Study Guide

Date Title Competencies Activities

4th Quarter Week 5 Identify the unique BEYOND WALLS:
March 29 , 2021 Writing a Literature features of ACTIVITY 1: READ
Review requirements in AND ANSWER
composing texts that
are useful across
disciplines:
a. Book
Review or
Article
critique
b. Literature
Review
c. Research
Report
d. Project
Activity 2: Fill It Out!
Week 6 April 5 , Proposal
2021 e. Position
Paper

Your answers in
every activity will be
passed on Monday.

April 12, 2021

Learning Target: Identify the unique features of requirements in composing texts that are useful
across disciplines:

1
 f. Book Review or Article critique
g. Literature Review
h. Research Report
i. Project Proposal
j. Position Paper

EXPLORE

Whenever you read research papers, you will come across a literature review in which you
get informed about the published readings about the topic under investigation. Specifically, a
literature review is an evaluative report of previous studies related to the subject matter of an
academic paper. It describes, summarizes, and evaluates such studies in connection with the
topic of the paper. It also gives a theoretical basis for the research and helps the author determine
the nature, scope, and limitation of his or her own study.

It is important that you learn how to write a literature review because it shows how much
you have researched about the subject matter of your paper. Further, a literature review is an
essential part of a research paper because it provides the research credibility in that the reader
will know important ideas related to it.

Like the rest of your paper, your literature review should be well written and organized.
It should also be relevant to the subject of your paper; otherwise, your review will not be able to
serve its purpose—to provide background information about the topic of your study.

BEYOND WALLS: ACTIVITY 1: READ AND ANSWER

Below is an example of a literature review, read and answer the follow up question.

Running Head: Cyberbullying

Cyberbullying:

How Physical Intimidation Influences the Way People Are Bullied

Tyler Maxwell

University of West Florida

Abstract
The purpose of this study is to explore some of the different variables that influence
people to become cyber bullies. The study seeks to answer the research question, How
does the lack of the physical intimidation affect people’s inclination to cyber bully?

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The goal is to analyze the demographics of cyber bullies and determine whether or not there is a physical
influence on this growing trend.

Since the beginning of time people have always had to deal with bullies. Just like
anything else, however, things tend to evolve with technology. With the evolution of
social media and technology some adolescence as well as adults are simply unable to
escape harassment from their peers in school and in the workplace. This social
phenomenon is what has come to be known as cyberbullying. According to Willard
(2004) there are eight different forms of cyberbullying, which include Flaming (online
fights), Harassment (sending vulgar messages), Denigration (posting gossip),
impersonation, outing (sharing peoples secrets), trickery (tricking someone into sharing
secrets), exclusion, and cyberstalking.
The platforms for this to occur have become countless, from well-known social
media sites like Facebook, Twitter and Tumblr, to smaller sites that allow you remain
anonymous such as Yik Yak and ask.com. The days are gone of having to be the biggest
meanest kid in the schoolyard to hurt others. Now it doesn’t matter your size, age,
gender, or social standing if you want to bully someone. People can now create their own
anonymous personas or simply continue to bully others online after they have left school
or work.
There have been several instances in the news over the last few years of people
who have taken their own lives due to the constant ridicule from their peers. Because of
this researchers have started to take notice of this new social issue and have performed
numerous studies analyzing different aspects of cyberbullying such as the types of people
who bully, the prevalence of cyberbullying, and the effects on the victims, but one thing
that hasn’t been studied is whether or not the lack of physical intimidation effects people
likelihood to become cyberbullies.
Cyberbullying 4
This study is going to include extensive research into the motivations to
cyberbully as well as its influence on the aggressors and victims and the relationships
between the two. We will also examine the different techniques cyberbullies employ as
well as the techniques that victims use in order to cope with the harassment.

Review of Literature

Prevelance of Cyberbullying
Cyberbullying is something that is has become a new social phenomenon in today’s society. It can
often times leave students unable to escape their bullies and leave them feeling alone and helpless. Faucher,
Jackson, and Cassidy(2014) performed a study on 1925 students across four Canadian universities that
found 24.1 percent of students had been the victims of cyberbullying over the last twelve months. These
shocking numbers show that nearly one in every four people have been the victims of this phenomenon.
This statistic is interesting however because when compared to studies that were done amongst younger
age students you see that the numbers are drastically different. Wegge, Vandebosch, and Eggermont(2014)
found that among 1,458 13-14 year old students that considerably less students reported being cyberbullied.
This is very similar to what Vanderbosch and Van Cleemput (2009) found among 2052 students in the 12-
18 ranges which concluded that 11.1 percent of students had been victims of cyberbullying. This research
concludes that cyberbullying appears to be more prevelant in students as they get older. Wegge et al. (2014)
also noted that 30.8 percent had been victims of traditional bullying.
This raises the question as to why it seems to be less prevalent among younger
students. Is it possible that they simply don’t have as much access to the tools of cyberbullying that students
at the university level have, or they possibly aren’t as technologically advances as their older peers? It
continues to raise questions about the issue of cyberbullying as well as what classifies the perpetrators as
well as what are their reasons for harming others.

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 The types of people who bully. An important factor when analyzing cyberbullying is trying
to understand the types of people who are the aggressors. The first thing that needs to be discussed when
analyzing this is the simple matter of gender when it comes to who is generally the aggressor. Slonje and
Smith (2008) found that when it comes to cyberbullying males are more often than not the aggressors with
males being reported as the cyberbully far more often than females. Slonje et al (2008) also found that 36.2
percent of students were unaware of the gender of their aggressors. This is intriguing because for one its is
the same percentage as the number of males who bullied, but most importantly because it shows that over
1 in 3 students don’t actually know who is bullying them, which adds to the fear and stigma that is related
to cyberbullying and not being able to escape the perpetrators.

The types of people who are victims. Researchers have also conducted various
studies on the types of people who are cyberbullied, or what is often referred to as
“cybervictomology”. Abeele and Cock (2013) conducted a study, which concluded that
the gender of victims varied greatly depending on the form of cyberbullying. Abeele et al.
(2013) found that males are more likely to be on the receiving end of direct cyberbullying
while females are more likely to be the victims of indirect cyberbullying such as online
gossip among peers. These findings appear to remain true to social social norms where
males are viewed as more confrontational and females are often stereotyped as gossipers.

While not many studies look at the gender of the victims many studies do research
things such as the characteristics of the victims. Faucher et al. (2014) found that there
were numerous reasons that people felt they were the victims of cyberbullying such as
their personal appearance, interpersonal problems, as well as simply having discrepancies
about their views. Davis, Randall, Ambrose, and Orand (2015) also conducted a study
about victims and their demographics, which looked at the reasons people, were
cyberbullied. Some of the results in the Davis et al. (2015) study addressed other reasons
for being bullied in which they found that 14 percent of victims had been bullied because
of factors such as their sexual orientation.

These are all very important because it fits the profile of the traditional bully that
many people envision but it shows that it transfers over into the cyber world as well. This
leads on further questions about the relationship between the two and how the
cyberbullying is influencing where and how the harassment is continuing.

The relationship between bully and victim. The relationship between aggressor
and victim is also something that has been heavily research among professionals. Beran
and Li (2007) conducted a study that involved 432 middle school students and concluded
that just under half of the students had been victims of cyberbullying as well as traditional bullying. This is
true across multiple studies. Wegge et al. (2014) also concluded that people who were bullied in traditional
manners had a much higher likelihood to become victims of cyberbullying. Another interesting relationship
between bully and victim is that studies have also shown that people who are victims are likely to become
aggressors in the online world. Beran et al. (2007) confirms this by stating,
“students who are bullied through technology are likely to us technology to bully others”.
Faucher et al. (2014) also found similar results claiming that male and female students
decided to bully people online because they were bullied first. Research has also been done that looks at
how the bullies find their victims. Wegge et al. (2014) studied the perpetrators preferences in victims and
found that 27 percent were in the same grade, 14.2 percent were in different grades and a staggering 49.6
percent were not schoolmates of the bullies. This evidence somewhat contradicts that of the other studies
that state victims are generally bullied at school and at home because it shows that nearly half of the bullies
prefer to bully people they don’t go to school with and possibly have do not know at all. This continues to
build and add to the idea of cyberbullying in that it allows bullies to create their own personas and images
in order to try and intimidate and influence others without actually providing a physical
intimidation factor.

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 Effects of Cyberbullying

The first part of this literature review focused on the demographics of the bullies and their victims, but now
we will focus on the lasting effects and the trauma it brings to the victims as well as the different forms of
cyberbullying. While the platforms used are different the lasting effects that the bullying has on the victims
are very similar. Faucher et al. (2014) concluded that one of the main effects that cyberbullies had on
university students was that they were unable to accomplish some of their school assignments. While many
people think of effects of bullying to be simply depression or low self-esteem this study brought light to a
much different more unexpected issues. Beran et al. (2007) also found similar responses from victims of
cyberbullying claiming that they often didn’t achieve the same marks in school and had lower
concentration. These findings indicate that the lasting impact that a cyberbully has on their victims is often
more harmful than what most people can see on the surface. Pieschl, Porsch, Kahl, and Klockenbusch
(2013) found that cybervictims generally were less distressed during the second confrontation with a
cyberbully. This interesting finding indicates that victims of cyberbullies may actually become desensitized
to the aggression over time lessening the effects of the bullying.

Victims coping techniques. When being faced by a bully it is important that

victims learn to cope and move on from their experiences in order to prevent them from
suffering in their personal and professional life like some of the victims in previous
studies. Davis et al. (2014) conducted a study on victim coping techniques where they
broke the techniques into two distinct categories, which were behavioral and cognitive
strategies. Davis et al. (2014) found that 74 percent of participants preferred behavioral
strategies and of those 74 percent, 69 percent of those people found the strategies to be
effective. These behavioral strategies included seeking social support, making a creative
outlet, or ignoring and blocking the bully. Because of the growing trend of cyberbullying
there have been people who have developed different programs to help raise awareness
for cyberbullying as well as offer help to the victims. One of these programs is known as
Cyberprogram 2.0. Garaigordobil and Martinez-Valderrey (2015) conducted a study
testing the effectiveness of this program and found that it was effective in decreasing the
amount of traditional as well as cyberbullying, but also and more importantly it raised
empathy among classmates towards the victims of these actions. This is a big step in
combatting bullying because peers are constantly influencing each other. If the general
consensus among the class is that bullying is not funny and not right because they empathize with the
victims than it can go a long way in changing the social norm. If the attention is no longer given to the bully
by classmates and victims it could potentially cut back on the frequency of this act. With that being said it
raises the question instead of trying to cope, why not just remove yourself from the situation all together
and not give the bully what they desire? Arntfield (2005) discussed the risk associated with using social
media and concluded that “intrinsic rewards that were not tied directly to winning as much as they were to
fantasies of power, celebrity, sexuality, and elevated social status that came with participating, win or
lose.”. This conclusion is one that is very accurate and relevant to the way adolescence
as well as university level students think in today’s society. The fact of the matter is in
order to fit in and be considered “cool” amongst your peers you need to be on social
media to understand many of the things that are talked about amongst students. Whether
it be trending hashtags, viral videos, or popular memes these are all things that are
commonly shared and talked about between peers. While students may run the risk of
being bullied on these sites, they also run the risk of being bullied for not knowing the
newest updates in our culture, it is truly a viscous cycle.

Forms of cyberbullying. Cyberbullying gives the bully a much larger spectrum

to choose from when it comes to how exactly they want to intimidate their victims which
may be why it is often easier for them to carry out the act. Of all the different ways to
cyberbully Faucher et al. (2014) found the most common platforms for cyberbullying to
be social media, text messaging, and email which were used to bully students about half
of the time followed up by blogs forums and chat rooms which were 25 percent. This is

5
no surprise that social media is the most common platform for cyberbullying because it
can allow for the bully to remain completely anonymous to your average victim. This
allows people who may not fit the mold of your average bully to create a fake account
and build their own persona in order to bully others. Multiple studies also address a
critical factor of using social media or the Internet to bully others, which is that; the
photos or hurtful comments, can remain in cyberspace virtually forever. Davis et al.
(2014) mentions how they received viewed several responses that talked about “how their
traditional bullying experience would have been magnified if they had occurred in todays
digital era”. Faucher et al. (2014) also talk about how cyberbullying has a longer “shelf
life” than your average bullying. This plays such a huge role because with the aggressive
material on the internet it can often be revisited and the pain can constantly be brought
back to light for the victims making the experience that much more traumatic.
Social media is very prevelant among cyberbullies but there is also extensive
research done on cell phones and the role they play in the act of cyberbullying. Abeele et
al. (2013) studied various aspects of mobile phone bullying and found that the most
prevalent type was gossiping via text message, followed by gossiping over the phone, and
concluded with threatening others over text message. Abeele et al. (2013) also found that
girls were more often than not the perpetrators of gossiping while boys made slightly
more threats via cell phone. This numbers tend lean towards the stereotype of females
being more of gossipers and males generally being more aggressive and physical. This is
also interesting because shows that that society’s stereotypes appear to remain true even
in a cyberworld.
RQ1: How does the lack of the physical intimidation effect people’s inclination to
cyber bully?

Method
If I were to conduct this study I think the best way to do so would be by a
combination of quantitative and qualitative methods. I would choose to use survey
research as well as focus groups in order to study these behaviors and why they happen as
opposed to traditional bullying. By using survey research I would be able to uncover
whether or not people are actually inclined to cyberbully due to physical factors and the
focus groups would be beneficial in trying to understand why people become
cyberbullies. By using the two different types of research it also will allow for the study
to be more diverse and look at different angles of cyberbullying, which will result in
having a better understanding of this phenomenon.

Sample Selection

For my sample I would choose to use a convenience sample. The age I want to
study would be 15 to 23 year olds. I would reach out to the local high schools as well as
the local universities and use the students who were willing to participate in the study.
Based on the number of students in Escambia county between high school and college
aged students I would like to have five thousand survey responses and two thousand five
hundred volunteers for focus groups. I would allow students to participate in both aspects
of the study if they were interested in doing so.

Procedure
For my study it will be important to base a 10-15 question survey on more than
simply if a student is a cyberbully or how often they bully others but rather physical
aspects of the bully. The survey would be completely anonymous and would ask
questions about whether they have cyberbullied someone before, followed up with questions about gender,
body size, and the gender and body types of their victims. For the focus groups I would split the participants
up in groups of 6-8 based on age and gender. I would focus on questions about why they may or may not
be inclined to bully others online. I would then combine the data I collected and use it in order to answer

6
my research question.

Follow up question:
1. What do you already know about the topic of the literature review?
2. What is the authors thesis?
3. What is the role of the cited sources in the literature review?
4. How are the pieces of information arranged?
Consideration in Writing a Literature Review
The following are some of the factors to consider in writing a literature review:
1. Unique features of a Literature Review
A literature review may be differentiated among other academic papers in terms of its
contents and organization. The content of a literature review is information taken from
different published papers about a particular subject. Its organization may depend on the
type of information to be presented. The information may be arranged either thematically
or chronologically. Thematically arranging the information means organizing the
information according to points mad or by topic. On the other hand, chronological
arrangement means sequencing the pieces of information based on the date they were
published.
2. Purpose and audience
In writing a literature review, your intended audience are primarily readers (or researchers)
who want to find out more information about the subject of your study. In addition, a literature
review may be written for professionals who would like to become updated with the latest trends
in their field. Considering your audience, your purpose must be then to inform.

3. Pattern of development
You may use different pattern of development in writing your literature review. For
instance, you may use the exemplification/classification pattern of development in writing
since you will have to organize the information you have obtained in a general to specific
manner—that is, beginning with a general point or classification and supporting it with
specific examples. You may use description or definition, when necessary, and even
comparison-and-contrast and cause-and-effect in some areas.

A literature review is a survey of scholarly sources on a specific topic. It provides an

overview of current knowledge, allowing you to identify relevant theories, methods, and gaps in
the existing research.

Writing a literature review involves finding relevant publications (such as books and journal
articles), critically analyzing them, and explaining what you found. There are five key steps:

1. Search for relevant literature

2. Evaluate sources
3. Identify themes, debates and gaps
4. Outline the structure
5. Write your literature review

A good literature review doesn’t just summarize sources – it analyzes, synthesizes, and critically
evaluates to give a clear picture of the state of knowledge on the subject.

Activity 2: Fill It Out!

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 Fill out the given form of the necessary data needed in order to come up with your
literature review.

Name: _____________________________________________ Date: ____________

Research Question (Formulate your own topic/question)

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

Hook

What is interesting about this question? Hook your readers with an interesting fact that might
make them curious about this topic.

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Literature Review
Find five articles about your topic and list the relevant facts from each one.
1. According to (author/source)________ (date )_______ the main idea about this subject is
_____________________________________________________________________________________
_____________________________________________________________________.

List facts from the source that support this idea

1. Fact____________________________________________________________________
2. Fact____________________________________________________________________
3. Fact____________________________________________________________________
4. Fact____________________________________________________________________
5. Fact____________________________________________________________________

(You can add more facts as you find them.)

In conclusion________________________________says_________________________

_____________________________________________________________________________
__________________________________________________about the topic.

2.Another idea, by (author/source)________________ (date)___________________is

_____________________________________________________________________________
_____________________________________________________________________________.

1. Fact____________________________________________________________________
2. Fact____________________________________________________________________
3. Fact____________________________________________________________________
4. Fact____________________________________________________________________
5. Fact____________________________________________________________________

(You can add more facts as you find them.)

In conclusion________________________________says_________________________

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_____________________________________________________________________________
__________________________________________________about the topic.

3.A third writer, _________________________________ (date)______ states that

_____________________________________________________________________________
_____________________________________________________________________________

1. Fact____________________________________________________________________
2. Fact____________________________________________________________________
3. Fact____________________________________________________________________
4. Fact____________________________________________________________________
5. Fact____________________________________________________________________

(You can add more facts as you find them.)

The third author concludes that ___________________________________________________

_____________________________________________________________________________
_____________________________________________________________________________.

4. A fourth source _________________________________(date_______) states that

_______________________________________________________________________
_______________________________________________________________________

1. Fact_________________________________________________________________
2. Fact_________________________________________________________________
3. Fact_________________________________________________________________
___
4. Fact_________________________________________________________________
___
5. Fact_________________________________________________________________
___

(You can add more facts as you find them.)

The author concludes that ___________________________________________________

_______________________________________________________________________
_______________________________________________________________________
____________.

5.Yet another idea, from _______________________________________(date_______)is that

_____________________________________________________________________________
_____________________________________________________________________________

1. Fact____________________________________________________________________
2. Fact____________________________________________________________________
3. Fact____________________________________________________________________
4. Fact____________________________________________________________________
5. Fact____________________________________________________________________

(You can add more facts as you find them.)

This author concludes that ___________________________________________________

_____________________________________________________________________________
_____________________________________________________________________________.

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Analysis

I found (how many) main idea/s about (name your topic)_____.

List main idea/s ________________________________________________________________

_____________________________________________________________________________
_____________________________________________________________________________

Explain how the ideas are different/ the same.

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Original Research

How would you test the idea you think makes the most sense?

In order to test the ideas about (your topic)________________ this researcher will (describe a
suitable way to test your ideas: survey, experiment, model, interview,
etc.)__________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________.

Results (What Happened)

List your results. You can attach tables, chart, or list of findings.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Conclusion

Give facts that support your points

The most likely explanation seems to be that _________________________________________

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________.

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REFERENCES

TEXTBOOKS

Tiongson, M.T., A. & Rodriguez, M.R., C. (2016). Reading and writing skills. Rex Book Store Inc.

Raymundo, Helen C. (2016). Reading and writing skills. Diwa Learning Systems Inc.

INTERNET

McCombes, S. (22 February 2019) How to Write a Literature Review [article]

https://www.scribbr.com/dissertation/literature-review/

http://www.readwritethink.org/file/resources/lesson_images/lesson1155/scaffold.pdf

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Study Guide
Date Title Competencies Activities
4th Quarter Week 7 Identify the unique
April 19-23, 2021 features of requirements
in composing texts that Activity 1: Pre
are useful across Reading questions
disciplines:
a. Book Review
or Article
critique
Activity 2: Post-
b. Literature reading Activity
Review Question
c. Research
Report Activity 3: Let’s
d. Project Apply It!
Proposal
e. Position Paper

Activity
Week 8 April 26-30 ,
4: Your Task!
2021
Identify the unique features
of and requirements in
Activity 5: Apply it in
composing professional
Real Life!
correspondence:
a. Resume

12
 b. Application for
College
Admission
c. Application for
Employment Your answers in
d. Various forms every activity will be
of Office passed on Monday.
Correspondence

April 30, 2021

Learning Target: Identify the unique features of requirements in composing texts that are useful
across disciplines:

a. Book Review or Article critique

b. Research Report
c. Project Proposal
d. Position Paper

EXPLORE
A book review and an article critique are probably the best proof of how well you read
and write, considering that you will have to be able to read critically for understanding before
you can evaluate a text fairly through writing.

In writing either a book review or article critique, you will have to demonstrate your
understanding of the text by first summarizing the content of the article or of the book. Then
you will need to interpret the ideas which you will have to argue about by making assertions
and supporting your assertions. Sometimes, you will need also to state the relevance of the
book to its subject area and include endorsement.

Your main purpose in writing a book review or article critique is to argue for or against
the ideas presented by the author.

Read the sample book review entitle: Michael Jordan: The life
Roland Lazenby. Then answer the following questions.

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Activity 1: Pre Reading questions:
1. What do you already know about the topic of the book under review?
______________________________________________________________________________
________________________________________________________________
2. What do you expect to learn after reading the review?
______________________________________________________________________________
________________________________________________________________
Michael Jordan: The life
Roland Lazenby

Michael Jordan is the greatest basketball player who ever lived. Of that, there is very
little dispute. He was also, at the apex of his career, a global ambassador for the game and for
Nike (not necessarily in that order), a veritable A.T.M. for various corporate partners, a hero to
millions, if not billions, of fans, and very likely the most famous person in the world. I know this
because everyone knows it, and also because I witnessed at least a little bit of it all. I covered
Jordan and the Bulls for an all-sports radio station in Chicago for four years while he was at the
height of his power and fame.

It was an experience I never cease reliving; in the same way you would never forget
being allowed to watch Picasso paint or Mozart tinker at a piano. I have made these analogies
before and will defend them to the death. Michael Jordan absolutely was an artist on the
basketball court, every bit the equal in his milieu of any of the great masters in theirs. Whatever
his flaws away from the game, they were easily overshadowed by the grandeur of his talent. It
was, after all, difficult to speak ill of a man when your jaw was agape, having just watched him
glide through the air with a combination of grace and strength that could rightly be described
as superhuman.

In his thoughtful, extraordinarily well-researched biography “Michael Jordan: The Life,”

Roland Lazenby, the author of books on Phil Jackson, Kobe Bryant and Jerry West, gives us the
life and much more. His jaw is as wide open as anyone’s; the exhaustive narrative of Jordan’s
basketball career is written with appropriate awe. But what makes this portrayal especially
worthwhile is everything else. Lazenby begins before the beginning, in a shotgun shack in rural
North Carolina some 70 years before Michael’s birth, with a beautifully written account of the
life of his great-grandfather. The long trail Lazenby follows is significant because it offers an
explanation of how Michael developed the competitiveness for which he became legendary. And
the psychology is worth the investment even if no new ground is broken (Michael’s father,
James Sr., loved his older brother Larry more), because with the foundation of Jordan’s
personality set, the rest of the life can be better appreciated: Michael Jordan not simply as a
superhero, but as a Man in Full.

For me, the book’s most interesting section concerns Michael’s adolescence, first as the
skinny kid who was left off the varsity roster his sophomore year in high school, then through a
summer spent at an elite basketball camp that Jordan says was “the turning point of my life.” It
was during this time that Jordan figured out just how good he really was; previously he had
imagined himself as a baseball player as much as anything else. Even Jordan’s most ardent fans
will not have heard every story Lazenby tells about these early years — though every basketball
fan will recognize the names of many of Jordan’s contemporaries from that period of his life,
some of whom were considered greater prospects and all of whose accomplishments he would
eventually dwarf.

The true Jordan phenomenon began, of course, with his freshman year at the University
of North Carolina, when he was playing for the renowned Dean Smith and made the shot that
won the national championship in 1982. Lazenby covers Jordan’s college and pro careers,
including his two Olympic gold medals, in great detail, spicing the account with the firsthand
recollections of friends and foes alike. All the familiar stories are here: the disappointing losses
in his final two N.C.A.A. tournaments before he turned pro after his junior year, the frustration
of his early N.B.A. years, the championships he won both before and after his first, premature,

14
retirement. Through it all, Jordan is depicted as restless, driven and often angry. None of this is
surprising, but given the full context it reads differently from the way Jordan is often perceived:
This is a Michael Jordan who is confused and naïve more than conniving. Lazenby’s portrait is
not saccharine, but it is certainly more sympathetic than most. He is particularly insightful about
the relationships that shaped Jordan’s career: the feud with Isiah Thomas, the grudging respect
for his childhood idol Magic Johnson, the disdain for the Bulls’ general manager Jerry Krause,
the connection with Phil Jackson that elevated both men to the top of their profession.

Not much time is spent on Jordan’s life after his final retirement from the game, and
that is just as well. His tenure as owner of the Charlotte Bobcats has been mostly disastrous
and rarely interesting. While there are some — “haters” as they are commonly known — who
revel in this failure, I am not among them, and neither is Lazenby. It is painful for those of us
who remember Jordan’s genius so fondly to see him diminished in this way. There is little room
for it in the mind’s eye, and thus I applaud Lazenby for leaving little room for it in print.

What many will seek from this book are answers to certain questions about Jordan that
seem sure to be asked forever. Questions about his enormous gambling debts, the personal
check that connected him to a convicted drug dealer, and the murky circumstances surrounding
his father’s murder. Those questions are not answered here, which might count as a criticism of
Lazenby, except that they most likely never will be answered, and it is unfair to ask an author
to do the impossible. Lazenby lays out the facts and allows us to draw our own conclusions. He
didn’t set out to write a gossipy tell-all, and he did not. Readers who expect explanations for
every mystery will be disappointed.

There is a poignant moment near the beginning of the book in which Jordan, as a young
man, asks himself “what it will be like to look back on all of this, whether it will even seem
real.” Seeing him today with his new wife, his twin baby girls, in his role as owner of a
struggling franchise, heavier than we remember him but still looking every bit the best baller in
the room, I wonder what he thinks of his past. He is more guarded today, more private than he
was. Does it all seem real to him, or does it seem as far away for him as it does for the rest of
us?

If you are one who takes joy in recalling what it was like when he, and we, were
younger, you will enjoy this journey. Lazenby navigates both the peaks and valleys with an easy
style. Reading “Michael Jordan: The Life,” you are sure to find yourself shaking your head in
wonder at some of the memories. After all, there is nothing better than genuinely believing a
man can fly.

Activity 2: Post-reading Activity Question:

1. What is the title of the book that was reviewed? Who is the author of the book?
______________________________________________________________________________
________________________________________________________________
2. What is the general evaluation of the book?
______________________________________________________________________________
________________________________________________________________

Considerations in Writing a Book Review/Article Critique

There are some factors to consider in writing a book review or an article. These factors
include the following:
1. Unique features of the text – a review or a critique intends to provide critical evaluation of a
piece of writing. The writer of a book review or an article critique writes a summary of the
content of a book, including pertinent details about the book/article such as the title and author.
You, as the writer, should also state your general evaluation of the book/article which will be the

15
 main idea of your review/critique. The main idea or the general evaluation must be supported
specific points that you want to make about the writing which you could further support by
including sample lines from the book/article.
2. Purpose and Audience – the main purpose of a book review or an article critique is to persuade
book readers of a particular genre or researchers in a specific field to either read or not read the
book or article. To a certain extent, the review/critique tells how useful and credible the piece of
writing is.

3. Pattern of Development- having said that the purpose of a review/critique is to persuade, the
pattern of development to use in writing it is the persuasion pattern. You have already learned
that when using this pattern, you are to first state the general argument as your main idea. Then
you must support that main idea with the specific points which need to be backed up by relevant
details such as quotations from the book/article or notes from other sources.
Writing a Research Report
Your skills in writing research report will prove to be very useful since it is not only a common
academic requirement but also one of the common tasks you will have to do when you become a
professional.

Considerations in Writing a Research Report

Unique Features of a Research Report
A research report may also be called scientific report. It is actually a paper that discusses topics
under the sciences area of study. It often uses IMRD format wherein the letter I stands for introduction;
M, for methods; R for results; and D, for discussion. It also includes a title page, an abstract, and a page
for the list of information sources. The page for the list of sources may have different headings depending
on the style of citation used (e.g., APA, MLA, CMOS, IEEE).
Each part of a research report serves a different purpose and contains different purpose and
contains different types of information. The introduction is expected to contain the background of the
topic, the research questions, the significance or relevance of the research, and the scope and delimitation
of the study. It actually corresponds to the first step in the scientific method which is the forming of
hypothesis. The methods narrate how the research was conducted. Included in the methods are the
following: description of the materials used, the participants, and the process of data analysis. This part
matches the next step of the scientific method which is the testing of hypothesis. The outcome of the
research is presented in the results section of the research report, and then interpreted in the discussion
part. The outcome, which is the result part, corresponds to the collection of data or evidence in the steps
of the scientific method. The last part is similar to the last part of the scientific method wherein the
research analyzes how the date relate to one another and eventually form a conclusion from the analysis.
A research report also includes preliminary materials such as the title page, abstract and table of
contents. The abstract serves as a synopsis or summary of the research report. The title page is where the
pertinent details of the report such as the title and researcher’s name are written.
In the introduction, you will have to state your research question or hypothesis about the subject
matter and present a literature review, which was already tackled in the previous module.
In the methods section, you will have to do a recount of how your research transpired, and so you
should use the past tense. In the results section, you will have to show illustrations of data (i.e.’ graphs,
charts, diagram, picture, and other visuals) you gathered in order for your readers to have a clear
impression of the outcome of your research.in the discussion section, you will have to point out the
significant data that supported your hypothesis or answered your research questions. You should also
discuss implications of your findings and then give your recommendations.

Purpose and Audience

16
 The general purpose of the research report is to contribute new, interesting, and objective ideas to
a body of knowledge of a specific field. The specific purpose depends on the research itself. It is
discussed in the introduction what the research aims to accomplish.
A research paper may be written as a requirement of a course in which the audience is a professor
or evaluator. It can also be written for professional advancement in which the audience are wider and who
are more concerned with replicating the study and not just to evaluate it.

Writing a Position Paper

You have learned that persuasion texts clearly state an opinion about a subject matter and attempt
to convince people to believe in a similar way about the topic under discussion. Being a type of
persuasive text, a position paper has the same purpose, which is to persuade or make the readers believe
that the writer’s opinion is probable or should be considered by decision-making group.
Sample position paper:
K-12 Curriculum in the Philippines

by dreannaloren

K to 12 curriculum in the Philippines is effective for students in this generation.

This curriculum provides higher quality of education as the DepEd stated in 2012.
In 2010, DepEd has conceptualized the K to 12 curriculum. Moreover, during the
years 2011 to 2012, the universal kindergarten was launched. In connection, Pres.
Benigno Aquino III formally signed the bill to institutionalized the basic education
in 2013. This year 2018, the first batch of Senior High School are expected to
graduate and will decide whether they continue to study further in college or enter
the workforce right away.

This reform helps to cope up with global standards in secondary education and it
includes a higher value in kindergarten . Like Masayoshi Okabe, a researcher in
Japan said, “The key points of the new policy are preparation for higher education.
Eligibility for entering domestic and overseas higher educational institutions, and
immediate employability on graduating, all leading towards a holistically developed
Filipino.” He also included how basic education in the Philippines has been a
problem; such as dropout rate and congested curricula, which affects the number
of courses in school. These curricula must be rushed in able to meet the mandated
educational requirements. Moreover, Masayoshi Okabe provides a statistical data
regarding the literacy rate of the youth in the Philippines. It shows that 90% of
the country is literate society and it has been improving ever since. The goal of
this curriculum is to have learning and innovation skills. IT and media skills.
Effective communication skills and life and career skills. The benefits of K to 12 is
to join the workforce right away with the electives that they have learned during
Grade 11 and 12. Students will no longer go to remedial classes during the first
year of college since the K to 12 curricula will already be aligned with the
Commission on Higher Education guidelines. Dr. Rex Vernard Baccara, a
contributor in Inquirer, said, “The ultimate goal is to gain wisdom, in which reason
prevails over irrationality. When people think rationally, behave civilly, and judge
morally, then education has achieved its purpose”. Which it aligns with the K to 12
curricula. American philosopher John Searle says, that western education has a
long tradition of finding knowledge for knowledge’s sake. What he meant was,
education is to give students access to great ideas and to enable and encourage
students to discriminate between what is good and bad.

Overall, K to 12 in the Philippines is beneficial for the youth. There may be some
people that don’t agree to this reform but there are more positive effects of this

17
 for the country as a whole. I can say that the previous administration of Pres.
Benigno Aquino III was right in making this reform work. There may be some
problems when it started and implemented but now we can see the fruits of this
reform. It is for the greater Filipinos and for the future leaders of this great country.

Considerations in Writing a Position Paper

Unique Features of a Position Paper

A position paper expresses a writer’s position on an issue and the reasons for the writer’s
stand. In doing so, the writer must present valid arguments and counterclaims. The writer must
also strongly refute the counterclaims by adding supporting evidence. In explaining some points,
you may use figurative language such as simile, metaphor, and analogy.

Purpose and Audience

This type of writing attempts to persuade the readers to accept the writer’s point of view
and convince them to take a particular course of action suggested in the paper. The specific
purpose and audience of a position paper differs depending on the context. In the academe, the
purpose of this kind of writing is to demonstrate to the professor or teacher the writer’s higher-
order thinking through the way he or she argues and supports his or her argument. However, in
other domains such as politics and law, a position paper could function as an introduction of a
policy being proposed or a proposal of a policy among government officials and lawyers.

Pattern of Development

The writer of a position paper sets to accomplish the purpose of persuading the audience
by comparing and contrasting the arguments and the counterclaims.in this way, th writer gives
the impression of objectivity by presenting the points from both sides of a controversial issue.

Writing a Project Proposal

You may have the impression that a project proposal is only done in the professional field,
considering that a proposal seems to imply that something like a product is being offered.
Actually, a proposal is more of a presentation of innovative ideas and plans. When you propose
a project, your main purpose is to request for financial support to carry out your plans to complete
that particular project. Project proposals are also referred to as grant proposals.

In your life as a student, you may feel the need to do a more intensive research which
would need funding. In this case, you will need to write a project proposal for the purpose of
asking for a grant. When you do so, you will have to be able to produce a very appealing
document which is comprehensive and easy to read.

Sample Project Proposal:

PROJECT SUMMARY Julie Guthman, Geography, UC Berkeley

Title: A "New" Environmentalism or Agribusiness as Usual: A Case Study of
California's Organic Produce Sector

The purpose of this study, which will be the first of its kind, is to examine the
genesis,
development and character of the California organic produce sector to
demonstrate how a particular notion of "organic" has been constituted politically,
and how this codified definition shapes the structure and geography of the
sector. Building on the investigator's pre-dissertation research, the proposed
study will involve collection, compilation, and analysis of both historical

18
and contemporary data on the scale and structure of the sector using survey
data from public and private regulatory agencies, research associations, and
licensing agencies. Qualitative data will be collected through in depth, semi-
structured interviews and observations on site visits.
Interviews will focus on land tenure, organizational structure, production
strategies, sourcing and marketing strategies, motivations and ideologies, and
impacts of regulation on the enterprise. The research will also involve collection
and analysis of legislative and other regulatory documents, and comparison of
organic standards among various regulatory agencies, including private certifying
agencies. In depth interviews will be conducted with key representatives from
each of the regulatory groups to document the origins of the regulations, their
future directions, and what impacts they may have on the sector.

PROJECT DESCRIPTION Julie Guthman, Geography, UC Berkeley

Title: A "New" Environmentalism or Agribusiness as Usual: A Case Study of
California's Organic Produce Sector

I. Introduction
In the last two decades, dramatic changes in the patterns of food consumption
have taken place in the advanced capitalist countries. One is toward healthier
diets, increasingly composed of less red meat and more fresh fruits and
vegetables (Friedland 1994). These dietary shifts reflect enhanced consumer
concerns over food, and environmental, quality and new consumer power in the
marketplace. An exemplary dimension of these dietary shifts is the explosive rise
in the provision of what is called organic or natural food. With little empirical
evidence to explain the nature of this growth, the field of organic production is
nonetheless the source of grandiose claims. For instance, in recent work on the
"new" political economy of food and the "new" rural sociology (e.g., Buttel 1994,
Friedmann 1993, Whatmore 1995), organic agriculture
is heralded as one of the frontiers of a "new" environmentalism where concerns
about food safety, land use, and social justice are converging with a politics of
re-localization. The presumption is that institutions within the organic sector,
which are the source of this "new" politics, operate according to a different logic
than the large agribusiness firms which drive the industrialization and
globalization of food provision. The organization of organic food provision, in this
view, reflects both structural and ideological obstacles to agribusiness
penetration. While existing research has confirmed that the units of production in
organic agriculture are relatively small, on average about one-half the size of so-
called conventional (i.e.,non-organic) farms (Dunn 1995, Klonsky and Tourte
1995), considerable uncertainty continues to exist about the structure and
organization of production within the sector (specifically patterns of ownership,
farm size, land tenure, labor management, and cropping), the relationships of
producers to markets, and the spectrum of governing ideologies. The proposed
project is the first systematic study of organic production in what is arguably its
most important center in the world food economy: California. Emerging from my
pre-dissertation research, which suggested a need to radically reconsider the
assertions of the new political economy of agriculture, I shall argue that the most
high-value crops and the most lucrative segments of organic commodity chains
are increasingly being appropriated by
agribusiness firms, many of which are abandoning the putatively sustainable

19
agronomic and marketing practices associated with "organic."1 Specifically my
research will focus on three critical questions: 1) What is the genesis,
development, and structure of the California organic produce sector as a whole,
which includes those institutions which claim to produce food with organic
techniques, whether or not they actually meet existing standards of organic? 2)
What are the various ways that production, The multiplicity of "sustainable"
agronomic practices are described in Altieri's (1995) book on
agro ecology. Organic agriculture is of course but one variant of agro ecology
and the highly contested category of "sustainable agriculture." Nevertheless, in
California the right to claim that a product was organically produced has become
contingent upon compliance with legal, and therefore socially-constructed
definitions. An examination of
the codification of organic food provision is crucial to understanding the
character of the sector and will be discussed further in section III. distribution,
and marketing are organized within the sector? 3) What are the politics and
history of the regulation of organic production in California, and in what exact
ways has the regulation of organic production become a vehicle by which
agribusiness appropriation is taking place? My
hypothesis is that while there continues to exist a plurality of economic and
ideological actors along all links of the commodity chain, the sector is
increasingly being dominated by agribusiness firms. The particular way in which
"organic" has been socially-constructed and regulated has been most critical in
facilitating the proliferation of agri-business entrants.

II. Theoretical Overview

The proposed research is located at the intersection of three broad bodies of
literature: the classic debates on the agrarian question, theories of agricultural
regulation, and the politics of consumption in advanced capitalist societies.

1. The Agrarian Question Revisited

The idea that institutions within the organic sector operate according to a
decidedly
different logic than do conventional agribusinesses can be situated within the
century-old "agrarian question" which attempts to understand how specific
economic and ecological structures of agrarian production confound capital's
penetration, defined as wage labor at the site of production. Insofar as the social
and technical particularities of organic production embody "obstacles" to
agribusiness penetration, or likewise, confer certain structural or scale
advantages to small family-like enterprises these debates are highly relevant to
my study. The origin of these ideas lie in the late nineteenth century debates
over the differentiation of the peasantry in Europe and Russia. At that time,
Lenin had predicted the imminent disappearance of the peasantry, and the
concomitant emergence of the wage form in agriculture, which was presumed to
lead to increasingly industrial and more efficient scales of production (1899).
Kautsky, however, sought to explain how certain "pre-capitalist" forms of
production nevertheless persisted in the countryside, even in the face of urban
industrialization (1988, original 1899). Kautsky's central argument was that
agriculture's basis in land creates obstacles to capitalist accumulation, related to
fragmentation of holdings and other peculiarities of landbased production. Most

20
presciently, Kautsky introduced the idea that small peasant farmers are
not only willing to self-exploit in order to hold on to their land, but are actually
functional to large capitalist farms because they provide a cheap (part-time)
labor force. Kautsky's analysis remains remarkably relevant since in advanced
capitalism, the family farm has refused to go away2, so-called pre-capitalist
forms of production such as sharecropping have resurfaced (see Bardhan 1980,
Hart 1986, Wells 1984) and new sorts of "functional dualisms" (deJanvry 1981)
have arisen, such as contract farming for high-risk, low-profit production (Watts
1993). Most of the agrarian transitions literature has nevertheless focused on the
social relations of production, and not the uniqueness of land-based production
(Goodman et al. 1987) One response has been to theorize the particular resource
characteristics of agriculture that present obstacles to capitalist intrusion. The
Mann-Dickensen thesis is that capitalist penetration of agriculture is protracted
and uneven because of agriculture's centeredness in nature (Mann
1989).3 In a similar vein, some of the literature on regional economic
development has coupled California, the focus of this study, historically has not
had a significant family farm sector, thus emerging forms of small-farm
production, such as organic, cannot be understood as historical relics. Problems
such as the non-identity of labor application time with production time (which
gives rise to labor the unique resource characteristics of extractive industries with
particular forms and processes of industrial organization, if not capital's actual
preclusion (e.g., Bunker 1989, Markusen 1985, Barham et al. 1994). Other work
considers how technological developments and capitalist restructuring of
agriculture reconfigures opportunities for accumulation by reducing agriculture's
dependence on nature (Whatmore 1995). Goodman et al. (1987), for example,
make the argument that capitalism can penetrate into agriculture in other ways
besides subsumption of the actual production process, both by creating industrial
substitutes for the rural product and by appropriating products and processes
once integral to on-farm production and refashioning them as inputs. In other
words, processes of appropriation and substitution marginalize the actual site of
production as the locus of profits. The extent to which organic producers
withstand or incorporate processes of appropriation, specifically, will be a focal
point of this study. It is equally important to consider the persistence of non-
capitalist enterprises as a result of their own structural logic and their ability to
out-compete capital. While this thread originates with Chayanov (1986, original
in 1924), Friedmann (1978) extends the Chayanovian argument to show that
even where production is both competitive and specialized, simple commodity
producers (i.e., family farms) may out-compete enterprises based on hired labor,
because the household need only reproduce the household's subsistence needs
and the means of production,
whereas the capitalist enterprise must also (re)produce surplus (i.e., profits).
Friedmann's argument underplays other ways in which off-farm capital is able to
appropriate surplus (e.g., through tenancy, contract farming, and debt) (Buttel et
al.1990, Mooney 1983); nor does it take into account that many small farms
(e.g., hobby farms) are actually subsidized from other sources of income or their
ability to sell high-value specialty products (Buttel and LaRamee 1991). This last
point is particularly important point in regards to this study in light of the
putative price premiums (i.e., economic rents) associated with organic
production. Furthermore, most of these theories of capitalism's uneven
development in agriculture understand it to be a function of biophysical and

21
 social structural conditions of production, which potentially can be rationalized,
mechanized, or bio-engineered in ways to ensure that wage labor will eventually
dominate all but the most marginal aspects. This classically Marxist emphasis on
the relations of production shares an economism with neo-classical economics, to
the exclusion of other factors that may explain the structure and dynamics of
agricultural production. One of the most oft-cited subjective obstacles to the
spread of large- scale agrarian capitalism is farmers' willingness to hold on to
their land, or pursue a farming life, no matter what the costs. Weber (1946)
posited that even enterprise-oriented small farmers will endure extreme
sacrifices to obtain or preserve their land, a form of self-exploitation that bestows
a peculiar productivity advantage over the hired labor of large farms.
Contemporary farmers who choose farming as a "lifestyle," hobby, or any other
ideologically-motivated choice, such as a commitment to agricultural
sustainability, may reap a similar advantage over large scale agribusiness
(Bonanno 1987).

3. Theorizing Agricultural and Organic Regulation

Agriculture in the US has been highly regulated since the New Deal. New Deal
reforms and those that followed created a complex set of price supports and
production controls. These policies were directed at enhancing the performance
of strategic commodity producers in recruitment problems, inefficient use of
machinery, and long turnover times) amplify the more obvious risks of extreme
market volatility, nature's vagaries (e.g., floods, droughts), and product
perishability. (Mann 1989) response to what had become a chronic over-supply
problem (LeHeron 1993).4 Since the farm crisis of the 1980s, agriculture, as
everything else, is undergoing a de-regulation of sorts. US dependence on export
markets has created incentives for promotion of agricultural free trade, which is
effectively eroding the integrity of national and regional systems of regulation,
and reconstructing them on an international scale (Lowe et al. 1994) For
instance, both NAFTA and the Uruguay round of GATT included agreements to
reduce or phase out agricultural export subsidies, tariffs, and price supports. Yet,
it is not so much that national and regional regulation are being abandoned, but
rather that they are taking on new forms. First, the proliferation of agro-food
industries and the
development of biotechnologies are shifting the site of food production from
farms to factories, so that the focus of regulation is shifting from agriculture per
se to food (Buttel 1994). But also, the diminished importance of national food
security in advanced industrialized states has opened the door for "post-
productivity" agro-food regulation where food quality has come to take
precedence over food quantity. Changing discourses on what constitutes healthy
food in addition to environmental concerns regarding agricultural inputs and
externalities now permeate the politics of food delivery (Arce and Marsden 1994,
Buttel 1994, Marsden 1992, Marsden and Arce 1995). Significant changes in the
scope of agricultural regulation can be partially explained by concepts central to
the French "regulationist school," most of which are applicable only to advanced
capitalist societies. The key "regulationist" notion is that coherent "regimes of
accumulation" are associated with "modes of regulation" which mediate capitalist
tendencies toward crisis (Lipietz 1986). This thinking has been coupled with Piore
and Sabel's (1984) proposition that advanced industrialized economies have

22
 crossed a "second industrial divide," from a manufacturing economy based on
Fordist principles of mass production to production based on what they have
termed "flexible specialization," also referred to as post-Fordism. As a mode of
regulation, Fordism was associated with Bretton Woods-based financial
regulation, strong trade unionism, and the ascendance of the welfare state, all of
which purportedly contributed to strong domestic production-consumption
linkages. Post-Fordist "regulation" implies a breakdown of these same institutions
(Clark 1992).5 The concept of Fordism, however, is somewhat marginal when
applied to agricultural production, which has never been characterized by mass
production, in large part due to its basis in nature (Goodman and Watts 1994).

Nevertheless, one variant to regulation theory, which applies directly to

agricultural regulation, is posited by Friedmann (1992, 1993), i.e., the existence
of identifiable, per iodized food regimes. The post-WWII surplus regime (1947-
1972) was characterized by national regulation, subsidized grain production,
chronic food surpluses, and a commodity focus on mass-produced durable foods.
The incipient "post-Fordist" food regime is characterized by international
production-consumption links, international free trade regulation, the demise of
farm-based price supports, and a shift to non-traditional exports and "niche"
commodities, New Deal agricultural policy created significant disincentives for
sustainable agriculture as the employment of crop rotations made farmers
ineligible for price supports, and production limits encouraged highinput use to
maximize yields per acre (LeHeron 1993). The Fordism/post-Fordism
periodization is criticized for being analytically weak in its demarcation of one
period in opposition to the other. Such "binary history" also masks local
differentiations and trajectories (Sayer and Walker 1992). especially fresh fruits
and vegetables. A newer and more relevant literature, in terms of this study,
turns on questions of local and national forms of food regulation based on quality
and health (Arce and Marsden 1994, Boyes and Allaire 1995, Nicolas and
Valceschini 1995, Sylvander 1994). By "quality," these theorists mean that
specific attributes of agricultural commodities (e.g., production processes,
nutritional composition) are privileged and regulated. But also, they posit a more
encompassing view of quality regulation that is defined by social relations and
networks outside the sphere of legislation, what they call "conventions." Building
on the work of other institutionalists (e.g., Grannovetter 1985, Williamson 1993),
they suggest that institutional arrangements help to construct the "quality" of
food. Therefore, any social relations distinctive to the organic sector, such as
direct sales of organic produce to high-end restaurants, or "subscription sales" to
individual consumers (to be discussed in part III) are also part of its regulatory
context, an insight which is relevant to my project.
4. The Politics of Consumption
In this "post-Fordist" era, not only the composition of diets, but also the
practices of consumption are changing. For example, there is a trend toward
individual consumption of factory-prepared foods in place of the home-cooked
"family meal." The significance of industrial food preparation is that surpluses are
being re-distributed away from agricultural producers to those who control (and
add value) in the processing, distribution, and retailing links in various
commodity chains (Marsden and Wrigley 1995). At the same time, the retreat of
the welfare state (also associated with post-Fordism), coupled with the decline of
trade unionism and social democratic parties, has led to a growing role of what

23
have been called new social movements (NSM's) in late capitalism (Buttel 1992,
Epstein 1990, Offe 1985, Scott 1990). One of the ways in which NSM's are
distinct from "old" social movements is their focus on the politics of consumption
(Burawoy 1985, Warde 1988 based on the work of Castells 1983), including
public goods such as environmental quality which do not confer to any one group
(Offe 1985). It is at the intersection of these two trends that consumer intrusion
into the productive sphere (Goodman and Watts 1994) must be conceptualized.
By becoming central to the political economy, consumption provides a specific
axis for social change (Marsden and Wrigley 1995). Specifically, consumers are
now demanding agricultural products that do not involve those inputs and
processes that historically have made agriculture profitable. As land-based
production, moreover, agriculture lends itself to linkages with broader cultural
and material struggles over the rural environment (Goodman and Watts 1994,
Whatmore 1995). Whatmore is quite sanguine about the possibility of merging
production, consumption and environmental concerns around food, and in a way
that transcends the classic NIMBYism of mainstream environmentalism. Others
link sustainable agriculture with the politics of re-localization. Friedmann (1993,
p.35), for instance, posits that a "new agriculture would emphasize proximity and
seasonality: a food delivery system rooted in local economies." Friedmann's
periodization of commodity-based complexes is clearly more applicable to mid-
Western agriculture. Fresh fruits and vegetables have been a cornerstone of the
California economy for at least a century, and many of California's standard
commodities (e.g., lettuce) were once considered specialty goods. Nonetheless,
it is worth exploring the explosive growth in "organic" produce as an example of
the commodity differentiation said to be representative of post-Fordist food
supply. It appears, then, that a multiplicity of sometimes contradictory ecological,
economic and ideological imperatives are all being invoked in the name of
sustainable agriculture. They include concerns with the mass-production of food,
the healthiness and safety of food, the conditions of food workers, the survival of
small farms, the energy costs of food delivery systems, and even the vanity
character of food. It is for this reason that the regulation of organic agriculture
has become a crucial site of struggle, as it is in this sphere that a plurality of
producers, retailers, consumers, and NGOs can all vie for a say as to what
constitutes healthy, sustainable, natural, and mainly "organic." Indeed, it is in
the regulatory sphere that meanings and their associated practices are
negotiated, contested, and eventually reified. Consumer "involvement" in the
construction of "organic" suggests that consumers are not completely passive to
agribusiness controlled production and marketing; however, the notion of
unequivocal consumer sovereignty, extolled by neo-classical economics, is
equally problematic and not the position taken here. A complex combination of
social, economic and historical factors contribute to both the quantity and
composition of consumed foods, and affect the meanings attributed to different
commodities. In an ironic way, state regulation and intense civil society
involvement also benefit agribusiness, by endowing it with an image of
responsibility and caring, and effectively legitimizing new and lucrative forms of
consumption, such as "organic." (Fine and Leopold 1994, Marsden & Wrigley
1995) In short, whether organic production poses obstacles or opportunities to
agribusiness appropriation is directly related to the codification of product
attributes arising from the ostensibly consumer-driven "post-Fordist" regulatory

24
 sphere. Thus, in the context of the proposed study, the politics of consumption,
regulation, and the agrarian question are linked together in inextricable ways.

III. Organic Vegetable Commodity Chains: a Northern California Case Study

As part of my pre-dissertation research, I conducted substantial field work on northern
California's organic vegetable sector (see Buck et al. forthcoming). Using a "commodity
chain method,7 this research involved interviews with over seventy players, including
growers, handlers, retailers, processors, restaurants, venture capitalists, unions,
certifying agencies, and academic specialists, to identify historical and developing trends
in the industry and suggest
future research. Historically, the market for organic produce in the US was largely
confined to a minuscule health food sector. Only in the last decade has it expanded
rapidly, first in 1986, in response to the threat of Aldicarb poisoning in watermelons, and
again in 1989, when the Alar scare arguably contributed to a quadrupling of California's
certified organic acreage (Schilling 1995). By 1994, there were 4,050 certified organic
farms in the United States (Dunn 1995).
Total organic industry sales had surpassed $2.3 billion per annum, growing more than
twenty percent each year since 1989 (Mergentime and Emerich 1995). Moreover, this
growth occurred in spite of many predictions that the Alar scare would fail to create a
sustained market. Although organic production still represents less than one percent of
the total US produce market, Bob Scowcroft, the Director of the Organic Farming
Research Foundation, predicts that with the See Friedland (1984) for an overview of the
commodity chain approach to the political economy of agriculture. This approach takes
individual systems that deliver products from farm to table as the unit of analysis. Rather
than focusing solely on the internal dynamics of any one particular level, such as
production or distribution, the commodity approach highlights the interaction and power
relations between actors at different levels. impending implementation of federal
standards, it will quickly soar to ten percent of the US agricultural economy.
In the context of this rapid growth, I found notable bifurcation within the sector in regards
to institutional structures, objectives, practices, and geographies. On the one hand, there
are many units of production which are small and under-capitalized, and are located in a
variety of small, hilly, even discontiguous spaces, on the margins of prime agricultural
space. These farms tend to employ the agronomic practices associated with agro ecology,
such as crop rotation,
cover cropping, and on-farm composting (Altieri 1995). These small farms tend to be
labor intensive operations, not only because of the variable and complicated labor needs
of mixed cropping strategies, but also because labor substitutes for chemicals and
machinery. Thus, these farms offer year-round employment for a handful of workers,
who engage in a variety of functions with a variety of crops. The agronomic practices
employed by these small farms may be construed as obstacles to agribusiness
penetration.8 For instance, those crops which are most effective in replenishing nutrient
levels in the soil and filling in the seasonal gaps garner little interest in the market, and
yield only marginal returns. Marketing organic produce is also complicated by inconsistent
interest by conventional retail chains and an eclectic regulatory environment, in addition
to the usual problems of perishability, price volatility, and irregular volumes. Therefore,
it is the small (and ideologically committed) organic growers who tend to choose
alternative - and attenuated - marketing strategies such as farmers' markets, back door
sales to restaurants, and increasingly, subscription sales. On the other hand, I noted
several larger organic farms which either recently converted from conventional farming,
or more likely, experienced rapid growth as organic farms in the last few years. Most of

25
these farms specialize in the mass production of a few high-growth, high value crops,
such as carrots or salad mixes respectively. Allowable inputs are purchased in markets,
and may be composed of exotic substances sourced globally. On these more capitalized
farms, which are usually located on flat expansive parcels in the more traditional
agricultural zones of the San Joaquin and Salinas valleys, mono-cropping is common. In
fact, geographical cropping patterns are similar to conventional industrial agriculture,
where single crops are grown in their most optimal climatic and edaphic conditions, and
seasonally rotated to other locations to ensure year-round supply. As with conventional
agriculture, these enterprises recruit a seasonal migrant labor force to move with
production. On these farms, organic growers have begun to experiment with mechanical
harvesting which requires large fields of laser-level land. As with conventional agriculture,
however, it is in
the near-farm activities that mechanization is really taking hold, such as in post-harvest
handling (e.g., washing, spin drying, and refrigeration) and light processing (e.g.,
packaging and labelling) All these practices add value to the product and render distinct
marketing advantages. Firms with these facilities often contract out production, which
not only diversifies risk, but also ensures a source of product inputs for the high-margin
processing and marketing. In other words, there is a classic case of what Goodman et al.
(1987) have referred to as "appropriation" Since the very essence of agro-ecology is
about re-claiming so-called natural processes (Altieri), the Mann Dickensen thesis may be
relevant in this context. Subscription sales allow growers to shift many of the production
and marketing risks onto the consumer. Consumers subscribe on an annual or monthly
basis, and for a set fee, receive a standard box of seasonal produce, chosen each time
by the grower. occurring in the organic sector. With higher volumes and better access to
conventional marketing arrangements, especially with the huge growth in organic retail,
these businesses are able to out-compete marginal farmers, which increasingly depend
on consumers committed to the process as well as the product of organic farming. My
research also suggested the existence of a sizable segment of growers who incorporate
many agro ecological practices, but cannot be considered "organic" producers, either
because their processes do not meet the particular specifications of existing organic
standards or they deem the registration process unnecessary. Whether these producers
defy the (costly) regulatory process of being declared organic based on economic
calculations or on ideological leanings such as self-sufficiency or state protest is
insufficiently known, but significant, and thus will be examined as part of my proposed
research. Of course it is impossible to understand the diversity of organizational forms
and practices in California without understanding the ways in which a particular notion of
"organic" has been constituted and codified. In California, there are essentially two layers
of regulation in the organic sector. The California Organic Foods Act of 1990 (COFA)
established a baseline definition of organic growing practices, including a list of allowable
inputs. The Act does not require inspection or verification of organic practices, and in
fact, is enforced only in cases of confirmed violation (Klonsky and Tourte 1994). As a
consequence, the definition of "registered organic" only means that the grower has
registered with the state. The second layer is certification, a "voluntary" regulation
requiring verification that organic produce is separated from conventional produce and
protected from contact with prohibited substances all along the commodity chain.
Growers certified by an independent agency and registered with the state may sell their
produce as "certified organic," a claim which is more influential in the market among
knowledgeable consumers than "registered organic." To the extent that standards of
"organic" have been defined in ways that create barriers to entry (e.g., a required three
year conversion process) and add value, they create economic rents. Consequently,

26
codification affects who can viably participate within the sector, from producers to
consumers. Moreover, to the extent that these standards are different among certifying
agencies, and between certifying agencies and the state, they allow a wide spectrum of
allegedly "sustainable" practices to occur all under the name of "organic." That said, the
debates aboutorganic regulation have been narrowed to a determination of allowable
inputs, which, as it stands, are only those that are found "in nature." To be called
"organic," a product must have had no contact with industrially or synthetically produced
fertilizers, pesticides, herbicides and other inputs. In other words, as yet there exists no
codification prescribing the use of agro ecological processes such as polycultures, crop
rotations, green manuring, and so forth. I suggest that this emphasis on regulation of
inputs, as opposed to processes, has been the critical factor in facilitating the proliferation
of agri-business entrants.
IV. Research Design and Methods
Using a commodity systems methodological approach, my research design includes
collection of survey data, in-depth interviews, and analysis of legal archives. Specifically,
I intend to test the following hypotheses: Organizational forms within the sector have
shifted over time; specifically, the role of agribusiness has become more significant.
There exists a strong relationship between the degree to which agro-ecological farming
and direct/localized marketing practices are employed and the ownership of the
enterprise, such that agri-business firms will tend to employ the least "sustainable"
practices. The particular ways that organic food provision has been regulated, both in
terms of technical requirements and the manipulation of meanings, has enabled the
proliferation of agri-business entrants.
1. Research Questions, Evidence and Methods
Building upon methods previously developed in my published work, I will test these
hypotheses by answering the three questions posed at the beginning:

1) What is the genesis, development, and current structure of the

California organic produce sector as a whole, which includes those
institutions which claim to produce food with organic techniques,
whether or not they actually meet existing standards of organic?
To answer this question, I will need historical and current survey data on
number of farms, their acreage, sales, ownership, location, and crops grown
in order to establish the range, scale and structure of the sector. During my
preliminary research, I was able to find out what information is available
and where to get it. I will obtain the official records (since 1990) of
"registered" organic farms from the California Department of Food and
Agriculture (CDFA) in Sacramento.
I will supplement this data with the detailed database of California Certified
Organic Farmers (CCOF), which certifies about one-half of California's
farmers, and the other five certifying agencies who do business in California,
to the extent they are willing to disclose this information. I will also use the
database of the California Institute for Rural Studies which surveys all farms
in California. For a historical perspective, I will use earlier surveys,
conducted by CCOF and Organic Farming Research Association (OFRA), of
self-proclaimed organic growers. To establish the history and significance
of the "unregistered" sector, I will contact
county and city permitting agencies for farmers' markets and other direct
sales, and contact individual growers. To establish the significance of agri-

27
business capital, I will use expert contacts and business databases to
identify firms, and then use the state Attorney General's office and
Franchise Tax Board, and SEC disclosures when applicable, to obtain
information on sales, related businesses, and ownership. Collecting this
statistical information will require several trips
to Sacramento to visit state agencies, and at least two trips to Santa Cruz
to visit CCOF and OFRA. Some information, such as county permitting, will
be collected by mail and phone.

2) What are the various ways that production, distribution, and

marketing are organized within the sector?
To answer this question, I will need descriptive data from a broadly
representative sample of producers, handlers, marketers and retailers that
captures the range of strategic choices within organic enterprises. I was
able to develop a basic schemata of the marketing end of the commodity
chain in my prior research, which will be filled out as variances come to my
attention. The bulk of this research, however, will focus on the wholly
unknown organization of production. Using the data obtained in answering
the first question, I will develop criteria to ensure broad representation of
the sector (and to include important anomalies). I will seek out
approximately one hundred producers by a "snowball" sample with which
to conduct in-depth semi-structured interviews and site visits. Interviews
will focus on 1) structure and ownership of holdings, including land tenure,
acreage, and enterprise age; 2) producer strategies (cropping patterns,
agronomic practices, employment); 3) "commodity chain"
analysis i.e., sourcing (of inputs) and marketing strategies; and 4)
motivations and ideologies. I will use on-site observation to confirm the type
of farming practices and post-harvest practices employed. This phase of
research will necessitate extensive travel throughout the state, but
particularly to the primary centers of organic production such as Monterey,
San Diego, Santa Cruz, and Yolo counties.

3) What are the politics and history of the regulation of organic

production in California, and in what exact ways has the regulation
of organic production become a vehicle by which agribusiness
appropriation is taking place?
To answer this question I will need documentation of the legislative history
of state and federal organic regulation, any records of litigation pertaining
to organic regulation, documents (historical and current) of all regulatory
standards (from the state and all certifying agencies), and descriptive data
regarding the process by which the regulatory standards came to be. I will
collect legislative documents, including drafts and hearings, and case
histories from the UC Berkeley law library. I will collect past and present
certification requirements from the six certifying agencies who do business
in California,
and analyze them for differences in stringency and foci of regulation.
Following this preparatory work, I will conduct in-depth interviews with key
representatives from each of the certifying agencies, the CDFA organic

28
division in Sacramento, the USDA organic division in Washington, D.C., any
lobbyists concerned with organic regulation at both the state and federal
levels, in addition to relevant consumer, grower, and other nonprofit
associations. I will also interview technical experts at the UC Davis Small
Farm Program, the UCSC Agro-Ecology Program and the UC Davis
Sustainable Agriculture Research and Education Program. These semi-
structured interviews will document stories of the origins of the regulations,
the direction they are headed, and the impacts they may have on the sector.
In order to substantiate the relationship between the regulatory strategies
of individual producers (e.g., whether or not to register, certify, and with
whom) and the way that production is organized, I will identify the
registration and certification status of all the enterprises in my sample, and
all agri-business producers. As part of the in depth interviews with
producers, I will ask questions about regulatory choices, including past and
potential impacts of regulation on the enterprise.

2. Research Schedule

Phase I: July - August 1996: The objective of this first phase is to collect
historical and recent data on the overall scale, scope and structure of the
sector.
Phase II: August - December 1996: The objective for this second phase is
to develop a historical account of organic regulation.

Phase III: January - June 1997: The objective of this phase is to identify
patterns and trends in the organization of production and their relationship
to regulations through extensive interviews and site visits.

Phase IV: July 1997 - June 1998: Following the data-gathering phase of
research, I will write up the results in my dissertation, which I intend to
publish as a book.

3. Preparation and Research Qualification

My pre-dissertation research laid the foundation for the proposed
research. It enabled me to establish important personal connections, to
get an overall sense of the dimensions of the sector, and to generate my
hypotheses (note Buck et al., along with two additional manuscripts under
consideration in refereed journals). Meanwhile, I am extending my list of
contacts through colleagues, conferences, and site visits at farms and
markets. I have also collected some
publications and surveys from University of California's cooperative
extension, CCOF, OFRA and several other important organizations. I am
working with David Goodman and Michael Watts as part of a larger project
that they have initiated on California agriculture, which is relevant to the
larger state context of my study.

Addendum to NSF Proposal 97-11262 A "New" Environmentalism

29
or Agribusiness as Usual Michael Watts/Julie Guthman Research
Design and Methods

One of the key purposes of my research design is to ascertain the basis of

differentiation within the organic sector vis-a-vis, as the peer review puts
it, "the ability and willingness of different sorts of producers to employ agro-
ecology" and to gain insight into how these patterns are shifting in the
context of new markets and regulatory changes. Specifically, I intend to
test the degree to which "agribusiness" involvement in organic flies in the
face of the putatively sustainable agronomic and marketing practices that
are popularly associated with organic food provision. Here I use
agribusiness as a code word for diversified corporate players, specifically
those with non-organic and/or non-agricultural product lines. (Thus, one of
the pieces of information I will be seeking is whether so-called organic
growers also farm non-organic acreage.) Therefore, my method must
necessarily take the type of producer as the "independent"
variable and seek to draw correlations with differences in both degree and
kind in the ways in which organic production is organized. The following is
to further describe my research methods in regards to the above purpose.
Research Population
In 1992-93 there were 1,159 registered organic growers in California
(Klonsky and Tourte 1995). It is currently estimated that 2,000 such
growers exist. The survey data that I collect and consolidate in answering
Question #1 should approximate the entire population of organic
producers in California and additionally provide basic data regarding farm
size, ownership, location, and sales (although sales information may be
inaccessible for reasons of confidentiality). Working with the survey data
as well as other sources (e.g., corporate reports, business databases) will
enable me to determine the overall "frequency" of agribusiness, as well as
other types of producers.2
In answering question #1, I will also attempt to amass parallel
information on the "unregistered" subsector, through farmers' markets
registries and growers' associations. By "unregistered," I refer to those
growers who incorporate a wide range of agro-ecological practices, but
cannot be considered "organic" producers because they have declined to
register with the state of California. This information will necessarily be
incomplete, and therefore it can only serve as a basis for extrapolation,
not only because no central database exists, but because it is solely on
the basis of their own claims that these growers can be considered
organic or near organic. Nevertheless, I feel that this information will
provide a crucial piece of the puzzle, as it will go to ascertain how and to
what extent certain types of growers are excluded from the aegis of
organic codification.

Since the reviewers seemed satisfied with my methods in answering

Questions #1 and #3 in the original proposal, this addendum will primarily
focus on clarifying my approach to Question #2. That said, it is already
known that most organic growers are sole proprietors or family
partnerships. A survey of the Organic Farming Research Association

30
[1996] estimates that 83% of U.S.
organic farms are in that category.

Research Sample
The research sample must be designed so as to enable an intensive
examination of how practices and motivations vary among different
categories of growers. Accordingly, I will generate a stratified sample to
ensure sufficient representation of each category. Registered organic
respondents will be grouped into the following four categories: 1)
corporate for-profit (including limited partnerships) with outside interests,
including conventional farming; 2) corporate for-profit farming organic
only; 3) family partnerships and sole proprietorships; and 4)
other (e.g., collectives, non-profit corporations, community associations). I
expect to create a sample size of 100 producers, representing
approximately five percent of the research population. I will also generate
an additional sub-sample of twenty "unregistered" producers.

Methods
Friedland's (1984) path-breaking work in "commodity systems analysis"
isolated five basic foci as relevant for the study of agricultural commodities.
They are: 1) production practices; 2) grower organization and
organizations; 3) labor as a factor in production; 4) scientific production and
application; and 5) marketing and distribution systems. Others have
amended this schema to include other influences on production such as
regulation, or have extended it (as with commodity chains) to further
highlight the vertical "slice" of a given product's trip from design and inputs
to consumption (see for instance Fine and Leopold 1994, Gereffi 1994,
Hopkins and Wallerstein 1994). The advantage of these methodological
approaches is that they not only consider processes within individual
"nodes" of the chain, but also look at linkages between nodes, and in
particular how changes in one node of the chain affect strategies and
outcomes in other nodes. As such, they potentially highlight the interaction
nand power relations between actors at different levels (Bernstein 1995).
My methods borrow heavily from commodity systems analysis where here
I take "organic produce" as a proxy for one commodity. My pre-dissertation
work focused primarily on the distribution and retailing nodes of the organic
commodity chain. Other nodes will be addressed in answering Question #3,
where I interview representatives from growers ‘organizations, regulatory
agencies, and technical support and extension services. In answering
Question #2, however, I will focus on growers themselves. Semi-structured
interviews will address 1) structure and ownership of holdings, including
land tenure, sales, acreage, and enterprise age; 2) production practices
(e.g., cropping patterns, agronomic practices, employment); 3)
relationships with markets; and 4) motivations and ideologies. The purpose
of
addressing producer interactions with upstream and downstream markets
is to ascertain on one end the degree of dependency on external inputs and
on the other the directness of producer to consumer links. These questions,
I believe, directly speak to motivations and ideologies, as they help situate
producers in the matrix of ideals and objectives that drive organic - - in this

31
case
those having to do with encouraging farm self-sufficiency and reducing the
costs of food delivery. I will confirm the type of farming practices and post-
harvest practices employed with on-site observations.

Data Compilation
Some of the data collected in the structured parts of interviews will be
manipulated into variables, both categorical and continuous, grouped so
as to be used in cross-tabulations. These would include location (based on
what I hope to be self-evident regions), sales volume (as available),
organic acreage, total acreage, proportion of organic to total acreage,
proportion of leased versus owned land, years in business, and number of
crops grown, and types of crops grown. Also included in the cross-
tabulations will be some measures of both employment of agro-ecological
method (which would include independence of outside inputs) and labor
conditions and practices. These measures will necessarily be imputed from
my own observations and assessments. In all cases, correlations will be
verified by chi-square statistics. Other (more qualitative) data from the
structured portion of the interviews will be segmented into coding
categories but not subject to statistical analysis. Instead, I intend to
compile and analyze these data using a database program that is friendly
to textual material. The more open-ended portions of interviews will be
treated as mini-case studies, rounded out by my site observations and
ethnographic interpretations. These data will be compiled in a narrative
report that I will complete at the end of each interview. These interview
reports will be coded by
date and producer type, and will eventually serve as the basis for some of
the narrative portions of my dissertation.

Data Analysis
In addition to correlations established from statistical manipulations, I will
present more qualitative data in matrices classified by grower type. The
purpose of this largely taxonomic exercise is to distinguish patterns in the
organization of production by ownership category. I would expect to see
patterns such that at one extreme there will be nonprofit growers, who
will have been farming organic for the longest period. They will likely have
smaller farms located in more "marginal" zones, farm no conventional
acreage, employ rotations and other agro ecological practices, and
develop most inputs on the farm. At the other extreme would be
corporate growers, who will have more recently entered into organic
production. They will likely farm the most acres in the more traditional
growing regions, farm conventional acreage in addition to organic, employ
mono-cropped production as far as possible, and purchase their organic
inputs. An anomaly, therefore, would be a agribusiness grower cultivating
marginal
value crops with a complicated agronomic strategy. I expect to see the
practices of sole proprietors and family partnerships to fall across the
spectrum. I also expect "unregistered" growers to be relatively devoted to
agro-ecological practices but to either be extremely undercapitalized
and/or to rely heavily on personal relations of trust to market their
32
products. In terms of labor conditions and practices, I do not expect
significant variability between categories, in no small part a legacy of
California's unique farm labor history.

Budget

The variable "type of crops grown" has important and complicated

interactions. Growers committed to a an ecological cropping strategy are
more likely to have a greater mix of crops, certainly including cover crops,
but also some field crops. But field crops are likely to correlate with higher
acreage relative to high value horticultural crops, the latter which are more
likely to come under the purview of agribusiness. At one level, I do not want
to create too many variables in a limited sample size. At a deeper level, I
do not want interviews to be limited to questionnaire material, in part
because I want to be open to the unexpected, but also because I do not
want to needlessly reduce complicated answers to binary or overly
simplified variables. At the most fundamental level, I am wary of mistaking
correlation for cause, and heavy reliance on statistical method is not in
keeping with ontological assumptions that are the basis of my theoretical
framing (Sayer 1992). Since preparing the proposed budget, a few items
have come to my attention that necessitate some revisions - some of which
are additions! Therefore, I would like to amend the budget in the following
ways:

Additions:
Software: +$150 Besides WordPerfect for recording narrative data, I will
need a database program that can manipulate textual material, as well as
variables (similar to HyperQual for the MAC), that can be used at the
research site. Statistical manipulations, on the other hand, can be done
away from the
research site, and therefore I can use software available at my university.

Conference Fees: +$800

The Organic Farming Research Foundation puts on an annual conference
that specifically looks at current topics in organic regulation, and the
impact they are likely to have on organic practices. This year the
conference will also include a financial and investment symposium.
Topically, this conference is indispensable for my research. It will also
enable me to make contact with key people for setting up interviews. Cost
$350. The annual Ecological Farming Conference is a series of workshops
and presentations on a range of technical, business, social, and regulatory
issues. This will be a critical place to make
contacts, do short supplementary interviews, and interpret the ways in
which the organic industry presents itself. Cost $450, including meals and
lodging at conference grounds.

Document Purchase and Photocopying: +$150

33
My original budget grossly under-estimated archival fees and purchases of
surveys and other reports. The 1997 National Organic Directory alone costs
$50.

Reductions:
Washington D.C. flight: -$200
Local Travel: -$370
Local travel is indispensable to my methodology, and on the basis of my
pre dissertation work, the travel time and distances herein are non-
negotiable. I have, however, reduced the local travel budget to 70 days of
per diem support in order to meet the overall budget guidelines. With 120
planned grower interviews, at two per day (based on an interview
duration of 2+ hours, and
adequate time alloted for data input, interview write-up, and travel time),
this will leave me only 10 days for all other travel related work such as
archival research, technical site visits, and interviews with growers'
organizations, regulatory agencies, and extension agents (for which I will
clearly need to seek additional funding). The per deim rate of $37 is the
approved rate for my university and the Sponsored Projects office has
informed me that it is standard for California travel for less than 30 days
duration. I am also saving on motel costs by staying with friends and
relatives as much as possible. As far as mileage goes, I envision three
longer trips: one to southern California, one to the far north, and a more
extensive trip to the San Joaquin valley. These trips will average 1000
miles each (based on 400 miles each way plus 200 miles of
travel between sites). This leaves 2000 miles for more "regional" trips,
which at 200 miles each, would be limited to 10.

Phone: -$250
Total Change: +$280
Additional justification for a laptop computer:
I want to reiterate the importance of a laptop computer here. Two types
of data will be captured immediately after interviews: the data base
information and the narrative report. A laptop is especially critical for the
latter, to capture as much of the ethnographic dimensions when fresh in
my mind. But even for the data base info, it is simply far more efficient to
code and enter just once. The reviewer's alternative suggestion of using a
tape recorder at interviews
is problematic. For one, it would possibly undermine the honesty and
spontaneity of the interview. Two, transcribing interviews is obviously
time-consuming and would substantially extend my period of research.
Tape recorder use would most certainly necessitate revision of my human
subjects protocol, and create a requirement of written consent from which
I have been exempted. Written consent would make phone and
conference interviews near impossible, and
again, would possibly deter a more honest exchange. No other lap top is
available from my university on either a short term or long term basis. I
will be using it continuously for over one year; it will also be crucial for
archival and regulatory research, where photocopying is especially costly
or difficult.

34
 Revised Budget

Line Line Item Description Detail Amount

P-100 8M
RAM,
900MHD,
2200
Toshiba T105 Windows
200
D Equipment Laptop Lithium $2675
150
Computer Battery
125
Database
Software
Word Perfect

round trip
airfare
Trip to hotel 4 nights 350
E Travel Washington, @$100/night 400 5525
D.C. 5 days per 185
diem @
37/day

5000 miles
@ $.24/mile
70 days per
1200
Travel within diem
2590
California @$37/day
800
hotels 20
nights @
$40/night

G Misc Phone 250

Document
purchase and 450
photocopying

Postage 200

Supplies 100

Conference Fees 800 1800

TOTAL $10000

Postscripts
1)Funding pending: EPA
2) The committee may also be interested in knowing that since submitting my vitae as
part of this proposal, I received the Best Student Paper award of the Energy and
Environment
Specialty Group of the AAG (for the Ft. Worth meetings), for a paper that was largely
based on
this proposal.

35
Considerations in Writing a Project Proposal
Unique Features
In writing a project proposal, you will have to emphasize and discuss briefly that
there is a need to conduct research to investigate a problem and that you have the
right solution to the problem. This part is called project summary. After highlighting a
problem, you will have to provide a description of the solution you are proposing, which
is the project narrative. You may also add graphics that illustrate the actual process or
the necessary equipment or the time table for completing the project. Lastly, you will
have to provide a profile or qualifications of your company or your team to guarantee
your capability of accomplishing whatever task you have described in your proposal.
Considering that a project proposal asks for funding, one of the unique features is the
part where the budget for accomplishing the project specified. This is called budget
justification. Although the title page is not a unique feature of project proposal, you
must not forget to include the title of your project proposal, your name, and other
pertinent details.
Purpose and Audience
As you have learned earlier, a project proposal is written request for funding for
a project. The institutions that are willing to grant funding are most likely government
agencies. Since project proposals come from different fields of study, the funding
institutions may endorse a particular proposal to a person who is to knowledgeable in
the field. However, even though the person reviewing your proposal has high technical
knowledge, you should still have to consider limiting highly the highly technical terms
you use in order to ensure the clarity of your writing. Keep in mind that your audience
is very crucial in making your writing clear and effective. You must information know
how much background you include and how to express it without insulting the reader or
risking the clarity of the text. it becomes a big problem when the reader of your
proposal does not understand your jargon, especially when that reader has the right to
approve or reject your proposal.

Activity 3: Let’s Apply It!

A project proposal is basically a problem-solution text that aims to persuade its reader to
grant funding on the project or the accomplishment of the solution to the problem. It has five basic
parts, namely: title page, project summary, qualifications, budged justification, and project
narrative. It includes visuals such as gannt charts for timetable, and tables for budget justification
and avoids confusing terms such as jargons, acronym, and abbreviations to a field of study

For your task!

You and your group mates own a business that specializes in computer programming.
Look for a prospective client, and then write a project proposal for that person or company. Your
project proposal will be assessed based on clarity
36 and conciseness of content, language use, and
mechanics.
 Learning Target: Identify the unique features of and requirements in composing professional
correspondence:
e. Resume
f. Application for College Admission
g. Application for Employment
h. Various forms of Office Correspondence

Writing a Resume
Before you become a part of the workforce, you will go through the process of finding a
job. The process may not be a long one if the companies you send your resume to would
immediately respond and call you for an interview. That will only happen if you are able to write
an impressive resume—that is, having it clearly and concisely by providing only the pertinent
details, arranging these details in a specific order, and eliminating errors in grammar and mechanics

Parts of Resume

The five most important parts of a resume are your contact information, resume
introduction, experience, skills, and education. This standard outline is appropriate for nearly
any job seeker.
Here, we break down each of the components of a resume, and what you should include
in each section:

1. Contact Information
Your contact information belongs at the top of your resume in your resume
header, and should help hiring managers quickly understand who you are and how to
reach you.
Your contact information includes your:

 First and last name

 Email
 Phone number
 Mailing address (optional)
 LinkedIn (optional)

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 Additionally, if you’re a graphic designer, writer, or other professional creative, consider
including a link to your portfolio or personal website in this part of your resume if it’s relevant to
the position.

2. Resume Introduction
Your resume introduction is your elevator pitch. This resume component is a short
section at the top of your resume that summarizes your key qualifications and tells the hiring
manager how your goals align with theirs.
There are four types of resume introductions:

1. resume summary
2. resume objective
3. resume profile
4. summary of qualifications
A resume summary is a solid introduction for all job seekers, particularly those with
some previous work experience. It serves as a highlight reel of your career by showcasing your
notable accomplishments.
A resume objective works best for entry-level candidates and those targeting a specific
position. It shows how you would use your skills, experience, and training to help the company
achieve its goals.
A resume profile provides a general overview of your career, and is a good choice for
job-seekers who are not focused on a particular position. It highlights skills that are valuable in
your industry and your biggest wins at work so far.
Finally, a qualifications summary is used by experienced professionals, and features a 4-
6 bullet point list of your crowning achievements and skills. It places your best achievements
front and center, and helps make your resume ATS friendly.
The sample resume objective below shows how you can use this important part of a resume to
your advantage:

Sample Resume Objective

Administrative Assistant with 4+ years of telephone and in-person customer service,
schedule maintaining, and office coordination. Looking to use my interpersonal and
administrative skills to successfully fill the office manager role at your company. Possess a BA in
English.

3. Experience
Work experience is one of the most essential parts of a resume, and typically makes up
the bulk of its content.
Your experience section should include the following information for each entry:

 Employer or company name

 Location (city and state)
 Dates employed
 3-5 bullet points describing your responsibilities and accomplishments
Make sure each bullet point in your experience section begins with an action verb, and
put as many numbers and statistics in this part of your resume as you can. This helps give
employers a real-life reference of your professional accomplishments and what you can achieve
for their company.

If you’re writing a chronological resume, make sure each entry is in reverse-

chronological order. Here’s an example of how each entry should look:

Strong Experience Section

Paul’s Pub – Los Angeles, CA
Head Server, November 2015 – June 2019

 Trained new hires in Paul’s Pub culture and menu offerings.

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 Memorized complete ingredient lists for all items on the menu.
 Sold 5+ Beer Club memberships leading to an additional $1,000+ in sales every month.
 Communicated with guests and the kitchen to ensure orders were prepared quickly and
correctly.

4. Skills
The skills section of your resume is an important part of your application, regardless of
how much experience you have. To write a strong skills section, list your most marketable
abilities and include a mix of both hard skills and soft skills to show employers that you’re a
dynamic candidate.
Additionally, make sure you tailor this part of your resume to the position you want to fill
by including skills listed in the job posting. This is a great way to catch the hiring manager’s
attention and increase your chances of getting an interview.

5. Education
The level of detail added to your resume education section can vary based on how much
work experience you have and your level of education.
Ultimately, any strong education section includes your:

 School name
 School location
 Degree
 Graduation year
You can also include your GPA on your resume if it’s over 3.5 to help demonstrate that
you’re diligent and responsible. And if you have limited work experience, you can consider
adding relevant coursework or extracurricular activities as components on your resume.
A properly formatted, basic education section looks like:

Education Section Sample

B.S. Electrical Engineering (3.7 GPA)
Massachusetts Institute of Technology
Cambridge, MA
Graduated 2018

Additional Parts of a Resume

There are a few other resume elements that can be helpful to add. While none of them
are necessary, they help paint a fuller picture of who you are and what you can do, especially
when you don’t have a lot of work experience. These include:

 Training, certifications, and licenses

 Language skills
 Projects
 Volunteer work
 Awards and honors
 Conferences
 Extracurricular activities
 Publications
 Hobbies and interests
 Relevant coursework
 Fraternities or sororities
Many of these things can also be folded into other resume sections if you’d like to
mention the facts without taking up too much resume real estate.
One resume component that is not on that list is references. Regardless of what some suggest,
only include references on your resume if the employer specifically asks for them there. In all
other cases where references are required, submit them on a dedicated references page.
Now you know what the parts of a resume are, so you can gather the information and build a
standout one for yourself. No matter where you are in your career, you never have to worry
about filling up a resume again.

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 Here is a sample resume:

FRANCESCA BAHAGHARI
#21 Di matagpuan street, Brgy. Naligaw, Mapayapa City
Francesca@gmail.com
09192345678

Career Objective: Administrative Assistant with 4+ years of telephone and in-person

customer service, schedule maintaining, and office coordination. Looking to use my
interpersonal and administrative skills to successfully fill the office manager role at your
company. Possess a BA in English.

Work experience

Paul’s Pub – Los Angeles, CA

Head Server, November 2015 – June 2019

 Trained new hires in Paul’s Pub culture and menu offerings.

 Memorized complete ingredient lists for all items on the menu.
 Sold 5+ Beer Club memberships leading to an additional $1,000+ in sales every month.
 Communicated with guests and the kitchen to ensure orders were prepared quickly and
correctly.

Skills:
Works under pressure

Education

B.S. Electrical Engineering (3.7 GPA)

Massachusetts Institute of Technology
Cambridge, MA
Graduated 2018

Trainings/Seminars:

Certificates/Awards:

References:

Unique Features
A resume is different from any other text in the sense that while it is personal, it must still appear
professional. In writing a resume, you must consider the following areas as its distinguishing features:
 Format- there is standard format that you can use, but you may deviate from it depending on how
you design your resume. This happens when you wish to highlight a particular area in your
qualifications wherein you are strong, and you would place it near the beginning. The, the order
of the headings would have to be change.
 Components- the important components of a resume are: your name, contact details, information
about your work experience, education, and achievements.

Writing an Application Essay for College Admission

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 Submission of application essays is vital part of the admission process in any prestigious colleges
or universities. The admissions committee valuates your worth as a student through your application
essay because this essay reflects your ability to organize information, generate creative ideas, and your
personality. For this reason, every high school student who aspires to go to an ideal college or university
must be taught how to write a well-written application essay.

Unique Features
An application essay is different from other texts in that it is written in response to a prompt. The
prompts are commonly in the form of questions which would most often require you to reveal your
qualities as a student. Those prompts may either lead you to tell about your achievements and
experiences, your academic goals, your personal philosophy, or your ability to analyze ideas. The pattern
of development of the essay will depend on the prompt. For example, if you ask to explain a personal
philosophy, you may use narration pattern to tell an event in your life in which you decided to form to
that certain philosophy to which you are adhering up to the present. That technique will make your essay
interesting and engaging.

Purpose and Audience

The purpose of an application letter is to persuade the admissions committee to accept you as a
student in their college or university.in order to accomplish that purpose, you must demonstrate in your
writing how much you want to enroll in that college. This may be shown through the details you provide
in your essay. As much as possible, you have to be specific about the academic program you would like
to pursue in the university so that you may incorporate some details related to it in your essay.

Writing Various Forms of Business Correspondence

Writing business correspondence is inevitable for someone who transacts business. This is not
only true for those who work in an office. Even you might find the need to write a business
correspondence because such a letter is a channel between two individuals or groups when they need to
communicate about a product or service. Considering that you avail of products or services every day in
your life, there might be a time when you would want to complain about a product you bought or inquire
about the service you need. That is when you will need to write some of the several types of business
correspondence.

There are several type of business correspondence. They can be classified according to the nature
and mood of the message. There are those that are written almost regularly and casually because they
contain positive messages such as transmittals, inquiries, responses, and announcements. Some are
written carefully because they contain negative messages. This type includes refusal, complaints,
adjustments and collection. Another classification is the geographical-and culturally-sensitive
correspondence such as international correspondence.

Unique Features
Included in the features you need to understand about the business correspondence are its
different formats, components and types.

 Format – A business correspondence has three basic formats—block, modified block, and
semiblock. The block format is the easiest to remember because you only need to start writing or
typing all the lines of each part from merging. The modified block is almost the same as the block
except the heading, complementary close, and signature block are indented to the center and with
the last word of each mentioned part’s lines aligned.
 Components – There are six basic parts of a business letter or correspondence. This parts are the
heading, inside address, salutation, body, complementary close and signature block. The heading
includes the sender’s address and the date. The inside address includes the recipient’s name,
position, company, and company address.
 Types- There are various types of business correspondence because each is written for a
particular purpose. This types include cover or transmittal, acknowledgement, inquiry, response
to inquiries, sales and promotion, complaint, adjustment, refusal, international, and collection.

The first three types of business correspondence are the easiest to write because they are
considered routine letters. Cover letters or transmittals written to accompany and introduce another

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document being submitted. The acknowledgement letter is written by the recipient to let the sender know
that the document has been transmitted successfully. An inquiry is a letter in which you ask for something
such as the availability of a product or the price of a particular source. When you write inquiries, do not
be too demanding when you pose questions, especially you are the only one who will benefit. When you
receive correspondence such as transmittals, you will have to be prompt in responding in order to build a
good relationship with the letter sender. When the acknowledgement of a transmittal is delayed, the
purpose of sending acknowledgements—to inform the sender that the document has been submitted—will
be defeated. In order to avoid delays, keep you message short.

The other types of business correspondence should be written with care since they are written for
customers. The letters may make or break the relationship between the company and its clients depending
on how the letters are written. When you write such letters as the response to inquiry, match the length the
information you will provide with the questions posed in the letter. You must recognize the fact that an
inquiry is an expression of interest in your product or service. Thus, if you will delay your reply to such
letters, you will be losing a prospective client or customer. In writing sales and promotion letters,
remember to write a specific audience to match the need with the product you are offering.

For letters that contain negative messages, be very sensitive to how the recipient feels about the
situation. For collection letters, for instance, be courteous so that you may maintain good relationships
with the recipient of the letter. If you are to refuse a client or customer, do not mention the rejection in
your letter more than once. If you are to make adjustments, explain in detail how are you going to act on
the situation. If you are the one who needs to complain, explain the problem in detail. When you need to
communicate with an international audience, avoid using idioms which might confuse the readers since
idioms are culture-bound.

Purpose and Audience

The purpose and audience of a business correspondence vary according to the kind of letter. For
example, if a complaint letter is to be written, a client or customer must be writing it for the person in
accompany concerned and the purpose is to inform the company of the problem with a product or service.
Knowing the type of audience—whether they are considered as lay, high-tech, or low-tech will decide
how much specialized language you can use in your letter. Lay audience would be the recipients who are
not familiar with the terminologies in your field. High-tech audience are your colleagues. Low-tech
audience are those who work in the same company as yours but not in the same department, so they are
not as familiar as you are with language of your field.
In addition, when you consider the audience in writing, you must be aware of the two different
structures of a correspondence—the direct and indirect pattern. The direct pattern begins with the main
point or reason for writing, followed by the explanation of details or facts and goodwill closing. The
indirect pattern, on the other hand, starts with a buffer or the establishing of the context, the explanation
of details, followed by the negative message. It ends with a goodwill closing.

Sample Format
Block Format

123 Winner’s Road

New Employee Town, PA 12345

16 March 2001

Emie English
1234 Writing Lab Lane
Write City, IN 12345

Dear Mr. English:

The first paragraph of a typical business letter is used to state the main point of the letter. Begins with a friendly opening;
then quickly transition into the purpose of your letter. Use couple of sentences to explain the purpose, but do not go in to
detail until the next paragraph.

Beginning with the second paragraph, state the supporting details to justify your purpose.
These may take the form of background information, statistics or first-hand accounts. A few short paragraph within the body
of the letter should be enough to support your reasoning.

Finally, in the closing paragraph, briefly restate your purpose and why it is important. If the purpose of your letter is
employment related, consider wending your letter with your contact information. However, if the pupose is informational,
think about closing with gratitude for the reader’s time.

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Sincerely,

Lucy Letter

Lucy Letter

Modified Block Format

(Tab to center, begin typing) 123 Winner’s Road

New Employee Town, PA 1234

16 March 2001

Emie English
1234 Writing Lab Lane
Write City, IN 12345

Dear Mr. English:

The first paragraph of a typical business letter is used to state the main point of the letter. Begins with a friendly opening;
then quickly transition into the purpose of your letter. Use couple of sentences to explain the purpose, but do not go in to
detail until the next paragraph.

Beginning with the second paragraph, state the supporting details to justify your purpose.
These may take the form of background information, statistics or first-hand accounts. A few short paragraph within the body
of the letter should be enough to support your reasoning.

Finally, in the closing paragraph, briefly restate your purpose and why it is important. If the purpose of your letter is
employment related, consider wending your letter with your contact information. However, if the pupose is informational,
think about closing with gratitude for the reader’s time.

(Tab to center, begin typing ) Sincerely,

Lucy Letter

Lucy Letter
SemiBlock Format
123 Winner’s Road
New Employee Town, PA 1234

16 March 2001

Emie English
1234 Writing Lab Lane
Write City, IN 12345

Dear Mr. English:

The first paragraph of a typical business letter is used to state the main point of the letter. Begins with a friendly opening;
then quickly transition into the purpose of your letter. Use couple of sentences to explain the purpose, but do not go in to
detail until the next paragraph.

Beginning with the second paragraph, state the supporting details to justify your purpose.
These may take the form of background information, statistics or first-hand accounts. A few short paragraph within the body
of the letter should be enough to support your reasoning.

Finally, in the closing paragraph, briefly restate your purpose and why it is important. If the purpose of your letter is
employment related, consider wending your letter with your contact information. However, if the pupose is informational,
think about closing with gratitude for the reader’s time.

43
 Sincerely,

Lucy Letter

Lucy Letter

Activity 4: Your Task!

You have just graduated from college. Your task is to find a job opening advertisement in a
newspaper or online. Write your resume based on the qualifications specified in the advertisement. Your
employment will be partially based on the accuracy and clarity of your resume.

Activity 5: Apply it in Real Life!

You work in a law office. You have been assigned to write on behalf of a cable company
addressed to a subscriber who has not paid the monthly subscription fee for four months. The company
expects your letter to be cordial and respectful so as to preserve goodwill with the subscriber. Your letter
will be assessed based on the content’s clarity, and consciousness, appropriate language use, and correct
mechanics.

TEXTBOOKS

Tiongson, M.T., A. & Rodriguez, M.R., C. (2016). Reading and writing skills. Rex Book Store Inc.

Raymundo, Helen C. (2016). Reading and writing skills. Diwa Learning Systems Inc.

INTERNET

Greenberg, M. (2019) Michael Jordan: The Life, Illustrated. 708 pp. Little, Brown & Company.
https://www.nytimes.com/2014/06/01/books/review/michael-jordan-the-life-by-roland-
lazenby.html?ref=review $30.

Guthman, J. Geography, UC Berkeley [pdf]

https://iis.berkeley.edu/sites/default/files/general/a_22new22_environme
ntalism_or_agribusiness_as_usual.pdf

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