response to executive order 9066 essay

Mericans and Response to Executive Order 9066

Dwight Okita and Sandra Cisneros are two American writers who have addressed the issue of Executive Order 9066 in their work. Dwight Okita’s poem “In the Bag” is a response to the executive order, while Sandra Cisneros’ short story “Eleven” also addresses the topic.

Dwight Okita was born in California to Japanese parents. He was interned with his family at Manzanar during World War II. In “In the Bag,” Okita imagines what it would have been like if his family had been forced to leave their home without being able to take anything with them. The poem reflects on the loss of personal belongings and how they can represent one’s identity.

Sandra Cisneros was born in Chicago to a Mexican father and a Mexican-American mother. She is best known for her novel The House on Mango Street, which tells the story of a young Latina girl growing up in Chicago. In “Eleven,” Cisneros addresses the issue of bullying and how it can make one feel powerless. The protagonist, Rachel, is an eleven-year-old girl who is teased by her classmates about her height. She feels alone and different from everyone else, but she ultimately learns to embrace her unique identity.

Writers such as Dwight Okita and Sandra Cisneros have been influenced by American culture. “Response to Executive Order 9066” by Dwight Okita, and “Mericans” by Sandra Cisnerosa are two examples of writers who have utilized the idea of American identity.

In his poem, Okita explores the notion of American identity by focusing on the connection between two pals from different racial backgrounds. The place you’re from and how you look has nothing to do with what it means to be an American in these poems.

In “Response to Executive Order 9066”, Dwight Okita examines the cost of being Japanese-American during World War II. The speaker in the poem reflects on his experience being sent to an internment camp, and how thisevent changed his view of what it means to be American. In the poem, Okita writes:

“We were American then,/before we were yellow or Jap or nisei./We were young and common and strong,/and swore allegiance to the stars and stripes./We had never seen a man die…”

This excerpt from the poem demonstrates how the speaker’s experience in an internment camp led him to question his American identity. He recalls that before he was interned, he considered himself to be American first and foremost. However, after being treated like a criminal by his own government, he begins to question what it really means to be American.

Sandra Cisneros’ poem “Mericans” also explores the concept of American identity. In the poem, Cisneros writes about a young girl who is struggling to find her place in the world. The girl is of Mexican descent, but she was born in the United States and considers herself to be American.

However, she doesn’t feel like she fits in with either culture. She is not Mexican enough for the Mexicans, and she is not American enough for the Americans. The girl in the poem feels like she is stuck between two cultures and doesn’t quite belong to either one.

Both Dwight Okita and Sandra Cisneros use their poems to explore the concept of American identity. They both demonstrate that where you’re from and how you look doesn’t define what it means to be American. American identity is something that is fluid and ever-changing. It is something that is defined by each individual person.

In response to “Mericans,” Michelle, the daughter, appears to despise her entire family as she names them one by one. For example, she refers to her uncle Uncle Fat-face and aunt Auntie Light-skin as such. In American society, childhood is a carefree time, but this girl appears to be having difficulties with her sense of self because she claims that she is the only daughter who does not want on Sundays.

She is ashamed of her family, and she does not want to be like them. When the family moves to California, she is excited because she thinks she will finally fit in. However, she soon realizes that she is different from everyone else there too. She is not like the other girls at school, and she does not feel like she belongs.

The poem ends with the girl saying that she is “not American”, and this seems to be her final realization that she will never truly feel like she belongs anywhere. She is caught between two cultures, and neither one feels like home.

This poem speaks to the experience of many immigrants who come to the United States. They often find that they are not really accepted as American, and they can never truly feel at home here. This poem also speaks to the issue of assimilation. The girl in the poem is trying to assimilate, but she just doesn’t fit in. She is not like her family, and she is not like the people in her community. This poem highlights the challenges that many immigrants face when they come to the United States.

The horrible grandmother is pushing her to not want to be from her culture as a result of the pressure she puts on her. When the “awful grandma” prays for “Mericans” and represents her dislike of the United States, the author develops the American Identity theme.

The character Dwight Okita also plays a role in the American Identity theme because he is from a different culture, but he eventually assimilates to the “Merican” culture. Sandra Cisneros develops the theme of American Identity by having the daughter want to find her own identity and not the one her grandmother is pushing on her. Dwight Okita also plays a role in developing this theme because he is from a different culture, but he eventually assimilates to the “Merican” culture.

The girl’s name is Leslie and she is a 6th grader. She lives in St. Louis, Missouri with her mother and father, who works long hours. The narrative describes how the protagonist’s life was greatly altered when her family sought refuge from racial prejudice at an internment camp during World War II.

As we continue reading, we see how severely Leslie is impacted as she claims that her closest friend is a white girl named Denise. Her best friend has affected her because of the difference in their family customs. When it came time for the little girl to go to an internment camp, she had a quarrel with Denise and was told to stop talking by Denise.

The little girl then says “I wanted to tell her I was American too, but I didn’t know how” (Okita). The little girl is now forced to confront her identity. She doesn’t want to be different, she just wants to be like everyone else and have the same opportunities.

In the story, the little girl’s father tries to tell her that being different is what makes America great. The father says “That’s what makes this country great. People from all over the world coming together and making something new, something beautiful” (Okita). Even though the little girl’s father tries to make her see the beauty in diversity, she still feels lost and confused.

It isn’t until later on in the story when the little girl reads a poem by Sandra Cisneros that she finally begins to understand. The poem is called ” Mericans” and it is about a Mexican-American girl who is trying to find her place in the world. The little girl realizes that she is just like the girl in the poem, and that it is okay to be different. In fact, it is what makes America great.

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Milestone Documents

Executive Order 9066: Resulting in Japanese-American Incarceration (1942)

Citation: Executive Order 9066, February 19, 1942; General Records of the Unites States Government; Record Group 11; National Archives.

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Issued by President Franklin Roosevelt on February 19, 1942, this order authorized the forced removal of all persons deemed a threat to national security from the West Coast to "relocation centers" further inland – resulting in the incarceration of Japanese Americans.

Between 1861 and 1940, approximately 275,000 Japanese immigrated to Hawaii and the mainland United States, the majority arriving between 1898 and 1924, when quotas were adopted that ended Asian immigration. Many worked in Hawaiian sugarcane fields as contract laborers. After their contracts expired, a small number remained and opened up shops. Other Japanese immigrants settled on the West Coast of mainland United States, cultivating marginal farmlands and fruit orchards, fishing, and operating small businesses. Their efforts yielded impressive results. Japanese Americans controlled less than 4 percent of California’s farmland in 1940, but they produced more than 10 percent of the total value of the state’s farm resources.

As was the case with other immigrant groups, Japanese Americans settled in ethnic neighborhoods and established schools, houses of worship, and economic and cultural institutions. Ethnic concentration was further increased by real estate agents who would not sell properties to Japanese Americans outside of existing Japanese American enclaves and by a 1913 act passed by the California Assembly restricting land ownership to those eligible to be citizens. In 1922, the U.S. Supreme Court, in  Ozawa v. United States , upheld the government’s right to deny U.S. citizenship to Japanese immigrants.

On December 7, 1941, the Empire of Japan attacked the United States at the Pearl Harbor Naval Base in Hawaii. The attack launched a rash of fear about national security, especially on the West Coast. This combined with economic competition, distrust over cultural separateness, and long-standing anti-Asian racism turned into disaster for Japanese Americans.

Lobbyists from western states, many representing competing economic interests or nativist groups, pressured Congress and the President to remove persons of Japanese descent from the west coast, both foreign born ( issei  – meaning “first generation” of Japanese in the U.S.) and American citizens ( nisei  – the second generation of Japanese in America, U.S. citizens by birthright.) During congressional committee hearings, Department of Justice representatives raised constitutional and ethical objections to the proposal, so the U.S. Army carried out the task instead.

The West Coast was divided into military zones, and on February 19, 1942, President Franklin D. Roosevelt issued Executive Order 9066 that authorized military commanders to exclude civilians from military areas. Although the language of the order did not specify any ethnic group, Lieutenant General John L. DeWitt of the Western Defense Command proceeded to announce curfews that included only Japanese Americans.

General DeWitt first encouraged voluntary evacuation by Japanese Americans from a limited number of areas. About seven percent of the total Japanese American population in these areas complied. Then on March 29, 1942, under the authority of Roosevelt's executive order, DeWitt issued Public Proclamation No. 4, which began the forced evacuation and detention of Japanese-American West Coast residents on a 48-hour notice. Only a few days prior to the proclamation, on March 21, Congress had passed Public Law 503, which made violation of Executive Order 9066 a misdemeanor punishable by up to one year in prison and a $5,000 fine.

In the next six months, approximately 122,000 men, women, and children were forcibly moved to "assembly centers." They were then evacuated to and confined in isolated, fenced, and guarded "relocation centers," also known as "internment camps." The 10 sites were in remote areas in six western states and Arkansas: Heart Mountain in Wyoming, Tule Lake and Manzanar in California, Topaz in Utah, Poston and Gila River in Arizona, Granada in Colorado, Minidoka in Idaho, and Jerome and Rowher in Arkansas.

Nearly 70,000 of the evacuees were American citizens. The government made no charges against them, nor could they appeal their incarceration. All lost personal liberties; most lost homes and property as well. Although several Japanese Americans challenged the government’s actions in court cases, the Supreme Court upheld their legality.  Nisei  were nevertheless encouraged to serve in the armed forces, and some were also drafted. Altogether, more than 30,000 Japanese Americans served with distinction during World War II in segregated units.

For many years after the war, various individuals and groups sought compensation for those incarcerated. The speed of the "evacuation" forced many homeowners and businessmen to sell out quickly; total property loss is estimated at $1.3 billion, and net income loss at $2.7 billion (calculated in 1983 dollars based on a congressional commission investigation). The Japanese American Evacuation Claims Act of 1948, with amendments in 1951 and 1965, provided token payments for some property losses. More serious efforts to make amends took place in the early 1980s, when the congressionally established Commission on Wartime Relocation and Internment of Civilians held investigations and made recommendations. As a result, several bills were introduced in Congress from 1984 until 1988. In 1988, Public Law 100-383 acknowledged the injustice of the incarceration, apologized for it, and provided partial restitution – a $20,000 cash payment to each person who was incarcerated.

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Executive Order No. 9066

The President

Executive Order

Authorizing the Secretary of War to Prescribe Military Areas

Whereas the successful prosecution of the war requires every possible protection against espionage and against sabotage to national-defense material, national-defense premises, and national-defense utilities as defined in Section 4, Act of April 20, 1918, 40 Stat. 533, as amended by the Act of November 30, 1940, 54 Stat. 1220, and the Act of August 21, 1941, 55 Stat. 655 (U.S.C., Title 50, Sec. 104);

Now, therefore, by virtue of the authority vested in me as President of the United States, and Commander in Chief of the Army and Navy, I hereby authorize and direct the Secretary of War, and the Military Commanders whom he may from time to time designate, whenever he or any designated Commander deems such action necessary or desirable, to prescribe military areas in such places and of such extent as he or the appropriate Military Commander may determine, from which any or all persons may be excluded, and with respect to which, the right of any person to enter, remain in, or leave shall be subject to whatever restrictions the Secretary of War or the appropriate Military Commander may impose in his discretion. The Secretary of War is hereby authorized to provide for residents of any such area who are excluded therefrom, such transportation, food, shelter, and other accommodations as may be necessary, in the judgment of the Secretary of War or the said Military Commander, and until other arrangements are made, to accomplish the purpose of this order. The designation of military areas in any region or locality shall supersede designations of prohibited and restricted areas by the Attorney General under the Proclamations of December 7 and 8, 1941, and shall supersede the responsibility and authority of the Attorney General under the said Proclamations in respect of such prohibited and restricted areas.

I hereby further authorize and direct the Secretary of War and the said Military Commanders to take such other steps as he or the appropriate Military Commander may deem advisable to enforce compliance with the restrictions applicable to each Military area hereinabove authorized to be designated, including the use of Federal troops and other Federal Agencies, with authority to accept assistance of state and local agencies.

I hereby further authorize and direct all Executive Departments, independent establishments and other Federal Agencies, to assist the Secretary of War or the said Military Commanders in carrying out this Executive Order, including the furnishing of medical aid, hospitalization, food, clothing, transportation, use of land, shelter, and other supplies, equipment, utilities, facilities, and services.

This order shall not be construed as modifying or limiting in any way the authority heretofore granted under Executive Order No. 8972, dated December 12, 1941, nor shall it be construed as limiting or modifying the duty and responsibility of the Federal Bureau of Investigation, with respect to the investigation of alleged acts of sabotage or the duty and responsibility of the Attorney General and the Department of Justice under the Proclamations of December 7 and 8, 1941, prescribing regulations for the conduct and control of alien enemies, except as such duty and responsibility is superseded by the designation of military areas hereunder.

Franklin D. Roosevelt

The White House,

February 19, 1942.

Cisneros’ “Mericans” and Okita’s “In Response to Executive Order 9066” Stories

The short stories “Mericans” by Sandra Cisneros and “In Response to Executive Order 9066: All Americans of Japanese Descent Must Report to Relocation Centers” by Dwight Okita develop a common theme of cultural differences. Specifically, the differences experienced between the American culture and the home cultures of the protagonists. The unnamed protagonist of Okita’s story is a Japanese-American girl being taken to a relocation camp during World War II. “Mericans” focuses on Micaela or Michele, a Hispanic girl interacting with Americans, but it is not specified whether the story takes place in the U.S. or a different country.

Both authors use a first-person point of view; however, whereas Michelle narrates her story directly, the Japanese girl’s story is presented as an epistolary poem. In a single letter she answers, presumably to the U.S. Government issuing the eponymous order. In both cases, this technique allows the reader to better understand the protagonist’s concerns and the issues they face because of their position.

Okita highlights the absurdity of essentially accusing children of hostile military action, as well as their limited comprehension of the gravity of the situation. Through the use of a first-person narration, Cisneros brings attention to issues caused by generational cultural differences and possibly differences caused by immigration. The children are forbidden to both enter both the church and explore their surroundings, representing their home culture and the American culture, respectively. However, they fully identify themselves as “Mericans”, pointing to them preferring integration over honoring their original culture.

Cisneros uses bilingualism to further highlight the cultural differences experienced by Michele. Her narration is mostly in English, but uses Spanish words for things related to her home culture. Even her name is presented as both Michele and Micaela, its English and Spanish variants, to illustrate her status as someone caught between two cultures. Importantly, it is the “awful grandmother” who calls her by the Spanish name, while her brother calls her Michele. Even the Americans try to address the children in Spanish, discriminating them as outsiders.

The children’s identification as “Mericans”, their grandmother as “the awful grandmother”, and their use of English, show that they view themselves as belonging to the American culture. Okita’s use of English as the only language in the poem emphasizes that the protagonist views herself as an American rather than a Japanese person.

Both authors use symbolism in their works, Cisneros to represent the different cultures and values, and Okita to represent the protagonist’s relationship to her friend Denise, as well as America’ treatment of Japanese immigrants. In “Mericans”, the church and the “awful grandmother” represent the children’s home culture and their disdain for them shows their separation from it. All the activities they are forbidden from doing outside the church represent the American culture in which they find themselves and their desire to interact and integrate with it despite the grandmother’s orders. In Okita’s work, Denise calls tomatoes “love apples”, and the protagonist sees packing tomato seeds as important.

Even after denise turns her back on her, she still offers her a packet of the seeds, extending her goodwill. Similarly, the relationship between the two girls symbolizes the treatment of Japanese immigrants by the U.S. during World War II. Denise accuses the protagonist of being an enemy and mistreats her despite having no reason to suspect her of any actual hostility.

Both stories discuss the theme of cultural clash, using similar literary devices and techniques to achieve similar goals, but they differ in the use of these techniques. The authors use first-person point of view to give the reader a better understanding of their protagonists. Using a language other than English, or not using it, shows the stories protagonists’ stances on their position between two cultures. Finally, symbolism features heavily in both narratives, connecting seemingly small and personal stories to broader concepts.

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StudyCorgi . "Cisneros’ “Mericans” and Okita’s “In Response to Executive Order 9066” Stories." June 15, 2022. https://studycorgi.com/cisneros-mericans-and-okitas-in-response-to-executive-order-9066-stories/.

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• Rogerian Argument

The Rogerian argument, inspired by the influential psychologist Carl Rogers, aims to find compromise on a controversial issue.

If you are using the Rogerian approach your introduction to the argument should accomplish three objectives:

1. Introduce the author and work Usually, you will introduce the author and work in the first sentence:

Here is an example:

In Dwight Okita’s “In Response to Executive Order 9066,” the narrator addresses an inevitable by-product of war – racism.

The first time you refer to the author, refer to him or her by his or her full name. After that, refer to the author by last name only. Never refer to an author by his or her first name only.

2. Provide the audience a short but concise summary of the work to which you are responding Remember, your audience has already read the work you are responding to. Therefore, you do not need to provide a lengthy summary. Focus on the main points of the work to which you are responding and use direct quotations sparingly. Direct quotations work best when they are powerful and compelling.

3. State the main issue addressed in the work Your thesis, or claim, will come after you summarize the two sides of the issue.

The Introduction

The following is an example of how the introduction of a Rogerian argument can be written. The topic is racial profiling.

In Dwight Okita’s “In Response to Executive Order 9066,” the narrator — a young Japanese-American — writes a letter to the government, who has ordered her family into a relocation camp after Pearl Harbor. In the letter, the narrator details the people in her life, from her father to her best friend at school. Since the narrator is of Japanese descent, her best friend accuses her of “trying to start a war” (18). The narrator is seemingly too naïve to realize the ignorance of this statement, and tells the government that she asked this friend to plant tomato seeds in her honor. Though Okita’s poem deals specifically with World War II, the issue of race relations during wartime is still relevant. Recently, with the outbreaks of terrorism in the United States, Spain, and England, many are calling for racial profiling to stifle terrorism. The issue has sparked debate, with one side calling it racism and the other calling it common sense.

Once you have written your introduction, you must now show the two sides to the debate you are addressing. Though there are always more than two sides to a debate, Rogerian arguments put two in stark opposition to one another. Summarize each side, then provide a middle path. Your summary of the two sides will be your first two body paragraphs. Use quotations from outside sources to effectively illustrate the position of each side.

An outline for a Rogerian argument might look like this:

• Introduction

Since the goal of Rogerian argument is to find a common ground between two opposing positions, you must identify the shared beliefs or assumptions of each side. In the example above, both sides of the racial profiling issue want the U.S. A solid Rogerian argument acknowledges the desires of each side, and tries to accommodate both. Again, using the racial profiling example above, both sides desire a safer society, perhaps a better solution would focus on more objective measures than race; an effective start would be to use more screening technology on public transportation. Once you have a claim that disarms the central dispute, you should support the claim with evidence, and quotations when appropriate.

Quoting Effectively

Remember, you should quote to illustrate a point you are making. You should not, however, quote to simply take up space. Make sure all quotations are compelling and intriguing: Consider the following example. In “The Danger of Political Correctness,” author Richard Stein asserts that, “the desire to not offend has now become more important than protecting national security” (52). This statement sums up the beliefs of those in favor of profiling in public places.

The Conclusion

Your conclusion should:

• Bring the essay back to what is discussed in the introduction
• Tie up loose ends
• End on a thought-provoking note

The following is a sample conclusion:

Though the debate over racial profiling is sure to continue, each side desires to make the United States a safer place. With that goal in mind, our society deserves better security measures than merely searching a person who appears a bit dark. We cannot waste time with such subjective matters, especially when we have technology that could more effectively locate potential terrorists. Sure, installing metal detectors and cameras on public transportation is costly, but feeling safe in public is priceless.

Permission granted from Michael Franco at Writing Essay 4: Rogerian Argument

• Rogerian Argument. Authored by : Robin Parent. Provided by : Utah State University English Department. Project : USU Open CourseWare Initiative. License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
• Table of Contents

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• Formatting the Works Cited Page (MLA)
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• APA Citation Style, 6th edition: General Style Guidelines

Definition Essay

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• Critical Thinking
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Narrative Essay

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Cause-and-Effect Essay

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Argument Essay

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• Style Exercise: Voice

In Response to Executive Order 9066 by Dwight Okita

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The critical poetic aspect noticed in “In Response to Executive Order 9066” is the structure. According to Kisak, a poem’s structure is boosted by the form which refers to the physical appearance of the piece (87). Importantly, it enables the poet to effectively express meaning as well as expounding on the main subject (Kisak, 87). Moreover, it helps the author to organise ideas according to their relevance and importance to project the executive purpose (Kisak 87). Notably, this arrangement facilitates the writer’s best choice of sound techniques that depict the emotions of the poem correctly (Kisak 87).

Chiefly, physical structure in poetry is depicted through stanzas and lines. Okita’s arrangement of lines gives the poem a sensation feeling that evoke the reader (Cengage Gale Learning, 5). According to Kisak, a line in poetry is like a sentence, and it controls the order of the words to achieve enticing the audience (88). Notably, in “In Response to Executive Order 9066” the placement of words is chronological (Cengage Gale Learning, 5). The words are written in correct grammar since the poem is a letter; thus, there is no special poetic order of words.

Another aspect of structure formation is Stanza. It refers to the groups of line and can be equated to a paragraph in composition writing (Kisak, 89). It assembles ideas of the same type in one place to boost meaning (Kisak, 89). Okita’s work is understandable through the stanza in that each portrays its own message (Cengage Gale Learning, 6). For instance, the first stanza outlines the order that prompted the narrator to write the letter; the second explains the current situation of shifting; the third highlights the persona’s culture clash; the fourth and the fifth touches on discrimination and the last expresses the narrator’s sorrow and optimistic attitude.

Consequently, Okita also uses tone to enhance the effectiveness of the poem. According to Timpane, tone refers to the attitude and mood that emerges from the tenets of a literary work (100). It enables the poet to express emotions that are in line with the main theme (Timpane, 100). Notably, Okita relies on the choice of words to achieve the tone aspect. Importantly the use of vocabulary such as “Dear Sirs” produces an innocent but complain tone.

In “In Response to Executive Order 9066,” the persona expresses a sad but optimistic tone (Cengage Gale Learning, 10). She is unhappy because she and her family are being punished for a crime they did not commit. They are being driven out of their homes to live in immigrants camps for no good reason. For instance, the sad feeling is depicted through the lines, “I didn’t know what to say.” This part shows the hopeless feeling of being accused falsely despite her innocence (Cengage Gale Learning, 11).

The optimistic part of the poem is shown through the girl’s faith that she will return her hometown. More so, she believes that her friend will miss her after she is gone. Importantly, optimism is seen in the last stanza where Okita asks her friend to plant the seeds. The last line, “she’d miss me,” vividly depicts Okita’s faith that her friend, Denise will surely feel her absence.

Lastly, the poet’s use of figurative language is remarkable. The essentia l benefit of allegorical aspects in poetry in enables the audience to connect objects or situations that happen in reality with the concepts addressed in the poem (Timpane, 200). The figurative language includes the use of imagery, irony, symbolism, metaphors and similes (Timpane, 200). In “In Response to Executive Order 9066,” the writer incorporates imagery, irony and symbolism.

Imagery refers to a description that appeals to human senses which include touch, visual auditory, smell and taste (Timpane 200). The composer uses this device when he/she is unable to mention something directly (Timpane, 201). Okita uses both auditory and visual imagery to explain the mistreatment faced by the persona (Cengage Gale Learning, 13). For instance, the second-last stanza where Denise scolds her by saying, “You are trying to start war; sharing secrets with the enemy; why can’t you keep your big mouth shut?” is a representation of how Japanese nationals are stereotyped and wrong mouthed by Americans.

Symbolism is the use of objects to represent certain information (Timpane, 204). “Hotdog” and “chopstick” are used to stand for American and Japanese culture respectively (Cengage Gale Learning, 14). Okita attempts to show how immigrants experience confusion regarding cultural decisions. Irony on the other side is the expression of contradicting ideas with the happenings in real life (Timpane, 230). The irony in Okita’s poem is the fact that the narrator’s best friend is white yet she is still not trusted.

Works Cited

Cengage Gale Learning. A Study Guide for Dwight Okita’s “In Response to Executive Order 9066: All Americans of Japanese Descent Must Report to Relocation Centres. Cengage Gale Learning, 2016.

Kisak F. P (Ed.). Poetic Devices: “The Tools of Poetry.” CreateSpace Independent Publishing Platform, 2016).

Timpane J. Poetry for Dummies. John Wiley & Sons, 2001.

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122 Rogerian Argument

The Rogerian argument, inspired by the influential psychologist Carl Rogers, aims to find compromise on a controversial issue.

If you are using the Rogerian approach your introduction to the argument should accomplish three objectives:

• Introduce the author and work Usually, you will introduce the author and work in the first sentence, as in this example: In Dwight Okita’s “In Response to Executive Order 9066,” the narrator addresses an inevitable by-product of war – racism. The first time you refer to the author, refer to him or her by his or her full name. After that, refer to the author by last name only. Never refer to an author by his or her first name only.
• Provide the audience a short but concise summary of the work to which you are responding Remember, your audience has already read the work you are responding to. Therefore, you do not need to provide a lengthy summary. Focus on the main points of the work to which you are responding and use direct quotations sparingly. Direct quotations work best when they are powerful and compelling.
• State the main issue addressed in the work   Your thesis, or claim, will come after you summarize the two sides of the issue.

The Introduction

The following is an example of how the introduction of a Rogerian argument can be written. The topic is racial profiling.

Once you have written your introduction, you must now show the two sides to the debate you are addressing. Though there are always more than two sides to a debate, Rogerian arguments put two in stark opposition to one another. Summarize each side, then provide a middle path. Your summary of the two sides will be your first two body paragraphs. Use quotations from outside sources to effectively illustrate the position of each side.

An outline for a Rogerian argument might look like this:

• Introduction

The Claim Since the goal of Rogerian argument is to find a common ground between two opposing positions, you must identify the shared beliefs or assumptions of each side. In the example above, both sides of the racial profiling issue want the U.S. A solid Rogerian argument acknowledges the desires of each side, and tries to accommodate both. Again, using the racial profiling example above, both sides desire a safer society, perhaps a better solution would focus on more objective measures than race; an effective start would be to use more screening technology on public transportation. Once you have a claim that disarms the central dispute, you should support the claim with evidence, and quotations when appropriate.   Quoting Effectively Remember, you should quote to illustrate a point you are making. You should not, however, quote to simply take up space. Make sure all quotations are compelling and intriguing: Consider the following example. In “The Danger of Political Correctness,” author Richard Stein asserts that, “the desire to not offend has now become more important than protecting national security” (52). This statement sums up the beliefs of those in favor of profiling in public places.   The Conclusion Your conclusion should: Bring the essay back to what is discussed in the introduction Tie up loose ends End on a thought-provoking note The following is a sample conclusion: Though the debate over racial profiling is sure to continue, each side desires to make the United States a safer place. With that goal in mind, our society deserves better security measures than merely searching a person who appears a bit dark. We cannot waste time with such subjective matters, especially when we have technology that could more effectively locate potential terrorists. Sure, installing metal detectors and cameras on public transportation is costly, but feeling safe in public is priceless.  

English Composition II Copyright © by Lumen Learning is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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Ford in Focus

Termination of executive order 9066.

On February 19, 1942, President Franklin Delano Roosevelt issued Executive Order 9066 which removed, detained, and relocated over 100,000 people of Japanese descent living in the United States, most of whom were American citizens.  It was not until over thirty years later when President Ford finally rescinded this Executive Order with a proclamation issued on February 19, 1976.

Upon signing the proclamation, President Ford remarked:

Within this proclamation, one reads: “An honest reckoning… must include a recognition of our national mistakes as well as our national achievements.  Learning from our mistakes is not pleasant, but as a great philosopher once admonished, we must do so if we want to avoid repeating them.”

As we commemorate Asian American and Pacific Islanders Month, we hope this serves as a reminder of our problematic history, the need to constantly reexamine our past decisions, and the importance of making corrective action.

Authors: Brooke Clement and Dr. Richard Weld

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F.A.A. Is Investigating Boeing Over 787 Dreamliner Inspections

The agency said Boeing had disclosed last month that it might have skipped some required inspections of the wide-body jet.

By Mark Walker and Niraj Chokshi

Mark Walker reported from Washington, and Niraj Chokshi from New York.

The Federal Aviation Administration has opened a new investigation into Boeing after the plane maker told the regulator that it might have skipped required inspections involving the wings of some 787 Dreamliners.

In a statement on Monday, the F.A.A. said that it learned about the issue from Boeing last month. As part of its inquiry, the agency said it was looking into whether employees at the company may have falsified aircraft records.

The F.A.A. said that Boeing was reinspecting all Dreamliners still in production and that the company needed to create a plan to address aircraft already in service.

“As the investigation continues, the F.A.A. will take any necessary action — as always — to ensure the safety of the flying public,” the statement said.

Boeing did not comment on the agency’s statement, but the company shared an email about the issue that an executive sent last week to employees in South Carolina, where it makes the Dreamliner. In that message, the executive said Boeing had determined that there was no immediate flight safety risk.

The inquiry adds to the scrutiny that Boeing has faced since a door panel blew off a 737 Max while in flight in January, bruising the company’s reputation and drawing attention from federal regulators. The F.A.A. began a separate investigation after that incident, which occurred during an Alaska Airlines flight, and the Justice Department opened a criminal inquiry .

The F.A.A. has also said that it is looking into claims by a Boeing whistle-blower who says the company has taken production shortcuts with the Dreamliner that could lead to the plane’s structure failing prematurely. The new inquiry regarding inspections is unrelated to the allegations by the whistle-blower, who testified at a Senate hearing last month.

The issue that the F.A.A. is investigating was first identified by a Boeing employee, according to the email sent last week. The author of the message, Scott Stocker, who leads the 787 program, said that an investigation into the employee’s concerns found that “several” workers had skipped required tests but recorded them as completed.

Mr. Stocker said Boeing was taking “swift and serious” steps to address the workers’ conduct and had promptly informed the F.A.A. about its findings. He also praised the employee for raising the concern in the first place. “It’s critical that every one of us speak up when we see something that may not look right, or that needs attention,” he said.

Boeing has sought to encourage more employees to speak out about quality concerns in the months since the incident with the Alaska Airlines flight. Pilots landed that plane with no major injuries to those on board, but federal investigators later said that it appeared that the plane had left Boeing’s factory without the bolts needed to secure the door panel in place .

The episode raised questions about Boeing’s quality-control practices. The company has taken a number of steps in response, including adding inspections, increasing training and encouraging employees to speak out. The plane maker said recently that it had seen a fivefold increase in submissions to an internal portal where employees can report concerns.

Mark Walker is an investigative reporter focused on transportation. He is based in Washington. More about Mark Walker

Niraj Chokshi writes about aviation, rail and other transportation industries. More about Niraj Chokshi

Boeing: A Company in Turmoil

A New Investigation: The F.A.A. has opened an investigation  into Boeing after the plane maker told the regulator that it might have skipped required inspections involving the wings of some 787 Dreamliners.

A Huge Loss: Boeing reported a $355 million loss  for the first three months of the year, as it deals with a quality crisis stemming from a Jan. 5 flight during which a panel blew off one of its planes.

A CEO to Fix Boeing: The plane maker, which is searching for a new chief executive, is likely to consider a small number of people , including several former Boeing executives.

Mishandling Parts to Meet Deadlines: A former Boeing manager said workers at the company’s Everett factory felt such pressure to keep production  moving that they would find unauthorized ways to get the parts they needed.

Dish Soap to Help Build Planes?: An F.A.A. audit of the production of the 737 Max raised a peculiar question. Was it really appropriate for a major supplier  to be using Dawn dish soap and a hotel key card as part of its manufacturing process?