Chat with us, powered by LiveChat Proposing a Solution for Food Related Problem in A Community Project | All Paper

Background and Context for the Assignment:
A common writing assignment in the fields of engineering, science and social sciences is to propose a solution to a current problem. In this kind of project, writers use research and argumentative strategies to convince their readers that a problem exists, that the problem is significant and must be addressed, and that the proposed solution is the best way to address it. Writing in this kind of genre is expected to be concise clear, accurate, and convincing by using claims, reasons, evidence, and analysis. 
The Writing Prompt: 
What is a significant, food-related problem that needs to be addressed on our campus or in a local or regional community? How could the Global Food Initiative be expanded or revised to address this problem? 
Using strategies from Chapter 7 in the SMGW as a guide(This is very important! It’s attached and the page number is around 295. You HAVE TO use those strategies!), write a 5-6-page proposal for one way to address a food-related ethical problem on our campus(UCSD – You will have many sources about UCSD’s problem) We recommend that you use the following questions for guidance:

?  What is a feasible solution that would best address this problem? 
?  What reasons, evidence, analysis do you have for supporting your proposed solution? 
?  What concerns or objections do you expect to face from your intended audience? How can you   address their concerns? 
?  What is the significance of your proposed solution?   Imagine you are writing to administrators on this campus that are in charge of developing new campus initiatives for the Global Food Initiative (GFI) in the next 3-5 years. Your success will be determined by whether or not you can use writing (and other visual cues) to propose a solution that is both feasible and compelling for this audience. 

How will your writing be graded and assessed on this project? 
The project will be evaluated based on the following guidelines for writing a successful proposal: 

?  Proposing a Solution – Does the project clearly define a problem and propose a feasible solution to a significant, food-related problem that expands or revises the GFI? 
?  Argumentation – Does the project use effective argumentative strategies (e.g. framing and contextualizing the problem, providing reasoning and evidence to support the solution, etc.)? Does the project effectively engage with possible concerns or objections? 
?  Critical Thinking and Reading – Does the project engage with well-chosen source materials in arguing for its proposed solution? 
?  Knowledge of Conventions – Is the proposal focused, clear and easy to follow, based on its use of conventions (e.g. paragraphing, controlling ideas, transitions, tone, mechanics, proofreading etc.)? 

Must Used: 
1. Juan Lucena, especially pg94 (Attached)
2. Pezzolli – Rooted Research and the OVG (Attached) -UCSD
3. Pezzolli – Investigation of Food Waste Reduction Practices at UCSD(Attached) -UCSD

1.Wendell Berry, “The Pleasures of Eating” (1990)
2. The World House by Martin Luther King, Jr.
3. Creating the Farm and Farmworkers of the Future:
4. Nare Park Remaking Urban Immigrant Communities:
5. Kristyn Leach Farming Honors The Past and Considers The Future:
6. Rachel Sumekh On a Mission to Swipe Out Student Hunger:




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Brief Contents
1 Composing Literacy
PART 1 Writing Activities
2 Remembering an Event
3 Writing Profiles
4 Explaining a Concept
5 Analyzing and Synthesizing Opposing Arguments
6 Arguing a Position
7 Proposing a Solution
8 Justifying an Evaluation
PART 2 Critical Thinking and Writing Strategies
9 A Catalog of Invention and Inquiry Strategies
10 A Catalog of Reading Strategies
11 Cueing the Reader
12 Arguing
13 Analyzing and Composing Multimodal Texts
PART 3 Research Strategies
14 Planning a Research Project and Selecting Sources
15 Evaluating and Using Sources
16 Citing and Documenting Sources in MLA Style
17 Citing and Documenting Sources in APA Style
The Concise St. Martin’s Guide to Writing
The Concise St. Martin’s Guide to Writing
Rise B. Axelrod
University of California, Riverside
Charles R. Cooper
University of California, San Diego
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Copyright © 2018, 2015, 2012, 2009 by Bedford/St. Martin’s.
All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or
transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or
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For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston, MA 02116
ISBN 978-1-319-10763-5 (epub)
Text acknowledgments and copyrights appear at the back of the book on page A–1, which constitute
an extension of the copyright page. Art acknowledgments and copyrights appear on the same page as
the art selections they cover.
When we first wrote The Concise St. Martin’s Guide to Writing, our goal was to provide the clear
guidance and practical strategies students need to harness their potential as writers, both in college
and in the wider world. We also wanted to provide both experienced and novice instructors with the
time-tested tools they need to coach their students as they develop skills for writing successfully in
college and beyond. These goals have guided our development of the core features of the Concise
Guide as well as the many exciting features that keep the eighth edition fresh and useful.
Core Features of the Concise Guide
The Concise St. Martin’s Guide retains its emphasis on active learning by providing practical guides
to writing and integrating reading and writing through hands-on activities for critical thinking,
reading, analysis, and synthesis.
Practical Guides to Writing
Each chapter in Part One offers practical, flexible guides that help students draft and revise a variety
of analytical and persuasive essays. Honed by experience, the acclaimed writing guides offer surefire
invention strategies to get students started, sentence strate-gies to get students writing, and thoughtful
peer review and troubleshooting strategies to help students make their writing effective for any
rhetorical situation.
Commonsensical and easy to follow, the Guides to Writing teach students how to
▪ assess the rhetorical situation, focusing on purpose and audience, with special attention to the
basic features of each assignment type;
▪ ask probing analytical questions about what they’re reading, which can help make them more
reflective writers;
▪ practice finding answers through various kinds of research, including memory search, field
research, and traditional source-based research.
Each Guide to Writing begins with a Starting Points chart, offering students multiple ways of
finding the help they need when they need it. Each also includes a Peer Review Guide to help
students assess their own writing and the writing of their classmates and a Troubleshooting Guide to
help students find ways to improve their drafts. The charts and guides are organized and color-coded
to emphasize the basic features of the particular assignment. In short, the Guides to Writing help
students make their writing thoughtful, clear, organized, compelling—and effective for the rhetorical
Purpose-Driven Assignment Chapters
Each chapter in Part One introduces a commonly assigned reason for writing. By working through
several assignment types, students learn to identify and use relevant and effective strategies to
achieve their purpose with their readers. “Remembering an Event,” a memoir assignment, challenges
students to reflect on the autobiographical and cultural significance of their experience. “Explaining a
Concept,” an analysis assignment, asks students to make a new subject interesting and informative for
their readers. A cluster of argument chapters—from “Arguing a Position” and “Proposing a Solution”
to “Justifying an Evaluation”—requires students to develop an argument that not only is well
reasoned and well supported but also responds constructively to readers’ likely questions and
Systematic Integration of Critical Reading and Reflective Writing
Students are asked to read and analyze a range of contemporary selections, attending both to the
writer’s ideas and to the strategies the writer uses to present those ideas to readers. Each Guide to
Reading provides
▪ an annotated student essay that prompts readers to answer questions about how it is composed;
▪ a pair of compelling professional selections to demonstrate the basic features of writing to
achieve a particular purpose;
▪ activities following each professional selection that prompt students to read actively by asking
them to reflect on the essay and relate it to their own experience, and also to read like writers by
focusing their attention on the writer’s strategies. (Chapter 10 also provides an array of strategies
students can use to read critically.)
What’s New
Although the eighth edition of The Concise St. Martin’s Guide to Writing builds on the success of
previous editions, many of the strategies the Concise Guide employs have changed in order to
connect more effectively with today’s students, who are used to visual rhetoric online and are
increasingly challenged by demands on their time, attention, and energy.
New Literacy Narrative Chapter
A new introductory chapter, “Composing Literacy,” offers a quick and engaging way to start off a
course. Students first learn about the rhetorical situation, a basic literacy concept. They are then
invited to read three brief, engaging literacy narratives that demonstrate an array of literacies.
Novelist Amy Tan reflects on the differences in the way she uses language with her mother and the
way she communicates with academic audiences, science-fiction writer William Gibson remembers
the shared cultural experience of watching TV, and cartoonist Lynda Barry looks back on her
imaginative interaction with the classifieds. Finally, students are invited to reflect on their own
literacy experiences and to compose a literacy narrative.
New Analyzing and Synthesizing Opposing Arguments Project
A new Chapter 5 provides a bridge to help move students from personal and expository to
argumentative writing by modeling how to review and critique a variety of positions in preparation
for adopting and defending a position of their own. The Guide to Reading shows student Maya Gomez
as she works through the stages of analyzing an academic conversation—from summarizing a source
to creating an annotated bibliography to reporting on an array of positions to analyzing conflicting
positions, all on the same issue. The Guide to Writing provides a host of activities to help students
develop their own summary, annotated bibliography, report, or analysis. The argument chapters that
follow show students how to apply what they’ve learned by analyzing a variety of claims and then
thoughtfully defending their own.
A New Chapter on Analyzing and Composing Multimodal Texts
A new Chapter 13, “Analyzing and Composing Multimodal Texts,” explains multimodality and
walks students through the process of analyzing and designing a multimodal text, remixing text-based
compositions in new modalities and genres, and creating presentations that take advantage of
modalities from the linguistic and visual to the aural, spatial, and gestural.
New Student Models and Professional Readings
The Part One chapters provide three new professional selections by well-known authors Malcolm
Gladwell, John Tierney, and Emily Nussbaum, as well as five new selections by student writers.
Now with LaunchPad
LaunchPad, Macmillan’s customizable online course space, includes an e-book version of the text and
offers an array of new materials, such as additional student essays; adaptive quizzing; multimedia
tutorials; and other resources that you can adapt, assign, and mix with your own.
Council of Writing Program Administrators Outcomes Statement
The Concise St. Martin’s Guide to Writing, Eighth Edition, helps students build proficiency in the
four categories of learning that writing programs across the country use to assess their students’ work:
rhetorical knowledge; critical thinking, reading, and writing; writing processes; and knowledge of
conventions. The following chart shows in detail how The Concise St. Martin’s Guide helps students
develop these proficiencies. (Note: This chart aligns with the latest WPA Outcomes Statement,
ratified in July 2014.)
Rhetorical Knowledge
Learn and use key rhetorical
concepts through analyzing and
composing a variety of texts.
Chapter 1, “Composing Literacy,” provides students with a
clear, workable definition of the rhetorical situation and asks
students to apply that knowledge as they read literacy
narratives and compose one of their own.
In each of the chapters in Part One, “Writing Activities”
(Chapters 2–8), students read, analyze, and compose a
variety of texts. A Guide to Reading asks students to analyze
texts (including student writing and professional selections) in
terms of purpose, audience, and genre. Each Guide to Writing
supports students with detailed help for composing in a variety
of genres, including memoir, profile, concept analysis, position
argument, and evaluation.
Chapter 10, “A Catalog of Reading Strategies,” provides
tools for analyzing texts.
The new Chapter 13, “Analyzing and Composing Multimodal
Texts,” encourages students to consider how genre
expectations and discipline requirements affect compositions.
Gain experience reading and
composing in several genres to
understand how genre
conventions shape and are
shaped by readers’ and
writers’ practices and
Chapter 1 and the Part One chapters emphasize the connection
between reading and composing: Each introduces students to
the basic features of writing with that purpose; provides a
group of engaging reading selections, along with apparatus that
asks students to think about how the reading demonstrates the
basic features; then, through a Guide to Writing, leads them
through the process of composing their own text.
The new graphic memoir by Lynda Barry (Chapter 1)
challenges students’ understanding of what an academic
reading selection is or can be.
The readings in Part One, which represent a range of texts and
genres, are annotated and framed with comments and questions
that focus students on key features of the assignment and
help spark ideas for their own compositions.
A new Chapter 5, “Analyzing and Synthesizing Opposing
Arguments,” invites students to build an essay step by step,
from summary to annotated bibliography to report to
analysis. By adapting their writing, students come to
understand how academic writers build deep understanding.
The new Chapter 13, “Analyzing and Composing Multimodal
Texts,” challenges students to analyze and compose selections
in a variety of modalities and to reimagine writing primarily in
the linguistic mode to take advantage of other modalities and
Develop facility in responding
to a variety of situations and
contexts, calling for purposeful
In Part One, students practice responding to a variety of
rhetorical situations and contexts. These chapters also point
out what makes a text structurally sound, while the Guides to
shifts in voice, tone, level of
formality, design, medium,
and/or structure.
Writing help students systematically develop their own
processes and structures. Sentence strategies in these chapters
help composers deal with issues of voice, tone, and
Chapter 13, “Analyzing and Composing Multimodal Texts,”
invites students to consider how changes to the rhetorical
situation, especially genre and medium, shape decisions about
tone, level of formality, design, medium, and structure. It also
walks students through the rhetorical choices involved in the
design of any text.
Understand and use a variety
of technologies to address a
range of audiences.
One of the book’s assumptions is that most students compose in
digital spaces for varied audiences and use different media for
doing so. This is woven throughout the text.
Online tutorials in LaunchPad for The Concise St. Martin’s
Guide include how-tos for using technology: e.g., digital
writing for specific audiences and purposes, creating
presentations, integrating photos, and appealing to a
prospective employer.
Chapter 13, “Analyzing and Composing Multimodal Texts,”
helps students understand the needs and requirements involved
in design both in print and online. It also offers instruction on
how to prepare and deliver multimodal presentations.
Match the capacities of
different environments (e.g.,
print and electronic) to varying
rhetorical situations.
Chapter 13, “Analyzing and Composing Multimodal Texts,”
invites students to remix a textual composition into one that
makes use of a variety of modalities. It also provides guidance
on how to make effective design choices for electronic
documents, from decisions about formatting and font sizes to
those involving visuals and screen shots.
See also the section above: “Understand and use a variety of
technologies to address a range of audiences.”
Critical Thinking, Reading, and Composing
Use composing and reading for
Chapter 1, “Composing Literacy,” asks students to reflect on
inquiry, learning, critical
their own literacy experiences and to extrapolate from the
thinking, and communicating in
literacy narratives they are reading.
various rhetorical contexts.
Analyze & Write activities in Part One (Chapters 2–8) ask
students to read like a writer, identifying ideas, techniques,
and strategies that they can apply in their own compositions.
Make Connections activities encourage students to put what
they’ve read in the context of the world they live in. These
preliminary reflections come into play in the Guides to
Writing, in which students are asked to draw on their thoughts
and experiences to write meaningfully. Reflecting on What
You Have Learned sections, which conclude Chapters 2–8,
ask students to think critically about the genre in which they
have been reading and composing.
A new Chapter 5, “Analyzing and Synthesizing Opposing
Arguments,” challenges students to think critically about texts
representing a range of positions, to analyze and synthesize
information from an array of texts, and to compare and contrast
positions on a controversial issue.
Chapter 9, “A Catalog of Invention and Inquiry Strategies,”
and Chapter 10, “A Catalog of Reading Strategies,” provide
strategies students can use to read critically and apply what
they’ve learned.
Read a diverse range of texts,
attending especially to
relationships between
assertion and evidence, to
patterns of organization, to the
interplay between verbal and
nonverbal elements, and to
how these features function for
different audiences and
Chapters 1–8 include a range of professional selections and
student essays. The Guides to Reading and Writing in
Chapters 2–8 include advice on effective strategies for
supporting claims and using evidence (both textual and
visual); the Guides to Writing include assignment-specific
suggestions for organization, some tailored to specific types
of audiences.
The Guides to Writing in the argument chapters (Chapters 6–8)
offer advice on framing topics to appeal to the audience and
recommend techniques and strategies for responding to
alternative views readers may hold.
The section “Reimagine your writing in a new genre or
medium” (Chapter 13) invites students to consider how a
change of audience will affect aspects of the composition.
Part Three, “Research Strategies” (Chapters 14–17),
especially Chapter 15, “Evaluating and Using Sources,”
emphasizes the importance of using evidence effectively to
support one’s views.
Locate and evaluate (for
credibility, sufficiency,
accuracy, timeliness, bias, and
so on) primary and secondary
research materials, including
journal articles and essays,
books, scholarly and
The chapters in Part Three, “Research Strategies” (Chapters
14–17), provide extensive coverage of finding, evaluating,
and using print and electronic resources, with guidance for
responsibly using the Internet, e-mail, and online communities
for research.
Chapter 14, “Planning a Research Project and Selecting
professionally established and
maintained databases or
archives, and informal
electronic networks and
Internet sources.
Use strategies—such as
interpretation, synthesis,
response, critique, and
design/redesign—to compose
texts that integrate the writer’s
ideas with those from
appropriate sources.
Sources,” addresses finding sources using catalogs and
databases and developing sources through field research.
Chapter 15, “Evaluating and Using Sources,” emphasizes
strategies for evaluating print and digital sources and
distinguishing between scholarly and popular sources.
A new Chapter 5, “Analyzing and Synthesizing Opposing
Arguments,” challenges students to synthesize, analyze, and
compare sources from a range of positions on a controversial
topic. It provides a bridge to help move students from personal
and expository genres to argumentative ones by modeling how
to review and critique a variety of informative and persuasive
documents in preparation for adopting and defending a position
of their own.
Chapters 6–8 ask students to argue for a position, a solution,
and an evaluation and to anticipate and respond to opposing
positions and readers’ objections to the writer’s thesis.
Chapters 6–8 are complemented by Chapter 12, “Arguing,”
which provides strategies for making assertions, offering
support, and avoiding logical fallacies.
Chapter 15, “Evaluating and Using Sources,” offers detailed
strategies for synthesizing information and ideas from sources
and integrating research into an academic research project.
Specifically, there is advice on how to integrate and introduce
quotations, how to cite paraphrases and summaries so as to
distinguish them from the writer’s own ideas, and how to avoid
plagiarism. Sentence strategies and research coverage in
several Part One chapters offer additional support.
Develop a writ …
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