Inside English 1010 - University Of Wyoming

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Inside English 1010A Journal of First-Year WritingBIBEK BARALJALYNNE BROUGHKAYLA ERICKSONZIA MACDERMIDISAIAH SPIEGELBERGTRAVIS WICKSPATRICK WOLF

Inside English 1010A Journal of First-Year WritingBibek BaralJalynne BroughKayla EricksonZia MacdermidIsaiah SpiegelbergTravis WicksPatrick WolfUniversity of Wyoming Department of English

Inside English 1010Volume 4Fall 2020Cover Phot Credit: Nathan TrujilloInside English 1010Department of EnglishUniversity of Wyoming1000 East University AvenueLaramie, WY 82071iii Inside English 1010

StaffLead Editor: Sally LeafProduction Editors: Madissen Hester and Cameron CraftFaculty Advisor: Nancy SmallFounding Editor: Kelly KinneyEditorial BoardHannah DziezanowskiIrene EnlowWilliam KingslandWinona LeónClive Livingston LannomBrianna TaylorCameron CraftUniversity of Wyoming iv

AcknowledgementsAs I write this in late July, the University of Wyoming—as well as other universities around the nation and the world—are reckoning with the ongoing challenges of covid19 and what this unprecedented disruption of contemporary life means for education. Howdo we keep going amidst so much uncertainty? What risks can we ask our students, ourcolleagues, and our peers to take in the name of teaching and learning? And how do wemake sense of our chaotic times?I have no answers to offer regarding the pandemic, but I do feel profound gratitudefor the students and colleagues who are adapting, who are refusing to retreat into utterisolation but instead are leveraging innovative thinking and the tools around them as theypersist at simply being in the world. When I think of what it means to be a University ofWyoming Cowboy or Cowgirl (can we get some traction for “Cowfolx”?), these qualities—adaptation, innovation, awareness, care—are what come to mind. My Dad was aSouth Texas rancher, and these are the values he taught me were required for a vocationtied to the land, to the beautiful and terrible cycles of nature and the elements.So to say I’m thankful for this volume’s authors, editors, and advisory board feelsinadequate. Gratitude is certainly a primary aspect of what they deserve, but I think evenmore, I offer them my admiration. For their smart thinking, for their excellent and bravewriting, for their contributions to this volume, and most of all, for their tenacity in keepingour readerly attention on a wide range of pressing issues: the ongoing oppression of Peoplev Inside English 1010

of Color, gender violence, environmental degradation, and the damaging ineffectiveness ofstandardized tests.Our student authors invite us to continue thinking broadly, to be accountable forthe worlds we inherit and build. As Zia Macdermid writes in her op-ed, we need to “beempathetic, not dismissive” of a wide range of voices, situations, and issues.In closing, I also thank you, our Inside English 1010 readers, for sharing yourattention and for opening your minds to consider the compelling work of these authors.Even amidst the demands of covid adaptation and innovation, they inspire us to poke ourheads out of our bubbles and to stubbornly endure in listening and learning.Nancy Small,Inside English 1010 Faculty AdvisorDirector of First Year WritingAssistant Professor of EnglishUniversity of WyomingMay 2020University of Wyoming vi

Letter From the EditorThis fourth volume of Inside English 1010 is undoubtedly different than thosepublished before it. Just like the three previous editions, this one features exemplarystudent essays worthy of attention from the broader UW writing community. These writers impressed and humbled our editorial board with unique and heartfelt arguments. Eachcommunicates an issue with passion, purpose, and skill. I hope you will be as moved bythese essays as I was.But this year, the authors took on a new challenge: They had to revise remotely,working on their essays hundreds or thousands of miles away from the school where theirideas were conceived.Their essays had been written in a different world. A global pandemic had not yetrocked our sense of security and disrupted the daily pace of life. Social distancing had notyet shuttered people inside their homes. Protests had not yet erupted in communities acrossthe nation and world.These students didn’t just revise these essays. They reconsidered them. How didthe argument fit into a world that had changed so much between drafts? How would theyapproach this topic now? Reading this year’s compilation is like attending a rally wherestudents are addressing our society’s most pressing issues.vii Inside English 1010

They demand changes in our flawed criminal justice system; an end to racism inour collegiate athletic programs; a new kind of support for people struggling with mentalhealth issues. The essays here request an end to one-size-fits-all testing; action to preventsexual violence; inclusion for transgender athletes; and sustainability in our national parks.This edition is a snapshot of the challenges we face and the ideas we might employ toovercome them.We received outstanding submissions this year. While so many of this year’s essaysdeserved a platform, we hope this selection informs and inspires you to make a difference.Change happens when you care enough to write about it. So to all the writers who submitted to this edition, thank you for doing just that.May these examples inspire you to raise your voice in class and in your community. But don’t just raise your voice—write in it.Sally Leaf,Inside English 1010 Lead EditorMFA in Nonfiction WritingGraduate AssistantUniversity of WyomingMay 2020University of Wyoming viii

How to Use Inside English 1010:An Introduction for Students and InstructorsInside English 1010 showcases work in the three main genres taught in English1010: the Expos Essay, the Researched Argument, and the Opposite Editorial. The essaysincluded in this journal were written by University of Wyoming students in the academicyear preceding publication, and were recommended by instructors who feel that this workrepresents some of the best their students produced.Reading this introduction, you are probably enrolled in English 1010, and likelyhaven’t written in some—or even all—of these genres before. Inside English 1010 is aresource designed for you; these essays will clarify evaluation criteria for the three majorassignments and will model rhetorical strategies that you will learn and practice in yourown writing this semester.As you read the Expos Essays, pay particular attention to the writers’ use of summary, paraphrase, and direct quotation. Can you follow the arguments of the articles beingsummarized? How do the writers indicate which points are most important? How do visuals and layouts contribute productively to the essays?What topics have writers chosen for their Researched Arguments, and how havethese topics been narrowed into specific arguments? What kind of evidence do the writersuse to support their claims, and how do these claims build towards their theses? How areparagraphs organized? What make the introductions and conclusions effective?How do the writers incorporate personal experience and pathos into their OppositeEditorials, and what other types of evidence do they use? How is the writing style of theOp-Eds different from the Researched Arguments’? How do the writers target a particularix9 IInsidenside EEnglishnglish 10101010

audience in each essay?Examining strong work in each of these genres will help you recognize what is andisn’t effective in your own writing, and why. Use these essays as model and inspirationfor your own writing, and know that there is not simply one way to write an extraordinaryessay; Inside English 1010 offers excellent examples of the different ways English 1010students have been successful in communicating their interests and ideas.Once you’ve revised your essays for the final portfolio, send your best work asWord documents to uwyo.english1010@ gmail.com to be considered for publication in thenext issue of Inside English 1010.The editorial board of Inside English 1010 wishes you a semester filled with interesting reading, engaged discussion, and good writing. Work hard, have fun, and write on!UniversityofofWWyoming xUniversityyoming 10

xi Inside English 1010

Table of ContentsExposJalynne BroughIncarceration Discrimination: An Invisible New Form of Jim Crow14Kayla EricksonRacism & Inequality in College Athletics19Researched ArgumentIsaiah SpiegelbergCoed Sports: Changing the Game26Patrick WolfThe Impact of Automobiles on Yellowstone National Park34Op-EdBibek BaralIs My Sister Safe?45Zia MacdermidThe Damaging Side Effect of Positivity49Travis WicksThe Pointlessness of Standardized Testing54University of Wyoming xii

Expos

INSIDE ENGLISH 1010Expos Summarizing the Experts on Issues that MatterSurprising Statistics 40% of students expelled fromU.S. schools each year are Black.70% of students involved in “inschool” arrests or referred tolaw enforcement are Black orLatino.African Americans and Latinosmake up 30% of the U.S.population.African Americans and Latinosmake up 61% of theincarcerated population.One out of three AfricanAmerican males will beincarcerated in his lifetime(Keer).The United States justice system incarcerates more African Americansthan any other race.Photo Credit: Suzy HazelwoodIncarceration Discrimination:About ExposExpos essays summarize a scholarly orprofessional article for a publicaudience, identifying main argumentsand key information important to theacademic community. We call thesepieces “Expos” because they are writtenin the tradition of expository writing,which provides readers with researchfindings in order to inform and educate.Expository writing is found in manyacademic contexts, including ourstudent journal Inside English 1010 andpopular news publications such as InsideHigher Ed, which run feature stories oncutting edge scholarship for a generalacademic audience.An Invisible New Form of Jim CrowBy Jalynne BroughIn her introduction to The New Jim Crow, MichelleAlexander examines the mass incarceration of AfricanAmericans in the United States and concludes that racialdiscrimination in the justice system acts as a new form of JimCrow. Alexander begins by describing the history of legalizeddiscrimination against racial minorities. She explains that AfricanAmericans have historically been denied the right to vote throughslavery, racial violence, intimidation, poll taxes and literacy tests.Today, prisons have become the new vehicle for votersuppression (Alexander 2). The article explains that we currentlyuse our criminal justice system to exercise legalized14 Inside English 1010

“criminals”discrimination against Black men in the United States. Thisform of institutionalized racism plays out in voting,employment, housing, education, public benefits, and juryservice. At the end of the day, the racial caste system inAmerica has not ended; it has simply been redesigned.The Making and Keeping of CriminalsAlexander explains that the 2008 election ofPresident Barack Obama initially appeared to be the endof discrimination and a “triumph over race” (11). People Writer’s Bio: Jalynne Broughof color waited expectantly for racial equality to trickleJalynne Brough is currently adown from the highest office in America to every street Freshman student from Lander,therein. They kept waiting, and waiting, and waiting. In Wyoming. She plans to major inreality, this election scarcely changed the treatment of English, with a minor in Creativeblacks in America. The problems plaguing poor Writing. She is an enthusiastic writercommunities of color, including those associated with and has participated in the annualcrime and rising incarceration rates, became increasingly Young Authors writing competition onclear to the author. After the end of slavery and the Jim five different occasions, placing at theCrow laws, a new racial caste system evolved swiftly in state level in nonfiction, fiction, andour country, although it was intricate and indistinct poetry. When she is not doing schoolwork, she enjoys being active in herenough to be largely overlooked.According to Alexander, this racial caste system church, playing the piano and organ,involves two parts. It begins with legal discrimination hiking, rock climbing, reading books,against criminals and then adds a justice system that and writing (of course). Afterincarcerates more African Americans than any other race. graduating, she plans to become aWhether or not discrimination exists in the justice system, freelance writer and a young adultsthe act of legalizing discrimination against criminals has author.damaging effects on the African American race. Bydenying ex-convicts a second chance and a fresh start, thissystem makes a criminal into a criminal for life. People who have been incarcerated face legaldiscrimination and are forced into an undercaste, similar to the segregated, second-classcitizenship that African Americans were forced into during the Jim Crow era. Michelle Alexanderconcluded that perhaps poverty and prejudice make criminals, but the justice system keeps themas such.University of Wyoming 15

Incarceration DiscriminationThe War on DrugsWhen President Reagan announced the War onDrugs in 1982, the media was flooded with images thatportrayed blacks in poor neighborhood as the instigatorsand distributors of drugs. This resulted in a racist mindsetthat criminalized African Americans. It was not until afterthe War on Drugs was announced that an illegal drug crisissuddenly appeared in the black community. Theimprisonment rates of African Americans skyrocketed.Presently, there is no other country in the world thatimprisons so many of its racial minorities as does theUnited States.Questions to Consider: What motives were behindthe decision to declare aWar on Drugs?Do you think there may bediscrimination in the JusticeSystem?Why do you think the prisonsystem is still in use, despitecriminologists considering itto be ineffective inpreventing crime?Do consider the prisonsystem to be effective indiscouraging and preventingcrime?How can the prison systembe improved? Should otherpunishments beconsidered?How do you thinkpreventative education canbe implemented for young,at-risk children?Graph on Incarcerated PopulationPhoto Credit: Stephen CroomsBut in the mid-1970s, there was a wide-spread predictionthat the prison system would cease to exist as society modernizedand developed better methods of discouraging and punishingcrime. When a drug war was declared in 1982, drug crime wassurprisingly declining, not rising. Equally surprising, prisonpopulations were on the decline, too. Criminologists have foundoverwhelming evidence to suggest that prisons actually increasecrime rather than prevent it. While many hoped that the War onDrugs would further decrease the rates of drug use and thenumber of prison sentences, Alexander explains that itaccomplished quite the opposite. Both increased dramatically.Through careful research and personal experience, she came tothe reluctant conclusion that “the drug war is the new Jim Crow”(3). This led to questions that could only be answered by lookingbehind the walls of a prison.Inside a PrisonGovernments wield a certain power over societybecause of their ability to decide the punishment of crimes.Alexander explains, “sociologists have frequently observed thatgovernments use punishment primarily as a tool of socialcontrol, and thus the extent or severity of punishment is oftenunrelated to actual crime patterns” (7). This would be a clearexplanation as to why both drug use and the population of16 Inside English 1010

Jalynne BroughStatistics on Incarceration by RacePhoto Credit: Michael OwensAdditional ReadingReva Siegel, “Why Equal Protection NoLonger Protects: The Evolving Forms ofStatus-Enforcing Action,” Stanford LawReview 49 (1997): 1111.Michael Omi and Howard Winant, RacialFormation in the United States: From the1960s to the 1990s (New York: Routledge,1996), 84–91.Loïc Wacquant, “America’s New ‘PeculiarInstitution’: On the Prison as SurrogateGhetto,” Theoretical Criminology 4, no. 3(2000): 380.Lerone Bennett Jr., The Shaping of BlackAmerica (Chicago: Johnson, 1975), 62.Howard Winant, The World Is a Ghetto:Race and Democracy Since World War II(New York: Basic Books, 2001).Watch & ListenAlexander, Michelle. The Future of Race inAmerica: Michelle Alexander at TEDxColumbus.prisons in America started to increase again after the Waron Drugs was declared. Behind the walls of a modernprison is a larger incarcerated population than previouslyseen in America. Since 1972, this population has increasedfrom 350,000 to more than 2 million, with higher rates ofAfrican Americans inmates than ever before in history (8).Studies frequently suggest that “white youth aremore likely to engage in drug crime than people of color”(7). However, our nation’s prisons and jails areoverflowing with black and brown drug offenders. Thisarticle highlights that black men in some states receiveprison sentences from drug charges at rates up to fiftytimes those of white men. In cities most affected by the Waron Drugs, almost 80 percent of young African Americanmen now have criminal records. They are now subjected tolegalized discrimination for the rest of their lives. Theseyoung men become members of America’s growingundercaste. Their criminal records keep them permanentlylocked up and locked out of mainstream society. Theimprisonment of and resulting legalized discriminationagainst African Americans traps them in a cycle ofoppression and poverty that has no end in sight.An Invisible Form of DiscriminationMass incarceration is often considered a criminaljustice issue, despite mounting evidence to suggest it is aracial justice or civil rights issue. Alexander noticed thatwhen civil rights advocates do give attention to the matterthey focus on affirmative action, such as promoting diversityin higher education. Advocates often overlook the benefitsthat preventative education could have on lowering minorityrates in prison. The need for criminal justice reform is alsooverlooked. This kind of reform is necessary in order tomake the prison population actually reflect the criminalpopulation. Moreover, prisons could become institutionsthat reinvent the lives of “criminals” instead of reinforcingtheir status as such. They could provide inmates with a freshUniversity of Wyoming 17

Incarceration Discriminationstart upon release from prison, rather than subjecting them tolegalized discrimination.However, this degree of reform is far from thecurrent reality.The reality is that slavery, Jim Crow, and the present-daymass incarceration are all control systems that are moresimilar than different. The mass incarceration of AfricanAmericans and the resulting legalized discrimination barsthem from rising to a higher caste. This racial caste systemthrives because of racial indifference: a lack of care andcompassion for other racial groups.There have been many advances towards achievingracial equality. Slavery ended with the Civil War in 1865.Jim Crow laws ended with the civil rights movement in1968. But the current mass incarceration of AfricanAmericans will not end until more people admit to it andwork to end it. Michelle Alexander finalized her argumentin saying “no task is more urgent for racial justice advocatestoday than ensuring that America’s current racial castesystem is its last” (19). Mass incarceration is a racial justiceissue and a civil rights issue. It must be corrected forAmericans to achieve racial equality. Righting this wrongrequires three ingredients: an educated understanding of theissue, empathy for the people it affects, and a will to takeaction.18 Inside English 1010Works Cited and Images CreditedAlexander, Michelle. “The New Jim Crow:Mass Incarceration in the Age ofColorblindness.” The New Press, 2010, 1-19.Crooms, Stephen. “Understanda

Inside English 1010 showcases work in the three main genres taught in English 1010: the Expos Essay, the Researched Argument, and the Opposite Editorial. The essays included in this journal were written by University of Wyoming students in the academic

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