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Writing Real World WRITING FOR A REAL WORLD Writing for a Real World 2011–2012 A multidisciplinary anthology by USF students Tenth Anniversary Issue PUBLISHED BY THE UNIVERSITY OF SAN FRANCISCO DEpaRTMENT OF RHETORIC AND LANGUAGE www.usfca.edu/wrw Writing for a Real World (WRW) is published annually by the Department of Rhetoric and Language, College of Arts and Sciences, University of San Francisco. WRW is governed by the Rhetoric and Language Publication Committee, co-chaired by Brian Komei Dempster and Michael Rozendal. Members are: Brian Komei Dempster, David Holler, Michelle LaVigne, Michael Rozendal, and David Ryan. Writing for a Real World: 10th edition © 2013 The opinions stated herein are those of the authors. Authors retain copyright for their individual work. Essays include bibliographical references. The format and practice of documenting sources are determined by each writer. Writers are responsible for validating and citing their research. Cover image courtesy of Erika Myszynski This image was taken in Mbale, Uganda (near Mt. Elgon), in southeastern Uganda on the Kenyan border. Printer: DeHarts Printing, San Jose, Calif. To get involved as a referee, serve on the publication committee, obtain back print issues, or to learn about submitting to W RW, please contact David Holler <[email protected]>. Back issues are now available online via Gleeson Library’s Digital Collections. For all other inquiries: Writing for a Real World, University of San Francisco, Kalmanovitz Hall, Rm. 202, 2130 Fulton Street, San Francisco, CA, 94117. Fair Use Statement: Writing for a Real World is an educational journal whose mission is to showcase the best undergraduate writing at the University of San Francisco. Student work often contextualizes and recontextualizes the work of others within the scope of course-related assignments. WRW presents these articles with the specific objective of advancing an understanding of academic knowledge, scholarship, and research. We believe that this context constitutes a “fair use” of copyrighted material as provided for in section 107 of the U.S. Copyright Law. In accordance with Title 17 U.S.C. Section 107, the material herein is made available by WRW without profit to those students and faculty who are interested in receiving this information for research, scholarship, and educational purposes. 2 Writing for a Real World 2011–2012 Editor David Holler Executive Editor David Ryan Assistant Managing Editor Giuliana Ferrante Copy Editors Jenny Aronson Jade Batstone Jiordan Castle John Dwyer Giuliana Ferrante Alejandro Iribarren Kathleen Jemmings Kayla LaCour Caleb Mealey Nick Rihn Madeline Noelle Vanden Branden Laney Woodcock Journal Referees Kristin Agius, Rhetoric and Language Veronica Andrew, Rhetoric and Language Bob Bathrick, Rhetoric and Language Brian Komei Dempster, Rhetoric and Language Karin Cotterman, Leo T. McCarthy Center Leslie Dennen, Rhetoric and Language Fran Ferrante, Rhetoric and Language Joe Garity, Gleeson Library Johnnie Johnson Hafernik, Rhetoric and Language David Holler, Rhetoric and Language Devon C. Holmes, Rhetoric and Language Ron Key, Rhetoric and Language Saera Khan, Psychology Leslie King, Biology David Latterman, Leo T. McCarthy Center Todd Lewis, Rhetoric and Language Tom Lugo, Rhetoric and Language Theodore Matula, Rhetoric and Language Mark Meritt, Rhetoric and Language Ana Rojas, Rhetoric and Language David Ryan, Rhetoric and Language Carol Spector, Gleeson Library Fredel Wiant, Rhetoric and Language Program Assistants Crystal Chissell, Tara Donohoe Publication Assistants Ana Kitapini, Estephanie Bautista Sunga 3 WRITING FOR A REAL WORLD Table of Contents DAVID RYAN Celebrating WRW’s Tenth Anniversary 6 DAVID HOLLER Introduction to WRW’s Tenth Issue 11 Honorable Mentions 14 Dedication of Tenth Issue to Fredel M. Wiant 17 VY TRAN “A Minor Footnote”: The Other Lost Generation in The Book of Salt 18 JADE BATSTONE Occupy the Arab Street: The Uses of Strategic Nonviolent Action in the Arab Spring 45 PIERCE OGDEN Towards Automated Discovery of Protein Function 68 DEBORA SZETO The Life of a Second-Generation Child: Gastronomic Adventures and Cultural Exploration 81 MARTINA PERALTA Trouble in Paradise: Milton’s Portrayal of Gender Stereotypes in Paradise Lost 98 STEVEN SLASTEN The Double-Headed Scapegoat: A Look at the Cycle of Redemption in the Rhetoric Surrounding the Suicide of Tyler Clementi 117 4 WRITING FOR A REAL WORLD ALEXANDRA DE LEON Reassessing Japan’s War Memory Through its National Press 136 GAYLA FREEMAN What Koreans?: The Status and Marginalization of Koreans in Japan 150 EMILY BROWN Mountain Dew Mouth: A Look Into Solutions to Help The Invisible Minority of Central Appalachia 168 IENNA DELA TORRE Occupy Wall Street, Liberate America: The Social Movement for Re-regulation to End Wall Street Corruption 184 2012-2013 Submissions Information 204 5 WRITING FOR A REAL WORLD Celebrating Our Tenth Year ITH this edition, Writing for a Real World turns 10 years old. In this brief retrospective, it is helpful to give some quantitativeW and qualitative information to better illustrate the work associated with this project. Certainly, this context only partially accounts for the innumerable accomplishments of the purely voluntary efforts of the students, staff, and faculty involved in creating this journal. For their collective work, we thank them for giving life to this student anthology. In 2002, members of the Rhetoric faculty pitched an idea to then Associate Dean Jennifer Turpin about starting a journal that celebrated undergraduate student writing at USF. Without hesitation, Dean Turpin wholeheartedly supported this project. After a series of meetings to theorize this journal’s shape and scope, a staff was born, duties were created, and a name christened. After a few years of collective effort, WRW distinguished itself alongside many of the fine projects on campus, earning a Team Merit Award in 2008. A key part of our success has been our ability to create and manage certain resources, one of which is relying on a group of experienced referees who dive head first into deep piles of student submissions and emerge with a recommended list of publishable papers. Our referees sincerely enjoy the stimulating challenge of reading student writing, and they have become quite adept at making difficult, qualitative distinctions between the terrific papers and the exceptionally well-written ones. Qualitative matters aside, our journal referees have collectively read approximately 1200 submissions and recommended publishing 143 papers. For the record, 139 of these papers are individually authored while four are co-authored by two or more students. Though a large portion of our published material come from Rhetoric and Lanugage courses, the majority comes from outside of our department. This broad disciplinary representation often means that writing assignments at USF are part of the norm of instruction because writing meets a common pedagogical and disciplinary need to measure student learning, even among disparate curricula. 6 WRITING FOR A REAL WORLD In our fifth anniversary issue, we noted that publishing WRW allowed us to compose a snapshot of the broad range of subjects that occupy our students and enabled us to better understand the varied student thinking related to “genre, context, lexicon, axioms and theory.” But our journal also compels us to better comprehend what students are thinking about when they synthesize and analyze principles and strategies related to process, organization, framing, and pragmatics. Just as important, reading many of the discipline- specific papers enables us to further affirm some important beliefs related to writing, such as our students have the capacity to write, writing needs to be taught effectively, and all teachers—regardless of discipline—can work to improve the reading and writing skills of their students. Quite tellingly, most of our papers are studied responses to written texts. In this respect, studying these papers allows us to reaffirm the belief that a student’s ability to read critically is fundamentally related to her ability to write effectively. Of course, this belief is essential to the teaching of writing—that a dialectical relationship exists between reading and writing. Pedagogically, it is common practice for writing faculty to place our students in a quintalogue of reading, thinking, discussing, writing, and revising to deepen and sharpen their rhetorical abilities. Our hope is that more non-writing instructors integrate strong, effective student models of writing from WRW in their curricula to create an inter- or intradisciplinary class where writing is taught as part of the required disciplinary knowledge. Student Writing And what do our students write about? Here are some of the subject areas from past issues: heterosexism and homophobia in African-American communities, domestic violence in lesbian partnerships, maternal depression and intervention strategies, information technology in Latin America, outsourcing and resource conflicts in the United States, psychotherapy and foster children, the Greenbelt Movement, Just War Theory and the American military, and globalism and its relationship with self-determinism. 7 WRITING FOR A REAL WORLD There are also insightful textual and rhetorical analyses that focus on Judeo-Christian narratives, works of Aristotle, DeLillo, Derrida, Plato, Milton, Swift, and Shakespeare—as well as papers from the pop culture zeitgeist that focuses on television, music, film. Quite tellingly, this
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