English 101 – Fall 2010

Below is a collection of random-ish quotes from the Mercury Reader articles you read for Units 3 & 4.  Your job today is to use quotes from three authors to write a paragraph about a particular problem in education today.  In groups you will construct a paragraph with a unifying idea using the quotes as support (make a Frankenstein-frog for Borger).  Remember to use the quote equation: tag + quote + cite + explanation.  Since many of the articles engaged gender differences, break into groups – girls vs. boys.


Bird, Caroline. “The Case Against College.” Mercury Reader. Ed. Natalie Danner. Boston: Pearson, 2010. (223-28).

“the real value of college is learning to get along with others, to practice social skills, to ‘sort out my head,’ and these have nothing to do with curriculum” (Bird 225).

“an eighteen-year-old high school graduate is still too young and confused to know what he wants to do, let alone what is good for him” (226).

“If high school graduates don’t want o continue their education, or don’t want o continue it right away, they may perceive more clearly than their elders that college is not for them” (226).

“The rest of our high school graduates need to look at college more closely and critically, to examine it as a consumer product, and decide if the cost in dollars, in time, in continued dependency, and in future returns, is worth the very large investment each student – and his family – must make” (226).

Cantor, Nancy. "Civic Engagement: The University as a Public Good." Mercury Reader.  Ed. Natalie Danner. Boston: Pearson, 2010. (194-204).

"we will be able to educate socially responsible citizens who will not be complacent in the face of entrenched societal norms, but will take initiative in shaping our divers democracy and its global interconnections" (Cantor 195).

"children of different races still grow up in different neighborhoods without attending each other's birthday parties, proms, weddings, and funerals.  Because they and we do not know each other, the stereotypes that result have led to great inequality and injustice in such vital areas as employment, heath care, and the criminal justice system" (196).

"vital exchanges of people and ideas are the foundation of our democracy" (196).

"The task of universities is urgent: to build on themes of diversity...in creating living and learning communities that will produce a citizenry that is both engaged and informed" (196).

"In our increasingly multiracial democracy it is vital that universities create exchanges across the rigid boundaries of race and ethnicity, religion and culture" (198).

“I’ve never lived with so many white people before” (198).

“Understanding difference in the service of building common cause happens one person at a time, and it requires that we be able to reflect on our experience and see it in relation to the experiences of others”  (201).

Doherty, Brian. "Those Who Can't, Test." Mercury Reader. Ed. Natalie Danner. Boston: Pearson, 2010. (171-77).

"America ruptures along fault lines of ethnicity and class, and the SAT... is a potential earthquake" (Doherty 171).

"In the wake of the passage of California's controversial Proposition 209 (which ended the use of ethnicity and gender consideration in college admissions), The University of California system is seeing a substantial decline in African American and Latino admissions" (172).

"Some groups suggest that eliminating SAT scores as an admissions criterion might remedy that disparity, but that proposal is unlikely to get far" (172).

"the SAT measures a student's 'developed reasoning skills in math and verbal [areas]'"(173).

"What the SAT really tests is how well you do on tests" (173).

Esterich, Susan. "Separate is Better." Mercury Reader. Ed. Natalie Danner. Boston: Pearson, 2010. (159-163).

"Boys call out eight times as often as girls do.  When the boys call out, they get answers; when the girls do, they're often admonished for speaking out" (Esterich 160).

"boys also outscore girls on 11 of the 14 College Board Achievement tests, and on the A.C.T. exams and on the S.A.T.'s" (160).

"One-third of the female board members of Fortune 1,000 companies are graduates of women's colleges, even though those colleges contribute less than 4 percent of total graduates" (161).

"Boys may pay the price as well.  Some educators in the African-American community believe that all-boys classes may be part of the solution to the dismal failure and dropout rates of African-American boys in school" (162).

Hulbert, Ann. "Boy Problems." Mercury Reader. Ed. Natalie Danner. Boston: Pearson, 2010. (166-169).

"the gender gap in science and engineering has eclipsed a different educational disparity: boys perform consistently below girls on most tests of reading and verbal skills and lag in college enrollment and degree attainment" (Hulbert 167).

"The gender disparity widens among low-income and minority students.  And it is especially dramatic among African-Americans" (167).

"Black women now earn twice as many college degrees as black men do.  They also receive double the number of master's degrees. But the female lead isn't just a black phenomenon; among whites, women earn 30 percent more bachelor's degrees than men and some 50 percent more master's degrees" (167).

"There are some obvious explanations: men in the Army and in prison and more job options for males (in construction and manufacturing) that don't require a college education but pay relatively well" (168).

"boys appear to be later verbal bloomers than girls, which sets them up for early encounters with academic failure" (168).

"Females have yet more strides to make in the sciences, but they're building on success" (169).

"Clearly the nation needs an impetus to tackle the larger problem of growing social inequality.  Worries that it is boys who are being left behind could be the goad we need" (169).

Nave, Bill, et al. "A Lapse in Standards: Linking Standards-Based Reform with Student Achievement." Mercury Reader. Ed. Natalie Danner. Boston: Pearson, 2010. (179-92).

"Because teacher expectations can exert a powerful positive or negative influence on the achievement of individual students, they link low student achievement to the low expectations teachers hold for many groups of students" (Nave 183).

"Hold high expectations for all students, including those from groups that have historically not performed well in school - low -income students, racial- or language-minority students, and students with disabilities" (187).