0 R G A N IZ I N G YO U R SUPPOR T IN G D ETA I LS143.docx

0 R G A N IZ I N G YO U R SUPPOR T IN G D ETA I LS
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( EXERCISE 1.2 J Working with Chronological Order
Alone or with a classmate, identify at least one thesis statement
from those listed below that could be supported with paragraphs
organized in chronological order. Explain how you would use
chronological order to support this thesis.
l. European mealtimes differ from those expected by many
American visitors, much to the visicors' surprise and
discomfort.
2. Despite the many picfalls chac awaic chose who shop ac
auctions, people can find bar- gains if they prepare in advance.
3. My fi rst day of kindergarten was the most traumatic
experience of my childhood, one thac permanently shaped my
view of education.
4. Learning how to drive a car increases a teenager's freedom
and responsibility.
Spatial order When you use spatial order, you organize derails
about your subject by location. Spatial organization is
commonly used in descriptive essays (essays that portray
people, places, and things) as well as in classification and
division essays (essays char explain categories or parrs).
Consider, for example, how you might use spatial order to
support che thesis chat movie theaters are designed co shut our
rhe ourside world and create a separate reality within. You
could begi n by describing the ticker booth, rhen the lobby, and
finally the theater. Similarly, you migh t describe a person from
head to roe. Robin Ferguson, writing about her experiences as a
literacy volunteer, could describe her classroom or meeting area
from front to back or left to righ t.

Visualize spacial organization by picturing your subject inyour
mind or by sketch- ing it. "Look" at your subjecr systematically
-from rop ro bottom , inside to ou tside, front co back. Cur i t
inro imaginary sections or pieces and describe each piece. Here
are rwo possible options for visualizing an essay chat uses
sparjaJ order.
FROM LEFT TO RIGHT
IINTRODUCTION I Thesis
Far Left Section
Left Section
BODY
Right Section
Far Right Section
( CONCLUSION Final Paragraph
FROM TOP TO BOTIOM
Thesis

Top Part
Middle Part
Bottom Part
Final Paragraph
144 CH A P T E R 7 DR A FT I NG A N E SS A Y
( EX ERCISE 7.3 ) Working with Spatial Order
Alone or with a classmate, identify one thesis statement listed
below that could be supported by means of spatial organization.
Explain how you would use spatial order to support this thesis.
l. Our family's yearly vacation at a cabin in Maine provides us
with a much-needed oppormniry lO renew family ties.
2. TI1e Civic -Thearre of Allentown 's ser for Tennessee
WiJliams's play A Streetcar Named Desire was simple ycr
striking and effecrive.
3. Although a pond in winrer may seem frozen and lifeless, this
appearance is deceptive.
4. A clear srudy space can cur down on rime-wasting
disrraccions.
Essay in Progress 1
Choose one of the following activities.
I. Using rhe thesis scarcmenr and evidence you gathered for the
Essay in Progress activities in Chapter 6, choose a merhod for
organizing yom essay.
2. Choose one of the following narrowed copies:
a. Posirive or negarive experiences with computers

b. Stricter (or more lenienc) rcgulacions for teenage drivers
c. Factors thar accow1r for rhc populari ry of action liJms
d. Discipline in public elemenr.ary schools
e. Advanrages or disadvancages of insram messaging
Then, using che seeps in Figure 7.1 (p. 139), prewrire ro
produce ideas, develop a rhcsis, and generate evidence co
supporr the thesis. Ncxr. choose a method for organizing your
essay. Expla i n bricAy how you will use that method of
organization.
PREPARING AN OUTLINE OR A GRAPHIC ORGANIZER
After you have written a thesis statement and chosen a method
of organization, rake a few minutes to create an outline or
graphic organizer of rhe essay's main points in the
order you plan to discuss them. This is especially imporcant
when your essay is long or complex. Outlini ng or drawing a
graphic organ izer can heJp you see how ideas fie together and
may reveal places where you need co add supporting i
nformarion.
Outlining There are rwo cypes of outlines: i nforrnaJ and
formal. An informal (or scratch) outline uses key words and ph
rases co List main points and subpoint.s. Below is an informal
outline of Robin Ferguson's essay. RecaJI chat Ferguson chose
co use the leasc-to-mosc-importanr method of organ ization.
SAMPLE INFORMAL OUTLINE
Thesis: Working as a literacy volunteer taught me more about
learning and friendship than I ever expected.
Paragraph 1:Learned about the learning process
· Went through staff training program
· Learned about words "in context"

0 R G A N IZ IN G YO U R S U P P OR T ING DET A I S
145
Paragraph 2:Discovered the importance of reading for Marie
· Couldn't take bus,walked to grocery store
· Couldn't buy certain products
· Couldn't write out grocery lists
Paragraph 3: Marie increased her self-confidence
· Made rapid progress
· Began taking bus
· Helped son with reading
Paragraph 4: Developed a permanent friendship with Marie
· Saw each other often
· Both single parents
· Baby-sat each other's children Conclusion:I benefited more
than Marie did.
Formal outlines use Roman numerals (I, II), capital letters (A,
B), Arabic numbers (l, 2), and lowercase letters (a, b) and
indentation co designate levels of importance. Formal outlines
fall into rwo categories.
· Sentence outlines use complete sentences.
· Topic outlines use only key words and phrases.
Here is a sample rn pic oucline char a smdent wrote for an essay
for her interpersonal communication class.

Sample Formal (Topic) Outline
FirstTopic
First Subtopic FirstDetail
Second Detail
Detailor Example Detailor Example
Second Topic First Detail
Second Detail
I. Typesof llstening
A Participatory
1. Involves the listener responding tothe speaker
2. Has expressive q,uality
a. Maintain eye contact
b. Express feelings using facial expressions
B. Nonpart clpatory
1. Involves the listener listening without talkingor responding
2. Allows speaker todevelop his or her thoughts without
Interruption
146 CHA PT ER 7 DR A FT ING A N ESSA Y
For more on parallel structure, see Chapter 10.
All items ar thesame level should be ac che same level of
importance, and each must explai n or support che topic or
subtopic under which it is placed. ALI items at che same level
should also be grammacically parallel.

NOT
PARALLEL PARALLEL
I.
Dietary Problems
A. Conswning coo much fac
B. High refined-sugar consumption
I. Dietary Problems
A. Consuming too much fac
B. Consuming too much refi ned sugar
Ifyour instructor allows, you can use boch phrases and semences
within an outline, as long as you do so consiscencly. You migh t
write all subtopics (designated by capital lea:ers A, B, and so
on) as sencences and all supporting derails (designated by 1, 2,
and so on) as phrases, for instance.
uorning Style Options
To learn more about creating a graphic organizer, see Chapter 3.
Preparing a graphic organizer Tf you have a pragmatic learn ing
style, a verbal learning sryle, or boch , preparing an outline will
probably appeal co you. If you are a creative or spatial learner,
however, you may prefer co draw a graphic organizer. Fig- ure
7.3 shows che graphic organizer char Robin Ferguson created
for her essay. Nocice chat it follows the least-to-most-important
method of organization, as did her informal oudine on page 144.
Whichever method you find more appealing, begin by putting
your working thesis statement at the top of a page and
listingyour mai n poi nts below. Leave plen ty of space berween

main poi nts. While you are filling in derails chat support one
main point, you will often think of details or examples co use in
support of a different one. As these derails or examples occur to
you, jot them down under or next co rhe appropriate main point
on your outline or graphic organizer.
Essay in Progress 2
For the topic you chose in Essay in Progress 1, prepare an
outline or draw a graphic organizer to show your essay's
organizational plan.
W R ITING YO UR INT RO DUCT ION,
CONCLUSION, A ND TITLE
When you wrire an essay, you don't have ro start with the title
and introduction and write straight through to the end. Some
students prefer to write the body of the essay first and then
return to the introduction . (Often your rrue chesis emerges only
i n che conclusion .) Ochers prefer to wri te a tentative
introduction as a way of getting scarred. Some students clunk of
a title before cl1ey scan writing; ochers find it easier to add a
ride wben che essay is finished. Regardless of when you write
chem, the introduction, conclusion, and tide are important
components of a well-wri tten essay.
W R ITl N G Y O U R INT R O DUC T I O N , C O NCL US I
O N , A ND Tl T L E 147
FIGURE 1.3 Sample Graphic Organizer
I TITLE I The Value of Volunteering
INTRODUCTION
Thesis: Working as a literacy volunteer taught me more about
learning and friendship than I ever expected

Learned about the learning process
·
-- • Participated in staff training program Learned role of
context clues
Discovered the importance of readingfor Marie
Couldn't take bus,walked to grocery store
Couldn't buy certain products Couldn't write out grocery lists
BODY PARAGRAPHS
Helped Marie Increase
her self-confidence
Developed a permanent friendship
Made rapid progress Began taking bus Helped son with reading
Saw each other often
Baby-sat each other's children Both single parents
CONCLUSION Benefited more than Marie did

WRITING A STRONG INTRODUCTION
Introductions often start with a fairly general statement of rhe
topic and narrow their focus unril rhey reach the thesis
statemenr at the end of rhc paragraph. However you begi n ,
your readers should be able co form an expectation of what the
essay will be about from chis section. Because the
introduction creates a first, and often lasting, i m pression,
cake the time co ger ir right.
An effective introduction should:
· estab)jsh your topic and indicate your focus, approach, and
point of view,
· set the cone of your essay -how you "sound" co you r readers
and what relation- shjp you have wi th them,
For more about tone, see Chapters 4 and 10, pp.81
and 206-08.
148 CHA PT ER 7 DR A FTING A N ESSA Y
· incerest your readers and provide any background information
they may need, and
· present your thesis statemenc.

Notice how each of the cwo sample introduccions rhat follow,
both on sexual harassment, creates an entirely dHfcrem
impression and set of expectations.
Sets tone: Tone is reason- able yet with mild sense of disbelief
Engages readers/provides background: Grabs readers' attention
with provocative example
Thesis: Thesis prepares readers for an essay that examines
definitions of sexual harassment and perhaps offers one.
Sets tone: Tone is outraged, angry
Engages readers/ provides background:Provides specific,
distressing examples
Thesis: Thesis prepares readers for an essay that suggests ways
women can speak out against sexual harassment.
INTRODUCTION 1
Sexual harassment has received a great deal of attention in
recent years. From the highest offices of government and the
military to factories in small towns, sexual harassment cases
have been tried in court and pub licized on national television
for all Americans to witness. This focus on sexual harassment
has been, in and of itself, a good
and necessary thing. However, when a first-grade boy makes

national headlines because he kissed a little girl of the same age
and is accused of "sexual harassment," the American public
needs to take a serious Look at the definition of sexual
harassment.
INTRODUCTION 2
Sexual harassment in the workplace seems to happen with
alarming frequency. As a woman who works part time in a
male-dominated office, I have witnessed at least six incidents of
sexual harassment aimed at me and my female colleagues on
various occa-
sions during the past three months alone. For example, in one
incident, a ma le coworker repeatedly made kissing sounds
whenever I passed his desk, even after I explained that his
actions made me uncomfortable. A female coworker was invited
to dinner several times by her male supervisor; each time she
refused . The last time she refused, he made a veiled threat:
"You obviously aren't ha ppy working with me. Perhaps a
transfer is in order".These
incidents were not isolated, did not happen to only one woman,
and were initiated by more than one man. My colleagues and I
are not the only victims. Sexual harassment is on the rise and
will continue to increase unless wome n speak out against it
loudly and to a recep- tive audience.
An introduction can be difficulr to write. Ifyou have crouble,
return co ic later, once you have written the body of your essay.
As you draft, you may chink of a better way to grab you r
readers, sec your cone, and establish your focus.
The following suggestions for writing a strong introduction will
help you capture your readers' i nterest:
1. Ask a provocative or disturbing question, or pose a series of
related ques-
tions to direct readers' attention to your key points.
Should health insurance companies pay for more rhan one scay

in a drug rehabilitation center? Should insu rance continue to
pay for rehab services when pariencs consistently put
themselves back into danger by using drugs again?
W R ITING Y O UR I NT R O D UCT I O N , C O N C L
USIO N , A ND T ITL E 149
2. Begin with a dramatic or engaging anecdote or an example
that is relevant to your thesis.
The penal system somerimes prorects the righrs of the criminal
instead of chose of che victi m. For example, during a rape
crial, the defense attorney can question the vicrim about his or
her sexual history, but che prosecming attorney is forbidden
by law to mention char the defendan t was charged wi th rape
in a previous trial. In fact, if the prosecution even hints at the
defendant's sexual hisrory, the defense can request a m istrial.
3. Offer a quotation that illustrates or emphasizes your thesis.
As Indira Gandhi once said, "You c;urnot shake hands with
a clenched fist." This truism is important co remember
whenever people communicate with one another but
particularly when they are attem pti ng co resolve a con- Aicc.
Both parties need to agree chat there is a problem and then
agree co listen ro each ocher wi th an open mind. Shaking hands
is a productive way co begin working coward a resolution.
4. Cite a little-known fact or shocking statistic.
Recent research has shown rhar rhe color pink has a calming
effect on people. In fact, a prison detention center i n western
New York was recen tly painted pink co make prisoners more
controllable in rhe d.ays following their arrest.
5. State a commonly held misconception, and correct this
misconception in your thesis.
Many people have che mistaken notion that only homosexuals

aod drug users are in danger of conrracri ng AlDS. In fuct.
many heterosexuals also suf- fer from this debilirating disease.
Furthermore, the number of heterosexuals who test HIV-
positive has increased substancially over the past decade. It
is time the American public became better informed about the
prevention and r:rearmenc of AJOS.
6. Describe a hypothetical situation.
Suppose you were i n a serious car accident and became
unconscious . Sup- pose further that you slipped i nco a coma,
with little hope for recovery. Unless you had a prewricren
healrh-care proxy that designated someone famil iar wi th your
wishes to act on your behalf, your face would be left i n the
bands of doc- tors who knew nothing about you or yow-
preferences for rrearmenc.
150 C HA PT ER 7 DR A FT ING A N ESSA Y
7. Compare your topic with one that is familiar or of special
interest to your readers.
The process a researcher uses m locate a specific piece of
information in the library is si m iJar to rhe process an
investigamr follows in tracking a criminal; borh pose a series of
questions and follow clues to answer chem.
WRITING AN EFFECTIVE CONCLUSION
Wrire a conclusion chat brings your essay m a satisfying close.
For most essays, your conclusion should reaffi rm your thesis
wi thout directly reseating i t. For lengthy essays, you may
wane co summarize your main poinrs. Shorter essays can be
ended more mem- orably and forcefully by using one of the
followi.ng suggestions.

1. Take your readers beyond the scope and time frame of your
essay.
For now, then, the present system for policing the lnrerner
appears to be working. I n the future, rhough, it may be
necessary to put a more formal, structured procedure in place.
2. Remind readers of the relevance of the issue or suggest why
your thesis is important.
As scared earlier, research has shown char rhe seat-belr law has
saved thou- sands of lives. These lives would almost certainly
have been lose had this law not been enacted.
3. Offer a recommendation or urge your readers to take action.
To convince the local cable company co eliminate pornographic
material , concerned citizens should organize, concacr rheir
local cable station, and threaten to cancel their subscriptions.
4. Discuss broader implications not fully addressed in the essay
(but do not introduce a completely new issue).
When fair-minded people consider whether the FBI should be
allowed to cap private phone lines, the issue inevitably leads
chem co che larger issue of First Am.endmenc rights.
5, Conclude with a fact, quotation, anecdote, or example that
emphasizes
your thesis.
The next time you are tempted to send a strongly worded email,
consider chis face: You r friends and your enemies can forward
chose messages, with unforeseen consequences to you.
W R ITING Y O UR INT R O DUCT ION, C O NC L USIO N ,
A N O T IT L E 151

INTRODUCTIONS AND CONCLUSIONS: FOUR COMMON
MISTAKES TO AVOID
In your Introduction, don't ...
1. make an announcement.Avoid opening comments such as "I
am writing to explain . . ." or "This essay will discuss . . ."
2. prolong your Introduction unnec· essarlly. An introduction
that is longer than two paragraphs will probably sound long-
winded and make your readers impatient.
3. discourage your readers from continuing. Statements such
as "This process may se· em compli- cated, but . .." may make
your readers apprehensive.
4. use a casual,overly familiar, or chatty tone, especially In
academic writing. Openings such as "You'll never in a million
years believe what happened ..." are generally not appropriate
for college essays.
In your conclusion, don't ...
make an announcement or a restate your thesis directly.
Statements like "In my essay I have shown. . . : are dull and
mechanical.
Introduce major points or supporting evidence. Reasons and
evidence that support your thesis belong in the body of your
essay.
apologize or weaken your stance. Do not say,for example,
"Although Iam only twenty-one,

. .." or back down after criticizing someone by saying "After all,
she's only human."
use standard phrases. Don't use phrases such as "To sum up,"
"In conclusion," or "It can be seen, then." They are routine and
tiresome.
WRITING A GOOD TITLE
The tide of your essay should indicate your topic and prepare
readers for what follows. Tides such as "Baseball Fans" or "Gun
Control," which just indicate the topic, provide readers with
lirde information or incencive co con tinue reading. For
academic essays, write suaightforward cities chat accurately
describe your ropic and approach.
T,p <
Why Scare Lotteries Are an Unfair Tax on the Poor
SuS{!u&ts a cau,;e-effect analysis Suggests on ,gum t
152 C HA PT ER 7 DRA FT ING A N ES S A Y
For ocher writing situations-depending on your pu rpose,
audience, seance, genre, and medium- your ticle may be direct,
informative, witty, intrigui ng, or a combina- tion of these. The
following suggestions will help you write effective cicles.· Ask
a question that your essay answers.
Who Plays the Lottery?
· Use alliteration. Repeati ng infrial sounds often produces a

catchy tide. Lotteries: Dreaming about Dollars
· Use a play on words or a catchy or humorous expression. This
technique may work well for less formal essays.
Playing to Lose
· Use a brief quotation. You will likely need to mention che
quotation in your essay and indicate chere who said it and
where.
The Lorrery: "A Surtax on Desperation"?
EX ERCISE 7.4 ] Writing Titles
For each of the following essays,suggest a title.Use each of the
above suggestions at least once.
l. An essay explaining cenants' legal rights
2. An essay opposing drug cesring on animals
3. An essay on rhe causes and effects of road rage
4. An essay comparing ficness roucines
5. An essay explaining how co choose a primary care physician
Essay In Progress 3
Using the outline or graphic organizer you created in Essay in
Progress 2, write a first draft of your essay.
No Place Left for Privacy
LATRISHA WILSON
The first draft of an essay by Latrisha Wilson follows. Wilson
used her freewriting (see Chapter 5) and her workingthesis (see
Chapter 6) as the basis for her draft, adding details that she
came up with by doing additional brainstorming (see Chapter 6).
Because she was writing a first draft. Wilson did not worry

about correcting the errors in grammar, punctua- tion, and
mechanics.(You will see an excerpt from her revised draft and
her final draft in Chapter 9, p. 190, and an excerpt that shows
Wilson's final editing and proofreading in Chapter 10,p. 213.)
Lesson 6: Essay: Literary Analysis
OBJECTIVES
For this exam, the student will
· Use the writing process to draft and revise an essay
· Write an effective thesis statement
· Develop paragraphs using topic sentences, adequate detail,
supporting evidence, and transitions
· Identify, define, and analyze literary elements
· Use responsible research methods to locate appropriate
secondary sources
· Use Modern Language Association citation and docu-
mentation style to reference secondary source material correctly
and appropriately
· Quote, paraphrase, and summarize secondary source material
correctly and appropriately
· Use the conventions of standard written American English to
produce correct, well-written essays
INTRODUCTION
For this assignment, you’ll use the outline or graphic organ-
izer you created in the prewriting assignment to create a full
analysis of figurative language in a song of your choice.
Topic: Analyze the use of figurative language in a song
· You’ll develop your essay from the outline or graphic
organizer you wrote for your previous assignment. Don’t switch
your topic; use your instructor’s feedback to refine your ideas
and to write your essay.

(
129
)
Purpose: To write a 1,200–1,500 word essay that analyzes the
figurative language and literary devices in a song to show how
those elements contribute to the song’s appeal to its audience
Audience: Junior and senior-level distance education students
enrolled at Penn Foster College
THE WRITING PROCESS
Drafting
1. You’ve received feedback on your prewriting assignment that
should help you to develop your essay. Review your outline or
graphic organizer to ensure that you understand the
instructor’s comments and recommendations.
2. Reread
a. Chapter 7, Drafting an Essay
b. Chapter 8, Writing Effective Paragraphs
3. As you begin to draft the ideas you included in your outline
or graphic organizer, follow the guidelines for writing your
a. Title (pages 151–152)
b. Introduction (pages 147–150)
c. Conclusion (pages 150–151)
4. The content of each paragraph should be confined to the
information introduced in the topic sentence and should develop
that topic logically based on the plan you provided in your
outline or graphic organizer.
5. Review Chapter 24 on incorporating research into your essay.
Be sure to
a. introduce borrowed content
b. properly punctuate quotations
c. provide in-text, or parenthetical, citations for secondary

sources in MLA format
d. use MLA format for your list of works cited
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)Revising
1. Review Chapter 9 on “Revising Your Content and
Organization.”
2. Use the checklist on page 179 to check your essay and revise
the elements to which you answered “no.”
3. Use the checklist on page 181 to check to your paragraphs
to ensure that they are logically developed and organized
effectively. Revise the elements to which you answered “no.”
Consider using the Smarthinking tutoring service to review your
essay. A tutor will provide feedback that you can use to revise
your essay before you submit for a grade. To learn how to use
the Smarthinking Writing Center, watch this video:
http://community.pennfoster.edu/docs/DOC-62283.
ASSIGNMENT CHECKLIST
For this assignment, you must submit your
· Song lyrics
· Essay
· List of works cited
Please save all your work in one document; don’t upload
separate documents for review. Use page breaks between your
song lyrics and essay. Your list of works cited should also be a

separate page. Review the sample MLA-style essay on page
632–638 in your textbook.
Lesson 6: Prewriting: Literary Analysis
OBJECTIVES
For this exam, the student will
· Use the writing process to draft and revise an essay
· Write an effective thesis statement
· Identify, define, and analyze literary elements
· Develop critical reading skills
· Use responsible research methods to locate appropriate
secondary sources
· Use Modern Language Association citation and documentation
style to reference secondary source material correctly and
appropriately
INTRODUCTION
In 2015, there aren’t too many students who claim to like
poetry. But when was the last time you went a day without
music? The fact is, music has always been more like poetry than
many people realize, and if you can understand and appreciate
the language and meaning of a song, then it wouldn’t be too
hard to read and understand a poem. In this assignment, you’ll
apply the techniques of reading poetry to song lyrics to explore
the richness and appeal
of figurative language.
Topic: Analyze the use of figurative language in a song
Purpose: To show how the song’s use of figurative language
contributes to its appeal to its listenersMethod:

· To prepare an outline or graphic organizer that will serve as
the foundation for a 1,200–1,500 word essay
123
· To begin the research process by preparing an annotated
bibliography in Modern Language Association citation and
documentation format that consists of at least five sources:
· 1 primary source: the song lyrics
· 4 secondary sources: song reviews, critiques, articles about the
album, profiles of the singer and/or song- writer that focus on
the music and lyrics (not the individual’s personal life)
Audience: Junior and senior-level distance education students
enrolled at Penn Foster College
THE WRITING PROCESS
Plan and Prewrite
1. Watch the Literary Analysis lecture notes video on your My
Courses page. This video reviews the essay require- ments and
the main elements of a literary analysis.
2. Make a list of songs you might write about. Remember that
the song needs to employ figurative language, so you’ll most
likely need to spend some time online looking up the lyrics to
ensure that you choose a song with enough figurative language
to eventually write 1,200–1,500 words about.
3. Choose one song from your list to write about.
4. Develop the content for your outline or graphic organizer by
first freewriting about your song:
a. What is the song about?
b. How does the song convey that subject?
i. Does it use an straightforward, literal language? If so, you
may want to return to your list and choose another.

ii. Does it employ figurative language?
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iii. What types of figurative language can you identify? Review
page 661–663 in your textbook and the Literary Analysis lecture
notes video on your My Courses page.
c. What does the figurative language represent?
5. Is the song popular? Why do listeners find it appealing?
Research
6. Your lyrics are your primary source and count as one source
on your annotated bibliography and toward the research
requirement for your essay. Be sure that you have carefully
noted where you found them, either online or in print.
7. You’ll need a minimum of four other sources. These sources
should focus on the song’s popularity, appeal, and significance
in its cultural context.
a. If you’ve chosen a contemporary song, that would mean
analyzing why audiences have made it so popular—or perhaps
reviled—today.
b. If you’ve chosen an older song, you might explore why it was
significant in its own time period and/or why it’s still
meaningful today.
c. You don’t need to choose a song from the Billboard charts for
this assignment. You may have chosen a song that’s significant
to a particular group but doesn’t have widespread popularity.
You can still focus on what makes the song meaningful to those
who listen to it.
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8. Search online, but remember that you’ll need to evaluate your
sources carefully; review pages 569–573 in your textbook.
Some examples of appropriate sources follow.
a. Reviews by music critics
b. Profiles by journalists and other professional writers
c. Articles about the time period, cultural events, and social
norms
Prepare Your Annotated Bibliography
Review page 595–597 in your textbook for specific informa-
tion and a sample annotated bibliography. You should also
review MLA format for citation and documentation (616–638).
a. Annotations are three to five sentence summaries of sources
that follow the citation. Make note of content that is relevant to
your topic and that will support your assertions.
b. Ensure that your citations are correct by checking them
against the MLA section in your text.
Prepare Your Outline/ Graphic Organizer
You may choose to submit either a formal outline or a graphic
organizer for this assignment. Your outline or graphic organizer
should be sufficiently detailed to illustrate your plan for your
essay. It should be as detailed as possible.
Reread page 144–146 in your textbook on graphic organizers
and outlines.
1. This assignment (both prewriting and essay) requires you
analyze the use of figurative language in a song, and then
illustrate that song’s cultural appeal and/or significance to its
listeners. Please review page 305–306 in your textbook for the
characteristics of an illustration essay and a sample graphic
organizer.
126

Graded
Project
2. Be sure to state your main points, secondary points, and
supporting evidence. Include any references to secondary
sources as well, and use MLA parenthetical citation to link them
to your annotated bibliography.
3. Revise your work to ensure that your thesis statement, main
points, evidence, and secondary sources all work together to
address the purpose of the assignment.
ASSIGNMENT CHECKLIST
For this assignment, you must submit your
· Song lyrics
· Outline or graphic organizer
· Annotated bibliography

0 R G A N IZ I N G YO U R SUPPOR T IN G D ETA I LS143.docx

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