Colorless Mutli-Coloredness of Whiteness

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Refering to the book White Lies by Maurice Berger and the documentary The Color of Fear, there are discernable typical attitudes of whites towards blacks and other non-white groups. Berger quotes Cornel West, author of the book Race Matters, when he points out that white people typically do not want to believe that racism is still a problem in the United States, "Both (Liberals and Conservatives) fail to see that the presence and predicaments of black people are neither additions to or defections from American life, but rather constitute elements of that life" (0). To contradict this image of denial, Berger recognizes that "people of color are used as plot devices and props, their lives the backdrop to or catalyst for stories about white valor, selflessness, and benevolence" (68). The attitude that black people are usually poor, therefore dishonest, therefore criminals- is so common amongst white people that "No black person is ever unaware of his or her race. Because white society makes that impossible. Regardless of how old I am, or how I'm dressed, or what neighborhood I'm in, women clutch their purses at my approach" (85). The assumption of criminality goes hand-in-hand with the attitude that black people are untrustworthy, as expressed by Berger when he writes, "No matter how integrated their communities, white people have a fairly limited threshold for blackness" (80). White people also perceive what defines equality differently, as Berger's personal experience proves when he reflects about affirmative action "There is a fine line with equal opportunity. What is equal? What's equal to you may not be equal to me" (77). Berger agrees with Patricia J. Williams, author of The Rooster's Egg, that "More often than not… white people force black people into neatly compartmentalized categories of class" (51). He later states that "White people are often invested in the myth that African Americans either are impoverished or belong to an elite of celebrities, politicians, and athletes. In this mythic, either-or-view of black life, African Americans are rarely understood to share the middle and working-class allegiances of most whites" (5). Berger believes that concerning integration, most white people believe that it would "endanger the integrity and future…" (10). Again, Berger refers to Ted Koppel's social inquiries on Nightline quoting, "I've heard fears expressed… that what [white people] are concerned about is… that the community you've established, the safety you've established, the property values you've established could in some way be damaged [by] African American[s]…" (10).

The basis for some of the most negative attitudes expressed by whites in the book and documentary is expansive and cumbersome. To begin with, by one of the participants involved the documentary, it is pointed out that the "fear of color will remain…" and this is, no doubt, where the title The Color of Fear is derived from. When analyzing the attitudes held by whites, one of the non-white participants verbalized a common non-white attitude that white people "step into a world that is theirs." The most verbal white person on the documentary expressed the common denial felt by whites when having to accept the possibility of the current and modern existence of racism, when he said, "it seems like such a hard life- I don't want to believe that that is possible. It's very saddening- you don't want to believe or accept that man can be so cruel." Berger quotes Joe Feagin and Hernan Vera, authors of the book White Racism, helping to identify yet another basis for white attitudes "Many whites seem to have a strong feeling that African Americans are somehow not like white people… One professional summarized the point of view 'I think it's just a matter of values, of blacks having lower standards and lower values than whites, if you're going to put it black versus white.'… Reality is sacrificed for sincere fictions; most whites' lack of empathy makes them unable to relate to the black struggle to survive in a hostile world" (17).

 

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My Literacy Story

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My Literacy Story

Around my teen years, I started to hate writing assignments. Writing assignments are too restrictive unless it's free writing. With free writing I can go on and on about the subject and not have to worry about any criteria that I have to follow. I could write ten pages on a subject such as cars, whereas if I had criteria to follow, I would end up maybe writing three or four pages. Sometimes, I just hate writing all together. Throughout my four years of high school, I've never had anything higher than a 'C' on a paper. By the time I'm finished writing a paper, I look over it to make sure nothing's wrong and I say to myself, "here's another paper that'll get a 'C'." The teachers must think so because I end up getting a 'C'. I just don't like writing (if I have criteria to follow). As I'm writing this at the moment, I already dislike it because I just know that I'll end up with that dreaded 'C'. On the other hand, at least this assignment is easy and there aren't restrictive criteria that I have to follow.

When I was little however, I loved to write. I have no clue on what happened that made me dislike writing, but it must have been pretty traumatizing if I forgot about it, as I tend to forget everything bad that has ever happened to me. I would love to go back into time, at the exact moment, when I started to hate writing. If I were to find out, maybe I would actually start to like writing again, and not get a 'C' on my papers anymore.

Reading on the other hand, is a different story. I remember my mom telling me that I would read cereal boxes for fun while eating breakfast when I was little. And I still do. I guess there is something fascinating about the ingredients or how much calories a box of Frosted Flakes has. Nowadays, if you were to give me a newspaper or a magazine, such as Super Street, Import Tuner, Maxim, or even Time, I can read it from front to back and do it all over again. I have magazines lying around from two to three years ago that I'll pick up and read from time to time. Every time I read one of them, I pick out little details that I had missed or forgotten about. Newspapers and magazines contain current events and are usually about something that interests me.

However, I don't enjoy reading books much. I've always lived a fast paced life, so books just take too much time out of it. I've been told "just give five minutes of your time to read a book and before you know it, it'll be finished." I've tried and believe me, it doesn't work. The next day, all is forgotten; I have other things that are more important. If I'm given a book to read as an assignment, I definitely won't enjoy it, but I'll still read it for the sake of doing the assignment.

I love it, I love it more. I can read forever as long as it's not a book. I know for a fact that you can find me reading a cereal box in the morning or reading the fine print off an entry for some sort of sweepstakes. Some might call it strange, but who knows, some of these "useless" readings could come in handy one day. Now if I could only do that with a book.

Reading and writing are something that I've done all my life. Can't live with it, can't live without it. Over the years, I've grown to dislike writing. I hope to like writing once again, but till then, I'm going to hate it unless it's free writing. Reading will always be something that I can do all the time. Just put something in front of me with words on it and I'll read it regardless of whether or not I like it.

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Biography Review – U.S. HistoryHugo Black: Cold War Warrior

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Hugo Black has been called by scholars "One of a half dozen of the greatest Justices in the history of the U.S. supreme Court in terms of the influence he exerted on the shaping of our law." Black, a member of the United States Supreme Court for thirty-four years, was appointed by Franklin D. Roosevelt in 17, and resigned from the Supreme Court, in 171. He was born on February 7, 1886 in Harlan, Alabama, a farm town consisting of all white citizens in the "Deep South". His father owned a general store, and his mother was a postmistress. In 188, he moved with his family to Ashland Alabama. In 18, Black's father William, died in Ashland. He knew little about his father's life, but respected him a great deal even though he was an alcoholic who showed little love. Black did not feel the effects of his father's death until later on in his life. In the 160's, he became involved in learning about his father's ancestors, and began visiting many different small towns in Alabama, close to the one that he grew up in. In these towns, he pieced together the history of his father's life and the history of many of his ancestors. Black became captivated with this, and became an amateur genealogist. In 168, Black even contacted the General Services Administration to find out more about his uncle who died in the Battle of Gettysburg. During his childhood in Alabama, Black looked up to his older brothers. In 10, he graduated from Ashland College, and then moved on to attend the University of Alabama law school which he graduated Phi Beta Kappa from in 106. One-year prior, Black's mother Martha, died in Ashland. After graduating, Black returned to Ashland a slight, short young man. He then established a private practice. One year later, a fire destroyed his law office and library, which he had financed using funds that were given to him by his father. After the fire, he moved west to Birmingham to practice law. In 118, Black enlisted in the U.S. Army where he was made a Captain. While in the Army, Black was stationed in Tennessee. Though Black had a very tough time in Officer Training School, he later said that serving in the Army benefited him greatly. Black's infantry was later sent to France. The day they arrived in France to fight, the Armistice was signed. After World War One, Black returned to Birmingham where he earned about $60,000 per year. This was a very good salary for a lawyer of that time. In 1, he joined the Ku Klux Klan. The Klan helped Black get elected to the U.S. Senate in 16, but he resigned the same year. Though he once shared the views of the Klan, Black later fought to end all segregation in the south during the 160s. In 17, Black moved to Washington D.C. where for the next ten years, he was a U.S. Senator. In 17, Hugo Black became Associate Justice of the Supreme Court. Later, the news that Black was formerly a member of the KKK damaged his image. Black told the people that "Raw ambition" drove him to join, and he was "doing the right thing even though I don't like the Klan." Later in his career, Black was know for being a man who fought for equality of all people regardless of their walk of life or race. In 155, Black was greatly involved in the Joseph McCarthy trials. He used fundamentals from the Constitution, such as First Amendment rights in many of his argument. On September 15, 171 Hugo Black resigned from the Supreme Court. He died a week after in Bethesda, Maryland. He will be remembered for his genuine passion for the Constitution. It was said that Black carried a copy in his coat pocket and when he was asked a question about law, would take it out and read a passage from it.

Howard Ball, the author of Hugo Black Cold War Warrior, is a professor of Political Science and University Scholar at the University of Vermont. He has written almost two-dozen judicial biographies on federal judges.

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Toulmin Model:An Approach in Formal Communication

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Argument is an essential component of every day human affairs. Speakers use arguments to generate knowledge and to seek agreement by analyzing the available facts, warrants, and conclusions of each other's arguments. Argument is also responsible for producing conceptual changes in people.

The Toulmin system is a series of steps designed to help build an argument. The steps help us to understand and how to discuss arguments we study as well as help us frame our own arguments more effectively. Reasoning "is a collective and continuing human transaction, in which we present ideas of claims to particular sets of people within particular situations or contexts and offer the appropriate kinds of reasons in their support. Claims linked to evidence of good reason s are what we mean when we use the term argument" (p. 91). Toulmin identifies two types of reasoning.

Formal reasoning also refereed to al formal logic is predominately used with formal logical thinkers. This form of reasoning deals with certain truth that already exists. Mathematicians, astronomers, and formal logicians use this reasoning because the ideas are already agreed upon.

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Practical reasoning also referred to as substantive logic, involves the rational exposition and criticism of arguments. When people evaluate these types of arguments they are not considered correct or incorrect. They are evaluated if they are relevant or irrelevant, strong or weak, or reasonable or unreasonable. Practical Reasoning through argument involves the movement through a specific set of goals in order to build an argument. Everyday persuasion requires argumentation, but it must be developed in a proper manner and sequence to increase the likelihood of effectiveness.

First it in necessary to determine your claim if you plan to build a credible argument. This can be considered the thesis of your argument. What is the claim that I'm going to make? " The most common claims in the realm of persuasion are judgmental" (p. 97) the words we use in these types of claims will involve opinions and feelings and these ideas will inevitably be debated. So a solid warrant will be especially necessary in developing an effective argument.

After you have established your main point of your argument you need to have a warrant. A warrant will complete the logical structure. By identifying a warrant to our argument early in the argument's development, we can anticipate any possible objections to assumptions.

As with every argument that we construct you have to have a backing. Some rationale and credentials designed to verify the assumptions expressed in the warrant. What backup evidence do I have I have of can I find to add further support?

It is evident inevitable in human nature that someone will question the validity of your argument. You must be prepared to acknowledge and respond to possible counterargument. Toulmin would call this Rebuttal or Refutations. Conditions for rebuttal include acknowledging any parts of the argument, which might not hold true in certain cases, of which might be disagreed upon in any way. Rebuttals can be directed against the reasons and the grounds or against the warrant and the backing. Your ability to anticipate any rebuttals will increase your chances of producing an effective argument. First you need to identify what refutations could possibly be made against your developed claim. A rebuttal is used to qualify the claim in the anticipation of certain objections.

Finally a qualifier is used to strengthen the claim. This basically ends the argument with force and impact and makes the speaker more credible if he or she stands by their claim even after harsh refutations. If they defended their argument well people will notice, their reasoning and their premises for that claim. Qualifiers answers our condition for rebuttal, and most qualifiers are usually created in response to potential rebuttals.

Denton, R.E.& Woodward, G.C. Persuasion and influence in Modern Life. Waveland Press, Inc. Prospect Heights, IL. 2000.

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From My Inbox

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