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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
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.

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Ewrt 200%2c cold fact%2c paper #4 (1)

  • 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.