READ 82 DLA 1 READ 82 DLA 3 7 Name: Student ID Number: Click or tap here to enter text. Course Title: Read 83 Instructor: Professor Hotra Date: 12/5/2022 Read 823. Understanding an Author’s Argument This activity connects to the following Student Learning Outcome (SLO): Demonstrate the ability to differentiate between general and specific ideas in order to determine the author’s stated or implied main idea (literal and inferential comprehension) in text at Long Beach City College’s proficiency level. Watch this video to learn how to complete a DLA. This DLA, including about 15-20 minutes to meet with a tutor, is designed to be completed in approximately one hour. Your thinking process and the quality of your work should be of the utmost importance to you. Concentrate on your end result, not the time. It is perfectly acceptable and, in fact, you are encouraged to take more time. Remember to annotate the activity. Annotating and Marking Part of reading actively involves the process of annotating and marking the text. As you read through this entire activity, write down questions, underline and/or highlight important points, make a note of new vocabulary, and include additional margin notes that you may refer to during the review session. For help annotating this activity, see the following video tutorials: A Quick Guide to Annotation, Using Word: Installing and Annotating, and Annotating with Adobe. Purpose: This activity will help you to recognize and understand an author’s written argument. Relevance: Are you a critical thinker? Do you accept the thinking of others or do you think for yourself? Do you collect information, identify important questions, and systematically search for answers? Can you justify what you believe? Critical thinkers know how to effectively search, compare, analyze, clarify, evaluate, and conclude. In all of your reading in college, and for the rest of your life, you will want to read with a questioning mind. One important reason for this questioning approach is that it will enable you to recognize a sound argument (and just as importantly, an unsound argument) in your reading material. (A sound argument is one in which the reasons you provide actually do support the argument you are making.) If you do not critically evaluate controversial written material, you run the risk of being misled or manipulated by the author. This DLA will give you practice identifying the argument which is the first step to evaluating an author’s written argument. Outcomes: Within your Read 82 class instruction you have been learning the critical reading skills of distinguishing facts from opinions, making logical inferences and drawing conclusions, and determining the author’s purpose, tone, point of view, and intended audience. In DLA # 3, you will be building upon these skills in order to identify an author.

1. READ 82 DLA 1
READ 82 DLA 3 7
Name:
Student ID Number: Click or tap here to enter text.
Course Title: Read 83
Instructor: Professor Hotra
Date: 12/5/2022 Read 823. Understanding an Author’s
Argument
This activity connects to the following Student Learning
Outcome (SLO):
Demonstrate the ability to differentiate between general and
specific ideas in order to determine the author’s stated or
implied main idea (literal and inferential comprehension) in text
at Long Beach City College’s proficiency level.
Watch this video to learn how to complete a DLA.
This DLA, including about 15-20 minutes to meet with a tutor,
is designed to be completed in approximately one hour. Your
thinking process and the quality of your work should be of the
utmost importance to you. Concentrate on your end result, not
the time. It is perfectly acceptable and, in fact, you are
encouraged to take more time. Remember to annotate the
activity.
Annotating and Marking
Part of reading actively involves the process of annotating and
marking the text. As you read through this entire activity, write
down questions, underline and/or highlight important points,
make a note of new vocabulary, and include additional margin
notes that you may refer to during the review session. For help

2. annotating this activity, see the following video tutorials:
A Quick Guide to Annotation,
Using Word: Installing and Annotating, and
Annotating with Adobe.
Purpose:
This activity will help you to recognize and understand an
author’s written argument.
Relevance:
Are you a critical thinker? Do you accept the thinking of others
or do you think for yourself? Do you collect information,
identify important questions, and systematically search for
answers? Can you justify what you believe? Critical thinkers
know how to effectively search, compare, analyze, clarify,
evaluate, and conclude.
In all of your reading in college, and for the rest of your life,
you will want to read with a questioning mind. One important
reason for this questioning approach is that it will enable you to
recognize
a sound argument (and just as importantly,
an unsound argument) in your reading material. (A
sound argument is one in which the reasons you provide
actually do support the argument you are making.) If you do
not critically evaluate controversial written material, you run
the risk of being misled or manipulated by the author. This DLA
will give you practice identifying the argument which is the
first step to evaluating an author’s written argument.
Outcomes:
Within your Read 82 class instruction you have been learning
the critical reading skills of distinguishing facts from opinions,

3. making logical inferences and drawing conclusions, and
determining the author’s purpose, tone, point of view, and
intended audience. In DLA # 3, you will be building upon these
skills in order to identify an author’s argument.
Part I: Sample Lesson
Instructions:
Read through the sample lesson below. You will be instructed in
the process of how to identify an author’s argument. When you
are ready, apply what you have learned about the two-step
method to your reading of the longer article, entitled, “TV Can
Be a Good Parent” by Ariel Gore.
Sample Lesson:
The Process of Identifying an Author’s Argument
The following two-step procedure will assist you in identifying
an author’s argument:
1. Identify the issue and the argument
2. Identify the support for the argument
Take a moment to read the following paragraph. Then, using
this excerpt as a guide, follow the lesson as it defines terms and
systematically instructs you in the two-step method.
There should be a federal law banning smoking in restaurants
and all public places. To begin with, the health risks associated
with smoking and breathing secondhand smoke have been
documented in the research literature for years. Also, the
Journal of Medicine confirms that people with
respiratory problems, young children, and older people face
additional risks from being around smoke. In addition, a 2004
survey by Public Research, Inc. reveals that more than 80
percent of nonsmokers report that the smell of cigarette smoke
in a restaurant interferes with the enjoyment of their meal.
Many commented that they resent having their meal needlessly
ruined by someone else’s thoughtlessness. Finally, according to
etiquette authority Judith Martin (“Miss Manners”), it is simply

4. common courtesy for smokers to refrain from imposing their
smoke on those who do not smoke.
Step One: Identify the Argument
When we use the word “argument” in most situations, we speak
about a heated dispute between different parties. In this DLA
we are defining “argument” as the author’s position on a
controversial issue.
Before we can identify the argument we must first identify the
issue.
The issue isthe controversial, or at least arguable, topic
the author is discussing. Every day we read and hear about
issues on which people disagree. A few examples of such issues
would be:
“Should abortion be made illegal?”
“How should health care be reformed to meet the needs of the
United States’ citizens?”
“Is capital punishment a moral and effective deterrence of
capital crimes?” (Note: Capital crimes usually involve an act of
murder.)
The issue in an argument is what the author is trying to
convince us to believe or do. To determine the issue, ask, “What
controversial topic is the author discussing?”
An author’s argument is an assertion or set of assertions that

5. supports a conclusion and is intended to persuade. (An assertion
is a positive statement, declaration, or claim). The author’s
position is a reflection of his/her point of view or opinion.
When authors favor something, we often say they are “pro”
whatever the issue is (example: pro-election reform). When
authors oppose something they are often described as “anti”
whatever the issue is (example: anti-election reform). Before
you can evaluate the material an author is presenting, you must
determine which side of the issue the author favors.
Refer to the sample paragraph.
· Issue:
What controversial topic is this passage about?
Should there be a federal law banning smoking in restaurants
and all public places?
· Author’s argument:
What is the author’s position on this issue?
There should be a federal law banning smoking in restaurants
and all public places.
Step Two: Identify the Support for the Argument
The points of support for an argument are the reasons or
evidence offered as proof of the position being argued. An
argument can be supported by several different kinds of
supporting details. Support can include research findings, case
studies, personal experience or observation, examples, facts,
anecdotes, comparisons, analogies, and expert testimony or
opinion.
In the sample article the author offers the following

6. support:
· There are health risks associated with smoking and with
breathing secondhand smoke.
· People with respiratory problems, young children, and older
people, face additional risks from being around smoke.
· A large percentage of nonsmokers report that smoke interferes
with their enjoyment of a restaurant meal.
· It is common courtesy (good etiquette) not to impose smoke
on others.
Part II: Applying the Two-Step Method
Instructions:
Read Ariel Gore’s essay “TV Can Be a Good Parent” and apply
the two-step method to identify the argument and the support
for the argument. (
Remember: read actively by annotating the article,
underlining and marking the argument and support as you read.)
Then, during an appointment with a tutor, you will review your
answers and evaluate your critical reading and thinking skills.
Read 82 students must submit the reviewed packet to the
instructor.
“TV Can Be a Good Parent”
By Ariel Gore
Let me get this straight.
The corporations have shipped all the living-wage jobs off to
the developing world, the federal government has “ended
welfare” and sent poor women into sub-minimum wage
“training programs” while offering virtually no child-care
assistance, the rent on my one-bedroom apartment just went up
to $850 a month, the newspapers have convinced us that our
kids can’t play outside by themselves until they’re 21 and now
the

7. American Academy of Pediatrics wants my television?
I don’t think so.
Earlier this month, the AAP released new guidelines for parents
recommending that kids under the age of 2 not watch TV. They
say the box is bad for babies’ brains and not much better for
older kids. Well, no duh.
When I was a young mom on welfare, sometimes I needed a
break. I needed time to myself. I needed to mellow out to avoid
killing my daughter for pouring bleach on the Salvation Army
couch. And when I was at my wits’ end, Barney the Dinosaur
and Big Bird were better parents than I was. My daughter knows
that I went to college when she was a baby and preschooler. She
knows that I work. And, truth be told, our television set has
been a helpful co-parent on rainy days when I’ve been on
deadline. Because I’m the mother of a fourth-grader,
Nickelodeon is my trusted friend.
There was no TV in our house when I was a kid. My mother
called them “boob tubes.” But that was in the 1970s. My mother
and all of her friends were poor — they were artists — but the
rent she paid for our house on the Monterey (Calif.) Peninsula
was $175 a month and my mother and her friends helped each
other with the kids. The child care was communal. So they
could afford to be poor, to stay home, to kill their televisions. I,
on the other hand, cannot.
Now the AAP is saying I’m doing my daughter an injustice
every time I let her watch TV. The official policy states that
“Although certain television programs may be promoted to
[young children], research on early brain development shows
that babies and toddlers have a critical need for direct
interactions with parents and other significant caregivers for
healthy brain growth and the development of appropriate social,
emotional, and cognitive skills. Therefore, exposing such young
children to television programs should be discouraged.”
Maybe my brain has been warped by all my post-childhood TV
watching, but I’m having a little trouble getting from point A to

8. point B here. Babies and toddlers have a critical need for direct
interactions with actual people. I’m with them on this.
“Therefore, exposing such young children to television
programs should be discouraged.” This is where they lose me. I
can see “Therefore, sticking them in front of the TV all day and
all night should be discouraged.” But the assumption that TV-
watching kids don’t interact with their parents or caregivers is
silly. Watching TV and having one-on-one interactions with our
kids aren’t mutually exclusive.
I’ve been careful to teach my daughter critical thinking in my
one-woman “mind over media” campaign. It started with
fairytales: “What’s make-believe?” and “How would you like to
stay home and cook for all those dwarves?” Later we moved on
to the news: “Why was it presented in this way?” and “What’s a
stereotype?” But if you think I was reading “Winnie the Pooh”
to my toddler when I thought up these questions, think again. I
was relaxing with a cup of coffee and a book on feminist theory
while Maia was riveted to PBS.
I read to my daughter when she was little. We still read
together. But even a thoughtful mama needs an electronic baby
sitter every now and again. Maybe
especially a thoughtful mama.
Not surprisingly, the television executives feel there’s plenty of
innocuous programming on television to entertain young kids
without frying their brains. “It’s a bunch of malarkey,” said
Kenn Viselman, president of the itsy bitsy Entertainment Co.,
about the new policy. Itsy bitsy distributes the British show
“Teletubbies,” which is broadcast on PBS. While I prefer Big
Bird to Tinky Winky, I have to agree with him when he says,
“Instead of attacking shows that try to help children, the
pediatricians should warn parents that they shouldn’t watch the
Jerry Springer show when kids are in the room.”
The AAP’s policy refers to all television, of course, but it’s
hard not to feel like they’re picking on PBS.
“Teletubbies” is the only program currently shown on

9. non-cable television marketed toward babies and toddlers. Just
two weeks ago, the station announced a $40 million investment
to develop six animated programs for preschoolers. The timing
of the AAP’s report is unfortunate.
Cable stations offer a wider variety of kid programming. Take
for example Nick Jr., an offshoot of the popular Nickelodeon
channel. On weekdays from 9 a.m. to 2 p.m., the programming
is geared specifically toward the preschool set. “Our slogan for
Nick Jr. is ‘Play to Learn’,” Nickelodeon’s New York publicity
manager, Karen Reynolds, told me. “A child is using cognitive
skills in a fun setting. It’s interactive. With something like
“Blues Clues,” kids are talking back to the TV. They are not
just sitting there.”
Still, the station has no beef with the new AAP policy on
toddlers. “Nick Jr. programs to preschool children ages 2 to 5,
but we are aware that children younger than 2 may be watching
television,” said Brown Johnson, senior vice president of Nick
Jr. “We welcome a study of this kind because it encourages
parents to spend more time bonding and playing with their
children.”
In addition to telling parents that young children shouldn’t
watch television at all and that older kids shouldn’t have sets in
their bedrooms, the AAP is recommending that pediatricians ask
questions about media consumption at annual checkups. The
difference between recommending less TV-watching and
actually mandating that it be monitored by the medical
community is where this could become a game of hardball with
parents. What would this “media file” compiled by our doctors
be used for? Maybe television placement in the home will
become grounds for deciding child custody. (“I’m sorry, your
honor, I’ll move the set into the bathroom immediately.”) Or
maybe two decades from now Harvard will add TV abstention to
their ideal candidate profile. (“‘Teletubbies’ viewers need not
apply.”) Better yet, Kaiser could just imprint “Poor White
Trash” directly onto my family’s medical ID cards. Not that

10. those cards work at the moment. I’m a little behind on my bill.
I called around, but I was hard-pressed to find a pediatrician
who disagreed with the academy’s new policy. Instead, doctors
seemed to want their kids to watch
less TV, and they’re glad to have the AAP’s perhaps
over-the-top guidelines behind them. “If all your kids did was
an hour of Barney and ‘Sesame Street’ a day, I don’t think that
the academy would have come out with that statement,” said a
pediatrician at La Clinica de la Raza in Oakland, Calif., who
asked not to be named. “It’s not the best learning tool.” And he
scoffs at the notion of “interactive” TV. “It’s not a real human
interaction. When you’re dealing with babies and toddlers, this
screen is an integral part of their reality. You want kids to be
able to understand interaction as an interaction. It’s like the
Internet. We’re getting to a place where all of your relationships
are virtual relationships.”
Fair enough.
I’m not going to say that TV is the greatest thing in the world
for little kids — or for anyone. I’m not especially proud of the
hours I spend watching “Xena: Warrior Princess,” “The Awful
Truth” and “Ally McBeal.” Mostly I think American television
is a string of insipid shows aired for the sole purpose of
rounding up an audience to buy tennis shoes made in Indonesian
sweatshops.
But it seems that there is a heavy middle-class assumption at
work in the AAP’s new policy — that all of us can be stay-at-
home moms, or at least that we all have partners or other
supportive people who will come in and nurture our kids when
we can’t.
I say that before we need a policy like this one, we need more
— and better — educational programming on TV. We need to
end the culture of war and the media’s glorification of violence.
We need living-wage jobs. We need government salaries for
stay-at-home moms so that all women have a real career choice.
We do not need “media files” in our pediatricians’ offices or

11. more guilt about being bad parents. Give me a $175 a month
house on the Monterey Peninsula and a commune of artists to
share parenting responsibilities, and I’ll kill my TV without any
provocation from the AAP at all. Until then, long live Big Bird,
“The Brady Bunch” and all their very special friends!
Ariel Gore is a journalist, novelist, nonfiction author, and
teacher. She is the founding editor/publisher of Hip Mama, an
Alternative Press Award-winning publication covering the
culture and politics of motherhood.
Instructions:
Based on your comprehension of the article and the argument
concepts presented in this activity, answer the following
questions:
1. What is the issue being discussed?
Click or tap here to enter text.
2. What is the author’s point of view on the issue?
Click or tap here to enter text.
3. Does the author support her opinion with mostly fact or
opinion?
Click or tap here to enter text.
4. What authorities does the author cite in supporting her
opinion?
Click or tap here to enter text.
5. Are the authorities she has chosen biased? Explain.
Click or tap here to enter text.
6. What is the author’s tone? Underline the words or phrases in
the text that support your answer.
Click or tap here to enter text.

12. 7. How do you think her tone and use of language impacts her
argument?
Click or tap here to enter text.
8. What is the author’s purpose?
Click or tap here to enter text.
9. Who is the intended audience?
Click or tap here to enter text.
10. Is the author biased?
Click or tap here to enter text.
11. What is the author’s credential or qualifications to write
this article? Do you think they are substantial?
Click or tap here to enter text.
12. Do you agree with the author? Were any of the points she
made convincing? Explain.
Click or tap here to enter text.
Online Completion Instructions:
1. Once you have completed this DLA, please save it to your
computer. Use your full name and today’s date as the title of the
file (Example: James Joyce 9-8-20). You will need to submit
your DLA and make an appointment with a tutor.2. Next, visit
the
WRSC Canvas Page for instructions (requires Viking
Student login).
Writing & Reading Success Center Updated Fall 2020

13. Poor and inactive lifestyle causes major health conditions such
as Cancer and heart diseases.
These issues are affecting Hispanic adults exposed to
socioeconomic disadvantage.
28% of Hispanic adults do not have medical insurance, therefore
lack of access to good healthcare.
The focus on Hispanic community needs to be health education.
The community is unaware of healthy lifestyle habits.
This will help target the home environment where poor lifestyle
choices are rampant.
Participate in regular screening and examination.
Schulze, M. B., Martínez-González, M. A., Fung, T. T.,
Lichtenstein, A. H., & Forouhi, N. G. (2018). Food based
dietary patterns and chronic disease prevention. bmj, 361.
Temple, N. J. (2022). Diet, health, and prevention: A revolution
in progress against chronic diseases of lifestyle. Universal-
Publishers.
Hispanic adult diet/lifestyle and the incidence of cardiovascular
disease and cancer.
Health Issue
Best Practice Tips
References
Oscar L Perez Torres
NR394-60713
Project Part 3
Cultural Community
20% of the 60 million of the U.S population are Hispanic.
Healthy living lifestyle is a major problem.

14. There is high prevalence of CVD and cancer diseases among
Hispanic adults.
Obesity and overweight are major precursors of high prevalence
rate of chronic diseases.
Cultural sensitivity is the foundation of effective CV and cancer
prevention education.
Clinical Impact
Cancer and heart diseases have a huge impact on the Hispanic
adults.
Hispanic adults are unaware of healthy lifestyle habits.
This causes a huge burden on the health system.
Chronic diseases affects the community both financially and
socioeconomically.
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Week 7 Discussion: Presentation of Course Project: Part 3
(Graded)
**Please Note: This Discussion is linked to your Week 6:
Course Project Part 3 Assignment**
Purpose
The purpose of this discussion is to present the information
from Course Project Part 3. This discussion provides an
opportunity for you to understand your classmates' viewpoints
that may differ from your own and will enhance learning.
Directions
· Discussions are designed to promote dialogue between faculty
and students, and students and their peers. In discussions
students:
· Demonstrate understanding of concepts for the week
· Integrate outside scholarly sources when required

15. · Engage in meaningful dialogue with classmates and/or
instructor
· Express opinions clearly and logically, in a professional
manner
· Use the rubric on this page as you compose your answers.
· Best Practices include:
· Participation early in the week is encouraged to stimulate
meaningful discussion among classmates and instructor.
· Enter the discussion often during the week to read and learn
from posts.
· Select different classmates for your reply each week.
Discussion
This discussion prompts you to identify and discuss cultural
competence in professional nursing. You must present your
Week 6: Course Project Part 3 Poster to your classmates.
Please
submit the poster as an attachment so your classmates
can review this information. Please address the following in the
discussion box:
1. Cultural population selected and why
2. Health issue selected and why
3. Highlight three or more key points from your poster
Scholarly outside sources are included and credited on your
poster.