Americans who think the immigration policies of the United States are too liberal or that immigrants coming into America are not contributing to the growth of the economy. This audience has a firm mindset and specific viewpoints regarding immigrants entering the United States. They are closed-minded towards immigrants coming to work in the United States and becoming part of the economy. This audience believes that the immigrants hurt the economy and that they do not add any value to the economy. In addition, they also have a strong opinion regarding immigrants as people who do not follow the law, and to an extent, they can be perceived as attributing criminal characteristics.
In actuality, nothing can be further from the truth. They are generalizing all immigrants as not productive members of society and perceiving them as non-abiding. An effective way to appeal to this audience is to team up with either journalists or those who have authentic knowledge, have done the research, and are well-received by society regarding this topic. Furthermore, a compelling method to appeal to this target audience would be to include institutions actively involved in research on the productivity of immigrants and their children. These research institutions focus on the demographics and the relation to the involvement of unlawful activities of immigrants.
Stanford Institute for Economic Policy Research researched the mythical tie between immigration and crime. A graph in their research shows the incarceration rate between white U.S.-born and first-generation immigrants. Between 1860 and 1940, the rates were very even, almost the same, with little to no difference. In 1950, first-generation immigrants were ranked slightly higher compared to white Americans born in the U.S. From 1960 to the present, white U.S.-born have had higher rates than first-generation immigrants. In conclusion, this delineates how to effectively relay the information to clarify the misconceptions to this target audience.
The argument I chose was “Why So Many Children of Immigrants Rise to the Top.”Throughout this piece, the author provides an interactive economic ladder that progresses as the reader scrolls through. Each stair step represents roughly 20% of the household income distribution. Following the economic ladder, a chart is provided to put the data in perspective. Then, two maps of the United States are shown describing the changing geography of immigration in 1910 and comparing it to 1980.
Finally, a graph explains the share of the U.S. population that was born abroad. There is no specific target audience; it is just anyone interested in learning about the facts about immigrants’ socioeconomic advancements. The author wrote about immigrants from 100 years ago and compared that data to those from 1980 to the present date.
The project is structured with an even balance of text and images. This piece is easily understandable and aesthetically appealing. The transitions flow smoothly throughout this piece; after the few paragraphs surrounded by a question, an image or graph is shown below to put the information from the paragraph into perspective. This technique provides the reader with a frame of reference after reading the small paragraphs, giving a deeper understanding of the reading. Interactive scrolling immerses the reader in the storytelling experience. This approach creates a coherent experience where the reader feels as if they are involved in the story.
The words immigrant and jobs are heavily involved in this piece. This reading associates immigrants settling in locations with high job growth or numerous job opportunities. The image that the author portrays compares the reality that the imagery of our citizens has changed. Still, the truth is that the process of immigrants assimilating into American society. The citizens think now that the immigrants are not suitable for the country, like they’re hurting their jobs because the politicians are painting that picture for the Americans, and that’s what they started to believe. The truth is that they were helpful in American society 100 years ago and are beneficial to society today.
The author refers to two professors who wrote the book “Streets of Gold: America’s Untold Story of Immigrant Success” to show their thought process while analyzing the charts and graphs giving background information. The author uses data to back up the statements, proving the mass perception of immigrants as false or correct. However, the author does not glorify any hypothetical examples in this piece; it’s based on accurate data collected. The style of this article is backed up by actual research, such as charts and graphs, and the author does not use any hypothetical assumptions. However, he does mention the interferences drawn by the general public towards immigrants.
The author persuades the reader by presenting both viewpoints very clearly. He discusses both sides regarding immigrants and the rise of themselves in their offspring. The author then presents the conclusion based on the data and research collected. The author discusses the long history of second-generation immigrant success stories, which is simply a part of America’s history. The author slightly criticizes the perception of immigrants today as unfavorable to the public, portrayed mainly through politicians.
The author, Peter Coy, uses ethos because he is a Helen Hayes award winner, and the audience will believe what he is writing since he’s an award winner. To support his article, he uses data from professors from Ivy League schools, and all these factors lead to the authenticity of the piece and its believability.
He uses pathos by describing how immigrants are at the very bottom and work themselves up the socioeconomic ladder; these immigrants come with nothing, leaving their families behind, looking for a better future for themselves and their whole families back home, living in poverty. He uses logos to back up his claims, using supporting evidence such as graphs and charts.
Throughout this piece, the author uses various information, such as the data collected and historical facts, to persuade the reader. The author also uses rhetorical fallacies, such as sentimental appeals, when writing about how immigrants must sacrifice to come to the United States to build a better future.
The photo essays have many things in common. They all start with a main picture and an introduction, followed by images relating to the topic’s environment. The phrase “Where We Are” is listed at the top for each photo essay, followed by its title and location. These photo essays contain zoomed-out photos to give the reader an overall perspective of the idea, and there are also photos that zoom in on critical aspects to emphasize certain elements.
In real-world places, people can give each other handshakes and hugs and communicate with eye contact. These factors are absent online, and you can make a stronger connection in the real world. One photo essay that prominently displays an example of making real-world connections is The Family Restaurant. The images displayed entail the aspects of making real-world connections and how these connections can bring everyone closer together and make strong relationships. These photos feature friends eating, singing, and laughing together.
The photo essay I chose is The Magic of Your First Car, set in Los Angeles, California. The introduction talks about new drivers finding freedom and being able to drive around whenever and wherever they want. It gives them space to escape reality and experience new beginnings. The top image gives off a theme of remoteness and escaping reality on a tranquil drive, with the hair blowing in the wind and the sun beaming on the skin, enjoying the smell of the fresh air. The two girls are relaxing in the back seats as if detoxing from the city life before the Monday morning routine.
The first zoomed-out picture of the essay displays people in an old Mercedes Benz now running on vegetable oil, which is environmentally friendlier because they used to emit a lot of carbon dioxide. The rearview mirror captures someone taking a picture with the flash of a digital camera. The car is parked and off, and they are admiring the sun. The zoomed-in picture shows the point of view of someone sitting in the back seat, with the sun rays beaming on the palm and hair blowing in the wind.
Another picture that stands out to me is where three friends are sitting and lying on the side of a road on the edge of a cliff, admiring the scenery. The vibe is enjoyable, with the sun beaming on them and the smiles on their faces. This picture also gives a sense of remoteness and relaxation. Each image throughout this photo essay tells a story; the captions provide the reader with context and describe the mood. The interweaving of writing and images provides a glimpse into the reality of the subject’s mindset.
Some images entail the camera’s flash, which gives a subliminal effect that draws the reader’s attention to the details emerging from the flash. Other images have defined a small detail, and the rest of the background is blurred; this gives a different perspective to view the image. Another thing that stood out to me is that in some pictures, the people aren’t posing for the camera; it’s just a candid snapshot of them living in the moment, not necessarily looking at the camera. These are some tactics I want to incorporate into my photo essay. Overall, I enjoyed this assignment; I just learned what photo essays were today. This heavily inspires me, and I cannot wait to make my own.
In CODES 121, I want to learn new skills to help me in my future career. I have outlined five main goals I would like to focus on throughout the semester. I want to develop valuable skills and improve the ones I currently have.
As my first goal, I want my oral communication to flow and make smooth transitions. This skill would immensely aid in critical thinking and public speaking. Having excellent oral communication skills will motivate me when talking to an audience. To achieve this goal, I will participate in group discussions, speak up, and ask questions.
My second goal is to see a problem, consider multiple viewpoints, and consider all factors. Viewing a problem from different perspectives will benefit me when finding the needed steps for the solution. Assessing multiple alternatives expands the opportunities for possible solutions, which will aid in finding the best answer for the problem. When I think about a problem, I will research its history and other contributing factors to find a solution.
For my third goal, I plan to work on reading comprehension and apply that knowledge to other problems. Applying previous knowledge to different problems brings new ideas and possible solutions for the latest problem. Understanding the situation is essential; it can become confusing and challenging when looking for an answer if one does not entirely understand the situation. I intend to read over all the information I have to thoroughly understand the problem and ask others their thoughts on the situation.
For my fourth goal, I want to invite others to engage in conversations and ask them what ideas they have. Having the whole team engage in a conversation can spark new ideas and assist in ultimately finding the steps for the solution. Inviting people to join a conversation creates an opportunity to learn from their ideas and viewpoints about the problem. I plan to ask questions ina group and ensure everyone is included by asking everyone about their ideas regarding the topic.
For my last goal, I want to gain skills to help me write clearly and efficiently. Writing in aclear tone is crucial so the reader understands the information. Efficient writing saves time and helps the reader to remain engaged. I intend to ask others for help and advice and apply them in my writing.
In closing, I have many goals set for this semester, and these are some of the main goals Iam focusing on. I want to learn and apply numerous new skills in my everyday life. These goals will immensely help me in my future career in the medical field, where communication and writing are vital.
I was a pretty energetic kid throughout elementary school; I enjoyed making friends and was kind to all of my teachers. I made lots of new memories and experiences throughout that time at school. Although in my culture, we don’t celebrate holidays like Halloween or Christmas, I would always enjoy the parties at school. I never really understood why we would have these parties at school; I just knew that everyone I knew celebrated these holidays and that they were a big deal.
I soon realized that we get Christmas Day off and Thanksgiving but didn’t get a day off for Eid-Al-Fitr (Eid). Eid is a holiday celebrated by Muslims around the world; it marks the end of the month-long dawn-to-dusk fasting of Ramadan. I asked my parents why we didn’t have a day off school on our big holiday. They told me about different cultures celebrating different holidays; not all cultures celebrate the same holiday. I remember going to school every year on Eid, and while some of my Muslim friends would skip, I always had a test or essential review day that I shouldn’t miss. When I got home from school, my family and I would dress up, have lots of good food, and invite our family friends to our house or go to visit them.
Throughout middle school, I always felt slightly insecure, whether just trying to fit in with the crowd or figuring out my personality. In my physical education class, I had to wear a T-shirt and shorts; at the time, I was comfortable wearing a T-shirt, but not so much about the shorts. Instead of just wearing the shorts by themselves, I decided to wear leggings under the shorts. My physical education teacher then approached me and asked why I was wearing leggings under my shorts because the class syllabus clearly stated that wearing leggings under the shorts was against the rules. I then explained how I never really felt comfortable wearing shorts, and I never really wore shorts throughout my life. My teacher thought I was lying, and after a while, he finally let me wear leggings under my shorts because he was very strict on the syllabus rules. He also had a very annoyed look while I was talking to him, and he made me explain in front of the whole class instead of talking to me one-on-one. This experience made me feel slightly embarrassed since my teacher made me talk about my reasons in front of the whole class. Also, many other kids in my class wondered why the teacher made the situation such a big deal.
Growing up, my friends and classmates would ask me to hang out with them sometimes or to have a sleepover. I would then explain that I have never been trick or treating or been to a sleepover in my life, and their reactions would be jaw-dropping. Throughout my life, my parents would be somewhat strict and overprotective. Thinking about it now, I understand why they acted like this, as they just wanted to protect me. My friends would say that they felt sorry for me and acted as if I was really missing out. I would ask my parents several times to do things with my friends, even though I already knew the answer. My parents would tell me that we have a set of rules that we all must follow.
Especially throughout middle school, there was a time when I found fitting in the hardest. For example, when I did wear shorts to school, they would not be short shorts, so some girls came up to me and asked why I was wearing guy shorts. I was confused at first, but I soon realized what they meant. This encounter with my friends deeply affected me; I never wore those shorts to school again after that day. Also, my entire life, I was very religious, and I did not know any Muslim girls who went to my school. I always wished that I had Muslim friends in school so I had someone to relate to. The only Muslim friends I had were my family friends, and they were either much older than me or younger than me.
The month of Ramadan is the time when Muslims fast from dawn to dusk every day. During Ramadan, you wake up and eat breakfast before sunrise, and you cannot eat or drink until sunset. My first Ramadan was during 8th grade, and my parents told me that if I did not want to fast during the weekdays because of school, I could do the weekends, but I wanted to do all seven days a week. My parents told me it was up to me if I felt comfortable fasting during school days, especially with all the homework. If I’m being completely honest, doing homework and studying on the weekdays was tough while fasting, I would often feel drained and most of the time I would have to wait until after the sun set to do my work because I was either tired or hungry and didn’t have the energy. Fasting at school was an experience. Often, my friends would say, “Not even water!” they would be concerned for my health and tell me how fasting for that long is not healthy and cannot be right. Then there would be the other people who would eat lunch in my face, knowing that I was fasting, but at that point, I got used to it, and it did not really affect me.
In my senior year of high school, one time in my class, we had a few foreign exchange students who only knew Spanish, so my teacher prepared a sentence in Spanish to say to them as they entered the classroom. After they walked in, my teacher approached me and said the Spanish sentence, but I told her I did not know Spanish and that she was so sorry. My point here is that throughout my life, many of my peers assumed that I was either Mexican or Indian, but when I told them that I was Asian, they often looked at me confused, and one person even said, “I’m going to need a DNA test on that!” I still deal with these situations, but I have gotten used to it, and people usually apologize regardless.
I have had many challenges, and my family has always supported me through these challenging times. Talking to my family, especially my sister, has been a massive help because we can relate to these experiences. These experiences have shaped who I am today, and I am glad that I took each of these experiences as a learning opportunity.
