n. Until a student attempts to correct checked errors, the grade on the essay remains unrecorde

. Students have time to search for, circle, and correct the errors. As papers are returned to me I review the corrections, mending those errors left undiscovered, miscorrected, or newly generat

s. All surface mistakes in a student's paper are left totally unmarked within the text. These are unques- tionable errors in spelling, punctuation, capitalization, and grammar (including pronoun antecedence). Each of these mistakes is indicated only with a check in the margin by the line in which it occur

We imagine Darlene’s tutor was hesitant about offering direct guid-ance because she was not familiar with the course or the content Darlene was writing about.

Most of the students we interviewed were the most educationally successful members of their families and their high schools. They were recognized by parents and teachers as “the smart one,” or, as Sherrod put it, “the family helpdesk.” They were the people everyone expected to succeed and everyone turned to for answers. Yet when they came to the university, being the “the smart one” was suddenly no longer an identity they could lay claim to.

Our students believed there was a clear set of expectations for college writing in the form of an essay “structure” that should be used for all college writing assignments.

Creswell, 2014, pp. 194–204)

The coding process was extensive and time consuming, and we did most of it in online meetings using Skype and Webex.

Per our IRB proposals, we offered participants a small gift for participating in the interviews. (At St. John’s University and Eastern Uni-versity, they received $10 gift cards to Starbucks; at Temple University, they received $10 in Diamond Dollars, its on-campus currency.)5

working class

nascen

as Allison Hurst (2010) has argued, even when they adapt, working-class students then face another challenge. Having acquired this cultural capital changes their own views of the world and others’ views of them. As a result, working-class students risk being effectively dislocated from their families and communities.

It registers in such things as how we speak with professors and other authority figures, how we express grievances and complaints, what we assume we are entitled to or not entitled to, what we think is funny, and so forth

When working-class students come to universities, they also find themselves immersed in a cultural environment markedly different from what they experienced growing up, one whose unstated rules are difficult to dis-cern and follow.

He prolly unware that he be supportin language discrimination, cuz he appeal to its acceptable form–standard language ideology also called “dominant language ideology” (Lippi-Green). Standard language ideology is the belief that there is one set of dominant language rules that stem from a single dominant discourse (like standard English) that all writers and speakers of English must conform to in order to communicate effectively.

Lord, lord, lord! Where do I begin, cuz this man sho tryin to take the nation back to a time when we were less tolerant of linguistic and racial differences.

Unfortunately, there is a point of diminishing returns when the comments become so extensive that students are over-whelmed, unable to sort out what is more important from what is less important.

I believe writing teachers, as good-hearted and conscientious as most are, use racial projection in the same ways that I experienced as a boy.

Most Blacks in Fresno, for example, are poor, go to poorer schools because of the way schools are supported by taxes, which are low in those parts of Fresno.

The second false assumption that Greenfield says supports the above peda-gogical decisions is that “[p]eople believe falsely that by changing the way people of color speak ... others’ racist preconceptions will disappear and the communi-cative act will be successful” (2011, p. 49)

Gender and race are the first things people identify (or try to) about a person when they meet them. We look, often implicitly and unconsciously, for markers that tell us something about the person so that we can interact with them appropriately. Why would teachers be any different?

In other words, even if we wish to avoid talking about race and just talk about linguistic difference, which appears to be about a real difference in groups of people in the writing classroom, appears to be a dimension without prejudice, appears safer to notice and judge because we’re judging writing, not race, the people who most often form multilingual English students or linguistic difference from the dominant academic discourse are racialized in conventional ways, as are their languages and writing

If the dominant discourse of the academy is taught almost exclusively by white, middle class teachers, then is it possible that such conditions will affect the discourse valued in writing assessments?

Garrett Hardin was a prolific and controversial writer whose 1968 article “The Tragedy of the Commons” launched him onto the national stage as one of the intellectual leaders of the environmental movement.

The tragedy of the commons develops in this way. Picture a pasture open to all. It is to be expected that each herdsman will try to keep as many cattle as possible on the commons. Such an arrangement may work reasonably satisfactorily for centuries because tribal wars, poaching, and disease keep the numbers of both man and beast well below the carrying capacity of the land. Finally, however, comes the day of reckoning, that is, the day when the long-desired goal of social stability becomes a reality. At this point, the inherent logic of the commons remorselessly generates tragedy.

Man must imitate this process. There is no doubt that in fact he already does, but unconsciously. It is when the hidden decisions are made explicit that the arguments begin. The problem for the years ahead is to work out an acceptable theory of weighting. Synergistic effects, nonlinear variation, and difficulties in discounting the future make the intellectual problem difficult, but not (in principle) insoluble.

If our goal is to maximize population it is obvious what we must do: We must make the work calories per person approach as close to zero as possible. No gourmet meals, no vacations, no sports, no music, no literature, no art. ... I think that everyone will grant, without argument or proof, that maximizing population does not maximize goods. Bentham's goal is impossible.

the population problem

To live, any organism must have a source of energy (for example, food).

It is not mathematically possible to maximize for two (or more) variables at the same time.

it is clear that we will greatly increase human misery if we do not, during the immediate future, assume that the world available to the terrestrial human population is finite.

Malthus

The population problem cannot be solved in a technical way, any more than can the problem of winning the game of tick-tack-toe.

I would like to focus your attention not on the subject of the article (national security in a nuclear world) but on the kind of conclusion they reached, namely that there is no technical solution to the problem

At the end of a thoughtful article on the future of nuclear war, Wiesner and York (1) concluded that: "Both sides in the arms race are ...confronted by the dilemma of steadily increasing military power and steadily decreasing national security. It is our considered professional judgment that this dilemma has no technical solution. If the great powers continue to look for solutions in the area of science and technology only, the result will be to worsen the situation."

My thesis is that the "population problem," as conventionally conceived, is a member of this class.

Hardin, who was also a passionate eugenicist

But does it?

Bear with me for a small thread on why our embrace of Hardin is a stain on environmentalism. tldr: we’ve let a flawed metaphor by a racist ecologist define environmental thinking for a half century.

It's a mind-numbingly racist piece. And not in a subtle way that demands 2019 woke analysis.

It’s an ethical mess from beginning to end.

Worth a read for those so inclined

Most articles on environmental politics use the phrase at some point or another. It has permeated our lexicon like few other concepts.

2/

As Susan Cox points out

Assistant Prof Political Science UCSB. Studies climate and energy politics.