Student activism can shape not only campus culture but also the larger community and history—both for better and worse. Historic examples range from the Kent State University massacre when students protesting the US bombing of Cambodia during the Vietnam War were shot on campus by the National Guard and became a symbol of the Vietnam Era to the recent climate protests at the Yale-Harvard football game; or from the Red Guard student movement, a government-endorsed paramilitary movement in China during the 60s, to the Student Nonviolent Coordinating Committee (SNCC) which was central to Civil Rights sit-ins, Freedom Rides, and the March on Washington also during the 60s. Form an argument regarding the importance, benefits or dangers of student activism. Some potential approaches might be: Do new concepts such as safe spaces and trigger warnings undermine the potential for student activism? Has the prevalence of recording devices (such as cell phones) changed the dangers or the prospect for lasting impact of student activism? Are students still activists in different ways that are less visible? Has the purpose or environment of colleges changed in a way that makes them antithetical or less conducive to student activism? You may approach the topic from any angle, but you must be able to support your position with the sources provided. It is critical, regardless of the approach and position, that you argue assertions logically. Use reason, not emotion, to convince readers. Remember that your goal is to convince readers who disagree with you, not those who already agree with you. You are required to turn in all materials, including articles and notes, with your essay at the end of the exam. Do not bring in any scrap paper to the exam; if your instructor allows scrap paper they will provide it to you; otherwise, use a portion of your test booklet as scrap paper. If any portion of the essay is written on paper that you bring in to the test this may be construed as cheating. Several sources are provided. You are required to incorporate information from at least three of these sources to help you support your argument. At least one of the sources you use must be a scholarly journal article. Carefully review what constitutes a scholarly source in the Composition and Rhetoric Guide as many sources which at first glance appear scholarly actually are not. ✓ You may make brief notes on the articles that you bring to the final exam; however, you may NOT write any part of the essay ahead of time. ✓ You may write out individual citations on each article; however, you may not bring in any partial or complete Works Cited page prepared ahead of time. ✓ You may bring your Little Seagull Handbook and a paperback dictionary to the exam. ✓ Exams must be written in blue or black ink; bring pens to your exam period. ✓ All paper, including article printouts, present during the exam must be turned in with your exam booklets at the end of the test period. ALL paper, whether or not it was used, must be turned in. In your final essay, you are expected to demonstrate mastery of the following: ✓ Ability to write an original, well-organized, sufficiently developed essay including an argumentative thesis statement that addresses the prompt ✓ Awareness of a general academic audience along with the ability to engage the audience and maintain authority with that audience ✓ Reading comprehension of the articles provided ✓ Ability to construct clear, well-formed sentences ✓ Ability to use quoting and paraphrasing to support your own ideas and claims ✓ Mastery of proper MLA in-text documentation ✓ Ability to construct a proper Works Cited page Note: It is important that your essay reflect your opinions and ideas about the issue. Articles are provided to give you a foundation for understanding the topic. You should NOT simply summarize or restate information from the articles provided but use them to help support your own claims and personal experience.
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