1. EWRT 200. 19
Paper #4: In-Class Essay
Winter 2015, Quigley
Essay Content
Malik Bendjelloul’s Searching for Sugar Man, 2012 documentary
Sixto Rodriguez’s Cold Fact, 1971 album
(http://www.youtube.com/watch?v=vKYEYNX-Eug)
The Prompt: Using the documentary and a song from his album Cold Fact,
explain one significant element of Rodriguez’s journey. Consider his talent and
power, the forces against him, his identity and isolation, or his success as an
undiscovered hero for others. In other words, what did this film show you about
Rodriguez? About the possibilities in life? About the world?
Essay Structure
A. Introduction Paragraph:
1. HOOK
2. BACKGROUND
INFORMATION/FILM
SUMMARY
about
Rodriguez
(album
and
documentary
titles,
brief
reference
to
historical
time
period
and
political
backdrop
of
America
and
South
Africa
depending
about
your
thesis
topic)
3. THESIS:
A
one
or
two
sentence
claim
or
argument
that
reflects
your
thinking;
the
thesis
is
the
heart
of
your
essay—central
to
all
your
writing.
The
thesis
is
presented
at
the
end
of
your
introduction
paragraph.
Look
at
the
sample
thesis
handout
for
inspiration.
B. PIE Paragraphs (2)
1. Point:
first
sentence
in
the
paragraph,
which
connects
directly
back
to
your
thesis
and
makes
one
point
that
the
entire
paragraph
will
focus
on.
2. Information:
specific
and
detailed
examples
from
the
film.
At
least
one
quotation
per
paragraph
from
the
song
lyrics.
3. Explanation:
explain
how
and
why
the
quote
supports
your
point
and
thesis.
Explain
your
ideas
and
feelings
about
the
quote.
Look
at
details
and
explain
why
they
are
significant
to
you
and
your
thesis.
You
can
also
connect
your
own
life
experiences
to
the
quote,
but
remember
to
also
connect
it
back
to
the
point
and
thesis.
C. Conclusion Paragraph:
1. Very Briefly (no more than 3 sentences) summarize the key points of your argument—
what you want your audience to remember most about your essay. Then, as a reverse
hook, look at the larger scope implications of your essay. Ask yourself “so what?” to
2. your thesis, and situate your argument into greater connections to society or your life.
The very last sentence in your essay (like the first one) should have emotional impact.
D. Writing Process: In-Class Essay
All great writing happens in steps—as process, not a product. Rome wasn’t built in a day,
as the idiom goes. Over the course of this quarter one of your goals this quarter has been
to understand your own unique writing process for yourself so you can capitalize on your
gifts and develop strategies for your challenges. Since this is your 4th
essay, you should
have a sense of where you need. Here is what the general writing process looks like:
1. Brainstorming:
free-‐write,
cluster,
or
list
2.
Outline:
development
of
thesis
and
organization
of
Points
3.
First
draft:
quote
selection
and
writing
“flow”
(E
in
PIE)
4.
Second
draft:
macro
and
micro
organization
5.
Revision:
peer
review,
feedback,
campus
resources.
6.
Editing
2. Since
this
is
an
IN-‐CLASS
essay,
you
won’t
have
the
advantage
of
time
and
revision,
so
the
pre-‐writing
work
is
even
more
essential.
You’ll
have
the
opportunity
to
peer-‐review
your
THESIS
and
POINTS
the
class
before
the
in-‐
class
essay
*THE IN-CLASS ESSAY IS ON THURSDAY 2/26/15.
*PLEASE BUY A BLUE BOOK AT THE BOOKSTORE; YOU WILL WRITE YOUR
ESSAY DURING CLASS IN THE BLUE BOOK.
*THE IN-CLASS ESSAY CANNOT BE REVISED AND MUST BE INCLUDED IN
THE FINAL PORTFOLIO
* DURING THE IN-CLASS ESSAY, YOU CAN USE AN OUTLINE, YOUR
DISCUSSION QUESTION NOTES, AND A DICTIONARY, BUT YOU MUST
WRITE THE ESSAY DURING THE 2 HOURS OF CLASS TIME.