Reflective Argument/Portfolio
Abasi Sanders
ENG 3010
Winter 2015
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Table of Contents
Reflective Argument
pg. 3
Appendix A: Research Journal 1: Syllabus
pg. 8
Appendix B: Research Journal 5: Gee Literacy, Discourse, and Linguistics
pg. 10
Appendix C: Research Journal 6: Merriam “The Research Problem” & Why Review the
Literature
pg. 12
Appendix D: Data Collection Report
pg. 14
Appendix E: DCR Principles Reflection
pg. 17
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Reflective Argument
Oh my, what a journey. From English 1010 (ENG 1010), to English 1020 (ENG 1020),
followed by English 3010 (ENG 3010). I have somewhat mixed feelings about it all. On one
hand, English has never been a preferred subject of mine, on the other hand, I realize now that
my chances of having any degree of success with improving my reading and writing skills
without it would be slim to none. Yes, it has been quite some time since I attended English
classes in grade school. However, based on what I can remember, it sure doesn’t seem anything
like the curriculum of today’s English classroom environment. I suspected even before taking
the required placement test that I would need to start from the beginning, and could have saved
the University and myself some time. Nonetheless, it was required and my suspicions were
confirmed after taking it. I’m so glad I didn’t luck up and do well on it. Only the Master of the
Worlds knows how that might have turned out. I already had some concern about the
perceptions of instructors and fellow students regarding someone of my age returning to higher
learning, but it was nothing compared to the concerns I had of being placed in course that I was
not comfortable with completing the assignments required to receive a passing grade or rating.
The instructors and my fellow students’ perceptions were not even close to my fears, so as fate
would have it, I was right where I needed to be. Which helped a great deal in relieving some of
the pressure I placed on myself. I learned a little bit about how readers and writers are affected
by things such as perceptions. Some other affects include social upbringing, surroundings, and
beliefs. It is my intent to display how I dealt with such issues, and gained some understanding of
how to not delete or remove them, but to acknowledge their existence while incorporating them
into a writing style that fits my abilities as a reader and writer.
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Reading
The journey to becoming a better reader for me actually began with taking the required
English placement exam. What? So let me get this straight Abasi. You mentioned previously
that you could have saved all parties concerned some time by not requiring you to take the
placement exam because you suspected that you would need to begin learning from the
beginning. Yet, you say now that taking the placement exam began your journey to becoming a
better reader. That’s right, I said it and I meant it. Allow me to elaborate. In taking the
placement exam, it gave me insight regarding the expectations and a relative idea of the mindset
I would need in order to even be able to attend the courses. So, it turns out that the University
just might be a little smarter than I gave them credit for. I recall a time when I was in elementary
school and called upon by the teacher to recite a passage from a book that we were reading. I
read the passage with near perfection. Most noticeable by the teacher was the color and
animation I displayed when reading the passage. Compassion, inflection, pause, and emphasis
where applicable. The teacher was so impressed, that he encouraged me to read whenever I had
the opportunity and learn the meaning of every word I came across that I didn’t already know.
That was my understanding of what reading was, and I held that understanding until I took that
placement exam, and it was shaken further when I took ENG 1010. My understanding of
reading was re-structured, then expounded in ENG 1020, and set in place with the taking of ENG
3010. I understand now that reading is far more than just being able to know the words and how
to pronounce them. Reading is being able to comprehend the message being presented by the
author, the reason for the message, and for whom the message is intended. This was
demonstrated when I completed the assignment for Research Journal 1: Syllabus. The challenge
or purpose of Research Journal 1: Syllabus, was for my classmates and I to describe in our own
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words what we understood to be the main goal(s) of ENG 3010. This afforded me an
opportunity to utilize recall and associate the course objectives with preceding course objectives
and experiences, which helped to recognize and receive the author’s intended message directed
particularly at students enrolled in ENG 3010. The Research Journal 1: Syllabus assignment also
gave me insight on what to expect in completion of the writing assignments, and I will cover that
in the next section.
Writing
In relation to my understanding of what reading was prior to beginning English courses here at
Wayne State University (WSU), so too was my understanding of writing. When tasked with any
type of writing assignment, whether it be in a classroom environment or for professional
purposes, I wrote strictly based on what was instructed. In essence, I had no individual writing
personality or style. What was asked for, is what was received. This mindset tends to still rear
its ugly head in writing with me even today. As evidenced in writing assignment Research
Journal 5: Gee Literacy, Discourse, and Linguistics. A portion of the instructions for Research
Journal 5 was to paraphrase; you guessed it, that’s exactly what I did. The enlightenment began
with ENG 1010, and gradually as I progressed through ENG 1020, personality and style took
form. In ENG 3010 I started to gain some comfort and confidence with believing that I could
complete writing assignments sufficient enough to meet the course objectives and goals as they
related to writing. And trust me when I say there were plenty of opportunities to develop and
come into my own. Nineteen research journals and nine reflection writing assignments, I better
have come away from them with something more than being able to put a sentence or paragraph
together. This gives me a wonderful opportunity to showcase what is meant when I say I’ve
learned significantly since beginning these ENG courses. I just referred to an example of not
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having my own personality and writing style; now here’s an example of having developed at
least a format. After completing Research Journal 5, I realized the error of my way, and as luck
would have it, took advantage of the opportunity to snap out of it with Research Journal 6:
Merriam “The Research Problem” & Why Review the Literature. I was able to recall from
previous experiences on a familiar topic and elaborate in my own words. To say the least, I was
somewhat pleased with the outcome of Research Journal 6. And that leads me to discuss an area
I have grown to like, researching.
Researching
I don’t know why or how, but I have come to like researching since ENG 1020. In ENG
1020 we were required to also complete and extended writing project. As in ENG 3010, there
were a sufficient opportunities to practice and work our way towards successfully completing the
assignment. A couple of group assignments helped along the way by engaging in peer review
sessions. However, the most favorable part of the assignment for me, was that we were able to
pick a topic of our choice as long as it was related to our major field of study. It made the
assignment much more receivable and thus I was more willing to get engaged with the degree of
research required to gather a suitable amount of data. So, when we continued on that path in
ENG 3010, I was even more excited. After a few setbacks, I was fortunate enough to be able to
return to the sources I acquired in ENG 1020, building on them with broad and extensive clarity.
The Data Collection Report DCR assignment was right on point. The Data Collection Report
afforded me the opportunity to build on what I learned in ENG 1020, and more importantly, I
was able to rethink previous views and perceptions that were initially based on uncertainties.
Consequently, that reviewing and rethinking proved to be beneficial with the Data Collection
Report DCR Principles Reflection assignment. The fun thing about research to me is that there
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is so much to choose from. The more data there is to sample, the more versatile, diverse, and
reflective your views and perceptions are apt to be. Speaking of reflection.
Reflecting
I can recall a time when I was on active duty, my Company Commander approached me
while we were awaiting our turn to go through the chow line. The Captain wanted to take the
opportunity to share with me how in spite of his initial opinion of me as a Communication Chief;
our company was the talk of the camp because we were able to communicate consistently, while
other companies could not. The Captain admitted that he did not agree with my leadership style,
but he could not deny that my style was affective. No, I did not seize the moment and say “I told
you so.” Instead, like the professional that I was, I accepted the praise and allowed the man to
have his say. However, that was not the highlight of the encounter. The highlight was as he
preceded to examine my leadership prowess, he noted that I appeared to him to be a very selfconscious individual. And that ladies and gentlemen, is a testament that Abasi is almost always
in reflective mode. Reflecting is a very important part of my fabric, and most of the time I’m not
even aware that I’m doing it. In a classroom environment, it may take me a minute to get in the
frame of mind to suit the assignment instructions, but it won’t take long before I’ll be able to
map the course. The Data Collection Report DCR Principles Reflection assignment was another
opportunity that allowed me the ability to put those learned behaviors on display. I agree with
that Captain. It was surprising to me that he didn’t realize that it was reflection that gave me the
serenity to serve under his command. I believe that those who are unable or refuse to reflect on
past experiences, do themselves a disservice by limiting their growth potential.
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Appendix A: Research Journal 1: Syllabus
Abasi Sanders
January 18, 2015
ENG 3010
Research Journal 1: Syllabus
From my perspective, English (ENG) 3010 is the advanced version of ENG 1020. No
kidding, right? Well, it appears to follow the same format, except this time the majority of the
writing assignments are subject based on the individual students’ degree major. That is to say,
whatever major the student is pursuing a degree in. I’m glad that I began this journey with ENG
1010, even though there was no college credit received for completion of it. I am much more
comfortable and confident that I will be able to understand and complete the assignments in a
productive manner to receive a suitable grade. More than that, I believe that with the focus being
on our independent majors, it deems the course invaluable in that it sets the stage for what is to
expected when we enter into our fields of profession. As a supervisor already in the corporate
world, I can attest to the importance and value of such expectations. It is almost on a daily basis
that messages get either misdirected, misunderstood, or simply miss their mark due to the lack of
appropriate communication and delivery.
Unfortunately, I’m not one who is heavy on three of the four learning outcomes; reading,
writing, and research. However, in ENG 2010 I came to embrace and realize their value, and it
was the requirement of conducting a couple of the assignments on subjects of interest to us that
made it possible. I have no intentions of being anyone’s subject matter expert in literature, so I
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can’t even begin to know what readings would be academically suitable. None-the-less, I know
what worked for me.
I’m looking forward to the required work as it relates to my chosen field of expertise with
the extended research project. Nursing a project from beginning to end is always rewarding,
especially when the challenges are educational and are of use after the project has been
completed. I’m excited about my chosen field of profession, which will be the basis of my
motivation to take full advantage of the lessons to come.
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Appendix B: Research Journal 5: Gee Literacy, Discourse, and Linguistics
Abasi Sanders
February 19, 2015
ENG 3010
Research Journal 5: Gee Literacy, Discourse, and Linguistics
In Journal of Education, Volume 171 Number 1, 1989, James Paul Gee proposes “a
different way of talking about literacy and linguistics.” He believes that because of its
suggesting nature towards “grammar,” the term “language” is misleading. Gee brings to light
that it’s more important in language communication to incorporate the combinations of “saying
(writing), doing, and being, valuing, and believing.” He calls these combinations “Discourse,”
because they serve as an “identity kit” that allows us to exhibit the behaviors, including writing,
that others will recognize.
These combinations are not things that can be taught, they’re part of our social
academics, which we pick up based on our daily lives. It begins with our Primary Discourse; the
primary socializations we experience in our homes and peer groups. Then on to our secondary
discourses, which are any discourses after the primary. However, conflict is inevitable due to the
several discourses we come to acquire throughout life. Thus, the dominant and non-dominant
discourses, both of which are secondary. Dominant discourses align with social goods such as;
money, prestige, and status; while Non-dominant discourses align with solidarity with a
particular social network.
As stated earlier, Gee does not believe that true discourse can be taught. You either have
it for a particular group or you don’t. Discourses are learned by living, working, and being
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involved in their particular environments. This brings us to what is known as “Mushfake,” a
means of “faking it until you can make it.” Mushfake is made possible because of the constant
changes in communities and social surroundings. Gee uses this to support his position that no
discourse allows for complete literacy or perfection.
As for me, I’m not able to pinpoint where I fit in to a particular discourse. Yes, I’ve got the basic
higher education lingo, but often when I listen to conversations going on around me, I find
myself somewhat at a disadvantage because I don’t necessarily understand the language being
used by other students. When I attempt to join in, there is usually a pause, followed by someone
attempting to reel me in. Of course it doesn’t help that I am of an elder generation. I’m okay
with it though, as long as I can understand the requirements, I’ll be just fine.
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Appendix C: Research Journal 6: Merriam “The Research Problem” & Why Review the
Literature
Abasi Sanders
February 22, 2015
ENG 3010
Research Journal 6: Merriam “The Research Problem” & Why Review the Literature
According to Sharan B. Merriam, in her book titled “Qualitative Research: A Guide to
Design and Implementation,” lack of a literature review leads to a missed opportunity to provide
a significant contribution to whatever subject it is that’s being researched. Merriam states that a
literature review not only provides the foundation for contributing to the subject knowledge base,
it also provides a theoretical framework for the problem being investigated. However, Merriam
points out that before one can even begin to engage in a meaningful research project, an
investigator must first identify a research problem. From a conventional point of view, a
problem is a matter involving doubt, there may be uncertainty, and/or some difficulty. Thus a
problem statement according to Merriam, “is a carefully crafted essay that lays out the logic of
the research study.” The problem statement gives details, what’s known, what’s been done, and
what concepts and theories are important with regards to the topic of research.
An important topic of research for me is related to substance abuse. Its importance to me
is somewhat of a personal nature, and because I am very much interested in becoming a
substance abuse counselor. We know that substance abuse is the excessive use of a potentially
addictive substance, such as alcohol or drugs. We know that substance is officially classified as
an addiction disorder. We know that a counselor is someone who provides professional
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guidance in resolving personal conflicts and emotional problems. However, during a previous
research project on the subject of substance abuse counseling, I learned that the traditional
understanding that most people have of substance abuse is no longer the standard. In fact,
according to The Diagnostic and Statistical Manual for Mental Disorders (DSM-5), the official
manual used for classification of mental disorders, the term substance abuse has been replaced
by the term “Substance-Related and Addictive Disorder (SRAAD).” I stumbled on to this
unknown information during a telephone interview with a licensed Social Worker named
Barbara Reyes. Internationally certified with the Michigan Certification Board for Addiction
Professionals (MCBAP), Barbara also informed me that the title of counselor has also been
replaced with “Addiction Therapist.” These shifts in terms and titles expose a void in my
knowledge and understanding of substance abuse. Of particular concern is understanding the
difference between a Substance Abuse Counselor and an Addiction Therapist.
Therefore, the purpose of this study is to understand the difference between a Substance
Abuse Counselor and an Addiction Therapist. The research questions that guide this study are:
1. What is an Addiction Therapist?
2. What contributed to the transition from Substance Abuse Counselor to Addiction
Therapist?
3. What do the results tell us?
4. Are the results beneficial for the client, society, and the profession?
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Appendix D: Data Collection Report
Abasi Sanders
April 16, 2015
ENG 3010
Data Collection Report
For my data collection report, I chose three genres centered on screening candidates for
substance abuse and or addiction, in order to establish an appropriate plan of action. The three
items are the Biopsychosocial Assessment, the Biopsychosocial Approach, and the American
Society of Addiction Medicine (ASAM). I learned of these items from conducting interviews
with licensed Social Workers David Hopkins and Barbara Reyes, who both are certified with the
Michigan Certification Board of Addiction Professionals (MCBAP). In addition, David is a
Clinical Social Worker, and the Detroit Veterans Administration Medical Center (VAMC)
Substance Use Disorder Coordinator. Barbara, an International Addiction Specialist, is one of
the Social Workers who support the VAMC’s Substance Use Disorder Program. I will now
explain in accordance with this assignment how these three very important and necessary genre’s
roles come together in the field of Substance use, abuse, and or addiction.
Rhetorical and Other Textual Features
Beginning with the biopsychosocial assessment, the genre’s intent is to develop a
psychosocial profile by gathering social information from the client about his or her medical
condition, family relationships and family history, and levels of use, abuse, or addiction. This
information is then brought together in the biopsychosocial approach to produce or suggest an
appropriate plan of action such as, whether the client will require hospitalization, or if outpatient
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treatment would be more relevant. The American Society of Addiction Medicine establishes the
criteria that make up the assessment and approach, which leads us to their function.
Function
The American Society of Addiction Medicine not only establishes how the field will
conduct its practices, but also how addiction professionals should use the different genre’s to
dictate and facilitate their programs. For example, the meticulous detail of information required
on the assessment form covers a range of psychosocial factors needed in order to make well
informed, quality of life, and social community affecting decisions. An inadequate assessment
might render an approach to recovery ineffective, which would be detrimental for the client,
society, and the profession. Thus it is imperative that these genre’s be used for their intended
purposes, not taken lightly, and tailored to fit the individual client. A patient who is in the early
stages of addiction, should not have an approach in line with a patient who is subject to
withdrawal. Now, let’s talk about how this came to be.
Production
The ASAM criteria resulted from collaborations that began in the 1980’s. The plan was
to establish one set of criterion for addiction treatment to be implemented nationally. The
criterion established by ASAM is now a requirement in more than thirty states. In the process of
establishing one set of criterion, based on studies, ASAM was able to create and separate
treatment plans between adolescents and adults. This will be illustrated in the next section.
Subject Matter Knowledge
The Substance Use Disorder field has come a long way since I was last actively involved
with it. I became aware of this within five minutes of the interview with Barbara Reyes, which
was reiterated in the second interview with David Hopkins. While I consider both to be subject
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matter experts, they were more than forthcoming with references they use in support of their
profession. I was reacquainted with my old friend the Diagnostic and Statistical Manual of
Mental Disorders, which is now in its fifth edition (DSM-V). The DSM-V is the manual used
for classification of all mental disorders. David and Barbara also made frequent and confident
references to MCBAP, as they are both certified with the organization. Anyone with a desire to
practice in this field in Michigan, will need to become acquainted with the Michigan
Certification Board of Addiction Professionals.
Discourse Community Attitudes and Values
The Substance Abuse and Addiction Therapist community is composed of what might be
considered as a group of elite, compassionate, and highly qualified professionals committed to
providing a very valuable service to society. I say this based on personal experience. And as I
embarked on this exciting assignment, it became more and more prevalent. Everyone I spoke
with, whether it be just for direction or to gather information, displayed the utmost
professionalism and attentiveness to my requests without hesitation. At the end of my interview
with Barbara, I asked her what qualities make for a good counselor: she answered – empathy,
honesty, compassion, and humility. Qualities not easily obtained and very hard to falsify.
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Appendix E: DCR Principles Reflection
Abasi Sanders
April 16, 2015
ENG 3010
DCR Principles Reflection
An enlightening experience indeed. As I moved along with the steps required to
complete the assignments in ENG 3010, I truly began to realize how much of what I thought I
knew-I didn’t. However, it was exciting in that I was at the same time somewhat unconcerned
about being able to complete the assignments. That is, I did not feel overwhelmed, or without
belief that I could complete the assignment. Yes, there was concern regarding having the time to
put forth a best effort, but that has become and probably will always be a roadblock for me.
Nonetheless, the show must go on.
It might be a bit cliché, but the old adage of “practical application being the best teacher,”
rang true for me throughout all of the ENG courses I’ve taken here at Wayne State University.
Continuous researching, reviewing that research and balancing it with the assignment prompts,
made for quite a learning experience. Reluctant as it can be, accepting that change to the original
course occurred more often than expected. Change in course, change in intent, and change in
choices of genre, just to name a few. I even had to change an interviewee.
The data collection report assignment was very helpful. It was that assignment which
brought about the most significant changes in course direction, and admittedly, for all the right
reasons. The interviews were also very beneficial. In fact, beneficial does not do justice. The
interviews were educational and allowed me to get a clear view of the direction that is best suited
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for me based on my current life status, and life experiences. It is comforting to know that
someone is actively engaged in making priceless contributions for the good of mankind.
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