UNST 107C: Portland FRINQ
Fall 2015
Serbulo/Bolster
In Defense of the River People: Closing Statement
In 1983, David Sohappy and his son went to trial, charged with illegally harvesting salmon from the Columbia River. In the U.S. legal process, criminal charges are presented to a jury (a panel of your citizen âpeersâ) by a prosecuting attorney who argues for the conviction of the defendant (the person facing charges). A defense attorney argues on the defendantâs behalf, questioning the validity of the evidence presented by the prosecutor and presenting evidence demonstrating the defendantâs innocence. The trial process can be compared to the structure of a research paper. In the introductory section, each attorney makes an opening statement that summarizes what the jury should expect to hear from their side. Then, in the âbodyâ of the trial, each side presents its witnesses and evidence which the opposing side has an opportunity to rebut. Finally, in the âconclusion,â the attorneys present a summary of their arguments to the jury in a closing statement.
For this assignment, you will be an attorney defending (or prosecuting) the Sohappy family in the illegal fishing case. You will do research to collect evidence that shows that Sohappy was guilty or innocent of the charges (illegal fishing), organize your evidence into a coherent argument, and write a closing statement. In a closing statement, lawyers not only want to summarize the evidence presented that favored their side throughout the trial, but they also want to provide the jury with a plausible interpretation of how this evidence fits together, and why it demonstrates that the jury should consider the defendant guilty or not guilty.
Purpose: In this assignment, you will develop and practice four essential skills:
1. To understand how authors use sources to construct an argument
2. To learn how to gather information from primary (and secondary) sources for a specific purpose
3. To evaluate and organize the information you collected to form a coherent argument
4. To develop arguments based upon a comprehensive research process
Instructions:
Part I: Gather your initial evidenceâAs you watch the film, the River People, record any facts, statements, or quotes that support Sohappyâs guilt or innocence. You will collect your evidence on the attached worksheet. For each piece of evidence, record your source (who said it). Summarize the evidence in your own words whenever possible. If your piece of evidence is a quote, then you may want to copy it exactly, however, if you copy a quote directly from your source, be sure to put quotations marks (âquoteâ) around it. This way, when you write your paper, you will know which information is a direct quote and which is paraphrased, so you can accurately cite your information without committing plagiarism.
The worksheet is due in class on Monday, October 19th
Part II: Conduct a full investigation of relevant primary documen ...
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at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
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Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
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The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
âĸ The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
âĸ The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate âany matterâ at âany timeâ under House Rule X.
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1. īļ Inference question
ī You will have to read and study a pictorial or written source then think of what you are able to
tell from the source.
īļ How to answer the question
ī Write down two to three inferences (Separate the source into two to three sections that include
a subject each. This will help you draw inferences from each respective section.)
ī Describe how you are able to draw the inference using evidence from your sections of evidence.
ī Explain the relationship of the inference and the evidence in your own words
īļ Example one of supported inferences
ī Farquhar had a difficult time administering and developing the settlement of Singapore.
ī§ This is evident as the source tells us that âFarquhar had few means of raising revenue.â
ī§ There were not enough funds allocated for developing Singapore. He had to rely on his own
initiatives to help Singapore grow into a bustling port.
ī Raffles was Farquharâs superior and Farquhar did not always abide by Rafflesâ order.
ī§ This is evident as the source says that âFarquhar defied Rafflesâ instructionsâĻâ
ī§ Raffles had left instructions on what to do in Singapore. Farquhar was working under Raffles
and had to carry out his orders. But subsequently, Farquhar had to defy Rafflesâ orders
because of the difficulties involved.
īļ Example two of supported inferences
ī Writing was used as a form of communication.
ī§ This is evident as the source tells us that seals were created âwith writing in inverseâ to
âcreate a raise positive messageâ.
ī§ This shows that writing was used to transmit thoughts between people, thus making it a
form of communication.
ī Writing was used to provide information.
ī§ This is evident as it shows us that most writings were found âmainly from the major streets,
craft workshop areas and near housesâ.
ī§ This indicates that writing was used to provide information like directions.
2. īļ Reliability question
ī You will have to read and study a pictorial or written source then use your contextual
knowledge and other sources in the paper to see if the source is reliable.
īļ How to answer the question
ī Answer the question if it is reliable or not reliable.
ī Describe the sourceâs content and draw inferences using inference skills
ī Cross-reference (with other sources or contextual knowledge) your two to three points of
agreement or disagreement.
ī Other possible reasons why the source is reliable or unreliable. (e.g. purpose, bias, exaggeration)
ī Conclude and reiterate your answer.
īļ Example of reliability questions
ī The source clearly states that there was little credit in Farquharâs claim of founding Singapore.
This can be cross-referenced to Source 2, which says that Farquhar never occupied a position in
which he could have planned and undertaken the foundation of Singapore.
ī It was Raffles who ultimately secured Singapore for the British. This can be cross-referenced to
Source 1 which tells us that found an emporium in Singapore where in establishing freedom of
person as the right of the soil and freedom of the trade to the right of the port.
Source A : He found an emporium in Singapore where in establishing freedom of person
as the right of the soil and freedom of the trade to the right of the port. He secured for
the British flag the maritime superiority of the eastern seas. In promoting the welfare of
the people committed to his charge. He sought the good of his country and the glory of
god.
Source B : The plain fact was that Farquhar never occupied a position in which he could
have planned and undertaken the foundation of Singapore. He did not rise up to the
occasion because he had not the mind of a statesman. With an obstinacy characteristic
of elderly men of his type he tried to establish himself as the founder of Singapore after
the death of Raffles and appealed to the Court in England. However the court dismissed
his appeal.
Source C ; Farquharâs bitterness against Raffles led him in his later years to claim that it
was he was not Raffles was responsible for the choice of Singapore as a British base. But
there was little credit in this claim. Certainly Farquhar had knowledge of the Johore
succession dispute and was invaluable in the initial negotiations. But Farquhar had
recommended the Canmon islands and not Singapore. It was Raffles who ultimately
secured Singapore for the British.
3. īļ Comparison question
ī When you compare anything, you need to have a point of comparison. You must have a point of
comparison for similarities and differences. Thereafter, try to identify a similarity/difference
based on the tone and purpose of a source.
īļ How to answer the question (2 from Content + 1 from Tone OR Purpose)
ī Content
ī§ Identify one similarity and one difference.
ī§ Support from sources.
ī§ Sources A and B are similar/different in that they both agree that [insert common point of
comparison here]. Source A states that âinsert quote from sourceâ, whilst Source B states
that âinsert quote from sourceâ.]
ī Tone
ī§ Similarity/difference based on tone of source.
ī§ Support from sources.
ī§ Sources A and B are similar/different in terms tone. Source A is [insert tone], âinsert
supportâ.
ī Purpose
ī§ Similarity/difference based on purpose of source.
ī§ Support from sources.
ī§ Sources A and B are similar/different in terms purpose. Source A is [insert purpose], âinsert
supportâ.
īļ Example of comparison questions
ī Both sources are similar in terms of the Chinese being the targets of Operation Clean-Up.
Source A states that 'the Chinese were hostile and their collaboration with the ene[my to take
up arms against the Japanese that angered the army. In Source B, many Chinese died as
'thousands were massacred during this notorious operation.'
ī However, both sources do not agree on the approach taken by the Japanese. Source A shows us
that 'the Japanese army took Operation Clean-Up very seriously. During the early days of the
Japanese occupation, the Japanese army adopted a soft approach and had never dreamt of
having to resort to hard tactics so suddenly. However, Source B shows otherwise. It is stated in
Source B that 'thousands were massacred during this notorious operation' and that the
Japanese adopted random tactics such as "a knowledge of English at once classified them as
pro-British and dangerous.
ī Source A is defensive in its tone as compared to Source B which is accusing in its tone. For
example Source A states "the number of deaths resulting in from Operation Clean-Up as
suggested by the Chinese is completely groundless", whilst Source B states that "Those who
failed to apologise at once to the young Kempeitai for not being able to write their names in
Chinese, or for having tattoo marks, were detained and later slaughtered."