English 1



English 1109.14 (10:00-10:50)Writing and ResearchInstructorPamela FoxWebsite foxzenglish.Office DDH B117 Office Hours M/W 9:00-9:30, 11:00-11:30PhoneText only 661-381-1642Email pfox2@csub.eduRequired Texts and/or MaterialsEssentials of Argument 3rd Ed. Quick Access $2 a DayHabit of Mind: Listening with understanding and empathy: understand others! Devoting mental energy to another person’s thoughts and ideas; making an effort to perceive another’s point of view and emotions. Respecting others.Course Overview & Policy StatementsPrerequisite: A total English Placement Test score of 147 or higher OR one of the following: a grade of C- or higher in English 910/920 or its equivalent; a score of 500 or above on the critical reading section of the College Board SAT Reasoning Test; a score of 22 or above on the American College Testing (ACT) English Test; a score of 3 or above on either the Language and Composition or Composition and Literature examination of the College Board Scholastic Advanced Placement (AP); completion and transfer to CSU of the credits for a college course that satisfies the CSU General Education requirement in English Composition, provided such course was completed with a grade of C or better; a result of Standard Exceeded: Ready for CSU or participating CCC college-level coursework in English on the CAASPP Early Assessment Program (EAP) exam; completion of an approved High School English class with a C or better for a CAASPP EAP status of standard met. To Satisfy the General Education RequirementThis course meets the A2 Written Communication requirement of the CSU Bakersfield General Education Program, including reading and writing foundational skills and reinforcement of the following General Education themes—Theme Q: Quality of Life; Theme R: Revolutionary Ideas and Innovations; and Theme S: Sustainability & Justice—through readings, discussions, and assignments.Successful Completion of English 1109Students must earn a grade of C- or higher in English 1109 to satisfy the General Education requirement for A2. This grade is also a prerequisite for upper-division composition courses and the Graduation Writing Assessment Requirement exam.To be eligible for a C- in English 1109, students must earn a C- or higher on at least one in-class writing assignment and a C- average or higher on all other course assignments.Course Description Practice in expository writing, focusing on the college research paper. Includes frequent reading and writing assignments. Course Learning OutcomesAt the end of English 1109, students should be able to demonstrate the following skills:Goal 1: Reading SkillsA2-1: Students will critique a writer’s rhetorical choices (e.g., bias, rhetorical modes, organization, diction, etc.) and logic.Goal 2: Writing SkillsA2-2A:Students will create proficient thesis statements for various types of writing tasks.A2-2B:Students will use discourse-appropriate syntax.A2-2C:Students will use logical reasoning, at the appropriate level, to develop and organize ideas.Goal 3: Research SkillsA2-3A:Students will find diverse, reputable sources for an academic research paper.A2-3B:Students will correctly use summary, paraphrase, and direct quotes to synthesize sources into an academic research paper.Waiting List PolicyOn a waiting list, you are eligible for a place in the class if youcome to every class andturn in the work while you are there.Being on a waiting list does not guarantee you a place in the class. It simply means you are welcome to wait for an opening in the class if you so desire. If no one drops out of the course, then no students can add.As a result, you should be aware of the last day to add and have a back-up choice if you need another class. This plan is especially important for financial aid recipients and for F-1 and J-1 visa holders, who must carry a full load to receive their financial aid. Being on a waiting list does not count as a class toward a full load.Instructor-Initiated Drop PolicyMany students are trying to get into composition courses. As a result, this class is subject to the policy on instructor-initiated drops. If the class is full and has a waiting list, the instructor has the right to administratively drop you from class by the end of the second week of the term if you have missed three consecutive class sessions and have not contacted the instructor. However you should not assume that you will be automatically dropped from this course if you have not attended.ParticipationYour participation grade consists of attending every class, participating in class, and completing all your course assignments and requirements.Attendance PolicyBecause mastering skills in writing requires regular, sustained effort, you should attend your composition classes regularly and punctually. If you have more than two absences, you should not expect to receive a passing grade.MyWritingLabPlus Requirement English 1109 students are automatically enrolled in an online grammar workshop called MyWritingLabPlus. Instructors should help students log in to and navigate the site the first or second week of class, but thereafter students work on mastering 10 assigned grammar topics outside of class. This requirement is worth 5% of the overall course grade. All assignments must be completed by the due dates. Please print a report for each unit and submit it on Friday at the beginning of class. Include an MLA heading. You may complete and submit these assignments before the due dates.MWLP Topics— Due Date Pathbuilder Sept 8 Run-Ons: Comma Splices and Fused Sentences Sept 8 Commas Sept 15 Developing Thesis Statements Sept 15 Reading Texts Critically Sept 22 Finding Sources Sept 29 Evaluating Sources Sept 29 Integrating Sources Oct 6 Avoiding Plagiarism Oct 6 Building Sentences with Subordination and Coordination Oct 13Transitions Oct 13 Mastery Check Oct 20MWLP Coursework and Pacing (5%) To receive full credit (all 5%), students must do the following:Take the diagnostic called the Path Builder by the due date. Master topics at a steady pace throughout the quarter for a total of 10 topics mastered by the end of the quarter. Print reports for all MWLP assignments and submit them on time. Include an MLA heading.Take a post-diagnostic, called Mastery Check that will open on April 8.If you are new student at CSUB, you must change your MWL+ password. Click on Forgot Password and change it. Record your new password in a safe location, such as on your phone notes.●Mastering Topics—In order to master a topic, students must receive a score of 80% or higher on both the Recall 1, Recall 2, and the Apply tutorials for each topic. First, students read the overview, and then watch a video that explains the topic’s concepts and/or rules (e.g., what is a fragment?). Students are given two chances to recall and apply the knowledge in the Recall and Apply tutorials. If students do not meet the 80% mastery level after two tries for either tutorial, they have “exhausted” their chances and are locked out of the tutorial. (See below for unlocking directions.)Mastery in the Path Builder –If you are allowing mastery in the Path Builder: Topics mastered in the Path Builder will count toward the 10 topics; however, I may ask you to complete the topic again if you do not show mastery of the topic in your writing.Unlocking Topics–Students can call, email, or fill out an online unlock form at csub.edu/mwl or stop by CB 100 and get their topics unlocked. Individual, Drop-in Tutoring RequirementInstructors may also require you to complete individual, drop-in tutoring for certain aspects of your writing, in which case you will receive a Tutor Referral Form with your graded essay. If you receive a referral form with a paper, you are required within one week to take the form and the paper to the Writing Resource Center for individual assistance. Instructors may withhold your essay grade until after you have completed this requirement. is a tool to help you avoid plagiarism. Approximately two hours after submitting a paper to this online program, you can access a color-coded report with details about the use of sources in your paper. Because this site does not detect problems with paraphrasing that is not cited properly, you should use this site only as a guide. To use , you will need to register on the site and set up a password. Once this is done, you then will need to create a “user profile” specifically for this class and any others that may use the site. You will need the following information to set up your user profile:Class ID-- 15740085Class Enrollment Password—fox2017After creating a profile, students can log onto and use the site.Note: Submitting a paper to is not the same as submitting a paper to your instructor; you also must hand in a copy of your paper to your instructor.Revision Policy Required revisions are indicated on the course schedule. When you revise your writing, the original essay must be submitted with the rewrite. In order for a grade to improve, you need to do more than simply correct the marks on the original essay. In other words, rewritten papers should show extensive revision as well as editing. Missed Assignments, Quizzes, and/or Exams PolicyAll assignments are due on or before the due dates at the beginning of class. I do not accept late work. Please come to class prepared to turn in typed assignments that have been printed prior to class. You may not leave class to print assignments or use the computer lab to print your homework.Academic Honesty Policy“The principles of truth and integrity are recognized as fundamental to a community of teachers and scholars. The University expects that both faculty and students will honor these principles and in so doing will protect the integrity of all academic work and student grades. Students are expected to do all work assigned to them without unauthorized assistance and without giving unauthorized assistance.” For a complete state on the University’s policy on academic honesty, go to CSUB.edu and search “Academic Integrity.”Course Requirements & AssignmentsThe umbrella topics for the final paper for this course are Quality of Life, Sustainability & Social Justice, and Revolutionary Ideas & Innovations. You must choose a topic that fits under this umbrella and that is current, relevant, supportable, and arguable. You MUST use scholarly, academic sources (no Google). Your topic can include all or a combination of the themes listed in the umbrella topic. You must narrow your topic and focus. We will discuss these themes as they relate to your assignments.Minimum Reading and Writing Assignments—60-70% of overall course gradeShort Essays (5%) During the semester, you are required to write at least two short essays in a timed, in-class environment. Please refer to this syllabus for the dates the in-class essays are scheduled. You must earn at least a C- or better for one of the essays to pass this class.Documented Synthesis Essay (10%) You are required to write a documented essay (MLA format) in which you synthesize at least three approved academic sources.Final Research Paper (30%) This assignment carries the most weight of all of the assignments for this course. You will be working on this assignment in stages, which include thesis statement revisions, research, source evaluations, formal sentence outline, rough drafts, and final draft. You must submit your final draft to .\Support Services for Students To request academic accommodations due to a disability, you should contact the Office of Services for Students with Disabilities (SSD) as soon as possible. This office is located in SA 140, and they may be reached at 661-654-3360 (voice) or 661-654-6288 (TDD). If you have an accommodations letter from the SSD Office documenting a disability, you should present it to me as soon as possible so we can discuss the specific accommodations you need for this class. At times, school, work, and/or our personal lives can become overwhelming and difficult to handle. CSUB’s Counseling Center is available to you with skilled and experienced counselors to guide you through the challenges of daily life. Contact 654-3366 for an appointment. Weight of Course WorkIn order to reinforce information competency, each section of English 1109 must integrate library skills into the curriculum. Our assigned librarian will visit our class to teach research skills. You must take Cornell Notes and complete all assignments.Minimum Weight of Course WorkFinal Research Paper 30% (minimum of 5 approved scholarly sources & 7-10 pages)Documented Essay 10% (minimum of 3 sources--Midterm)MyWritingLabPlus 5%In-Class Essay 5%Annotated Bibliography 5%Library Skills/Source Evaluations Documentation Workshops 10%Formal Summaries 5%Formal Critique 5%Homework 15%Participation 10% If you are absent, please contact a classmate to acquire information you missed. Do NOT contact me for this information.Class ContactsName__________________Contact Info___________________Name__________________Contact Info___________________Name__________________Contact Info___________________If you are absent, you must make arrangements to submit assignments before class begins. Do NOT email assignments to me. You may drop them off in the envelope outside of the door to my office, or take a photo of the completed assignments and text them to me (bring paper copies to the next class), or you can send them to class with a classmate or friend. I do not accept late work. You must submit writing assignments to and give me a paper copy.When you email me, please include your course information in the subject line. Please email or text me before class begins if you are going to be tardy or absent. Include information about your class in the subject line. Thank you.Course Calendar/SchedulePlease note that I do not accept late work. I use the following acronyms for your texts: $2- $2 a Day IC-In Class (Do Not complete IC work outside of class.)EA-Essentials of Argument HW-Homework (Must be completed before coming to class.)QA-Quick AccessNote: Regularly consult this syllabus and/or Blackboard for assignment information. Notate all changes to the course schedule. The midterm is based on $2 a Day, so reading the entire book is important. The librarian assigned to this class is _______________. Always print a report for your MWL+ assignments. Include the module information and a correctly formatted MLA heading. All formal writing assignments must be submitted to , and you must submit a paper copy to me.Week One: Aug 28-Sept 1M Introduction to course materials and content; Syllabus review; MLA format HW: Due Friday. Set up and sign into and look through your Blackboard account.W Cornell Notes; Highlighting & AnnotatingF IC Essay # 1. MLA format. Submit to . Turn in paper copy. HW: due Monday – Read Ch 1 EA. Write 1 page Cornell Notes. Read MWL+ Pathbuilder due Sept 8. For all MWL+ assignments, print a report, and turn it in on Fridays. Include an MLA heading.Week Two: Sept 4-8M Labor Day—No Class. W Discuss Common Errors/English Dept Grading Criteria/ IC Essay PP-Take Cornell Notes Discuss potential final paper topics. Thesis Statement PP. Take Cornell Notes. Tentative Thesis Statement & final paper topic due Friday at end of class—typed, double-spaced, MLA formatF IC: Work on final paper topic (focused and narrowed) and tentative thesis statement. Typed. MLA format. Due next Wednesday, Sept 13. Last day to change topic and thesis is Sept 20. HW: due Monday-- Box 1.3 p. 23 EA; QA Ex 5.1 p. 47. Read Ch 5 EA. One page Read Introduction & Ch 1 $2. Write one page Cornell Notes for each. (Due dates for MWL+ are on the syllabus and are noted on the MWL + site. They are due on Fridays at the beginning of class. Submit a printed report.) Week Three: Sept 11-15M Discuss $2—Quality of Life & Social justice. IC: With a group, complete assigned discussion questions.W Critiques & Logical Fallacies. Fallacies PP. Take Cornell Notes. HW: due Friday. Read Limbaugh essay p 164-166 EA. F IC: Write a 1-2 paragraph critique of the Limbaugh essay. Include Works Cited. MLA format. HW: due Monday. Read chapter 3 EA. Take one page of Cornell Notes.Worksheet 5 p. 92 EA (for your topic). Read Ch 2 $2. Write one page of Cornell Notes. Week Four: Sept 18-22M Writing formal academic summaries. Summaries v. Syntheses/Reflections. Works Cited.W Discuss $2. Journal topic. Discuss final paper topics; Highlighting & annotating.F Research Workshop with our librarian. Take Cornell Notes. Completed any assigned activities. HW: due Monday. Read Chapter 2 EA p. 27-38 and write 1 page of Cornell Notes, Read Essay # 1 p. 39-40. Activity # 3 EA p. 43 for your final topic. Read Ch 3 $2. One page of Cornell Notes.Week Five: Sept 25-29M Plagiarism PP. Take Cornell Notes. HW: Due Wednesday. Read EA Ch 6 p. 122-134. Worksheet 4 EA p. 70.W Research Paper Frames; incorporating sources. Take Cornell Notes. QA p 159-173.F Research Workshop with our librarian. Take Cornell Notes and complete all assigned activities. HW: Due Monday. Read EA Ch 11 p. 237-251. One page of Cornell Notes. Locate at least three credible academic sources that support your final paper thesis statement. Highlight & annotate. Read Ch 4 $2. Write a properly cited formal summary of Include a Works Cited page. Week Six: Oct 2-6M Using sources correctly & avoiding plagiarism. QA p 174-185. Exercises in class.W Documentation Styles: MLA & APA; Syntax PP. Take Cornell Notes. Discuss $2.F Research Workshop with our librarian. Take Cornell Notes and complete all assigned activities. HW: Due Monday. Read QA p 330-34. Write one page of Cornell Notes. Locate at least one credible academic opposition source for your final paper topic. Highlight and annotate. Read Ch 5 $2. Write one page Cornell Notes. Week Seven: Oct 9-13M IC: QA Ex 21.1 p 330-331 & Ex 21.2 p 334. Work in groups.W Discuss documented essay; synthesis v. summary. Discuss $2.F Work on documented essay. Quality of Life topic. HW: Due Monday. Read QA p.294-304. Ex. 17. Read Conclusion in $2. One page of Cornell Notes. Week Eight: Oct 16-20M Rogerian video. Discuss context for various argument styles. Discuss opposition source critique.W Annotated Bibliographies; Bibliographies v. Works Cited. Annotated Bib due Nov 3.F Documented essay due today. Final draft must be submitted to HW: Begin working on opposition source critique. Due next Friday at end of class. MWL+ Mastery Test.Week Nine: Oct 23-27M Research Paper Guidelines; Submission Guidelines. Take notes.W Formal Sentence Outlines. Take notes. HW: Begin working on the annotated bibliography for your final paper. Due Nov 3.F IC Essay # 2 Week Ten: Oct 30-Nov 3M Writing Critiques. Take Cornell Notes. Opposition Source Critique due Nov 6 (1-2 pages with Works Cited. Typed. MLA format) Annotated bib due Friday.W IC: QA Ex 30.2 p 381-382, Ex 30.3 p. 385-386 & Ex 30.4 p 387-388. Work in groups.F Work on Annotate Bib & Formal Sentence Outline for final paper. Due Nov 15. Annotated Bib due today. HW: Work on Formal Sentence Outline for final paper. Week Eleven: Nov 6-10M Evaluating Sources QA p 131-133. Opposition source critique due. HW: Due Monday. Begin working on evaluating your sources for your final paper. Three typed, one paragraph evaluations due Nov 13. Staple the sources to their individual evaluations. Use the evaluation form provided on my web site—a new form for each source.W Discuss analyzing literature and other types of essays. Take Cornell Notes. QA p 99-114.F Veterans Day—No Class. HW-- Work on source evaluations. Sentence Outline due Wednesday. Must be typed in correct MLA Format. Work on final research paper.Week Twelve: Nov 13-17M Review Formal Sentence Outlines; Writing Process; Rough drafts; Writing Center XC. Three source evaluations due today.W IC Journal: Research and the Writing Process. Self Evaluation Formal Sentence Outline due today.F Work on final paper rough draft. Due on Monday. Week Thirteen: Nov 20-24 M Two copies of final paper rough draft due. Possible Peer Review.W Discuss final paper issues. Final $2 discussion.F Thanksgiving—No class. Week Fourteen: Nov 27-Dec 1M Mandatory Conferences (5-10 minutes)W Mandatory ConferencesF Mandatory Conferences Work on final paper revisions. HW: Due Monday. Assessment assignment & student survey. Self-reflection.Week Fifteen: Dec 4-8M Mandatory ConferencesW Mandatory Conferences. Work on final paper revisions. F Final paper due. Follow submission guidelines. Mandatory Assessment In-Class EssayWeek Sixteen: Dec 11-15M & W: Pick up graded final papers from the box outside of my office. Please check Blackboard to verify that I have graded your paper.This course schedule is tentative and is, therefore, subject to revisions as needed.Keep in mind that my office hours are for you. Please visit me. If you want to make certain that you have a specific time reserved especially for you, please text me.$2 a Day Discussion/Journal QuestionsChapter 1: “Welfare is Dead” (Social Justice)How did the 1996 welfare reform change conditions of the poor? How did poverty alleviation policies shift as a result of welfare reform?Why is it that although as a country we are spending more on aid for the poor, Edin and Shaefer find that the level of extreme poverty has risen in the last decade?Had you ever heard of TANF? Would you apply for it during a time of need? Why or why not?Explain what’s behind Modonna’s contention that “they aren’t giving that out anymore.” Why is it that some people like Modonna who qualify for TANF don’t apply?Is there a person you can relate to most in this chapter, either Modonna or any of the people included in the history of welfare policy? What is it about them that you can relate to?Why do so many Americans dislike programs labeled as welfare?To what extent do you think the welfare system that was in place before 1996 needed to be reformed? What makes you think that?If you were put in charge of creating a government system of aid for families like Modonna’s what would it look like?If Modonna or Susan Brown was put in charge of creating a government system of aid for families in need, what do you think it might look like?Chapter 2: “Perilous Work” (Social Justice)Have you experienced unsafe work conditions, or had a job that made you ill?What do you think Jennifer liked most about her job at Chicago City, before things went south?Jennifer had her hours with Chicago City reduced because she started calling in sick after working in moldy houses. Have you ever seen your paycheck cut unexpectedly? If so, what was that like?Edin and Shaefer argue that one of the reasons why subcontractors like Chicago City often pinch their workers is because in order to get contracts, they have to keep their costs incredibly low.What do you think about Debra’s position as a small business owner?If we did something to help small businesses like Chicago City, how do you think it would affect someone in Jennifer’s position?Susan and Jennifer’s job searches were likely hindered by the color of their skin. Have you ever felt that your appearance hurt your chances of getting a job or a promotion? What was that like?What are some of the other obstacles Susan and Jennifer faced getting and maintaining a job?Why did Rae like going to work so much? Have you ever felt like work was an “escape” from something else?What was one of the techniques that Rae used to improve her performance at work? Have you ever found a trick like this that helped you with a job?Does the government have a responsibility to help low-wage workers? Do you feel there is anything the government can do to improve working conditions for low-wage workers?If you were put in charge of creating government rules to improve conditions for low- wage workers what would these policies look like?If Jennifer or Rae was put in charge of creating government rules to improve conditions for low-wage workers what would these policies look like?Chapter 3: “A Room of One’s Own” (Quality of Life)Have you ever had a job where you were asked to work extra or cover someone else’s shift but did not receive extra compensation? Whether yes or no, imagine yourself in this position, what would you do? How would it make you feel about your job?Why do you think Jennifer left her job at Catalina?Given Rae’s mental and physical ailments, she may qualify for SSI (Social Security Supplemental Income). In this chapter, she says she won’t apply because she wants to support herself and her child and because she feels her father (who passed away) would be disappointed. Given her situation, do you think she should apply? If you were in her shoes, would you apply?Has your family ever had to depend on someone else to pay rent, put food on the table, go/stay in school, or start a business? If so, where did you turn, and what was it like to ask for help?Have you ever had to double up with family or friends for any reason for any longer than a week or two? What was it like? Would you like to do it again? Would you do it if you needed to?Edin and Shaefer argue that doubling up with family and friends brings with it a certain set of risks for the $2-a-day poor. What are these? How do they play out for Jennifer and Rae?If you had to change places with Jennifer or Rae at the end of the story, who would it be and why?Did the information about the prevalence of adverse childhood events (ACEs) among American, such as physical and sexual abuse, surprise you? Why or why not? Without necessarily revealing their name, has anyone close to you or you yourself had such experiences? How have those affected this person’s life?Edin and Shaefer point to some causes of the affordable housing crisis. What are they?What types of principles do you think should guide action—either by government or private charity—to try to improve housing options for families with low-incomes and especially in $2-a-day poverty?Chapter 4: “By Any Means Necessary”—(Quality of Life & Social Justice)Have you ever donated plasma? What was it like? If you haven’t, to what extent would it be a big deal for you?Which of the survival strategies described in this book would you utilize first if you felt like you had no other options? Which would you utilize last?As you think about the strategies for help described in this chapter, what are some of the risks that come with each of the strategies?Have you ever benefited from the assistance of a charitable organization? What role did this play in helping you sustain your family or overcome an obstacle?Has utilizing public spaces such as parks and libraries played a significant role in helping support your family (not necessarily financially but rather by providing children and families with experiences they otherwise they may not have had)?If you were offered a job and could take:$55,000 cash; or$53,000 in cash plus $4,000 in SNAP (for a total of $57,000) which would you choose and why?Many of the families talked about in $2.00 a Day?have sold their SNAP (food stamps). What do you think about this?What are your thoughts on the potential maximum penalty for selling SNAP ($250,000 fine and up to 20 years in prison)? Is the punishment warranted or is it too severe? Why?How should we think about the work effort of people like Jessica Compton, Jennifer Hernandez, or Paul Heckewelder as described in this chapter? What words would you use to describe their effort?Chapter 5: “A World Apart” (Social Justice)What did you know about the Mississippi Delta before reading this chapter? Did anything in this chapter surprise you?Edin and Shaefer name this chapter, “A World Apart.” Why do you think they chose this title?Given the dominant agricultural economy in the deep south, how has 1) history and 2) technological advancements shaped the work opportunities available to poor adults in this region?What are the biggest barriers that someone like Tabitha faces in her life? What do you think she would need in order to get to college like she wants to?Alva Mae has “sold” her children’s social security numbers to secure much needed cash, which is illegal. What are your thoughts on this?What does this chapter tell you about the existence of racism in the 21st Century? Were there things that surprised you in this regard?Edin and Shaefer argue that part of the reason why it is so difficult for poor families to escape poverty in places like Percy is because (1) they are often unable to join the formal job market and (2) those who run schools and other institutions are not held accountable, and formal businesses sometimes cheat customers and turn a blind eye to elicit activity from which they benefit. What is your reaction to this explanation?Teachers like Mr. Patten can play an integral role in the lives of children, especially those who are poor. If not for Mr. Patten helping Tabitha apply for a scholarship to a boarding school, she may still find herself homeless. Yet, teachers and administrators often find themselves restrained by a lack of resources, especially in places where it is common for children to go hungry. Should we do more to help teachers combat poverty? If so, what should we do?Edin and Shaefer argue that Percy and Jefferson may be very different places from much of the rest of the country, but perhaps on the other hand they are not. What do they mean by this, and what are your thoughts?“Conclusion: Where, Then, from Here?”(Social Justice and Revolutionary Ideas & Innovation)Despite the abuse and the trauma the $2 a day poor are often subjected to, the families profiled in this book find joy, hope, and a sense of perseverance in their children. During difficult times, what or who has given you the strength to move on?After getting to know all of the families in the book, to whom do you relate the most? Whom would you want to have dinner or coffee with?What does David Ellwood argue about the characteristics of a successful program to support poor families? What does he, as well as Edin and Shaefer, argue about the American people’s willingness to support programs for struggling families?Do you think the federal government should play a more substantive role in creating and improving the quality of jobs than it currently does?What are your thoughts on implementing a jobs program with support services? Given the unique obstacles that the $2 a day poor face on a daily basis, do you think the provision of support services such as mental health counseling, child care resources, and legal advocacy can help families like those profiled in this book find and maintain jobs?Work opportunities for people who have physical limitations but don’t qualify for disability benefits are limited. As such, people like Martha find themselves joining the informal economy. Other than the small business incubator idea suggested by the authors, what are other creative ways to incorporate people like Martha into the formal economy?Finding affordable housing has become increasingly difficult in the United States. The authors propose increasing the minimum wage and expanding government housing subsidies as ways to help poor families close the gap between income and rent. Do agree with the potential effectiveness of these policy prescriptions? Do you suggest any other policies that can help close the gap between income and rent?Do you think we need a program that can provide a cash cushion for families in cases when work fails? How should this program work? Should we reform TANF, or create a new program?In the end, Edin and Shaefer think social inclusion/social incorporation should be the guiding principle of aid to families who are poor. Why do they think this is so important, and do you agree? ................
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