Small Writing Assignment #3 Introductions and Outlines Due date: FRIDAY, February 12 by 11:55pm in BB Point Value: 50 points Instructions: For this small writing assignment, you will prepare a full introduction, with a thesis statement, using the topic prompt for Paper #1. You will use these introductions and outlines when constructing the final draft of Paper #1. You must use the standards for introductions used in SWA #2, and available on BB. This means your introduction needs to have 3 parts, and be 5-7 sentences long. The outline portion of this assignment may be in any format you wish. However, the more information you include, the more feedback your TA can give you. There are outline guides available on Blackboard, should you need assistance. Topic Prompt for Paper #1: “The hardships Hilda Satt faced an immigrant in the 1890s have a familiar ring to them.”1 “Hilda Satt, like every immigrant, had to shape a new identity that reconciled her homeland culture with her American experience.”2 Topic Question: How does Satt’s autobiography reflect the larger 19th century immigrant experience? As you formulate you answer, you may want to consider the following questions: -What ‘push’/’pull’ factors attracted Satt and others to the United States? (i.e. What is driving them from their home nations/drawing them to the U.S.?) -How did her daily life change after moving to the U.S.? -What institutions in the United States did immigrants use to help them identify as Americans? These are by no means the only points/themes you may include in your paper! There are a TON of different ways this document reflects the immigrant experience (as delineated in lectures, the textbook, and the assigned readings). Sources you may use in this essay (you are NOT permitted to use outside souces): -Going to the Source, Chapter 4, “Immigrant to the Promised Land,” p. 78-99 - Fraser, Pearson Revel textbook - Dr. Cornelius’ Lectures -Daniel E. Bender, “The Perils of Degeneration: Reform, the Savage Immigrant, and the Survival of the Unfit,” Journal of Social History 42, no. 1 (Fall 2008): 5-29. SWA #3 Example: 1 Victoria Bissell Brown and Timothy J. Shannon, eds., Going to the Source: The Bedford Reader in 2 Ibid, 81. Susie F. Student AMH2020/2042 Spring 2016 Dr. Cornelius TA: Joe Schmoe SWA #3: Introduction and Outline for Paper #1 Introduction: • Commercials are an accepted part of television entertainment. Events and characters on The Jerry Springer Show are used to market specific products advertised during the commercial breaks. To sell these valuable products, however, the show encourages its audience, middle-class viewers, to fear an unrealistic threat to their social values from the Springer Show’s so called “guests.” These fears are reinforced by the middle-class studio audience, which takes pleasure fro.

1. Small Writing Assignment #3
Introductions and Outlines
Due date: FRIDAY, February 12 by 11:55pm in BB
Point Value: 50 points
Instructions:
For this small writing assignment, you will prepare
a full introduction, with a
thesis statement,using the topicprompt for Paper
#1. You will use these
introductions and outlines when constructing the
final draft of Paper #1. You
must use the standards for introductions used in SWA
#2, and available on BB.
This means your introduction needs to have 3
parts, and be 5-7 sentences
long. The outline portion of this assignment
may be in any format you wish.
However, the more information you include, the more
feedback your TA can
give you. There are outline guides
available on Blackboard, should you need
assistance.
Topic Prompt for Paper #1:
“The hardships Hilda Satt faced an immigrantin
the 1890s have a familiar ring to
them.”1

2. “Hilda Satt, like every immigrant, had to
shape a new identity that reconciled her
homeland culture with her American experience.”2
Topic Question: How does Satt’s autobiography reflect
the larger 19th century
immigrantexperience?
As you formulate you answer, you may want to
consider the following questions:
-What ‘push’/’pull’ factors attracted Satt and others
to the United States? (i.e.
What is driving them from their home
nations/drawing them to the U.S.?)
-How did her dailylife change after moving to
the U.S.?
-What institutions in the United States did
immigrants use to help them
identify as Americans?
These are by no means the only points/themes
you may include in your paper!
There are a TON of different ways this document
reflects the immigrantexperience
(as delineatedin lectures, the textbook, and the
assigned readings).
Sources you may use in this essay (you are NOT
permitted to use outside souces):
-Going to the Source, Chapter 4, “Immigrant to
the Promised Land,” p. 78-99
- Fraser, Pearson Revel textbook
- Dr. Cornelius’ Lectures
-Daniel E. Bender, “The Perils of Degeneration:

3. Reform, the Savage Immigrant, and
the Survival of the Unfit,” Journal of Social
History 42, no. 1 (Fall 2008): 5-29.
SWA #3 Example:
1 Victoria Bissell Brown and Timothy J.
Shannon, eds., Going to the Source: The
Bedford Reader in
2 Ibid, 81.
Susie F. Student
AMH2020/2042 Spring 2016
Dr. Cornelius
TA: Joe Schmoe
SWA #3: Introduction and Outline for Paper #1
Introduction:
• Commercials are an accepted part of television
entertainment. Events and
characters on The JerrySpringer Show are used to
market specific products
advertisedduring the commercial breaks. To
sell thesevaluable products,

4. however, the showencourages its audience, middle-class
viewers, to fear an
unrealistic threat to their social values from
the Springer Show’s so called
“guests.” These fears are reinforcedby the middle-
class studio audience, which
takespleasure from separatingitselffrom the actions and
social class of the
‘guests.’ Logically,the showreinforces the values
presented in most of the
advertisements. The Springer Show
advances its commercial purpose, to sell
products, in an unethical and potentially damaging
way.
Body Paragraphs/Structural Outline:
• Major Point 1/Body Paragraph #1: The Springer
Show reinforces white, middle-
class, conservative, heteronormative values from
the late-twentieth century,
creating a dichotomy between “normal” Americans
and the “freaks” appearing
on the program.
o Evidence: The JerrySpringer Show portrays guests

5. as social, and often
sexual, deviants from the mainstream American “norm”
frequently
portrayed in the commercials airedduring its
broadcast.
§ Specific Examples from Commercials airedduring the
Show:
Campbell’s Soupcommercial; Pampers commercial
demonstrate
that “acceptable” behavior is traditional marriage,
social, and
sexual patterns as set by white, middle-class,
America
• Major Point 2/Body Paragraph #2: The Jerry
Springer Show carefully controls its
use of strong emotional appeals to effectively
persuade its audience to adopt the
producers'values.
o Evidence: Characters are either cheered or
“booed” by the studio
audience when they walk on stage. For viewers
at home, this audience

6. reaction seems spontaneous or ‘natural’, but of
course the audience is in
fact reacting to cue cards, scripted by the
producers.
§ Specific Examples from the Show: When Crishon
walks out on
stagehe is instantly ‘booed’, effectively setting
him up as ‘the bad
guy’ before he has even spoken his piece.
Later, the audience
cheers enthusiastically as they watch him
physicallyattacked by
Taiwana. These audience reactions signal to viewers
which
characters are ‘good’ or ‘bad,’ as well as what
values are
acceptable or unacceptable.
• Major Point 3/Body Paragraph #3: The Springer
Show’s methods perpetuate
stereotypes and hatred, which makes social
acceptance for people like its guests
more difficult.

7. o Evidence: The racist, sexist, and
heteronormative stereotypes presented
in the Springer Show are at the forefront of
anti-equality and hate groups
throughout the country.
§ Specific Examples from the Show/the Groups: Both
the Springer
Show and the Organization for Traditional
Marriage portray the
LGBT community as dangerous and deviant; the
Springer Show
and many conservative groups portray poor people
are licentious
and irresponsible
Conclusion:
• Though widely regarded as a paragon of lower-
class entertainment, the Jerry
Springer Show is actually designed to reinforce
the values of the white,
heteronormative middle-class. A close
examination of its contents and
commercials demonstrates how the showdangerously
perpetuates racist,

8. sexist, and classist stereotypes. This is not an
issuelimited to talk shows, but
one that permeates all of television entertainment.
CIT 270L Integrative Programming
Assignment #1—Managing a User Account List
Due 2/20 in Lab section / Moodle
Objective:
To manage a user list that can be modified and saved to a text
file.
Inputs:
passwords, separated by a colon (:) without any spaces
-new user account, ‘e’-edit existing user
account, ‘d’- delete existing user account, ‘l’- list
user accounts, ‘q’-quit)
Output:

9. passwords, separated by a colon (:) without any spaces
Specification:
The program manages a list of user accounts and passwords
supplied by a system administrator.
Any inputted username should be stripped of any non-
alphanumeric characters
(special characters such as ! @ # $ % ^ & * ( ) _ + ; : ’ ”), using
regular expression substitution:
$username =~ s/[^a-zA-Z0-9]//g;
and should be converted to lowercase: $username =
lc($username);
Any inputted password should be stripped of an apostrophe
(other symbols are allowed):
$password =~ s/’//g;
Each option should be implemented as a separate function
within a Package that exports its functions, and the
functions are referenced by a hash indexed by the user input:
my %function = (‘n’=>&new_user, ‘e’=>&edit_user,
‘d’=>&delete_user,
‘l’=>&list_accounts)

10. which can be called by assigning a variable to the key of the
hash, such as:
my $selection = $function{$choice}
and updating the list stored as a hash as: %hash = $selection-
>(%hash)
Within each function, access the actual parameter %hash as a
local parameter using the shift command:
(eg: my $param = shift; my %local_hash = %$param) and
update the hash according to the
function. The script file (.pl) should import the functions from
the package (.pm) file to call the appropriate
function.
The program should loop until the user chooses to quit (selects
status as ‘q’). If the user enters an illegal status,
the program will prompt again for the status input. Upon
quitting, the program prompts the user to save the list to
a text file of the same name used to initially read the user list.
What to turn in:
A single zipped file (asmt1_yourlastname.zip) containing both
source code files (the perl script called:

11. asmt1_yourlastname.pl, and the perl module file called:
functs_yourlastname.pm) submitted via Moodle
(http://moodle.csun.edu) to the Lab section (not the lecture
section). Any deviation from the format for
submission will result in an automatic -10%.
http://moodle.csun.edu/
Sample Output:
% perl asmt1_mcilhenny.pl
Enter file to open: myfile.txt
User accounts
-------------
n = New user account
e = Edit existing user account
d = Delete existing user account
l = List user accounts
q = Quit
Enter choice: n

12. Enter username: einstein
Enter password: e=mc^2
User accounts
-------------
n = New user account
e = Edit existing user account
d = Delete existing user account
l = List user accounts
q = Quit
Enter choice: n
Enter username: newton
Enter password: f=ma
User accounts
-------------
n = New user account
e = Edit existing user account
d = Delete existing user account

13. l = List user accounts
q = Quit
Enter choice: n
Enter username: pythagoras
Enter password: a^2+b^2=c^2
User accounts
-------------
n = New user account
e = Edit existing user account
d = Delete existing user account
l = List user accounts
q = Quit
Enter choice: n
Enter username: einstein
Username already exists!
User accounts

14. -------------
n = New user account
e = Edit existing user account
d = Delete existing user account
l = List user accounts
q = Quit
Enter choice: e
Enter username to modify: fibonacci
Username does not exist!
User accounts
-------------
n = New user account
e = Edit existing user account
d = Delete existing user account
l = List user accounts

15. q = Quit
Enter choice: e
Enter username to edit: newton
Enter current password: f=m*a
Incorrect password!
User accounts
-------------
n = New user account
e = Edit existing user account
d = Delete existing user account
l = List user accounts
q = Quit
Enter choice: e
Enter username to edit: newton
Enter current password: f=ma
Enter new password: force=mass*accelaration

16. User accounts
-------------
n = New user account
e = Edit existing user account
d = Delete existing user account
l = List user accounts
q = Quit
Enter choice: d
Enter username to delete: pythagoras
User removed
User accounts
-------------
n = New user account
e = Edit existing user account
d = Delete existing user account
l = List user accounts
q = Quit

17. Enter choice: l
einstein:e=mc^2
newton:force=mass*accelaration
User accounts
-------------
n = New user account
e = Edit existing user account
d = Delete existing user account
l = List user accounts
q = Quit
Enter choice: q
Save contents? (y/n): y
% more myfile.txt
einstein:e=mc^2
newton:force=mass*acceleration