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Writing Guide with Handbook

18.4 Annotated Sample Reading: “Celebrating a Win-Win” by Alexandra Dapolito Dunn

Writing Guide with Handbook18.4 Annotated Sample Reading: “Celebrating a Win-Win” by Alexandra Dapolito Dunn
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Table of contents
  1. Preface
  2. The Things We Carry: Experience, Culture, and Language
    1. 1 Unit Introduction
    2. 1 The Digital World: Building on What You Already Know to Respond Critically
      1. Introduction
      2. 1.1 "Reading" to Understand and Respond
      3. 1.2 Social Media Trailblazer: Selena Gomez
      4. 1.3 Glance at Critical Response: Rhetoric and Critical Thinking
      5. 1.4 Annotated Student Sample: Social Media Post and Responses on Voter Suppression
      6. 1.5 Writing Process: Thinking Critically About a “Text”
      7. 1.6 Evaluation: Intention vs. Execution
      8. 1.7 Spotlight on … Academia
      9. 1.8 Portfolio: Tracing Writing Development
      10. Further Reading
      11. Works Cited
    3. 2 Language, Identity, and Culture: Exploring, Employing, Embracing
      1. Introduction
      2. 2.1 Seeds of Self
      3. 2.2 Identity Trailblazer: Cathy Park Hong
      4. 2.3 Glance at the Issues: Oppression and Reclamation
      5. 2.4 Annotated Sample Reading from The Souls of Black Folk by W. E. B. Du Bois
      6. 2.5 Writing Process: Thinking Critically about How Identity Is Constructed Through Writing
      7. 2.6 Evaluation: Antiracism and Inclusivity
      8. 2.7 Spotlight on … Variations of English
      9. 2.8 Portfolio: Decolonizing Self
      10. Further Reading
      11. Works Cited
    4. 3 Literacy Narrative: Building Bridges, Bridging Gaps
      1. Introduction
      2. 3.1 Identity and Expression
      3. 3.2 Literacy Narrative Trailblazer: Tara Westover
      4. 3.3 Glance at Genre: The Literacy Narrative
      5. 3.4 Annotated Sample Reading: from Narrative of the Life of Frederick Douglass by Frederick Douglass
      6. 3.5 Writing Process: Tracing the Beginnings of Literacy
      7. 3.6 Editing Focus: Sentence Structure
      8. 3.7 Evaluation: Self-Evaluating
      9. 3.8 Spotlight on … The Digital Archive of Literacy Narratives (DALN)
      10. 3.9 Portfolio: A Literacy Artifact
      11. Further Reading
      12. Works Cited
      13. Works Consulted
  3. Bridging the Divide Between Personal Identity and Academia
    1. 2 Unit Introduction
    2. 4 Memoir or Personal Narrative: Learning Lessons from the Personal
      1. Introduction
      2. 4.1 Exploring the Past to Understand the Present
      3. 4.2 Memoir Trailblazer: Ta-Nehisi Coates
      4. 4.3 Glance at Genre: Conflict, Detail, and Revelation
      5. 4.4 Annotated Sample Reading: from Life on the Mississippi by Mark Twain
      6. 4.5 Writing Process: Making the Personal Public
      7. 4.6 Editing Focus: More on Characterization and Point of View
      8. 4.7 Evaluation: Structure and Organization
      9. 4.8 Spotlight on … Multilingual Writers
      10. 4.9 Portfolio: Filtered Memories
      11. Further Reading
      12. Works Cited
    3. 5 Profile: Telling a Rich and Compelling Story
      1. Introduction
      2. 5.1 Profiles as Inspiration
      3. 5.2 Profile Trailblazer: Veronica Chambers
      4. 5.3 Glance at Genre: Subject, Angle, Background, and Description
      5. 5.4 Annotated Sample Reading: “Remembering John Lewis” by Carla D. Hayden
      6. 5.5 Writing Process: Focusing on the Angle of Your Subject
      7. 5.6 Editing Focus: Verb Tense Consistency
      8. 5.7 Evaluation: Text as Personal Introduction
      9. 5.8 Spotlight on … Profiling a Cultural Artifact
      10. 5.9 Portfolio: Subject as a Reflection of Self
      11. Works Cited
    4. 6 Proposal: Writing About Problems and Solutions
      1. Introduction
      2. 6.1 Proposing Change: Thinking Critically About Problems and Solutions
      3. 6.2 Proposal Trailblazer: Atul Gawande
      4. 6.3 Glance at Genre: Features of Proposals
      5. 6.4 Annotated Student Sample: “Slowing Climate Change” by Shawn Krukowski
      6. 6.5 Writing Process: Creating a Proposal
      7. 6.6 Editing Focus: Subject-Verb Agreement
      8. 6.7 Evaluation: Conventions, Clarity, and Coherence
      9. 6.8 Spotlight on … Technical Writing as a Career
      10. 6.9 Portfolio: Reflecting on Problems and Solutions
      11. Further Reading
      12. Works Cited
    5. 7 Evaluation or Review: Would You Recommend It?
      1. Introduction
      2. 7.1 Thumbs Up or Down?
      3. 7.2 Review Trailblazer: Michiko Kakutani
      4. 7.3 Glance at Genre: Criteria, Evidence, Evaluation
      5. 7.4 Annotated Student Sample: "Black Representation in Film" by Caelia Marshall
      6. 7.5 Writing Process: Thinking Critically About Entertainment
      7. 7.6 Editing Focus: Quotations
      8. 7.7 Evaluation: Effect on Audience
      9. 7.8 Spotlight on … Language and Culture
      10. 7.9 Portfolio: What the Arts Say About You
      11. Further Reading
      12. Works Cited
    6. 8 Analytical Report: Writing from Facts
      1. Introduction
      2. 8.1 Information and Critical Thinking
      3. 8.2 Analytical Report Trailblazer: Barbara Ehrenreich
      4. 8.3 Glance at Genre: Informal and Formal Analytical Reports
      5. 8.4 Annotated Student Sample: "U.S. Response to COVID-19" by Trevor Garcia
      6. 8.5 Writing Process: Creating an Analytical Report
      7. 8.6 Editing Focus: Commas with Nonessential and Essential Information
      8. 8.7 Evaluation: Reviewing the Final Draft
      9. 8.8 Spotlight on … Discipline-Specific and Technical Language
      10. 8.9 Portfolio: Evidence and Objectivity
      11. Further Reading
      12. Works Cited
    7. 9 Rhetorical Analysis: Interpreting the Art of Rhetoric
      1. Introduction
      2. 9.1 Breaking the Whole into Its Parts
      3. 9.2 Rhetorical Analysis Trailblazer: Jamil Smith
      4. 9.3 Glance at Genre: Rhetorical Strategies
      5. 9.4 Annotated Student Sample: “Rhetorical Analysis: Evicted by Matthew Desmond” by Eliana Evans
      6. 9.5 Writing Process: Thinking Critically about Rhetoric
      7. 9.6 Editing Focus: Mixed Sentence Constructions
      8. 9.7 Evaluation: Rhetorical Analysis
      9. 9.8 Spotlight on … Business and Law
      10. 9.9 Portfolio: How Thinking Critically about Rhetoric Affects Intellectual Growth
      11. Further Reading
      12. Works Cited
    8. 10 Position Argument: Practicing the Art of Rhetoric
      1. Introduction
      2. 10.1 Making a Case: Defining a Position Argument
      3. 10.2 Position Argument Trailblazer: Charles Blow
      4. 10.3 Glance at Genre: Thesis, Reasoning, and Evidence
      5. 10.4 Annotated Sample Reading: "Remarks at the University of Michigan" by Lyndon B. Johnson
      6. 10.5 Writing Process: Creating a Position Argument
      7. 10.6 Editing Focus: Paragraphs and Transitions
      8. 10.7 Evaluation: Varied Appeals
      9. 10.8 Spotlight on … Citation
      10. 10.9 Portfolio: Growth in the Development of Argument
      11. Further Reading
      12. Works Cited
    9. 11 Reasoning Strategies: Improving Critical Thinking
      1. Introduction
      2. 11.1 Developing Your Sense of Logic
      3. 11.2 Reasoning Trailblazer: Paul D. N. Hebert
      4. 11.3 Glance at Genre: Reasoning Strategies and Signal Words
      5. 11.4 Annotated Sample Reading: from Book VII of The Republic by Plato
      6. 11.5 Writing Process: Reasoning Supported by Evidence
      7. Further Reading
      8. Works Cited
    10. 12 Argumentative Research: Enhancing the Art of Rhetoric with Evidence
      1. Introduction
      2. 12.1 Introducing Research and Research Evidence
      3. 12.2 Argumentative Research Trailblazer: Samin Nosrat
      4. 12.3 Glance at Genre: Introducing Research as Evidence
      5. 12.4 Annotated Student Sample: "Healthy Diets from Sustainable Sources Can Save the Earth" by Lily Tran
      6. 12.5 Writing Process: Integrating Research
      7. 12.6 Editing Focus: Integrating Sources and Quotations
      8. 12.7 Evaluation: Effectiveness of Research Paper
      9. 12.8 Spotlight on … Bias in Language and Research
      10. 12.9 Portfolio: Why Facts Matter in Research Argumentation
      11. Further Reading
      12. Works Cited
    11. 13 Research Process: Accessing and Recording Information
      1. Introduction
      2. 13.1 The Research Process: Where to Look for Existing Sources
      3. 13.2 The Research Process: How to Create Sources
      4. 13.3 Glance at the Research Process: Key Skills
      5. 13.4 Annotated Student Sample: Research Log
      6. 13.5 Research Process: Making Notes, Synthesizing Information, and Keeping a Research Log
      7. 13.6 Spotlight on … Ethical Research
      8. Further Reading
      9. Works Cited
    12. 14 Annotated Bibliography: Gathering, Evaluating, and Documenting Sources
      1. Introduction
      2. 14.1 Compiling Sources for an Annotated Bibliography
      3. 14.2 Glance at Form: Citation Style, Purpose, and Formatting
      4. 14.3 Annotated Student Sample: “Healthy Diets from Sustainable Sources Can Save the Earth” by Lily Tran
      5. 14.4 Writing Process: Informing and Analyzing
      6. Further Reading
      7. Works Cited
    13. 15 Case Study Profile: What One Person Says About All
      1. Introduction
      2. 15.1 Tracing a Broad Issue in the Individual
      3. 15.2 Case Study Trailblazer: Vilayanur S. Ramachandran
      4. 15.3 Glance at Genre: Observation, Description, and Analysis
      5. 15.4 Annotated Sample Reading: Case Study on Louis Victor "Tan" Leborgne
      6. 15.5 Writing Process: Thinking Critically About How People and Language Interact
      7. 15.6 Editing Focus: Words Often Confused
      8. 15.7 Evaluation: Presentation and Analysis of Case Study
      9. 15.8 Spotlight on … Applied Linguistics
      10. 15.9 Portfolio: Your Own Uses of Language
      11. Further Reading
      12. Works Cited
  4. Navigating Rhetoric in Real Life
    1. 3 Unit Introduction
    2. 16 Print or Textual Analysis: What You Read
      1. Introduction
      2. 16.1 An Author’s Choices: What Text Says and How It Says It
      3. 16.2 Textual Analysis Trailblazer: bell hooks
      4. 16.3 Glance at Genre: Print or Textual Analysis
      5. 16.4 Annotated Student Sample: "Artists at Work" by Gwyn Garrison
      6. 16.5 Writing Process: Thinking Critically About Text
      7. 16.6 Editing Focus: Literary Works Live in the Present
      8. 16.7 Evaluation: Self-Directed Assessment
      9. 16.8 Spotlight on … Humanities
      10. 16.9 Portfolio: The Academic and the Personal
      11. Further Reading
      12. Works Cited
    3. 17 Image Analysis: What You See
      1. Introduction
      2. 17.1 “Reading” Images
      3. 17.2 Image Trailblazer: Sara Ludy
      4. 17.3 Glance at Genre: Relationship Between Image and Rhetoric
      5. 17.4 Annotated Student Sample: “Hints of the Homoerotic” by Leo Davis
      6. 17.5 Writing Process: Thinking Critically and Writing Persuasively About Images
      7. 17.6 Editing Focus: Descriptive Diction
      8. 17.7 Evaluation: Relationship Between Analysis and Image
      9. 17.8 Spotlight on … Video and Film
      10. 17.9 Portfolio: Interplay Between Text and Image
      11. Further Reading
      12. Works Cited
    4. 18 Multimodal and Online Writing: Creative Interaction between Text and Image
      1. Introduction
      2. 18.1 Mixing Genres and Modes
      3. 18.2 Multimodal Trailblazer: Torika Bolatagici
      4. 18.3 Glance at Genre: Genre, Audience, Purpose, Organization
      5. 18.4 Annotated Sample Reading: “Celebrating a Win-Win” by Alexandra Dapolito Dunn
      6. 18.5 Writing Process: Create a Multimodal Advocacy Project
      7. 18.6 Evaluation: Transitions
      8. 18.7 Spotlight on . . . Technology
      9. 18.8 Portfolio: Multimodalism
      10. Further Reading
      11. Works Cited
    5. 19 Scripting for the Public Forum: Writing to Speak
      1. Introduction
      2. 19.1 Writing, Speaking, and Activism
      3. 19.2 Podcast Trailblazer: Alice Wong
      4. 19.3 Glance at Genre: Language Performance and Visuals
      5. 19.4 Annotated Student Sample: “Are New DOT Regulations Discriminatory?” by Zain A. Kumar
      6. 19.5 Writing Process: Writing to Speak
      7. 19.6 Evaluation: Bridging Writing and Speaking
      8. 19.7 Spotlight on … Delivery/Public Speaking
      9. 19.8 Portfolio: Everyday Rhetoric, Rhetoric Every Day
      10. Further Reading
      11. Works Cited
    6. 20 Portfolio Reflection: Your Growth as a Writer
      1. Introduction
      2. 20.1 Thinking Critically about Your Semester
      3. 20.2 Reflection Trailblazer: Sandra Cisneros
      4. 20.3 Glance at Genre: Purpose and Structure
      5. 20.4 Annotated Sample Reading: “Don’t Expect Congrats” by Dale Trumbore
      6. 20.5 Writing Process: Looking Back, Looking Forward
      7. 20.6 Editing Focus: Pronouns
      8. 20.7 Evaluation: Evaluating Self-Reflection
      9. 20.8 Spotlight on … Pronouns in Context
      10. Further Reading
      11. Works Cited
  5. Handbook
  6. Index

Learning Outcomes

By the end of this section, you will be able to:

  • Read a diverse range of texts in different genres to identify how conventions are shaped by purpose, language, culture, and audience expectation.
  • Read effectively for inquiry, learning, critical thinking, and communication in various rhetorical and cultural contexts.
  • Demonstrate the relationships between ideas, patterns of organization, and verbal and nonverbal elements.

Introduction

Alexandra Dapolito Dunn, an American environmental lawyer
Figure 18.12 Alexandra Dapolito Dunn (credit: “Alex Dunn, assistant administrator at US EPA” by Eric Vance/Wikimedia Commons, Public Domain)

As a multimodal composer, you may choose to employ ethos, a rhetorical method of persuasion. In this context, ethos is an appeal to readers in order to establish the author’s credibility and character. In a rhetorical appeal, you can use ethos through fair, neutral language to show trustworthiness. In multimodal composition, ethos aims to convince readers that you are a reliable and an ethical expert on the subject. When using ethos, authors present sources that support their argument in balanced and honest ways, revealing their writing to be reliable. Authors also seek to understand their audience, establishing commonalities between those who support the issue, those who are undecided or indifferent, and those who dissent. Often, authors invoke the words or ideas of respected figures, authorities, or even religious texts when using ethos to convince readers. Analyzing multimodal compositions can help you learn how to use rhetorical frames in the multimodal composing process. In the blog post you are about to read, the author uses ethos, along with structural aspects of multimodal texts, to establish herself as a trustworthy expert on the subject of pollution prevention. Studying the components of multimodal writing in this blog will help you understand how multimedia platforms utilize elements of text, media, and modes.

Living by Their Own Words

“Celebrating a Win-Win: 30 Years of Progress under the Pollution Prevention Act” by Alexandra Dapolito Dunn (b. 1967)

public domain textOn this day in 1990, a new era was ushered in for Environmental Protection Agency (EPA) and the nation when the Pollution Prevention (P2) Act was signed into law. The act gave the agency new tools to join with states, tribes, and communities to prevent pollution before it happens. It also marked a shift in the paradigm of environmental protection, which had been mostly focused on end-of-pipe pollution control and clean-up strategies.end public domain text

annotated textHeadline and Tone. The linguistic headline immediately allows readers to know the author’s position on the subject, and its visual component of boldfaced text allows readers to understand that it’s important. Not only does it clearly preface the article by informing the reader of its topic (the Pollution Prevention Act), but it also presents the author’s positive attitude toward the subject through the words celebrating and win-win.end annotated text

annotated textContext. Dunn contextualizes the Pollution Prevention Act, showing it as a positive national achievement that partnered the government with the people to prevent pollution.end annotated text

public domain textEqually important, the P2 Act strengthened EPA’s role as an ally of American businesses, helping them save billions of dollars and improve operations. As EPA Administrator Andrew Wheeler has said, “It’s far better to prevent pollution from occurring than to go in after the fact and clean it up.”end public domain text

annotated textQuotation from an Authority. This quotation from the EPA administrator supports Dunn’s assertion that the P2 Act is good for America. The quotation helps lend credibility to the author’s claim that the P2 Act has been a success over the past 30 years.end annotated text

annotated textPurpose. Dunn’s purpose is to show how the P2 Act has been successful over time. Thus far, she has supported the claims that it has improved the environment and helped local governments and private businesses.end annotated text

public domain textThe P2 Act greatly expanded the opportunities for “source reduction” to reduce or prevent pollution at the source through cost-effective changes in production, operation, and raw materials use. These changes can reduce the amount of pollution entering a waste stream or the environment prior to recycling, treatment or disposal, and can offer industry substantial savings in reduced raw material, pollution control, pollution clean-up and liability costs.end public domain text

annotated textShort Paragraphs. Dunn uses short, easily digestible paragraphs in her blog post. Short paragraphs are visually effective on a screen and ensure that the reader is not overwhelmed by text while helping the writer organize ideas.end annotated text

annotated textEthos. Dunn uses neutral, measured language to convince the reader that she is a reliable and ethical expert.end annotated text

public domain textOne of EPA’s first pollution prevention successes was with its 33/50 Program, a voluntary program under which companies committed to reduce their releases of 17 top priority chemicals 33 percent by 1992 and by 50 percent by 1995. Subsequent EPA programs built on the 33/50 and P2 model and are still working to reduce pollution across the country today including EPA’s WaterSense, Safer Choice, Environmentally Preferable Purchasing, Green Chemistry, and our SmartWay Transport Partnership Program. President Trump acknowledged the effectiveness of these and other EPA programs in a 2018 Executive Order that directed federal agencies to use EPA’s P2 resources to meet their statutory sustainable purchasing requirements.end public domain text

annotated textHyperlinks. Hyperlinks are a functional tool and employ the visual mode to command the reader’s attention. Dunn uses hyperlinks to the EPA programs she names, establishing the agency as a source of pollution prevention efforts and, as a result, an expert on the issues covered in the blog post. In addition, she links to the presidential executive order, which establishes credibility.end annotated text

public domain textThe P2 Act also serves as an authority for collecting information from reporting facilities through the Toxics Release Inventory (TRI) about their management of certain toxic chemicals, including source reduction approaches. Since this reporting began in 1991, we have learned that over 24,000 unique facilities have taken more than 450,000 actions to prevent pollution and reduce the amount of toxic chemicals entering the environment, such as spill and leak prevention measures, using safer chemicals, modifying industrial processes, and updating operating procedures.end public domain text

annotated textTransition between Paragraphs. By using the word also, Dunn signals that she is shifting to another success the EPA has achieved in preventing pollution.end annotated text

annotated textStatistics as Supporting Evidence. To support the impact of the P2 Act, Dunn uses statistics as evidence to show that the act has facilitated the prevention of pollution and toxic chemicals.end annotated text

public domain textPerhaps the most impactful and collaborative program to grow out of the P2 Act is EPA’s P2 Grants Program. Since 1990, EPA has awarded more than 1,200 grants to state, tribal, non-profit, and university partners to work directly with U.S. businesses to develop and implement source reduction techniques. With the assistance from P2 grants, businesses have been able to save over $1.5 billion since 2011 while also reducing the use of hazardous materials by over 570 million pounds.end public domain text

annotated textSupporting Evidence. Dunn provides evidence of the success of the P2 Act by showing how one program has helped local governments and private businesses save money.end annotated text

public domain textAs we celebrate the 30th anniversary of the Pollution Prevention Act today, I would like to thank all our state and local pollution prevention partners, as well as all the businesses that have joined with us to score a true win-win for the American people.end public domain text

annotated textAudience. Although this blog is written on a public government website, Dunn shifts focus at the end to directly address businesses and local governments that have partnered with her or her organization.end annotated text

You can access this post on the EPA blog.

Discussion Questions

1.
Why does Dunn choose to use neutral language rather than emotional appeals in this blog post?
2.
Why does Dunn focus on the impact of the P2 Act on businesses, particularly on how the act is financially beneficial to those organizations?
3.
How might this blog post differ if the intended audience were different?
4.
What is the effect of Dunn’s shift to addressing specific partners at the end of the post?
5.
In your opinion, does Dunn effectively establish herself as a trusted source? Why or why not?
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