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Once you have finished reading Moss’s essay, carefully reread the passages repro

Once you have finished reading Moss’s essay, carefully reread the passages reproduced below. Take notes as you do so, asking yourself the following questions in particular: What question or problem is this passage exploring? What are its KEY TERMS? Its themes? Its examples? What broader implications might the ideas contained in the passage have for the text as a whole?
Once you have taken thorough notes on each passage, produce AT LEAST TWO substantive paragraphs of at least 250 words each. Each paragraph should consider (and quote from) ONE of the selected passages, ANALYZING the ideas you encountered, while avoiding SUMMARY.
ANALYSIS explores and explains; it says something new. It requires that we consider implications, that we interpret the language and structure of a text. Analysis looks for patterns, dissects concepts, and explores (rather than merely presenting) evidence. It asks (and answers!) HOW and WHY
SUMMARY reports on what has already been said. It generally asks and answers WHAT, WHERE, WHEN, and WHO Summary adds nothing new to the conversation.
To focus your writing, begin by choosing one KEY TERM that you think matters for the passage, and incorporate it into your topic sentence. Some examples of KEY TERMS one encounters while reading The Extraordinary Science of Addictive Junk Food include: [crave, “bliss point”, conscious effort, hooked, moral issue, etc., etc.] (though you can make nearly any idea that explores and explains into a KEY TERM through emphasizing it).
PASSAGES
Passage One:
“I first met Moskowitz on a crisp day in the spring of 2010 at the Harvard Club in Midtown Manhattan. As we talked, he made clear that while he has worked on numerous projects aimed at creating more healthful foods and insists the industry could be doing far more to curb obesity, he had no qualms about his own pioneering work on discovering what industry insiders now regularly refer to as ‘the bliss point’ or any of the other systems that helped food companies create the greatest amount of crave. ‘There’s no moral issue for me,’ he said. ‘I did the best science I could. I was struggling to survive and didn’t have the luxury of being a moral creature. As a researcher, I was ahead of my time’” (Moss 262). Passage Two:
“In the trove of records that document the rise of the Lunchables and the sweeping change it brought to lunchtime habits, I came across a photograph of Bob Drane’s daughter, which he had slipped into the Lunchables presentation he showed to food developers. The picture was taken on Monica Drane’s wedding day in 1989, and she was standing outside the family’s home in Madison, a beautiful bride in a white wedding dress, holding one of the brand-new yellow trays.
During the course of reporting, I finally had a chance to ask her about it. Was she really that much of a fan? ‘There must have been some in the fridge,’ she told me. ‘I probably just took one out before we went to the church. My mom had joked that it was really like their fourth child, my dad invested so much time and energy on it.’
Monica Drane had three of her own children by the time we spoke, ages 10, 14 and 17. “I don’t think my kids have ever eaten a Lunchable,” she told me. ‘They know they exist and that Grandpa Bob invented them. But we eat very healthfully’” (Moss 266-267).
FORMAT
You must proofread carefully.
Quotations should be carefully transcribed, punctuated, and attributed. For bibliographic conventions, use MLA style. Use 1.0-inch margins on all sides, double-spacing, and twelve-point Times New Roman font. Number all pages.

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