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Introduction Intro pgh. 1 – Opening Gambit – for generations after generations

by | Jun 23, 2021 | English | 0 comments


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Introduction Intro pgh. 1 – Opening Gambit – for generations after generations schools have stayed the exact same, leaving many flaws in the system. Not every child is the same, and soem are treated better than others. The big issue we see is the minority is treated poorly compared to the majority, yet schools dont see this as an issue. Surface summary of primary text- in the article education equality by giving point talks about, How educational Equity is based on the principles of fairness and distributing resources, opportunities, treatment and success for every student. They go further into talkin about how a child’s education should not be dependent on the level of wealth and education and his or her family. This is to say that if a child doesn’t school it’s not because they are poor or had less opportunities for Success than their peers. Describe the contact zone without labeling it as a contact zone- Intro pgh. 2 –
Intro into the theory of (Pratt)
Connect to primary text
Claim in its most initial form
Body Sections TS – General topic/idea/observation to consider CX – Context – Spec evidence or focusing sentence (notice & focus, method, etc.)
EV – Evidence – Theoretical idea (quote from a secondary text)
SRS – Source Reflective Statement = (Summary of Evidence + analytical verb)
AN – Analysis – Explaining evidence and Synthesizing Sources (i. exemplification, ii. Compare and Contrast, iii. Cause and Effect
IF YOU ARE LOOKING TO EXPAND YOUR BODY PARAGRAPHS CONSIDER DOING STEPS 2.2 – 2.5 twice within a body paragraph. In other words, you will have two quotes within the paragraph with two sections of analysis. CS – Clarifying statement or Evolved Thesis (Answer: OK, but so what?)
Conclusion Most evolved version of your claim. Some form of initial summary. If what you’re saying is true, who stands to be affected?
Any new questions to consider given this new thinking
So what? Come “full circle” and consider your intro strategy. Why should readers care about this issue? this is the outline!
Annotated Bibliography
Primary Text: “Education Equality.” GivingPoint, Pratt, Mary Louise. “Arts of the Contact Zone.” 1991.
Summary: Pratt defines a contact zone as “social spaces where cultures meet, clash, and grapple with each other, often in the contexts of highly asymmetrical relations of power, such as colonialism, slavery, or their aftermaths as they are lived out in many parts of the world today.” Pratt makes use of two essential examples in her argument, the first is her son and his love of baseball which related him to the grownup world. Another instance that she uses is Poma’s letter as she mentioned how humans view one-of-a-kind cultures meeting. She claims that there is usually one group/culture in these conditions that appears subordinate to the other. Pratt continues to communicate on the lack of open mindedness human beings can have in these situations. In the speech, Pratt gives an important example of a teacher and student where a student does not want to do exactly what the teacher asked. Obviously the teacher has more power here, but Pratt questions who the winner and loser is in this situation. Pratt brings to light many important ideas in “Arts of the Contact Zone”.
Response: “Arts of the Contact Zone” can be used to complicate my central text in a number of ways. As she discusses how one group is superior and close minded to another, I can use that with caucasions feeling superior to African Americans in the school environment. They are in many ways close minded to the intelligence abilities of other cultures. As these two groups clash in the real world, not everyone’s voice is being heard which is something Pratt can speak to. Just as she discusses, there are in fact winners and losers in this situation as African Americans lose out on an equal, solid education when compared to whites. In the speech, Pratt says “One party is exercising authority and another is submitting to it or questioning it.” This can contradict my primary text and a secondary text as instead of just “submitting” or “questioning”, people are starting to take action against the school system’s treatment of minorities. Darling-Hammond, Linda, and Andre M. Perry. “Unequal Opportunity: Race and Education.” Brookings, Brookings, 28 July 2016, Summary: This article goes in depth to explain how discrimination has not disaperred and how action is needed to protect oppertunities for the minority. Lower levels of achievement for the opposition are now being associated with genes, or culture. It went more in depth to say that, what’s being missed is the lack of resources the minority has compared to the majority. This includes unequal access to key educational resources, including skilled teachers, quality curriculum and the fact that the “U.S. education system is one of the most unfair in the world”. The article goes to state “ schools serving greater numbers of students of color had significantly fewer resources than schools serving mostly white students”. The article then mentions whether or not having money even makes a difference. It is then proven that it does indeed, without money, access to these crucial resources would not be achievable. Overall, when opportunity is more equal much higher levels of achievement for students is produced for all different races. Response: This website is useful to further complicate my primary source as it makes it clear that all students, no matter their background or race, should have equal opportunities in school. However my primary source makes it clear that school systems believe that students are just as likely to succeed no matter what resources or opportunities they are given. The article unequal opportunity: race and education makes people wonder will we ever see this change? How has the school system stayed so unequal for so long? And why is this not being seen as a big issue? With the school system being around for more than 150 years, students should be able to go to school and not have to worry about why they are getting treated differently than others and whether or not they’ll be successful in the future. Because this is a common issue in today’s schools, what can we do to make sure we see this change. Black Students Need Changes to Policies and Structures beyond Higher Education, Summary: This article, written by Madeline St. Amour, goes in depth on the lack of access that African Americans have in the school system. In fact, it states that this minority is at a disadvantage from the get go. The article states that there are many “opportunity gaps” within these groups. These gaps can stem from, lack of money, health concerns, and internal biases. Next, the article discusses how African Americans have lost their ability to express themselves and their culture in schools. It states that, “Black schools were once havens for Black cultural expression,” but now, “Black culture is not part of the standard.” In addition, the article talks about how African Americans face different expectations and microaggressions from their teachers in school. The article concludes by explaining that the education system “can’t solve racism and societal inequity on its own. But the industry can take steps to be part of the solution.” Overall, the article brings to light many of the inequalities in place in the school system.
Response: This can be used to complicate my central text as it helps make known many of the beneath the surface issues within the school system when it comes to race mixing. I can use the “opportunity gap” parts to discuss the different opportunities that already set up whites for an advantage over African American students. I can also talk about how it is important to not blend the cultures in the contact zones of schools. Instead, these cultural differences should be acknowledged and celebrated. I can take the part of the article that discusses Black culture being taken from schools in order to further this argument. Finally, I can use this text to build an argument on what the education system can do differently to help the inequalities in this contact zone. While the article acknowledges that the school system “can’t solve racism”, it also lists several things that can be done to move in the right direction. Overall, this article will be extremely useful in further developing my argument.
this is the sources to use!!! and how to include them.
basically you have to talk about how schools are contacts on, contact zones are people who hold more power and control basically. You can also look at it online in literature and it will give you a really good definition.

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