by Susan Muaddi Darraj

Last week, I walked into my class, ready to deliver the evening’s lesson on the differences between inductive and deductive argumentative essays. I had carefully planned for this evening, and designed an activity I was sure would help cement the students’ understanding of the two styles. The lesson plan had played itself over and over in my head as I’d driven to the community college’s campus in rush-hour traffic, and I was anticipating the class’s reaction to it—despite the long day I’d had at the office at my full-time job.

I swept into the room, saying “hello” and “good evening,” as I quickly settled my books, briefcase, and can of Diet Coke (the nectar of adjunct faculty) on the table at the head of the classroom, throne-like before the backdrop of a gleaming blackboard. It was only when I had opened my book to the lesson on argumentation and had snapped open the tab of my soda can that I actually glanced at my students. What I saw on their faces startled me.

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