OP-ED TOPIC FOR 2009 FALL

Public Anthropology’s Community Action Website encourages (a) critical thinking regarding ethical issues in anthropology, (2) a sharing of ideas among students from different universities and (3) improved writing skills. In the following assignment, students are asked to consider if they should be involved in moral issues that do not affect them directly.

There are four steps you need to take in this initial phase of the assignment: (1) You should carefully read the background material to gain an idea of the issue you will be writing about. If you rush through the material below, you will probably do poorly -- grade wise -- on your Op-Ed (or opinion) piece. Please think carefully about the material presented. Feel free to print it out if you wish.
(2) You will then take a stand on the issue discussed and, critically, develop an effective argument in support of the position you take.
(3) Before you write your Op-Ed (or opinion) piece, you should carefully look at the criteria others will use in grading your letter (see below) as well as examples of model Op-Eds from leading North American newspapers. These should help provide you with a sense of how to frame and phrase your own Op-Ed.
(4) You should write your Op-Ed in a word processing program – such as WORD – and cut and paste your Op-Ed into the space provided on the website.

THE BASIC MORAL ISSUE

When public institutions promise to right a wrong -- a wrong they acknowledge -- and then fail to do so, should students encourage these public institutions to keep their word? Or should students leave this matter to others who are directly affected by the problem?

The problem faced in this issue is that those who are most affected by the failure of certain public institutions to keep their promises live thousands of miles away and essentially have no way of highlighting the broken promises of these institutions nor making them follow through on them. Since anthropology has overwhelmingly benefitted from these people, should anthropology students now help these people in their time of need? Or should anthropology students place their faith in these people's self-reliance and let them solve the problem themselves because they are more emotionally involved in the problem than the students are?

THE FACTS OF THE CASE

FACT 1: The Yanomami have played a prominent role in the publicizing of anthropology to college students and, through them, to the broader public. Literally millions of students have been introduced to the Yanomami through introductory courses in anthropology over the past 40 years. But aside from the gifts presented to the Yanomami by various anthropologists during their fieldwork, the Yanomami have received relatively little compensation while anthropologists, building on the group’s renown, have built prominent careers and gained financially. [Supporting Documentation]

FACT 2: In the late 1960s, prominent American researchers collected blood samples from the Yanomami Indians for their research. In return for the blood samples, the Yanomami were given a number of valued items – such as machetes and pots. The Yanomami were promised that the blood samples would be used to gather information that would prove helpful to fighting the diseases ravaging them. [Supporting Documentation]

FACT 3: This promise was never kept. Instead the blood samples have been mostly used in research relating to academic subjects (such as prehistoric migration patterns). The research results have been published in academic journals and, to a degree, assisted in advancing the careers of the researchers involved. [Supporting Documentation]

FACT 4: No living Yanomami claims to have known that the blood samples were still being stored in the United States long after the end of the expedition. When the Yanomami discovered this – through the media controversy surrounding the publication of a particular book in 2000 (Patrick Tierney’s Darkness in El Dorado)– they requested the return of their relatives' blood. [Supporting Documentation]

FACT 5: The reason the Yanomami want the return of these blood samples is related to Yanomami religious beliefs. Yanomami believe that all parts of a deceased Yanomami must be deposed of so the living can leave this world in peace rather than be forced to remain here. The fact that dead Yanomami may become angry at not being able to leave this world in peace can have repercussions for the living. The dead may bring harm to them. [Supporting Documentation]

FACT 6: The Attorney General of the Brazilian State of Roraima – where most of the Brazilian Yanomami live – formally requested both Pennsylvania State University and the National Cancer Institute to return the blood samples in their possession. Both have agreed to do so in writing. [Supporting Documentation]

FACT 7: Despite the appearance good intentions all around, the samples have not been returned. There have only been prevarications and bureaucratic delays. [Supporting Documentation]

WHY HAVE THE BLOOD SAMPLES NOT BEEN RETURNED?

PREVARICATION 1 (espoused by Prof. Weiss at Pennsylvania State University): It is dangerous to send the blood samples back to the Yanomami. The samples may contain disease which, when opened, could transmit disease to living Yanomami.
FACT A: The National Cancer Institute has never mentioned any problem with returning the blood samples in a medically safe manner. The estimated cost, for the NCI to properly prepare the blood samples for shipment is roughly $2,000 - $3,000.
FACT B: The Federal University of the State of Para (UFPa) – which were given some of the blood samples from the American expedition – was able to medically transfer the blood samples back to Roraima, as requested by the Attorney General, with the proper medical cautions. No medical problems resulted to the Yanomami or those who handled the blood samples.
FACT C: The blood samples are legally “owned” by Pennsylvania State University, not Dr. Weiss, and they have agreed to return the blood samples.

PREVARICATION 2 (espoused by the lawyer at the National Cancer Institute working on the repatriation of the Yanomami blood). The blood samples cannot be returned until the Institute has formal, legal clearance from the Brazilian government.
FACT A: The letter sent by the Attorney General’s Office in Roraima in 2006 to the National Cancer Institute indicates that the Attorney General’s Office in Roraima has the right to provide legal clearance and formally did so in the letter sent to the Institute.
FACT B: The lawyer involved in the repatriation process at the National Cancer Institute is requesting that a representative of the Brazilian government sign a legal waiver removing the National Cancer Institute from any legal liability in respect to the samples. However, this legal waiver has not been made public nor is it clear that it has even been formalized in writing.
FACT C: As various Yanomami quotes from the Nape Video indicate, the blood samples are going to be ceremonially destroyed upon their return. It makes little sense, then, for the National Cancer Institute to demand that they be absolved of any and all legal liability in both the transport and return of the blood samples. The condition of the blood samples in transit is not terribly relevant given they will, upon arrival, be ceremonially destroyed within a relatively short period of time. The attorney is missing the cultural context and, instead, is imposing her own legal framework on the Yanomami.
FACT D: Given the National Cancer Institute has, to date, successfully dodged fulfilling its promise, it seems quite reasonable that it could call upon similar stalling tactics if a small group of Amazonian Indians, thousands of miles from the United States, sought to sue them AFTER ALL THE EVIDENCE -- the blood samples -- HAD BEEN DESTROYED. There would be no proof of damage.

REFLECTING ON THE CHOICES OPEN TO THE STUDENTS

WHY STUDENTS MIGHT WISH TO ADVOCATE FOR THE YANOMAMI?

(1) The Yanomami are suffering from a number of serious ills involving life-threatening illnesses as well as the illegal invasion of their territory by gold miners. The Hutukara - Associação Yanomami (the Yanomami organization, or NGO, the Yanomami have created to represent their interests) is not asking the Community Action Website’s help in addressing these problems since these are not problems the Community Action Project can really help with. The Hutukara - Associação Yanomami is asking the help of Canadian and American college students to assist with the one thing they can do – facilitating the return of their deceased relatives’ blood so it can be ritually destroyed allowing their deceased relatives to depart this earth in peace.
(2) Introductory anthropology students have already played an instrumental role in getting Pennsylvania State University to agree to return the blood. The Brazilian Attorney Generals in Roraima, who legally represent the Yanomami, were repeatedly ignored by American institutions when they made requests for the return of the Yanomami blood. The step that broke the “log jam” so to speak in respect to Pennsylvania State University was when students wrote directly to the President of Pennsylvania State University.
(3) Both the National Cancer Institute and Pennsylvania University have promised, in writing, to return the blood samples. But they are now creating various delays so they can appear to be doing "the right thing" while avoiding actually returning the blood. The Yanomami cannot bring pressure to bear on these groups because they live in the Amazon thousands of miles from Canada and the United States. But students can bring such pressure to bear through writing Op-Ed pieces and having them published in local, state and national newspapers or on the internet.

WHY STUDENTS MIGHT WISH NOT TO GET INVOLVED?

(1) It is unreasonable to request North American students assist in facilitating the return of the blood samples when it is really the responsibility of the Yanomami themselves to resolve the situation.
(2) Students know relatively little about this problem. It would take weeks to learn enough to be able to make a sensible decision as to whether to get involved or not. Given the various demands on students, most students do not have the time to conduct a thorough investigation into the issue.
(3) This is a problem that does not directly affect students. The students have acted honorably -- they have not caused any harm to the Yanomami. Asking students to go beyond the anthropological standard of "doing no harm" to actually helping others, particularly when it does not involve students directly, is asking too much.

CHOOSING A THIRD WAY

Students are not required to choose between the two options above -- of advocating or not advocating for the Yanomami. They can affirm another, intermediate position -- besides these two -- that combines elements of both or approaches the problem in a different manner. Students are free to develop their own position in their own creative way as long as they address the topic of the blood samples. (They cannot wander of on to another topic and discuss that. They must stick with this topic.)

THE GRADING STANDARDS THAT WILL BE USED
TO EVALUATE YOUR OP-ED PIECE

EXAMPLES OF TWO GOOD AND ONE POOR OP-ED PIECES

The Point: Does the opinion piece have a point that is clearly expressed? The Point may be a recommendation for action or it may be to alert readers to a problem. The author should make a single point well. You, as the reader, should be able to explain the author's message in a sentence or two.

6-7: The opinion piece has an original, well-argued point. The piece draws the reader into looking at the topic in a new way or with new insight. The reader can readily summarize what the author is saying and why.

4-5: The opinion piece makes a point that appears original. But the supporting data appear a bit muddled. Readers are left with questions: Why is did the author take this position? Why take this position rather than an alternative one?

2-3: The piece leaves readers confused as to what point the author is trying to make. The reader cannot readily summarize the author's key point or the data supporting the position seem not to really support it.

1: The paper lacks an identifiable point. Readers are left confused as to what point the author is making and why.

Persuasive: Does the piece persuade the reader? A good piece argues effectively for a particular point. Even though the reader may not ultimately agree with the author, the reader comes away from the piece willing to seriously consider the author's perspective.

6-7: A reader comes away from reading the piece feeling the author has effectively argued for a certain point. The author uses concrete examples that resonate with readers.

4-5: The opinion piece highlights an important topic. But it does not really convince readers as to the value of the author's position.

2-3: The opinion piece seems mostly a personal venting. The author is not reaching out to readers or trying to connect with them in a meaningful way.

1: The piece is unconvincing. An unbiased reader, reading this piece, would not find the piece very persuasive.

Hook and Structure: Does the opinion piece engage the reader right at the beginning? Is there evidence of thoughtful organization? Does the author summarize the main point at the end?

6-7: The main point is effectively stated in the first few sentences. These first few sentences capture the reader's attention and draw the reader into reading further. The author effectively summarizes the piece's argument in a strong final paragraph.

4-5: Readers are not immediately draw into the argument. But they are not put off by it either. They find the piece reasonable but a little slow moving. It does not keep your attention. The final paragraph does not offer a powerful restatement of the author's position.

2-3: The piece makes a basic point. But it does not catch your attention. It does draw you in at the beginning nor summarize its message at the end.

1: The author never draws the reader into the opinion piece. It is not clear what the author is saying nor why it is important.

Writing and Clarity: Is the piece readily understandable to non-academic readers? General readers should find the piece easy and interesting to read. There should be few grammatical and spelling errors.

6-7: The writing is clear. The author's own voice and perspective come through in a convincing way. You can identify with the author and the position she or he takes. There are no grammatical mistakes that distract from the author's argument.

4-5: The writing is reasonable. The sentences and paragraphs are a bit too long or the passive voice is emphasized. There is a bit too much jargon.

2-3: The author tends to go on too long. It is not really clear what point she or he is making. The author has long sentences and paragraphs.

1: A reader is left confused as to what point the author is trying to make.

Tone: Is the opinion piece polite and respectful? The focus in on persuading the reader rather than voicing indignation or condemnation.

6-7: The opinion piece is polite and respectful in tone. Rather than dismissing the other side, it acknowledges its value while disagreeing with it. It comes across as written by a thoughtful professional versed in the subject being discussed.

4-5: There is generally a polite tone. But the author does not acknowledge that reasonable people might disagree regarding the point being made. The author asserts there is one reasonable position and she or he is presenting it.

2-3: The piece comes across as quite opinionated. It appears the author is "venting" about something that bothers her or him.

1: The piece is similar to a political "attack" ad. The author is pouring at rage with little concern for who is reading the piece.

[Source: a combination of Karl Schmid’s (York University) “Instructions for Wring Op-Ed Pieces" and Duke University’s “Op-Ed Aritcles: How to Write and Place Them" (http://news.duke.edu/duke_community/oped.html)]

 

EXAMPLES OF TWO GOOD AND ONE POOR OP-ED PIECES