Chapter 7 Effective Practices in English: Specialty Supplies Primary Author

Download 0.67 Mb.
Size0.67 Mb.
1   2   3   4   5   6

PAGE LENGTH: 4-5 pages

Researching Careers
English 846 Karen Wong Skyline College
Rationale: help students to establish a motive/purpose for being in school and plug them into an excellent Student Services resource, the Career Center (and for teachers, this assignment is a superb opportunity to work in partnership with Student Services)

  1. Tap into resources—especially counselors and staff—that will help you explore career options and opportunities.

  2. Describe your classmate’s preferred behaviors, interests, and values based on her/his responses to the Myers-Briggs and Strong Interest Inventory assessments.

  3. Based on the recommendations from the aforementioned assessments, demonstrate understanding of what the recommended careers entail, anticipated job growth, required education and experience, and whether your classmate is well suited for it.

  4. Use reading strategies to accurately summarize the information about potential careers.

  5. Synthesize all of your analysis into an essay, organizing the information in a logical order, providing adequate examples and explanations that support a clear thesis statement, citing sources properly, and demonstrating competence in standard English grammar and usage.

Research Sources:

  1. Myers Briggs assessment that is provided by and interpreted by counselors in the Career Center (See for more information)

  2. Student Interest Inventory that is provided by and interpreted by counselors in the Career Center (See for more information)

  3. Occupational Outlook Handbook-- or the Eureka database offered through our Career Center

  4. Various resources on our Career Center website:

Reading Strategies:

  • Conducting on-line searches on the OOH and/or Eureka to find information about different careers

  • Previewing the texts so as to tap into and expand their schema.

  • Annotating their texts

Writing Strategies:

  • Structuring an expository essay

  • Integrating quotes and creating a works cited page using the MLA format

  • Continual practice combining sentences with coordinators and/or subordinators

Essay Assignment: Researching Careers
English 846 Karen Wong Skyline College

Prepare a report on the job market to advise your classmate about her/his future employment prospect(s). To do so, explain what s/he is suited for, drawing from your interview of your classmate, the Strong Interest Inventory results, and perhaps even the Myers-Briggs results. Advise your classmate as to how s/he can best pursue and prepare for these employment opportunities, making reference to resources such as EUREKA and the Occupational Outlook Handbook. Certainly noting potential job growth and educational background are pertinent to this section. Your classmate will get a copy of your essay when you are done, so try to make suggestions that really will help this person. Your essay will be graded on the following:

  • Sophistication and insight

  • A thesis that makes a clear recommendation

  • Thorough development of the thesis

  • Minimum of five relevant quotations

  • Logical organization

  • Reference page according to MLA format

  • Minimum three sentences that are joined by coordinators or subordinators and underlined

  • A snappy introduction

  • An original and creative title

  • Spelling, grammar, sentence variety, etc.

LENGTH: 3.5- 4.5 pages

Researching Careers: Intake Form
English 846 Karen Wong Skyline College

Directions: (Step 1) Answer the questions as they pertain to yourself so that you'll be prepared for the interview on Monday. Draw from your SII results if you have them! (Step 2) Reverse roles, this time interviewing your partner to gather information for the essay about her/his interests, experiences, and aspirations. Do not feel as if you have to ask every one of these questions, nor limit your questions to these ones. Also note that you may have to schedule a follow-up interview if your partner has yet to secure her/his SII results.
PERSON BEING INTERVIEWED: _____________________________________

DESIRED CAREER OR TYPE OF CAREER: ____________________________

  1. What qualities do you want in a job?

  2. Which qualities do you absolutely need in a job?

  3. What qualities do you possess that you're proud of?

  4. Which of these qualities will come in handy in a work setting? In what kind of work setting? (i.e., solo vs. collaborative; active vs. sedentary; helping others vs. completing your part, etc.)

  5. What are you interested in? (i.e., fields of study; hobbies; passions, etc.)

  6. Which careers relate to your interests?

  7. What careers have you considered, and why do they interest you?

  8. Why are these careers important, either to you or to the larger society?

  9. How do these careers tie in with your values, needs, and what is important to you?

  10. What experiences have you had which would help you in these careers? (i.e., current job experience, internships, or informal means of learning…)

  11. Do you have "role models" in these fields? What have their experiences been like?

  12. What educational background will you need to attain in order to secure these careers? Be specific in terms of potential majors and degrees.

  13. What experience will you need to gain in order to secure these careers?

  14. How would you like to be able to look back on your life in these careers forty years from now?

  15. Any additional comments you'd like to make?

Himilce Novas: Everything You Need to Know about Latino History
English 846 Karen Wong Skyline College

Rationale: foster a deeper understanding of text patterns to increase comprehension and retention and anticipate short essay test questions

  1. Demonstrate a solid understanding of Latino history through responses to the test questions. (They can refer to their matrixes and the book when they take the test.)

  2. Preview a chapter so as to generate questions related to the main topics and to predict what the chapter will address.

  3. Annotate the book.

  4. Use a writing strategy—a matrix-- to accurately summarize information.

Reading Strategies:

  • Previewing the texts so as to tap into and expand their schema, and generate questions from the previewing to give them a clearer purpose for reading (namely, looking for answers to the questions generated from their previewing).

  • Annotating their texts.

  • Using matrixes to organize information that follows a set pattern.

Writing Strategies:

  • Anticipating cause-effect and compare-contrast questions

  • Paraphrasing the ideas from the text to respond to such test questions.

  • Continual practice combining sentences with coordinators, subordinators, and/or transitions that indicate a cause-effect (i.e., Because, therefore, as a result, etc. or compare-contrast relationships (but, yet, while, although, on the other hand, etc.)

  • Test Questions Pertaining to the Matrixes:

  1. (50 points) Compare and contrast the immigration patterns of two of the following countries: El Salvador, Guatemala, or Nicaragua. Which period marked the highest number of immigrants to the United States and why? How were their political and/or economic conditions similar or different?

  2. (25 points) Identify one immigration policy crafted by the United States government; describe (a) who it targeted, (b) what it was intended to address and the rationale for its existence, and (c) its primary benefits and drawbacks. Include in your response the page number references.

Himilce Novas' Everything You Need to Know about Latino History, Chapter One: Immigration Legislation


YEAR, p.#




Immigration Reform and Control Act of 1986

California's Proposition 187 in 1994

Illegal Immigration Reform and Immigrant Responsibility Act (IIRAIRA) in 1996

Nicaraguan Adjustment and Central American Relief Act of 1997, until 2000 (NACARA)

Temporary Protected Status for Salvadorans in 2001

English 846/ Wong










English 846/Wong

Appendix 4

Katie Hearn’s Instructional Materials

The following materials are from the spring 2007 developmental English class described by Katie Hearn. They reflect the process I used to guide students in engaging the first three chapters of the book Fast Food Nation:

  1. Discussion Questions

Students posted responses to select questions on discussion boards on Blackboard (required but un-graded). They also responded to these questions in small-group and whole-class discussions during class.

  1. Reading Comprehension Test

The tests encouraged students, first, to be accountable for doing the reading. Preparing for and taking the test encouraged them to read more carefully and become more agile at explaining and discussing its key ideas/issues. The test also gave students and me clear feedback about parts of the reading they didn’t understand, so that these issues could be clarified before students wrote their essays.

  1. Synthesis Essay Assignment

While the earlier discussion questions covered smaller sections of the assigned text, essay questions were broader in scope to engage students in the higher-order synthesis thinking of essay writing. Students’ essays made clear the benefits of the kinds of discussions and activities described above. Even in weaker essays, students made connections to earlier discussions and test questions and integrated key ideas and information from the reading.

  1. Assessment Rubric for Essay

Students used this rubric to give each other feedback during in-class peer reviews, and I used it when evaluating their final drafts.

This process was repeated in four different units that semester, covering almost every chapter of Fast Food Nation and several chapters of the book The Wal-Mart Effect.

Discussion Questions -- Fast Food Nation, Chapter 3 (Beginning to page 75)

1.) We’ve talked in class about how Schlosser uses his introductions to each chapter to paint a picture that is relevant to the topic of the chapter. Sometimes, at the end of these sections, he also gives a sort of thesis statement summing up the main point of the chapter.

However, in chapter 3, the relevance of the opening section is less direct that in chapter 2, and Schlosser doesn't really give a thesis for the chapter. The photo and title for chapter 3 let you know what the chapter will be about -- how the fast food industry treats its employees. Given that his focus in this chapter is on the treatment of employees, why does Schlosser begin with an extended description of the city of Colorado Springs?

2.) Schlosser discusses several factors that led to the growth of Colorado Springs. What are they? What role does he say that the fast food industry has played in the growth of this city?

3.) Why does Schlosser say that teenagers are “the perfect candidates” for fast food jobs (68)?

4.) Explain what Schlosser means by the term "throughput" (68-70).

5.) In your own words, explain what Schlosser means when he says, “the stance of the fast food industry on issues involving employee training, the minimum wage, labor unions, and overtime pay strongly suggests that its motives for hiring the young, the poor, and the handicapped are hardly altruistic” (71).

6.) Why is Schlosser critical of the fast food industry's goal of designing the work so that it would require "zero training” of employees (72)?

7.) Why does Schlosser include the information about the fast food industry accepting “hundreds of millions of dollars in government subsidies for ‘training’ their workers” (72)?

8.) Schlosser writes that “Roughly 90 percent of the nation’s fast food workers are paid an hourly wage, provided no benefits, and scheduled to work only as needed” (74). He also writes, “The fast food industry pays the minimum wage to a higher proportion of its workers than any other American industry” (73). If more and more jobs like this are being created, what consequences do you see for our society?

9.) What is "stroking"? Schlosser is critical of this practice -- why?

Discussion Questions -- Fast Food Nation, Chapter 3 (Page 75 to end of chapter)

7.) Schlosser describes a number of tactics the fast food industry uses to make sure that their workers don't form unions. Summarize these tactics so that someone not in our class could understand you.

8.) Write a one-paragraph summary of Schlosser's main point in the section “Protecting Youth.”

9.) Joseph Kinney, the president of the National Safe Workplace Institute, tells Schlosser that, “No other American industry is robbed so frequently by its own employees” as the fast food industry (86). Look over the rest of this section to see how Schlosser explains why there are so many “inside job” robberies.

10.) What is Schlosser's attitude/tone toward the conference he describes in the section “making it fun”?

Reading Test #1 Fast Food Nation Chapters 1 & 2

Dr. Hearn English 101A Spring 2007

Name: ______________________________________________

Open Book, Open Notes, Closed Neighbor

If you need more room, continue your answers on the back

  1. Author Eric Schlosser uses Carl Karcher’s story as a metaphor for the story of the fast food industry – how it started and how it changed over time. Explain how Carl’s story is a metaphor for this.

  1. Explain how the McDonalds brothers revolutionized the restaurant industry. Be sure to include specific details from Chapter 1 and don’t use exact quotes – I want to see you explain it in your own words.

  1. How were Ray Kroc and Walt Disney similar politically? In your answer, be sure to discuss how Disney treated workers who wanted to join a union, and Ray Kroc’s effort to lower the minimum wage for young workers (36-37).

  1. Schlosser writes that Disney was one of the first business people to use a marketing strategy called "synergy" (40). Imagine you are explaining synergy to someone not in our class – in your own words, explain how McDonalds uses synergy and then, come up with your own examples of synergy from the entertainment industry today.

  1. Use details from chapter 2 to make one strong point supporting fast food and soda marketing in public schools. Then, use details from chapter 2 to make one strong point against allowing fast food and soda companies to market in public schools.

Paper #1: Fast Food Nation, Chapters 1-3
Dr. Katie Hearn Chabot College English 101A Spring 2007

The Big Picture: What I’m Looking For:

The main thing I want you to do in this essay is use important ideas and information from Fast Food Nation to develop your own answer to a question below. The essay should be a balance of material from the book and your own critical voice/commentary. It shouldn’t be only your opinion, and it shouldn’t be only a bunch of facts and quotes from the book.


Choose one, or combine more than one

  1. Eric Schlosser says, “I’ve written this book out of a belief that people should know what lies beneath the shiny, happy surface of every fast food transaction. They should know what really lurks beneath those sesame-seed buns” (10).

Use specific ideas and information from the first three chapters to explore this idea. What does “lurk” beneath the surface of the fast food industry? And do you agree with Schlosser that people should know about these things? Why/Why not?

  1. Schlosser writes that fast food is both something we buy and a “metaphor” for America today. Use specific ideas and information from the first three chapters to explore this idea. What does the growth of fast food symbolize/reveal about American culture?

  1. Schlosser is critical of the kinds of marketing being directed at kids by fast food and other companies. Do you agree that this marketing unfairly exploits children? Do you think the U.S. should pass laws limiting it? Why/why not? (Make sure you include specific ideas and information from chapter 2 in your discussion.)

  1. Schlosser is critical of the ways the fast food industry treats its workers. Do you agree with his criticism? Why/why not? (Make sure you include specific ideas and information from chapter 3 in your discussion.)

  1. In Fast Food Nation, Ray Kroc describes the fast food business like this: “rat eat rat, dog eat dog. I’ll kill ‘em, and I’m going to kill ‘em before they kill me. It’s survival of the fittest” (37). Use specific ideas and information from the first three chapters to explore this idea. How do you see this “dog eat dog” attitude in what you’ve learned so far about the fast food industry?

The Details: What I’m Looking For

  • Deep and accurate understanding of the book

The paper should show me that you have carefully read and understood the book. I’m not looking for an opinion you could have come up with before even taking this class, or for you to plug in a couple quotes that make it look like you read the book. I want to see that Schlosser’s ideas and information have made their way into your brain and informed your own thoughts on the topic.

  • A clear and specific main idea

In your own voice, I want you to answer the question you chose. This should be the main idea, or thesis, that ties together your whole essay, and you should give it somewhere in the first one or two paragraphs.

  • A paper that someone NOT in our class could pick up and understand

When discussing something from the book, be sure to explain it fully and clearly enough that someone who hasn’t read the book could follow you. Including specific details and well-chosen quotes helps a lot.

  • A well-organized essay

(I’ll give you more details on what I mean by this…)

  • Proper use of quotes

If you include Schlosser’s exact words in your paper, you need to be careful to let your readers know by placing those words inside “quotation marks.”

  • Sentences that are as clear and error-free as possible

Take the time to proofread your paper and polish it up. Readers take your ideas more seriously when you do.

  • At least 3 complete pages, typed, 12 point font, double-spaced, with regular-sized margins (1.25 inch on each side).

Paper #1: Fast Food Nation, Chapters 1-3

Dr. Hearn English 101A Chabot College Spring 07

Writer’s Name: _________________ Reviewer’s Name: ________________

Check the box that you think is appropriate

Assignment Requirement






Well Done

Critical Thinking

The writer should…

Show a good understanding of key ideas/information from book.

Use her/his own critical voice to comment on material from book.

Offer her/his own answer to the assignment question(s).

Sum up the paper with a clear thesis statement in the first couple paragraphs.

Provide specific examples, details, information, quotes.

Explain ideas/information fully enough for readers not in our class to follow.


The writer should…

Present ideas in an order that makes sense to readers.

Open with an intro that engages readers and conveys overall focus of paper

Make sure each paragraph has a clear central focus.

Make sure each paragraph is a reasonable length (usually 1/3 to 2/3 of a page).

Use clear transitions to connect ideas and make the paper “flow.”

End with a conclusion that completes the discussion


The writer should…

Proofread carefully so that sentences are clear, concise, and free of errors.

Use “quotation marks” when including an author’s exact words.

Produce at least 3 full pages -- double-spaced, 12-point font, 1.25” margins,

no extra spaces between paragraphs.


Now write a note to the writer about your overall sense of the draft. Make sure you discuss what you think is strong, as well as specific issues you think might be improved during revision.

Appendix 5
Resources for Chapter 7
Angelo, T. & Cross, P., (1993) Classroom Assessment Techniques (2nd ed.). San Francisco: Jossey-Bass.
Bizzell, P., Herzberg, B., & Reynolds, N. (2003). The Bedford Bibliography for Teachers of Writing. Retrieved January 12, 2009, from
Center for Student Success. (2007). Basic skills as a Foundation for Success in California Community Colleges. Sacramento, CA: California Community Colleges Chancellor's Office. Retrieved January 12, 2009, from

Intersegmental Committee of Academic Senates (ICAS). (2002). Academic Literacy: A Statement of Competencies Expected of Students Entering California's Public Colleges and Universities. Retrieved January 12, 2009, from

Legislative Analyst’s Office. (2007). Analysis of the 2007-2008 Budget Bill: Education. Retrieved December 20, 2008, from

Lehr, F. (June 1995). Revision in the writing process. ERIC Clearinghouse on Reading, English, and Communication Digest. #100. Retrieved from
Twenge, J. (2007). Generation Me. New York: Free Press.

Other links:

Reading Between the Lives

Video available at

Katie Hearn’s resources at Chabot College

Chapter 7 Page

Download 0.67 Mb.

Share with your friends:
1   2   3   4   5   6

The database is protected by copyright © 2020
send message

    Main page