University of Cincinnati Writing to Change the World Reading Essay hello I need the first page to be cover page and the second page to be abstract. than su

University of Cincinnati Writing to Change the World Reading Essay hello I need the first page to be cover page and the second page to be abstract. than summary with in taxe citation and anylass ,you can make it one or two page but I prefer you make it one page. and the last page is reference. Paper # 2- Essay Summary & Analysis
Paper 2 requires you to select an essay from the list below and summarisit, then analyze it. The summary
should tell the main point or thesis, the reasons and examples that the author used to support or prove or
validate this essay. This summary is about the size of the original essay
ESSAY CHOICES:
Superman and Me-Sherman Alexie (1997) (77-80)
Writing to change the World- Mary Pipher (2006) – 182-85)
Language and Thought- Susanne K. Langer (1942 ?)- (112. 117)
Chunking-Ben Zimmer-(2010)-(133-135)
Write till You Drop-Annie Dillard – (1989)-(202- 205)
Once an essay has been selected, you must put into practice the info’ contained on pages 9-14 of Language
Awareness Readings for College Writers (our textbook). It tells how to summarize and analyze. Do not forget
to read also the Headnotes at the top of the essay. It introduces you to the author, tells of their experience,
and whether they are still writing or doing other activities. As you compose this summary determine what is
the author trying to tell you. This summary is the book report- not what you think, et
Next, analyze this essay so look on pages 10,9-14 of our textbook which supplies you with questions to
answer about this essay, the author (headnote info), your feelings, etc. As you write what the author said, you
must include in-text citations to let the reader where you got that information (last name, year).
Last, you will have a Reference Page (this replaces the ‘Works Cited’ page from MA. Here is an example of
what an entry looks like on the Reference Page- APA standards:
References
Goldberg, N. (1986). Be Specific. In Eschholz,P., Rosa, A., Clark, V. (2016). Laguage Awareness Readings
For College Writers, 12e. Boston, Mass. Bedford/St. Martins
Due Date: October 11, Friday. Late submissions will have a 10 point deduction fra total points.
Total Points: 250 ( 100-summary: 100-analysis) and extra 50 points for APA comprents:
APA components: Cover Page, Abstract (explained in class), Essay, Reference Pa
Single sided, 12 font, Times New Roman or Calibri
Writing to Change the World
MARY PIPHER
Psychologist, educator, author, and family therapist, Mary Pipher was born
in 1947 in Springfield, Missouri, and grew up in Beaver City, Nebraska.
She did her undergraduate work in cultural anthropology at the Univer-
sity of California, Berkeley, graduating in 1969, and received her Ph.D.
in clinical psychology from the University of Nebraska in 1977. Pipher
is the author of eight books including the hugely popular Hunger Pains:
The Modern Woman’s Tragic Quest for Thinness (1997); Reviving Ophelia:
Saving the Selves of Adolescent Girls (1994), which was on the New York
Times bestseller list for 26 weeks; The Shelter of Each Other: Rebuilding
Our Families to Enrich Our Lives (1996); Seeking Peace: Chronicles of the
Worst Buddhist in the World (2009); and The Green Boat: Reviving Our-
selves in our Capsized Culture (2013).
The following selection is taken from Writing to Change the World
(2006), which was inspired by a workshop Pipher taught at the University
of Nebraska’s National Summer Writer’s Conference. In the book, Pipher
uses the epiphany she had while first reading The Diary of Anne Frank
as a twelve-year-old to launch into an exploration of the truly incredible
power of the written word. Pipher’s reflections on the power of writing
to change the world gives readers a fresh take on the old adage, “The pen
is mightier than the sword.”
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WRITING TO DISCOVER: Name two or three of the most memorable books you
have read. What about these books moved you or made such an impression upon
you? Did any of these books change the way you view the world? If so, explain how.
The first book to change my view of the universe was The Diary
of Anne Frank. I read Anne’s diary when I was a twelve-year-old, in
Beaver City, Nebraska. Before I read it, I had been able to ignore the
existence of evil. I knew a school had burned down in Chicago, and that
children had died there. I had seen grown-ups lose their tempers, and I
had encountered bullies and nasty school-mates. I had a vague sense that
there were criminals – jewel thieves, bank robbers, and Al Capone-style
gangsters in Kansas City and Chicago. After reading the diary, I realized
that there were adults who would systematically kill children. My compre-
hension of the human race expanded to include a hero like Anne, but also
to include the villains who killed her. When I read Anne Frank’s diary, I
lost my spiritual innocence.
In September 2003, when I was fifty-five years old, I visited the Holo-
caust Museum, in Washington, D.C., to view the Anne Frank exhibit.
I looked at the cover of her little plaid diary, and at the pages of her
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MARY PIPHER: Writing to Change the World
Mipher was born
Cins, Nebraska
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1977. Pipher
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enne Frank
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“The pen
writing, at her family pictures. Miep Gies, Otto Frank’s employee who
brought food to the family, spoke on video about the people who hid
in the attic. She said that Anne had always wanted to know the truth
about what was going on. Others would believe the sugarcoated version
of Miep’s stories, but Anne would follow her to the door and ask, “What
is really happening?”
The museum showed a short film clip of Anne dressed in white, her
long hair dark and shiny. She is waving exuberantly from a balcony at a
wedding party that is parading down the street. There are just a few sec-
onds of film, captured by a filmmaker at the wedding who must have been
entranced by her enthusiasm. The footage is haunting. Anne’s wave seems
directed at all of us, her small body casting a shadow across decades.
At the end of the exhibit, attendees hear the voice of a young girl
reading Anne’s essay, “Give,” a piece inspired by her experience of pass-
ing beggars on the street. She wonders if people who live in cozy houses
have any idea of the life of beggars. She offers hope: “How wonderful it
is that no one has to wait, but can start right now to gradually change the
world,” She suggests action: “Give whatever you have to give, you can
always give something, even if it is a simple act of kindness.” And she ends
with “The world has plenty of room, riches, money and beauty. God has
created enough for each and every one of us. Let us begin by dividing it
more fairly.”
Even though Anne Frank was ultimately murdered, she managed, in
her brief and circumscribed life, to tell the truth and bequeath the gift of
hope. She searched for beauty and joy even in the harsh, frightened world
of the attic in which her family hid from the Nazis. Her writing has lived
on to give us all a sense of the potential largesse of the human soul, even
in worst-case scenarios. It also reminds us that, behind the statistics about
war and genocide, there are thousands of good people who have a respon-
sibility to help
All writing is designed to change the world, at least a small part of the
world, or in some small way, perhaps a change in a reader’s mood or in
his or her appreciation of a certain kind of beauty. Writing to improve the
world can be assessed by the goals of its writers and/or by its effects on
the world. Most likely, Mary Oliver did not write her poem “Wild Geese”
to inspire environmental activists and yet environmentalists have found
it inspirational. Bob Dylan claims he had no intention of composing a
protest song when he penned “Blowin’ in the Wind,” but it became the
anthem for many of the causes of the last half of the twentieth century.
On the other hand, musicians like Tori Amos, the Indigo Girls, and the
band Ozomatli do hope to influence their listeners in specific ways, and
they succeed. Looking back, Rachel Carson, in Silent Spring, satisfies both
intent and effect: she wrote the book to stop the use of certain pesticides,
and, following its publication, DDT was banned in the United States.
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UNDERSTANDING THE POWER OF LANGUAGE: HOW WE FIND OUR VOICES
84
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in the Pacific during World War II. It was called the Law of 26, and it
My dad told me about a rule that he and other soldiers followed
postulates that for every result you expect from an action there will be
twenty-six results you do not expect. Certainly this law applies to writ-
ing. Sometimes a book intended to have one effect has quite another.
to call attention to the
,
exploitation of the immigrant labor force and their working conditions
in factories, yet it led to an outcry over unsanitary conditions in the meat
industry and helped establish uniform standards for beef processing and
inspection nationwide.
All writing to effect change need not be great literature. Some of it is
or Abra-
art, of course, such as Walt Whitman’s “I Hear America Singing”
ham Lincoln’s Gettysburg Address. Some of it is relatively straightforward
such as Rampage: The Social Roots of School Shooting by Katherine Newman,
David Harding, and Cybelle Fox. And some of it is both artful and straight-
forward. For example, in The Age of Missing Information, Bill McKibben has
a clever idea that he executes beautifully: he compares what he learns from
a week in the mountains to what he learns from watching a week’s worth of
cable television. On the mountaintop, McKibben experiences himself as
small yet connected to something large and awe-inspiring. He comes down
from the mountain calm and clear-thinking. Watching cable for a week, he
hears over and over that he has unmet needs, that he is grossly inadequate,
yet he still is the center of the universe, deserving of everything he wants.
McKibben ended the week feeling unfocused, agitated, and alone.
Change writers trust that ists, but they manage to convey a very
Many effective writers are not styl-
readers can handle multiple
points of view, contradictions,
clear message. Their writing is not
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directed toward sophisticates or liter-
unresolved questions, and ary critics. It is designed to influence
cousin Shirley, farmer Dale, coworker
nuance.
Jan, Dr. Lisa, neighbor Carol, busi-
nessman Carl, or voter Sylvia. Expository writing for ordinary people calls
for a variety of talent-storytelling skills, clarity, and the ability to connect.
Whether they are working on an op-ed piece, a speech, or a poem, skilled
writers exercise creativity and conscious control. They labor to make the
important interesting, and even compelling, to readers.
Change writers hope that readers will join them in what Charles
Johnson calls “an invitation to struggle.” Whereas writers of propaganda
encourage readers to accept certain answers, writers who want to trans-
form their readers encourage the asking of questions. Propaganda invites
passive agreement; change writing invites original thought, openhearted-
ness, and engagement. Change writers trust that readers can handle multi-
ple points of view, contradictions, unresolved questions, and nuance. If,
André Gide wrote, “Tyranny is the absence of complexity,” then change
writers are founders of democracies.
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OUR VOICES
MARY PIPHER:Writing to Change the World
85
ers followed
of 26, and it
here will be
lies to writ-
ite another
tion to the
conditions
Good writing astonishes its writer first. My favorite example of this
phenomenon is Leo Tolstoy’s Anna Karenina. Tolstoy planned to write
a novel that condemned adultery, and his intention was to make the adul-
teress an unsympathetic character. But when he came to truly understand
Anna as he wrote the book, he fell in love with her, and, a hundred
years
later, so do his readers. Empathy can turn contempt into love.
n the meat
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THINKING CRITICALLY ABOUT THE READING
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1. What do you think Pipher means when she says, “I lost my spiritual inno-
cence” while reading The Diary of Anne Frank as a twelve-year-old?
2. In paragraphs 2 through 4 Pipher tells of visiting the Holocaust Museum
in Washington, D.C., to view the Anne Frank exhibit. Why do you suppose
Pipher chose to tell her readers about the parts of the exhibit that she does?
What insights into Anne’s character does Pipher give us?
3. Pipher believes that “all writing is designed to change the world” (6). What
examples does she provide to support her claim? Did you find her examples
convincing? If you were writing an argument along similar lines as Pipher,
what examples of change writing would you choose to support this claim, and
why?
4. According to Pipher, what talents do writers of good expository prose pos-
sess? Do you agree? How well does Pipher exhibit these talents in this essay?
Explain.
MONTESSO
5. What are the key differences between change writing and propaganda, accord-
ing to Pipher? What accounts for the power of each of these types of writing?
Which type do you think is more powerful in the long run?
Tov for no no
COOL
LANGUAGE IN ACTION
is
Over the years, communities throughout the United States have banned
or censored many classic works of literature. The American Library Asso-
ciation keeps track of attempts to ban books and publishes a list of the
most frequently challenged books each year. Consider for a moment the
following frequently banned books, many of which you have probably
heard of if not read:
ot styl-
a very
is not
r liter-
uence
orker
busi-
e calls
nect.
killed
e the
10
arles
nda
ans-
ites
ed-
Iti-
The Scarlet Letter–Nathaniel Hawthorne
The Adventures of Huckleberry Finn-Mark Twain
The Catcher in the Rye-J. D. Salinger
To Kill a Mockingbird – Harper Lee
Bridge to Terabithia- Katherine Paterson
The Lord of the Flies-William Golding
Anne Frank: The Diary of a Young Girl — Anne Frank
The Grapes of Wrath- John Steinbeck
as
ge

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