptive to new ideas as they are very young.

Who will be most affected by this document?

Young children with no prior knowledge of, but some interest in drawing will be most affected.

What do I know about the user's personality?

Low attention spans with a focus on pictures and explanations.

What reaction to this document can I expect?

Either they’ll think it’s too wordy, or they will immediately start drawing over everything…including the walls.

Do I risk alienating anyone?

Maybe those who are reading this that already have more knowledge than most children.

Do I face any constraints?

I cannot use anything wordy or any big words without defining them.

Expectations About the Document

Has the document been requested or am I initiating it?

This document has been initiated by me because of my interest in the subject.

What length will the audience expect and tolerate?

The audience will expect a short document with lots of pictures and a large, readable font size.

For this audience, what kinds of details will be the most important?

The most important details are that drawing is easy

How would they expect the piece to be organized?

They would expect it to start at the beginning of a drawing and end with a finished one.

What tone would this audience expect?

My audience would likely expect a calming tone that’s to-the-point.

What is the document's intended effect on its audience?

The intended effect on the audience is to enlighten or teach.

Process of Prewriting Essay 2: Writing to Informalyze

Instructions

List three possible topics, along with their target audience and why you chose each one.

Answer

One possible topic is teaching a child how to draw the human figure. I chose this because I have been considered a rather good artist by some. Another topic would be to write printing instructions for the computer illiterate (elderly, foreign, children). The reason I chose this one is because I've been working on the printing instructions for the computer lab in the library recently.

Essay 1

Dear Class,

If you were to ask me what I wanted to be when I grew up, you would encounter quite a bit of silence. I might frown, stare blankly out in space, squint up at the ceiling, or quite possibly do all three in an attempt to drag a simple answer out of a complex web of dreams, memories, and distractions. After a while, I would mumble something about dual majoring in computers and business and hope you would go away or change the subject. The thing is that I’ve had dreams of becoming an author since the eighth grade. From then on I’ve been writing short stories and evolving my concept of plot, character design, and setting.

For my first story, my mother suggested that I write about our dog and how the squirrels outside drive her crazy. However, I had been reading So You Want to Be a Wizard by Diane Duane at the time and couldn’t help but add something more than ordinary to it. In the end, the story was about a girl who learned of magic from a squirrel in her backyard. I later added seven other children, each inspired by my brother and six cousins, and a hallowed out redwood tree in the forest near their grandmother’s house. I also played with the idea of giving them different powers and associating colors, stones, and symbols according to order of birth.

A year later, I wrote yet another story, but in screenplay format. This time it was about five year old twin boys with psychic powers. One could move light objects with his mind, while the other could see a short way into the future and past. In that particular scene they were playing a game of tag around a table while a mysterious metal orb watched them from the shadows. This, of course, would take place long after that first story and the boys are probably the decedents of one of the children.

A journal from my sophomore year contains a paragraph about a mother and her nightmares concerning her husband’s death. Of course this wasn’t “ordinary” either as it was set aboard a space ship. Also depicted was a concerned teenage daughter who it seems had been through a lot because of her father’s death and her mother’s despair. This was a part of an idea to change the locale of the eight children on a universal scale and have them spread out across it. Later I wrote a paragraph about a tyrannical emperor and his wife who later divorced him and ran off with one of her twin sons.

The last school-related story I wrote was about a little girl who stole an apple from the castle kitchens during an attempt to run away. Noticing that the cook had found out, she stopped and explained that she was taking it to someone, although now that I think about it she didn’t have the time to stop and if she did, she wouldn’t have stolen it so hastily. Anyway, this little story was originally set the 1650’s near the end of the Golden Age of Pirates. Thus, the concept was that the little girl, born to the rich Blake family, was running away to live the more adventurous life of a pirate.

It was not until I started writing this that I realized all these scattered chapters could be combined into one or more novels. I’d have to add chapters between the ones I’ve already written and revise it a little so that it would make sense, but I believe I am capable of doing such a task. I also created a prophetic poem and have a few written descriptions of some of my more vivid dreams, so I wonder if I could incorporate those as well. However, I doubt they will mesh well as they’re a bit more fanciful that what I planned on putting on paper. My problem was that I was spending so much time on the prewriting process that I couldn’t focus properly on actually writing the story. Because of that, however, I now have a good understanding of how I want my story to progress.

I believe that a good book is written by an author with many diverse experiences under his or her belt. You won’t get a good fight scene without knowledge of how to swing a sword and a rudimentary knowledge of the physics behind each swing. Even in a fantasy setting you need to know what rules you’re breaking so that you can break them consistently and logically. This is also pertains to history and mythology as many books are about a past, present, or future version of Earth. Even books not set on Earth are based off of an author’s perspective on our history.

To gain this knowledge I don’t need a language, history, or writing degree; it might help, but it’s unneeded. This is because I can study the history of a place or person, learn a new language, and refresh my understanding of various mythologies on the internet alone. Of course, some things are better learned by experience such as human movements, emotions, habits, and psychological pressures under various situations. Most of this can be done by watching people or changing your mindset to do as someone other than yourself would do.

At any rate, making a good book takes lots of effort, planning, and research that with my busy schedule might take years to complete. It will take more than one draft and countless revisions before I will be completely happy with it. Even when I feel I’m happy with it, I have to meet the standards of publishers, editors, and other proofreaders before I will allow it to go public. Even then it might not sell very well and would definitely be very hard to live off of. However, I write not for the money, but for the joy of writing and knowing that others enjoyed it as well. Hence the reason why I chose business and computers majors over a literary major.

Sincerely,

Heather Kushion