ENG 102 State of the Conversation Report Assignment OverviewI

ENG 102 State of the Conversation Report Assignment
Overview:In the “State of the Conversation” Report, you have
an opportunity to: · discuss the main positions related to your
guiding question/issue · describe where the most useful
information about your topic can be found· demonstrate your
skills with summary, paraphrase, and direct quotations·
organize and synthesize your material effectively· adjust your
writing to a specific audienceAudience: Assume you are writing
to a group of people who are fairly new to your issue and want
to learn more so they can participate in intelligent discussions
with a wide group of people.Length: Approximately 1600-1800
words.REMEMBER: This is NOT an argumentative essay. Your
goal is to report the different positions related to your
issue.What to Include in Your “State of the Conversation”
Report:Build your report using the sections and the headings
below. Suggested lengths are included.Section 1: Overview of
the IssueIn this section, offer relevant background/introduc tory
information. Explain what issue you’re focusing on, who the
issue is important to, and what makes the issue controversial.
Around 200 words.Section 2: Your Specific Guiding
Question/IssueIn this section, clearly announce your specific
guiding question/issue and explain why you chose to focus on
this particular question. Next, share your personal position or
“take a side,” this is the only place in the report where this
should be evident, and it should serve as a guide for your
Contributing to the Conversation assignment.)Around 100
words.Section 3: Available Materials In this section,
describe where (in what kinds of sources, in which databases,
using which searches, etc.) a researcher is likely to find useful
information about your topic. You might also explain the
challenges a researcher faces in gathering information about
your topic, such as what kinds of sources are not as useful,

available, etc. (and why). Around 200 words.
Section 4: Positions/GroupingsIn this section, carefully explain
the various positions/groupings you’ve found in response to
your guiding question/issue. Important Notes:· Organize this
section carefully. Group information according to key positions
(and variations within those positions). Don’t just jump
haphazardly from source to source. Use transitions to move
from position to position, and/or use subheadings if you wish.·
Include a clear “topic-sentence”-type statement for each major
position and for each sub-position. · Bring in researched
material to explain the position. Remember that you will likely
draw on multiple sources as you explain each major position.
“Frame” your research with sentences that introduce, interpret
and explain your sources.· Use direct quotation, summary, and
paraphrase to build your own credibility.· Do not simply
organize your material into “two sides”: find distinctions and
overlap across the different positions. Around 1000
words.Section 5: ConclusionIn this section, reiterate the key
overall positions you’ve discovered and emphasize the most
important concepts/ideas that someone new to your issue must
understand. (Again, remember our in-class
discussion/example.)Around 200 words.Section 6: Works
CitedIn this section, compose a traditional works cited page,
including only the sources you actually quoted, summarized, or
paraphrased in your report.

Evaluation:
A
B
C
D-F
Section 1
Overview of the Issue
/10
Section offers excellent relevant background/introductory
information, explaining the issue addressed, who the issue is
important to, and what makes the issue interesting or
controversial clearly.
Section offers needed relevant background/introductory
controversial with general clarity.
Section offers most needed relevant background/introductory
controversial in a mostly clear way.
Section does not sufficiently offer relevant
background/introductory information, explaining the issue
addressed, who the issue is important to, and what makes the
issue interesting or controversial without clarity.
10-9
8
7
6-0
Section 2
Your Specific Guiding Question/Issue

/10
The specific guiding research question is clearly shared with its
personal relevance explored.
The specific guiding research question is shared with its
personal relevance explored.
The specific guiding research question is shared with its
personal relevance somewhat explored.
The specific guiding research question is not shared with its
personal relevance not explored.
10-9
8
7
6-0
Section 3 Available Materials
/15
Section covers the specific steps taken in the collection of the
sources, noting locations searched, search terms, and other
relevant points of advice gleaned from this research process.
Section mostly covers the specific steps taken in the collection
of the sources, noting some locations searched, search terms,
and other relevant points of advice gleaned from this research
process.
Section covers some of the specific steps taken in the collection
of the sources, noting few locations searched, few search terms,
and few other relevant points of advice gleaned from this
research process.
Section fails to cover the specific steps taken in the collection
of the sources,missing locations searched, search terms, and
other relevant points of advice gleaned from this research
process.

15-14
13-12
11-10
9-0
Section 4
Synthesis (Positions / Groupings)
/50
Section clearly explains the researcher’s synthesis, showing
developed groupings. Throughout there are clear SAPs in-text
citations, topic & concluding sentences and transitions clearly
reflecting the synthesis of the researcher’s sources.
Section explains the researcher’s synthesis, showing generally
developed groupings. Throughout there are consistent SAPs in-
text citations, topic & concluding sentences and transitions
reflecting the synthesis of the researcher’s sources.
Section suggests the researcher’s synthesis, showing somewhat
developed groupings. Throughout there are issues with SAPs in-
text citations, topic & concluding sentences and transitions, but
synthesis of sources is still apparent.
Section does not show the researcher’s synthesis, failing to
show developed groupings. Throughout there are significant
issues with SAPs in-text citations, topic & concluding sentences
and transitions, and synthesis of sources is not apparent.
50-45
44-40
39-35
34-0
Section 5
Conclusion
/10
Section clearly reiterates the researcher’s synthesis (groupings),
avoids argumentative claims and possibly suggesting paths for
additional research.

Section reiterates the researcher’s synthesis (groupings), avoids
argumentative claims.
Section somewhat reiterates the researcher’s synthesis
(groupings), and engages in some subtle argumentative claims.
Section fails to reiterate the researcher’s synthesis and/or
engages in argumentation.
10-9
8
7
6-0
Section 6
Works Cited
/5
Section has a MLA formatted works cited page with sources
quoted, paraphrased, or summarized listed in alphabetical order.
All entries use the appropriate style entry.
All entries attempt the appropriate style entry.
Most entries use the appropriate style entry.
Section has a mostly MLA formatted works cited page with
sources quoted, paraphrased, or summarized listed. Entries
often have errors, not using the appropriate style entry.
5
4
3
2-1
/100

% of 15%
Last Name
First Name Last Name
Professor (their last name here)
ENG102-D
Day Month Year
State of the Conversation: Orca Captivity
I. Overview of the Issue
The topic at hand is the captivity of orcas in institutions like
SeaWorld. This issue has been popularized recently because of
the documentary, Blackfish, which sets out to build opposition
to whale captivity. Orca captivity involves many stakeholders,
including trainers, business executives, park visitors, and, of
course, the orcas themselves. The ethics and dangers behind
orca captivity are what make this topic controversial, especially
in light of trainer deaths, specifically that of Dawn Brancheau,
which is addressed in Blackfish and various other sources on
the issue. These scandals also prompted the Occupational Safety
and Health Administration (OSHA) to begin a legal battle with
SeaWorld over orca captivity, a case that might change this
institution permanently. Due to these current events, as well as
the basic nature of the issue which involves a mesmerizing
animal and its proposed right to freedom, the topic of orca
captivity is one that captivates and demands debate.

II. Specific Guiding Question
I decided to research the question “Should orcas be kept in
captivity?” Researching orca captivity in depth interested me,
personally, because I consider myself a lover of animals and,
being spurred by watching the previously mentioned
documentary, I came to question whether orcas should be in
captivity, at all. Ultimately, the case against orca captivity far
outweighed the institution’s benefits, prompting me to take the
stance of anti-captivity.
III. Available Materials
When researching the topic of orca captivity, a variety of
sources are available. Print materials are beneficial for a
credible source of information; though, in Mississippi College’s
Leland Speed Library, print sources on orca captivity,
specifically, are not plentiful. For printed books, it may be
necessary for the researcher to visit multiple libraries.
Databases are also helpful with this topic to access more
credible, scholarly information on orca captivity. Academic
Search Premier, an EBSCO database, can be useful because it
pulls from a variety of sources. When researching the topic, it is
important to search for “orca captivity,” including the quotation
marks because this provides more relevant sources more
efficiently. The general web is another excellent way of
obtaining sources for research, though it is important to be wary
of what sites a researcher draws her information from. It is
usually more effective to access accredited sites like National
Geographic and PBS, which both have relevant information on
the subject. In addition, one of the single most helpful sources
is the documentary Blackfish, which can be found on Netflix as
well as in some libraries. This source is both relevant and
entertaining, though the researcher should note its potential
bias. Information on orca captivity is plentiful, though one
potential challenge is finding sources that speak unbiasedly
towards the issue.
IV. Positions
While researching orca captivity, three distinctive positions or

viewpoints on the issue became clear: captivity harms whales,
can put trainers in dangers, and, despite these issues, some
possible benefits of captivity can be noted. These groupings are
mainly based on the stakeholders that are involved, and each
can be broken down into further categories.
A. Captivity Harms Whales
The research clearly indicates that captivity causes both
physical and mental harm to orca whales. Due to conditions of
captivity, research specifies problems with dorsal fins, teeth,
mortality, and whale-on-whale aggression as examples of
physical harm. Several sources mention that one result is a
collapsed dorsal fin in male orcas in captivity. In Blackfish, a
former SeaWorld trainer expounds that “‘less than one percent’
of orcas in the wild have a collapsed dorsal fin, yet one hundred
percent of male orcas at SeaWorld have taken on this feature”
(Blackfish). David Kirby’s book Death at SeaWorld expands on
this issue, attributing the cause to the pattern and surface
swimming that occurs in pools, but not in the wild, as well as
warmer temperatures (Kirby 179). Another aspect sources
mention of physical harm is the damage to the captive orcas
teeth, which become cracked due to tank life, including the
whales eating concrete and metals, and are then subject to
routine flushings (Kirby 181). Blackfish also features this
problem, showing visuals of the teeth treatment, which the
source describes as “endoscopy” (Blackfish). The research also
addresses the mortality of whales in captivity. The article
“Towards a New Paradigm of Non-Captive Research On
Cetacean Cognition” defines “the average lifespan for male and
female orcas [in the wild] [as] 29.2 and 50.2 years, respectively,
with a maximum longevity of 60 to 90 years, respectively”
(Marino). These numbers show an obvious discrepancy between
captive orcas, which live “[not] much past the age of 20 years,”
(Marino) which is a fact that the majority of sources concur
with. Blackfish and Death at SeaWorld also introduce the idea
that SeaWorld is providing false information on the lifespan of
wild orcas in order for data to align with its own orca mortality

rates (Blackfish); however, on its webpage “The Truth About
Blackfish,” SeaWorld combats the notion, saying lifespans of
wild and captive whales are “comparable,” while still noting
that “studies continue to define the average lifespan of killer
whales in the wild” (“The Truth About Blackfish”). Of course,
this take does seem to confirm the other sources’ allegations. In
addition, various sources focus on physical harm that results
from fights among whales in captivity. Blackfish suggests that
“hyperaggression” is a result of tension in captivity, causing
violence most often due to whales attempting to “assert
dominance” over each other (Blackfish). The National
Geographic article, featuring an interview with a former trainer,
further questions this issue, addressing the role of unfit tank
size as a cause of fights among whales. Former trainer Bridgette
Pirtle asks, “if something social happens and an animal
displaces the other, where are they going to go?” including that
orcas “are extremely socially sensitive” (Lee). According to
several sources, whale-on-whale aggression happens often, and
the problem lies in the whales being unable to remove
themselves from the situation like they would in the wild.
Physical harm, including, but not limited to, collapsed dorsal
fins, damaged teeth, mortality discrepancies, and fights among
whales is a consequence of orca captivity.
The sources suggest that harm done to orcas in captivity is
not limited to merely physical; mental trauma is a consequence,
too. One source of this kind of harm results from false social
groupings, as several sources report. In Lori Marino’s article,
“Towards a New Paradigm of Non-Captive Research On
Cetacean Cognition,” whales are described as having “complex
societies with dynamic social roles in intricate social networks”
(Marino). Captivity, sources suggest, extracts the animals from
these natural relationships into forced families, which a trainer
in Blackfish compares to being “not just...different killer
whales,” but “different nations” (Blackfish). The gathered
information concludes that this aspect of life in captivity causes
mental stress to the animal, which can manifest itself in

physical problems like decreased immunity and lifespan
(Marino). It is also important to note the differing viewpoints
on this subject of social structure, particularly coming from
SeaWorld itself. On its website, which combats the documentary
Blackfish, which is included as a source for research, SeaWorld
reports that its parks have respect for the orca social
composition, and adhere to zoological standards (“The Truth
About Blackfish”). Another cause of mental harm to orcas in
captivity stems from the separation of mother and calf which
sometimes occurs in parks. This disunion takes place for
reasons varying from show disruption to logistical grounds
(Blackfish). Here, again sources contradict. On its webpage,
SeaWorld explicitly states, “we do not separate killer whale
moms and calves” (“The Truth About Blackfish”). In any case,
this kind of separation, as Marino’s article communicates,
would cause distress due to the strong bonds orcas have with
one another (Marino). Research deduces that the mental harm
that is a result of captivity includes stress, which is a
consequence of an imbalance in the intricate social structures of
the whales.
As indicated by the sources mentioned, both physical and
mental harm is a result of whale captivity, and is just one of the
positions involved with this subject.
B. Danger for Trainers
Another facet of orca captivity is the consequences entailed for
the trainers that interact with these animals. Dangerous
interactions with orcas involve both aggression and, more
severely, death. Research details the many counts of whale
aggression against trainers. In Blackfish and Kirby’s Death at
SeaWorld, these instances are highlighted, depicting the danger
that trainers face when in the water or in close proximity with
these animals. Also, several sources detail how much pressure is
on the trainer to do well, alongside the job being “extremely
physically demanding” (Lee). Blackfish is in agreement with
this view, also depicting the accidents that can occur when a
taxing work environment meets unpredictable animals

(Blackfish). Blackfish expands on Lee’s article, giving an
anecdote of a trainer at Loro Parque in Spain who, because of
exacting work conditions and lax safety precautions, died on the
job in an instance of whale aggression (Blackfish). In addition,
many sources focus on the deaths of SeaWorld trainer Dawn
Brancheau and Sea Land employee Keltie Byrne. The research
makes the case that orcas should not be in captivity because of
the dangers involved for the trainers that work with them.
C. Benefits of Captivity
While much of the research focuses on the negative
consequences of orca captivity, a select few are devoted to
defending the case for captivity. Reasons the sources gave for
captivity were the benefits made to both whales and society
through the institution. One source claims that, through
institutions like SeaWorld, further conservation efforts are
made to benefit whales in captivity and the wild (Andrews). In
the Frontline interview, SeaWorld executives report that
“funding...for...research and conservation is coming from
[zoological parks]” (Andrews). This source concludes that
parks’ financial gains help orcas when it comes to scientific
research and conservation. Pro-captivity sources also detail how
society is improved because of whale captivity. “A Whale of a
Business” introduces the idea of keeping the public interested
and educated about orcas via captivity, insisting “if [we] want a
public that’s knowledgeable about wild animals and has some
sensitivity about them, if we want our children to have a chance
to see...these animals, it’s [going to] have to be in places like
SeaWorld” (Andrews). This research gathers that institutions of
orca captivity provide both the funding for conservation means,
as well as serve to educate the public, which benefits both the
whales themselves and society as a whole.
The research on orca captivity was grouped mainly on the
viewpoints of three stakeholders of orca captivity: the whales,
the trainers, and the institutions who depict the benefits of
captivity. Each source seeks to inform, and sometimes persuade,
the case for or against orca captivity.

V. Conclusion
Especially in light of its history with culture and its recent
spotlight in the news, orca captivity is a popular issue, and it is
subject to many sources of research. Much of this research is
dedicated to make the case for ending the institution, citing
injury to both whale and trainers as reasons to stop captivity.
Captivity at places like SeaWorld can result in physical and
mental harm to orcas, as well as put trainers at risk of injury or
death caused by animal aggression. However, several sources
still stand to defend orca captivity, describing it as having
benefits to the orcas and society. Therefore, while some would
say that the negatives of orca captivity far outweigh its
positives, the case for its benefits still exist, making orca
captivity not simply a black and white tale.
Works Cited
Andrews, Brad and Jim McBain. Interview by Frontline. “A
Whale of a Business.” PBS. Web. 17 Nov. 2014.
Blackfish. Dir. Gabriela Cowperthwaite. CNN Films, 2013.
Film.
Kirby, David. Death at SeaWorld. New York: St. Martin’s
Press, 2012. Print.Lee, Jane. “Former SeaWorld Trainer: Stop
Using Killer Whales for Entertainment.” National Geographic.
National Geographic, 2014. Web. 18 Nov. 2014.
Marino, Lori, and Toni Frohoff. “Towards a New Paradigm of
Non-Captive Research On
Cetacean Cognition.” Plos ONE 6.9 (2011): 1-9. Academic
Search Premier. Web. 6 Nov. 2014.
“The Truth About Blackfish.” SeaWorld. SeaWorld Parks and
Entertainment, 2014. Web. 6 Dec. 2014.

ENG 102 State of the Conversation Report Assignment OverviewI

ENG 102 State of the Conversation Report Assignment OverviewI

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