i need someone to read 3 articles and write 200 words for each one, please follow the instructions in the attachment.
Reading Responses
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How you response to each work is up to you, but remember that I am not looking for a summary of the work. A couple examples for ways to respond are: A rhetorical analysis of the work (i.e. examining how the author addresses ethos, pathos, and logos), how you relate to the ideas in the article, etc. Reading responses are due on the day of each essay unit’s form discussion day
·
Monday, February 3 (Brittany Bronson, Gabriel García Márquez, Roxane Gay)
· Stipulations
· 200 words per essay
· Times New Roman, 12 point font
· Double-spaced
· MLA Format
· x file format
· Gay:
https://www.vqronline.org/essays-articles/2014/10/price-black-ambition
·
· Marquez:
https://www.newyorker.com/magazine/2003/10/06/the-challenge-gabriel-garcia-marquez
Your Waitress, Your Professor
Publication info: New York Times (Online) , New York: New York Times Company. Dec 18, 2014.
ProQuest document link
ABSTRACT (ENGLISH)
Why do we draw a line between blue-collar and white-collar work?
FULL TEXT
LAS VEGAS —ON the first day of the fall semester, I left campus from an afternoon of teaching anxious college
freshmen and headed to my second job, serving at a chain restaurant off Las Vegas Boulevard. The switch from
my professional attire to a white dress shirt, black apron and tie reflected the separation I attempt to maintain
between my two jobs. Naturally, sitting at the first table in my section was one of my new students, dining with her
parents.
This scene is a cliché of the struggling teacher, and it surfaces repeatedly in pop culture —think of Walter White in
“Breaking Bad,” washing the wheels of a student’s sports car after a full day teaching high school chemistry.
Bumping into a student at the gym can be awkward, but exposing the reality that I, with my master’s degree, not
only have another job, but must have one, risks destroying the facade of success I present to my students as one
of their university mentors.
In class I emphasize the value of a degree as a means to avoid the sort of jobs that I myself go to when those
hours in the classroom are over. A colleague in my department labeled these jobs (food and beverage, retail and
customer service —the only legal work in abundance in Las Vegas) as “survival jobs.” He tells our students they
need to learn that survival work will not grant them the economic security of white-collar careers. I never told him
that I myself had such a job, that I needed our meeting to end within the next 10 minutes or I’d be late to a seven-
hour shift serving drunk, needy tourists, worsening my premature back problem while getting hit on repeatedly.
The line between these two worlds is thinner here in Las Vegas than it might be elsewhere. The majority of my
students this semester hold part-time survival jobs, and some of them will remain in those jobs for the rest of their
working lives. About 60 percent of the college freshmen I teach will not finish their degree. They will turn 21 and
then forgo a bachelor’s degree for the instant gratification of a cash-based income, whether parking cars in Vegas
hotels, serving in high-end restaurants or dealing cards in the casinos.
In a city like Las Vegas, many customer-service jobs generate far more cash (with fewer work hours) than entry-
level, office-dwelling, degree-requiring jobs. It can be hard to convince my 19-year-old students that the latter is
more profitable or of greater personal value. My adjunct-teaching colleagues have large course loads and, mostly,
graduate-level educations, but live just above the poverty line. In contrast, my part-time work in the Vegas service
industry has produced three times more income than my university teaching. (I’ve passed up the health benefits
that come with full-time teaching, a luxury foreign to the majority of adjuncts at other universities, to make time for
my blue-collar work.)
Indeed, for a young academic like myself, the job market is bleak. I’m pursuing advanced degrees and a career in
the academy despite the lack of employment prospects, because my first and true love is learning. However, it will
take earning a doctorate —and thus several more years of work —before I can earn a sustainable income in my
chosen pursuit.
Living these two supposedly different lives, I’ve started to see their similarities. Whenever I’m trying to meet the
needs of my more difficult guests (“Do you have any smaller forks?” “You don’t carry wheat bread? What kind of
restaurant doesn’t carry wheat bread?”), I recite, along with my colleagues, the collective restaurant server mantra:
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“I need a real job.” The same thought gets passed among adjuncts in my department: “I need a real teaching
position. I need to publish a book.”
I know this path takes time, and I’m trying to do it right. So why do I still experience a great feeling of shame when
clearing a student’s dirty plate? Embarrassment is not an adequate term to describe what I felt when those parents
looked at me, clearly stupefied, thinking, “This waitress teaches my child?”
It is a shame I share with many of my blue-collar colleagues, a belief that society deems our work inferior, that we
have settled on or chosen these paths because we do not have the skills necessary to acquire something better. It
is certainly a belief I held for the majority of my undergraduate experience.
But not all my restaurant co-workers are college dropouts, and none are failures. Many have bachelor’s degrees;
others have real estate licenses, freelancing projects or extraordinary musical and artistic abilities. Others are
nontraditional students, having entered the work force before attending college and making the wise decision not
to “find themselves” and come out with $40,000 in debt, at 4.6 percent interest. Most of them are parents who have
bought homes, raised children and made financial investments off their modest incomes. They are some of the
kindest, hardest-working people I know, and after three years alongside them, I find it difficult to tell my students to
avoid being like them.
My perhaps naïve hope is that when I tell students I’m not only an academic, but a “survival” jobholder, I’ll make a
dent in the artificial, inaccurate division society places between blue-collar work and “intelligent” work. We expect
our teachers to teach us, not our servers, although in the current economy, these might be the same people.
If my students can imagine the possibility that choosing to work with their hands does not automatically exclude
them from being people who critically examine the world around them, I will feel I’ve done something worthwhile,
not only for those who will earn their degree, but for the majority who will not.
Brittany Bronson is an English instructor at the University of Nevada, Las Vegas.
DETAILS
Subject: Teaching; Nontraditional students; Employment; Restaurants
Location: Las Vegas Nevada
Company / organization: Name: University of Nevada-Las Vegas; NAICS: 611310
Identifier / keyword: Labor and Jobs Bronson, Brittany Colleges and Universities Teachers and School
Employees Waiters and Waitresses Part-Time Employment Las Vegas (Nev)
Publication title: New York Times (Online); New York
Publication year: 2014
Publication date: Dec 18, 2014
Section: opinion
Publisher: New York Times Company
Place of publication: New York
Country of publication: United States, New York
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Language of publication: English
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ProQuest document ID: 2212866951
Document URL: https://search.proquest.com/docview/2212866951?accountid=9840
Copyright: Copyright 2018 The New York Times Company
Last updated: 2019-04-23
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Your Waitress, Your Professor
