Category: Assignments

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Does Gentrification Actually Help the Poor?

Since this week’s readings are centered around possible positive outcomes of gentrification, I thought I’d look for an article that focuses on that as well.

A Business Insider article states that there is little evidence that actually points to gentrification being responsible for displacing the poor and minorities. It also talks about how gentrifiers make life better since “they put pressure on schools, the police and the city to improve.” Here’s my favorite line towards the end: “However annoying they may be, hipsters help the poor.”

We’ve talked about it in class through Alexis’ demos of Social Explorer, but there’s no single statistic that can measure the impact of gentrification. There are the more obvious ones–income breakdown and racial demographics for instance–but more factors may be in play that lead to changes in those statistics. This is why people can argue that there is little to no evidence that indicates gentrification is detrimental to low income citizens and minorities. It’s difficult to claim that gentrification is the sole source of displacing these groups of people.

Additionally, after a conversation with a group of people yesterday, the “positive” results of gentrification may end up overshadowing the negative effects of people getting displaced. One acquaintance who lives in Long Island said he doesn’t want to hear anymore about people saying that gentrification is a bad thing, because it’s brought all these Starbucks to his neighborhood and helped reform in his community (and thus, less crime). “And what’s so bad about that?” There were two other people in the group who immediately chimed in, “hello, people lose their homes?” In this case, I could see for myself that this was an attitude of, “if it (gentrification) doesn’t directly affect me in a negative way, then it’s a good thing.”

Source: Economist, The. “Gentrification Is Good for the Poor.” Business Insider. Business Insider, 21 Feb. 2015. Web. 22 Mar. 2017.

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The Missing Factor

In “The Right to Stay Put, Revisited: Gentrification and Resistance to Displacement in New York City,” Kathe Newman and Elvin K. Wyly discuss displacement within New York City. This paper provides a detailed look at the following question. Does gentrification lead to displacement of low-income families or is that due to “the result of long-term industrial and occupational change” (Hamnett, 2003, p. 182). The paper highlights the multiple factors aside from gentrification that leads to this displacement of lower-income residents within New York. The nature of displacement within New York City is a multi-faceted issue that always comes back to one central theme, corruption.

In New York City, we start with Robert Moses. Moses was a man that was clearly hungry for power, basically monopolizing New York City’s planning department. He shaped New York City into the urban center it is now known as today. But, he did not do this alone. With the help of money-hungry real estate corporations, he built up areas that were “in need” of change. Moses’ plans both benefitted the city, and negatively affected people on an individual level. However, the driving force was always corruption. Moses took advantage of the system and made it so he was of such power that most of his ideas went largely unopposed. The corrupt big real estate players had no intention in mind other than taking advantage of people to make a larger profit.

So to examine the true reason for displacement we need to understand that corruption is inherently part of human nature, whether this has to do with power, money, or any other aspect of life. Based on a purely systematical view of this “problem” using basic principles of logical reasoning, the following could be inferred. Since human nature allows for corruption, and corruption is what caused gentrification of New York City and displacement of lower income families, it can be viewed that human nature is the cause for this displacement. The nature of humans to strive for bettering themselves is what detriments those worse-off. So, while the “quantitative” and “qualitative analysis” that Newman and Wyly reference in their paper does adequately suggest that there are more factors than gentrification that lead to displacement, the one factor that may explain it all goes unmentioned.

Works Cited
Newman, Kathe, and Elvin K. Wyly. “The Right to Stay Put, Revisited: Gentrification and Resistance to Displacement in New York City.” Urban Studies 43.1 (2006): 23-57. May 2005. Web. 22 Mar. 2017.
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“Shameless” on Gentrification

Shameless is a comedy/drama TV series about the Gallaghers, an Irish American family, who lives in the South Side projects of Chicago. The show is known for touching upon various “real-life” topics such as the effects of being part of the LQBTQ community to the effects of being out of “the hood”.

The video shown above is a small clip from the second episode of season five in which the father of the Gallaghers, Frank, recognizes the typical and straightforward signs of gentrification in their neighborhood. He is currently in The Alibi, a local bar of the neighborhood. As the show progresses throughout the season, The Alibi becomes “overrun” with hipsters who love the “authenticity” (which in the comedy shows references to the “crazy” Russian bartender and the overall “hood” vibe) of the bar. The Alibi, making more money off of the newcomers, then starts to cater to the new customers leaving the locals without their favorite spot. The show also introduces a lesbian couple, who being the symbol of gentrification, often has conflicts with the surrounding neighbors .

Although the show is a comedy, it manages to condense into a one minute scene how gentrification is perceived in mass society and the negative connotations that it has to those who have seen it for themselves and fear its effects. This fear and understanding is amplified in the show because these words come from the mouth of Frank, who in the show is one the least responsible and most reprehensible characters. Even a character such as this, however, still recognizes the negative effects of gentrification.

I chose this video because it reminds me of the articles Gentrification and Displacement written by Lance Freeman and Frank Braconi and Does Gentrification Harm the Poor? written by Jacob L. Vigdor. These two articles faced and challenged the “typical” perception of gentrification which includes migration of more affluent residents into lower-income neighborhoods thereby displacing the lower-income residents of that area. Although their articles argue and provide evidence that displacement of lower-income residents is not necessary to show the negative effects of gentrification, public perception and understanding of gentrification still might resonate with the typical model.

Eportfolio Posting Assignment

This page contains the following sections:

  • Assignment Description and Directions
  • FAQs
  • Posting Guidelines
  • Where can I find external sources?

Assignment Description and Directions

For students not submitting a critical review paper that week: starting the week of March 20, after reading the week’s assigned texts, find an outside source (work of art, newspaper article, video, podcast, website, peer-reviewed journal article, Instagram post, tweet, archival source, etc.) that you think relates to the week’s readings. Write a post for the eportfolio site that describes the source, explains your rationale for choosing it, and relate the source to the week’s topics, themes, or the course overall. Publish your post along with your source and explanation to the eportfolio by noon on Wednesday before class meets on Thursday.

This is a low-stakes writing assignment — your post should be more casual or informal than your critical review paper and still provide original insight or reflect your understanding of the course material. As you progress with your research for the final research project, you might find sources relevant to both the class as well as your individual research project and use these posts as a write-to-learn exercise.

Sample posts:

Benefits

  • Develop critical thinking and writing skills when selecting a source and explaining its connection to the course readings.
  • Be more prepared for class and ready to contribute with a richer understanding of the texts.
  • Gain in-depth understanding of the research for your research assignment by writing annotations of sources that relate to both your assignment and the class topics.
  • Increase digital literacy and research skills by researching and selecting sources.
  • Broaden writing skills by writing low-stakes posts intended for a public audience.
  • Enhance creativity and broaden your comfort zone by writing about something you don’t write about too often like a work of art or movie.
  • Contribute to creating a lively and supportive class environment (in class and digital).
  • Collaborate with classmates to a unique digital project that can be used as a resource for future Seminar 4 students.

FAQs

What counts as an outside source? What do I write about?

Literally, anything: videos, songs, works of art, photos, archival resources, tweets, Instagram posts, podcasts, academic articles, newspaper articles — whatever the internet has to offer. Be creative, find some interesting connections, and explain those connections to the audience.

You can compare this assignment to writing an annotation for an annotated bibliography: briefly describe the source, and explain the source’s key concepts or relevance to the topics covered in class. It should be clear to your reader why you chose this source: does it relate to the historical moment described in the readings? Does it remind of you of a particular quote from a text? Maybe it’s a song that captures the mood or tone of the readings. By the end of the semester the sources and posts will function as an digital and multimedia annotated bibliography that can be organized by category (video, song, article, etc.) or subject (zoning, history, and so forth).

Who will complete this assignment? When is it due?

Any student whose group is not submitting a critical review paper for the week’s reading must write a post about an external source with an explanation for their choice for the rest of the semester. Starting the week of March 20, external resource posts should be published by noon on Wednesday (the day before class) so everyone in the class as well as Prof. Alonso can read posts prior to class and Alexis (ITF) can troubleshoot any problems with the eportfolio. Your external resource post can also pose questions about the readings or course concepts that can be addressed during class on Thursday. 

Does this count towards my final grade?

Yes! Writing one post during the weeks when you’re not turning in a critical review paper counts as part of the participation component of your final grade. 

Posting comments on other people’s posts also counts as participation! There’s no set number of comments that you have to make but remember, more is more! Create what you want to see in the world by taking the time to write a few smart comments on stuff posted by your classmates, and you’re doing your part to create an awesome digital environment. Read the course guidelines for commenting on a post here.

Posting guidelines

  • Make sure you’re signed up as a site user. If not, please click here to sign up.
  • Write for a public audience. Write concisely, clearly, and assume your audience doesn’t know anything about what you’re writing about. I like to tell students to pretend as if you’re writing for your mom (or sister, or friend, etc.).
  • Embed the media source. Whether you’ve chosen an audio source, video, or photograph, please use the WP plugins to embed your media. For example, when I posted the sample post (here), the plugin WPAudio turns all .mp3 links into an embedded audio player. If you post a journal article, embed the document into the page. Note: if your chosen source is a movie and only available through a paid service like Netflix then find a trailer for the movie via Youtube/Vimeo and provide a link.
  • Cite your source and link to it. Give credit where credit is due: good research practice and good manners!
  • Include the class. If your post references a post previously published by a classmate, link back to it; if your explanation includes a comment that was said during class, paraphrase the comment, name the person who said it, and clearly explain the relationship between that comment and your chosen source. By including the class discussions and linking back to related posts, the eportfolio becomes a space that acts like an extension of our class.
  • Title your post. A simple title is a million times more helpful than a “catchy” (or “clickbait-y”) title. A good title will tell the reader what the post is about and your angle.
  • Categorize your post. Before you publish your post, click the “Student Post” category along with any other relevant categories.
  • Add tags to your post. Adding tags helps people navigate the site and find all content related to, for example, “videos.” Generally speaking, tag your posts with your name, student post, the title of the resource, the topic, what type of resource it is, etc.
  • If your post is long, use the “Read More” option. Above the space where you write a post, look for the icon (see figure below) that adds a break to the post with a “Read More” link that, when clicked, opens to the entire post. Check the sample posts as they appear on the Homepage for examples of the “Read More” option.
  • Comment on someone else’s post. Commenting on another person’s post (or several posts!) helps ground this assignment because it won’t feel like you’re writing and into the void. When you comment on a post, that reminds all of us that we’re writing for an audience and that audience cares. Don’t know how to comment? Check here.

Where can I find external sources?

Anywhere! Be creative! You might start at the Resources section of the website but don’t be afraid to go deep into Youtube, Ubuweb, or check out the following sites that offer tons of video, photo, text, and archival evidence.

 

Critical review papers: some tips & strategies

Note: this post draws extensively from the book Writing Analytically (5th ed., 2009) by David Rosenwasser and Jill Stephen. Sections of the book have been included as PDFs for students to download. 

The term “critical review” or “critical response paper” sometimes causes confusion for students because, on the one hand, it seems to suggest that they only need to give their opinion, which is often expressed in terms of binaries such as like/dislike, helpful/not helpful, etc. As a result, students’ responses tend to offer a thesis like “This was a very helpful text because _____” followed by a summary of the argument. Too often, especially when written at last minute, response papers following a similar format don’t engage the reader, the material and probably the writer, too. Or, as the book Writing Analytically puts it:

Summaries that are just lists tend to dollop out the information monotonously. They omit the thinking that the piece is doing—the ways it is connecting the information, the contexts it establishes, and the implicit slant or point of view

Source: Writing Analytically 96.

In other words, the summary-as-response doesn’t demonstrate your engagement with the material, demonstrate critical thinking or the ability to make connections to other themes, ideas, and modes of thinking. The benefits of a strong response paper occur on a few different levels. First, writing a response paper allows you to process the material, assimilating new information with what you’ve already know. Second, a strong response paper reveals to your ability to think critically about the material. The processes required to critically read and write develop your overall abilities to connect new information to the themes, topics, and modes of thinking – a valuable skill both in class and outside of it. 

Perhaps most important about the process of writing a critical response is building the foundation for your own research and ideas for the research assignment or other long-term projects. Generally speaking, the learning process at the beginning of a semester is characterized by internalizing and assimilating the course materials, themes, and methods. By the mid-point of the semester, however, the learning process emphasizes generating your own ideas and arguments using the information, methods, and examples covered by the course material. 

To help you write your response papers, here are three general guidelines: 

  1. Reframe your approach to the topic: analyze rather than merely summarize or offer a personal opinion.
  2. Understand the argument: identify its main components and put the argument into context.
  3. Make connections: briefly summarize the author’s argument then focus on a few key ideas/topics of the article or text and connect the article to the broader themes, aims, or topics of the course.

Guideline #1: Before you begin anything, reframe your approach.

Writing Analytically asserts that the first step to writing a strong response paper is to reframe the task as a form of analysis (page 4):

In analytical writing, your reasoning may derive from your personal experience, but it is your reasoning and not you or your experiences that matter. Analysis asks not just “What do I think?” but “How good is my thinking? How well does it fit the subject I am trying to explain?”

The authors go on to relate analysis to perception, the way that a person makes sense of the world (12):

More than just a set of skills, analysis is a frame of mind, an attitude toward experience. It is a form of detective work that typically pursues something puzzling, something you are seeking to understand rather than something you are already sure you have the answers to. Analysis finds questions where there seemed not to be any, and it makes connections that might not have been evident at first.

“Reframing your approach” as a guideline means that, from reading the text(s) to writing the critical review, your goal is to engage with the main ideas of the text(s) while connecting those ideas to other themes and topics of the course. It’s easy to get deeply invested in a specific set of texts so it’s always a good idea to take a moment to review class notes and/or the syllabus to discover connections between a given topic and a broader theme of the course. A weekly topic might be “the urban village” while a broader theme might be “the ability to live and shape a city is a matter of rights.”

Download: Chapter 1, “Analysis: What it Is and What It Does,” and Chapter 5, “Analyzing Arguments” in Writing Analytically. 

Guideline #2: Understand the argument to move from summary to paraphrasing to analysis.

As you read the text, note any section headings, graphics or images, bolded words, or repeated phrases. After reading the text, the next step is to identify the key components of the argument and starting putting the argument into context:

  • Identify the thesis statement. What does the author want you to believe and why? What’s at stake if you do or don’t believe the author?
  • Locate the evidence the author uses to support the thesis statement. What types of evidence does the author use and how was it collected?
  • What reasons are given to connect the evidence to the thesis statement? Example: If the article is about reproduction habits of mammals and the evidence used are gestation rates of animals, then any logic that relies on reproductive habits of reptiles probably isn’t helpful!
  • What is the author’s conclusion? Does the evidence support the conclusion?
  • Does the author seem to be responding to a specific idea, person, or book? Or is the author responding more generally to a set of behaviors or practices standard to the field? Are they questioning accepted protocol or knowledge within the community?
  • What are the article’s weaknesses? Is it organization, lack of evidence, unconvincing rationale, methodology, etc.?
  • Does the author include any kind of historical context for their subject or research question? Why is this history important to the overall argument?
  • Who is the audience for this text? Was this written for a specialized or general audience? How can you tell?
  • How was the text or article organized? Describe the progression of ideas, evidence, and when applicable, visual or graphic components.
  • Check the sources: are any journals or people quoted repeatedly? What kinds of sources are listed in the bibliography? Are these sources essential to the author’s argument?

The above questions don’t just ask you for facts or info from the text itself (essentially, asking you to repeat the argument). Instead these questions offer you a starting point to put the author’s argument into context – the context of the course, in relation to previous readings, to the Planning the Future of New York curriculum at Macaulay, or even more broadly, to the history of urban policy and planning in New York. This type of thinking does require you to make judgment calls such as determining what information is or isn’t essential to the main argument. However you are ultimately relying on your understanding of the text to arrive at your conclusion. If you can do this, then you’re well on your way to writing a stronger response paper.

One essential strategy: paraphrasing. Paraphrasing means replacing the author’s original words with different ones: think about the Nike motto, “Just do it.” Of the top of my head, three paraphrases of “just do it” might be “go now,” “get it done, and “stop thinking and start doing” (that last one belongs to Home Depot!). This is a version of the exercise Paraphrase x3 that I learned from the book Writing Analytically, and I think it’s an invaluable exercise for students at any stage of their education. Paraphrase x3 deepens your understanding of a text to uncover implicit or associated meanings; furthermore, paraphrasing helps you avoid plagiarism. (You should always credit the source that you paraphrased, however!)

Download: “Paraphrase x3” in Writing Analytically, p. 33-35.

Guideline #3: Make connections between the text(s) and the class topics and themes.

Even though you’re responding to the author’s ideas, your response paper will also put forth your ideas, too. In other words: what and how you analyze or respond to a text (or work of art, set of data, etc.) will convey what and how you think. Subsequently, when writing the analytical response paper, you’re demonstrating the following: your understanding of the information and ideas, your ability to discern or highlight significant points, and your ability to explain not just what the points are but how and why. As you might have noticed, analysis demands more than simply relaying “what” to your audience; analysis demands that you explain the how and why as well.

All of this will be evident to your professor based on the quality of your summary, your ability to distinguish the author’s ideas from your own, and the connections you make between the text and broader themes of the class. In general, an analytical response paper contains some kind of thesis-like sentence that indicates the subject of your response, a brief and accurate summary of the argument, and then elaborate on some significant points; depending on the specific requirements for the assignment, a response paper is usually 2-4 pages.

Download: “How to Read a Book” by Paul N. Edwards