Essay about - Racism - InstructionsEssay – Argumentative Essay.docx

Essay about - Racism - Instructions
Essay –> Argumentative Essay –
Imagine you are a new attorney with a prestigious law firm
working in Washington, D.C., and you must write a three-page
essay on the topic of race in America that will be submitted to
the Supreme Court. You will argue whether racism is or is no
longer a significant issue for most Americans. After all, the
Civil Rights Act of 1964 was passed over 50 years ago and
Barack Obama was elected president in 2008 and re-elected in
2012. Because you have been hired to do this work, you
personally may or may not agree with the perspective you will
argue. In fact, you have no choice which side to argue because
this will be randomly assigned to you.
____ Racism is no longer a significant issue for most
Americans.
__X_ Racism continues to be a significant issue for most
Americans.
Essay requirements:
The length of the essay should be approximately three pages,
double-spaced, approximately 750 - 880 words. Please limit the
essay to no more than four and one-half pages, or 1,250 words
maximum.
Your essay should include an introduction, at least three body
paragraphs, and a conclusion. Your body paragraphs should
follow the enhanced PIE structure we are learning in this class.
(See Lab 2 for the 7-step process to building a perfect body
paragraph below.)
Use at least three trustworthy sources to support your thesis /
claim. You may use the sources posted in the Essay 1 –
Racism folder in Canvas. (The term source means an article, a
study, a book, a video, an essay, or other similar writings that
offer ideas and research related to a topic.) Feel free to conduct
additional research as well.
Avoid the first person use of “I” or “me” in the essay. This

keeps the focus on the issue and not on you. Avoid “I believe”
and “I think” and other similar terms since your claim should be
based on facts and evidence rather than your opinion. (See Lab
3 below for more on this.)
Avoid writing “you” when speaking to the reader. It’s best to
speak collectively, such as “We can all learn from this example”
or “We as a nation must take steps….”
Use formal style, tone, and diction. Avoid slang, casual
language, broad generalizations, and contractions in most cases.
(See Lab 3 below for an overview of academic language.)
Include at least three direct quotations from the sources and
paraphrase other statements. (Direct quotations are when you
place quotation marks around sentences that are word-for-word
by a source. Paraphrasing means writing a source’s ideas in
your own words.) Be careful not to quote a source for too long
in the essay. Intersperse quotations with paraphrases of what the
source has to say. (See Lab 4 below for a lesson in how to
integrate quotations into your essay.)
Please include a Works Cited to list all sources cited in the
essay. List the sources in Works Cited in alphabetical order. If
you have an author name, list it at the start of the entry by last
name, followed by first name. (See Lab 1 below for details
about Works Cited.)
Be sure when citing a source in the body of the essay that
whatever you place in parenthesis matches the first word of the
entry in Works Cited. Most often this will be an author’s last
name. (See Lab 1 below for details on in-text citations.)
Take some time to review the sample essay attached in this
question to understand what is expected for this essay.
Post-essay reflection
Before you finish the essay, add a final page after Works Cited
by pasting and answering the following questions.
1. Which aspect of your essay did you do the best on (for
example, the introduction, the conclusion, a section of your
essay)? What made this element successful?

2. Which aspect of your essay could use improvement? How
might you improve it if you had a chance to revise this essay?
3. Which class assignments or activities helped you the most in
preparing for this essay?
4. What challenges did you encounter writing this essay? Did
you agree with the perspective you were given to argue?
5. Did you learn about racism in America? Did you change your
opinion about racism?
Use the link sources below for this essay:1. Racist Behavior Is
Declining in America - The Economist
The article available in the link below is
from The Economist and contains data to argue that racism is
declining. Note: Since the author is only listed as "C.K." cite
the source as if there were no author by using the article title.
https://www.economist.com/blogs/democracyinamerica/2017/09
/bending-toward-justice (Links to an external site.)Links to an
external site.
2. What Science Says about America's Race Problem
“Why are People Still Racist? What science Says about
America’s Race Problem”
By William Wan and Sarah Kaplan
The Washington Post
August 14, 2017
Torch-bearing white supremacists shouting racist and anti-
Semitic slogans. Protesters and counter protesters colliding
with violence and chaos. A car driven by a known Nazi
sympathizer mowing down a crowd of activists.
Many Americans responded to this weekend's violence
in Charlottesville with disbelieving horror. How could
this happen in America, in 2017? “This is not who we are,” said
Virginia Senator Tim Kaine (D).
And yet, this is who we are.
Amid our modern clashes, researchers in psychology, sociology
and neurology have been studying the roots of racism. We draw

on that research and asked two scientists to explain why people
feel and act this way toward each other.What causes people to
be racist?
Continue reading this article in the following
URL: https://www.washingtonpost.com/news/speaking-of-
science/wp/2017/08/14/why-are-people-still-racist-what-
science-says-about-americas-race-
problem/?utm_term=.4fc89f17cbdc (Links to an external
site.)Links to an external site.
3. 5 Key Takeaways about Views of Race and Inequality in
America
Published in June 2016, this article summarizes a Pew Research
Center study of Americans' views of racism.
“5 Key Takeaways about Views of Race and Inequality in
America”
By Renee Stepler
Pew Research Center
June 2016
A new Pew Research Center survey finds profound differences
between black and white Americans in how they view the
current state of race relations and racial equality and in the
ways they experience day-to-day life.
Continue reading this article in the following URL:
http://www.pewresearch.org/fact-tank/2016/06/27/key-
takeaways-race-and-inequality/
4. Supreme Court ruling in 2014
In April 2014, in a court case titled Schuette v. Coalition to
Defend Affirmative Action, the Supreme Court voted 6-2 to
limit affirmative action. Affirmative action often gives students
of color an advantage over white students to make up for
socioeconomic challenges when entering college, so this court
decision limited this opportunity. The following is a link to an
article on this topic:
http://colorlines.com/archives/2014/04/supremes_schuette_rulin

g_is_another_nail_in_the_affirmative_action_coffin.html (Links
to an external site.)
In 2006, by a 5-4 vote, the Supreme Court ruled against
tiebreakers based on race, which often gave students of color an
advantage over whites in getting into certain schools. Chief
Justice John Roberts wrote in the plurality opinion that "The
way to stop discrimination on the basis of race is to stop
discriminating on the basis of race." Here's a link to this source:
http://www.oyez.org/cases/2000-
2009/2006/2006_05_908 (Links to an external site.)
6. Pros and Cons of Brown v. Board of Education
This Washington Post article (see link below) examines both the
advances and deficiencies in equality since the Supreme Court's
1954 ruling in Brown vs. Board of Education. This article offers
students information that can be used regardless of which thesis
you have been assigned to write. If you use this source, cite it
like this in Works Cited:
Strauss, Valerie. "How, After 60 Years, Brown v. Board of
Education Succeeded - and Didn't." Washington Post. N.p., 24
Apr. 2014. Web. 2 Feb. 2015.
Here's the link:
http://www.washingtonpost.com/blogs/answer-
sheet/wp/2014/04/24/how-after-60-years-brown-v-board-of-
education-succeeded-and-didnt/ (Links to an external site.)
7. Here are two more articles available for use in Essay 1. Click
on the bold titles to link to the article.
What Population Data Say About Race and Ethnicity in
America (Links to an external site.)Links to an external site. –
July 2018
https://datacenter.kidscount.org/updates/show/208-what-

population-data-say-about-race-and-ethnicity-in-america
Cite this source in Works Cited like this, but double-space and
indent second, third, etc. lines:
“What Population Data Says About Race and Ethnicity in
America.” KIDS COUNT Data Center: A Project of the Annie
E. Casey Foundation
,<datacenter.kidscount.org/updates/show/208-what-population-
data-say-about-race-and-ethnicity-in-
america?gclid=Cj0KCQjw5s3cBRCAARIsAB8ZjU1ZfOffanYT
KygOIES9r-
T8O0pUguz2ZQ49uIPTTfYyZR9iZqKNmvoaAotyEALw_wcB.>
.
The Data Are in: Young People Are Increasingly Less Racist
than Old People (Links to an external site.)Links to an external
site. – May 2017
https://qz.com/983016/the-data-are-in-young-people-are-
definitely-less-racist-than-old-people/
Kenney, Charles. “The Data Are in: Young People Are
Increasingly Less Racist than Old People.” Quartz, Quartz, 24
May 2017, qz.com/983016/the-data-are-in-young-people-are-
definitely-less-racist-than-old-people/.
Helpful Resources below:Lab 1 - Academic Essays and Citing
Sources
College students are required to write academic essays. These
essays are referred to as academic because they take place in
an academy – in this case a college.
We format our essays following guidelines that align with our

area of study. Students taking English and other liberal arts
classes follow Modern Language Association, or MLA.
Following MLA ensures that our essays are presented properly
and in a uniform manner.
An essential skill in writing academic essays is the ability to
properly introduce an author’s ideas or words to support points
we want to make in our essays.
In this unit, we will see how MLA helps us refer to these works
and authors using a technique known as an “in-text citation.”
We use in-text citations to refer to the work of an author and to
inform our readers about the author’s name and where we found
the information we are citing.
Let’s look at an example:
If we were assigned an essay about key themes in J.D. Vance’s
book titled Hillbilly Elegy, how would we first cite the author
and title in our essay?
We would introduce the author by first and last name, a brief
description of who the author is, and the book title.
Here’s how your sentence might look when you first refer
to Hillbilly Elegy:
In his memoir titled Hillbilly Elegy, best-selling author J. D.
Vance offers a thought-provoking look at both his own life and
the problems faced by many working class white Americans.
Notice when we first introduce an author, we state his or
her full name and mention something about the author’s
qualifications. Here are three examples:
Best-selling author J. D. Vance offers . . .
Latina poet Judith Ortiz Cofer writes . . .
Adventure journalist Jon Krakauer recounts . . .
Once we state the author’s full name, we then refer to him or
her only by the last name throughout the rest of the essay:
Vance illustrates how . . .
Cofer expresses why . . .
Krakauer’s words create images that will stay with us . . .
Notice also that we use the present tense when writing about an
author’s work. Even if an author is dead, we state that the

author “writes” or “portrays” or “creates” his or her work:
Mark Twain writes about a boy named Huck Finn . . .
Ernest Hemingway expresses how . . .
Don’t confuse this with writing about the author’s life. For
example, we would write in the past tense when observing that
“During his life, Mark Twain wrote several famous novels
and was a humorist.”
Now let’s look at a specific passage from Hillbilly Elegy and
how we indicate to readers on what page they can find the
information in the book:
Vance states that during his years growing up in Ohio, he
became “skillful at navigating various father figures” (13).
This sentence is a good example of an in-text citation.
It states only the author’s LAST name because we already
introduced the author’s full name earlier in the
essay: Vance states that during his years growing up in Ohio,
he became “skillful at navigating various father figures” (13).
It uses present tense when referring to what the author is
writing about: Vance states that during his years growing up in
Ohio, he became “skillful at navigating various father figures”
(13).
Next, the sentence includes a quotation from the memoir, even
though there is no mention of the book’s title: Vance states that
during his years growing up in Ohio, he became “skillful at
navigating various father figures” (13).
We don’t need to mention the book’s title here because we did
so earlier in the essay.
The sentence also includes the page number in parentheses
from Hillbilly Elegy where the quotation comes from. Notice
the page number is NOT stated as (p. 13) or (page 13) or (pg.
13), but simply as (13): Vance states that during his years
growing up in Ohio, he became “skillful at navigating various
father figures” (13).
Finally, notice that the period goes at the very end of the
sentence, after the page citation.
Now, let’s make a few more observations:

The sentence contains a signal phrase: Vance states.
A signal phrase signals your readers that you are about to
include a direct quotation, a paraphrase, or a summary of
another writer or source, and that your reader can find this
source listed in the last page of the essay, Works Cited.
We’ll look at Works Cited in a moment. First, let’s make some
more observations about signal phrases.
In MLA, signal phrases use present tense action
verbs associated with the author’s writing: Vance states . . .
This verb is states, but other common signal phrase verbs
are argues, describes, asserts, posits, claims,
notes, acknowledges, adds, comments. AVOID “talks,”
“shares,” and “says.” These are too informal.
When paraphrasing, the signal phrase can appear at the end of a
sentence by citing the author’s name and page number. Here’s
an example:
As he grew up in Ohio, he had to manage relationships with
several men who played the role of father in his life (Vance
13).
This example does not include a direct quotation, but
summarizes or paraphrases Vance’s statement. Notice we use
the last name Vance and not the name of the book in
parenthesis.
Citing sources from the internet with no author or page number.
Example: For several years, Environmental Defense Fund has
been spearheading efforts to ensure that legislation addresses
issues about climate change (“Blueprint”).
The word “Blueprint” is used to cite the source. It’s the first
word and a shortened version of the internet article titled
“Blueprint For Climate Stability.”
Readers will expect Works Cited to include an alphabetical
entry for the full title that begins “Blueprint.”
Now, let’s look at using author names in signal phrases.
Example: In her memoir, Michelle Gonzales describes how she
and the band members worked collaboratively (Gonzales 13).
Because we just mentioned Gonzales in the sentence, we do not

need to cite her name again in parenthesis. This is the correct
version: In her memoir, Michelle Gonzales describes how she
and the band members worked collaboratively (13).
However, we would cite Gonzales’s name in parenthesis if the
source we are citing is not clear: Members of the
band Spitboy worked collaboratively together (Gonzales 13).
Note: It’s often acceptable to cite an author name in parenthesis
like this in each new paragraph of your essay. Once cited, you
can then simply cite the page number if you are referring to the
same source within a paragraph:
Members of the band Spitboy worked collaboratively together
(Gonzales 13). An example of this occurred when the band
selected the artwork of its first record. Each member had an
opportunity to share her own perspective (13).
Now let’s examine Works Cited
The last page of our essay is titled Works Cited. It stands alone
as a last page (unless you are writing a post-essay reflection,
then the reflection comes after Works Cited).
Works Cited lists all the sources (books, articles, essays,
journals, etc.) that you referred to—or cited—in your essay.
Works Cited is arranged alphabetically by the authors’ last
names.
If a source has no stated author (as occurs occasionally on
internet sites), list the title of the article alphabetically.
Let’s look at a Works Cited page:
Works Cited
"Blueprint For Climate Stability." Environmental Defense Fund,
vol. 46, no. 1, Winter
2015. https://prezi.com/gu_euna5cc9v/blueprint-lays-out-clear-
path-for-climate-action- (Links to an external site.)Links to an
external site.environm/.
Gonzales, Michelle. The Spitboy Rule: Tales of a Xicana in a
Female Punk Band. PM Press. 2016.
Milken, Michael, et al. "On Global Warming and Financial
Imbalances." New Perspectives Quarterly, vol. 23, no. 4,
2006, p. 63.

Revkin, Andrew C. “Clinton on Climate Change.” The New
York Times, 17 May 2007,
www.nytimes.com/video/world/americas/1194817109438/clint
on-on-climate- (Links to an external site.)Links to an external
site. change.html.
Vance, J. D. Hillbilly Elegy: A Memoir of a Family and Culture
in Crisis. Harper Collins Publisher, 2016.
Note: The formatting above is not 100% accurate. Canvas does
not allow for double-spacing or indenting the second and third
lines of each entry. In an actual Works Cited, be sure to double-
space and indent all lines after the first line. Go online to see
samples of Works Cited.
One of the most common errors students make when citing a
source and listing it in Works Cited is that the in-text citation
does not match the first words of the entry in Works Cited.
It is essential that your sources are easily found in Works Cited
by matching the citation words in the body of the essay to the
first words that appear in the source in Works Cited.
To illustrate this, let’s use the example of the article titled
"Blueprint For Climate Stability."
The Works Cited entry looks like this:
vol. 46, no. 1, Winter 2015.
https://prezi.com/gu_euna5cc9v/blueprint-lays-out-clear-path-
for-climate-action-environm/.
Since the source has no author, we use a shortened version of
the title when citing the source in parenthesis:
For several years, Environmental Defense Fund has been
spearheading efforts to ensure that legislation addresses issues
about climate change (“Blueprint”).
It would be an egregious error to cite the source like this:
about climate change (Environmental Defense Fund). Notice
that Environmental Defense Fund does NOT match Blueprint,
which is the first word of the entry in Works Cited.

Matching the first words of the in-text citation (whether an
author’s last name or the title of an article) to the Works Cited
entry is an essential skill.
It may seem overwhelming that you have to list all your sources
in a specific order in Works Cited, but NoodleTools offers a
web-based tool called Noodlebib to easily format Works
Cited. For a free account through LPC, see the NoodleTools
instructions posted in Canvas under the Essay Template and
Tips module.
Reminders and additional information:
A signal phrase typically includes an author’s name and action
verb to indicate you are about to cite the ideas or words of
another writer, and that this author’s work is listed in Works
Cited.
You must use an in-text citation even if
you paraphrase or summarize a source instead of quoting the
source directly. Anytime you refer to data from a source in your
essay, you must cite the source using an in-text citation.
It is not necessary to cite commonly known information, such as
the fact the Lincoln was our 16th president. Commonly known
information does not need to be cited.
Only list in Works Cited sources that you cite in your
essay. Sources you read while writing your essay, but did not
cite in your essay, should NOT be included in Works Cited.
Remember that it is essential that your sources are easily found
in Works Cited by matching the citation words in the body of
the essay to the first words that appear in the source in Works
Cited.
Who is the Modern Language Association? MLA is the principal
professional association in the United States for scholars of
language and literature. The MLA aims to "strengthen the study
and teaching of language and literature.” The organization
includes 30,000 members in 100 countries, primarily academic
scholars, professors, and graduate students who study or teach
language and literature, including English, other modern
languages, and comparative literature.

Lab 2 - 7-Steps to an Academic Body Paragraph
7-Steps to an Academic Body Paragraph
One of the learning outcomes for English focuses on your
ability to integrate researched material into your writing with
appropriate context, explanation, punctuation and citation, as
well as to document sources in an academically responsible
way.
For many papers in college classes, you will need to offer
quotations from reputable sources to support the claims you
make in your essays. Because you should never allow a quote to
speak for itself, you must clearly make a point about each quote
you use. Paragraphs that discuss quotations need to offer a
worthwhile explanation of the quotation and why you are using
it.
Enhancing the P.I.E. paragraph structure we have learned, the
following is a basic formula for a paragraph that analyzes and
presents a quotation in a more robust and academic manner.
While you may vary the formula, try to include the following
elements in your paragraph:
1. A topic sentence that tells the main point you'll make in the
paragraph
2. Some background about the author’s credentials as well as an
overview of the source to illustrate the reliability of the author
and the source
3. An explanation of the author’s specific argument that relates
to the quotation you’ll be citing
4. The quotation itself, preceded by a signal phrase, with
quotation marks and a parenthetical page citation. You should
provide enough of the quote that it makes sense, but don't put in
more than you can discuss. One or two sentences is generally a
good quote length
5. A restatement of the quote in your own words (paraphrase)
right after you present it to make sure readers understand the
quotation in the same way you understand it

6. The final few sentences of your paragraph should explain
your point about the quotation in more detail, and why you draw
that conclusion about the quotation.
7. Your final sentence should remind readers of your
paragraph's main point.
First, let’s review a simple P.I.E. paragraph from a research
paper on Satanism so we can compare the differences between
P.I.E. and the 7-step paragraph. Here is the P.I.E. version:
POINT: Satanism often provides an outlet for the
negative emotions experienced by abused or neglected young
people. INFORMATION:Psychologist Timothy Zeddies argues
in "Adolescent Satanism" that abused teens are particularly
prone to adopting Satanic philosophies. He writes, "Satanism is
both liberating and familiar. It allows them to express and
receive validation for their rage and hatred toward authority
figures who have abused, neglected, betrayed, or abandoned
them" (24). EXPLANATION: This illustrates that rather than
viewing Satan-worshippers as dangerous, we could sympathize
with the pain that led them to Satanism.
Now we will view the same paragraph using the 7-step model.
Although the main point is repeated, the paragraph does not
sound repetitive. This repetition ensures that the reader
understands the quotation and your point about it.
1. Satanism often provides an outlet for the negative emotions
experienced by abused or neglected young people. 2. Dr.
Timothy Zeddies, a psychologist specializing in mood and
anxiety disorders in both adolescents and adults, argues in
"Adolescent Satanism" that abused teens are particularly prone
to adopting Satanic philosophies. In his article, Zeddies
discusses several examples of teenage psychiatric patients who
choose Satanism as a means to express their negative
feelings. 3. He argues that Satanism celebrates the angry
emotions experienced by these teenagers. 4. Zeddies writes,
"Satanism is both liberating and familiar. It allows them to
express and receive validation for their rage and hatred toward
authority figures who have abused, neglected, betrayed, or

abandoned them" (24). 5. Zeddies claims that angry teenagers
feel comforted by the angry and dark spirit of Satanic
cults. 6. This argument contradicts common stereotypes of
Satanic teenagers as evil or malicious people. While we often
think of Satanism as a conscious choice of evil over good,
Zeddies' argument demonstrates that this practice reflects deep
feelings of powerlessness and betrayal experienced after years
of abuse. His analysis could give us a more sympathetic view
of this unusual and maligned religion. 7. Rather than viewing
Satan-worshippers as dangerous others, we could sympathize
Lab 3 - Academic Language
Students in college—in an academy—are expected to
use academic language when writing essays.
Academic language differs from day-to-day language because it
is more formal and follows certain standards.
In this presentation, we will examine guidelines and examples
to help develop your academic writing.
If we were asked to write an academic essay about racism, for
example, we would seek to ensure that the tone of our essay is
formal and scholarly.
Tone is the way we express attitude in writing.
Here are two sentences with widely differing tone largely
because of diction—the choice of words. It’s easy to see which
is too informal and which is academically acceptable:
The topic of racism is a super big issue in this day in age and a
lot of people think it’s no big deal, but it is.
The topic of racism is a significant issue in the United States,
despite the assertion of some citizens that racism is no longer
prevalent in our society.
Words such as big and huge should be written as significant,
important, essential or critical.

Other examples:
The author talks about vs.The author writes / discusses / notes
This study proves vs. This study illustrates/strongly suggests
I think racism is vs. Racism appears to be
Nowadays vs. Currently / in contemporary society / today
Back in the day vs. In previous years / in prior years / some
years ago
It’s ok to feel concerned vs. It is acceptable to feel concerned
Academic writing avoids slang, text-message spellings, clichés,
and contractions.
Contractions such as it’s should be spelled out: it is
Capitalize countries such as the United States
Avoid broad generalizations such as really, always, very
Avoid inflammatory language such as sickening, sad, stupid
While research studies can help us better understand human
behavior, no study can prove something to be true.
So avoid proves and proof when writing.
Error: This study proves that children can learn quickly.
Better: This study suggests that children can learn quickly.
Error: These studies are proof that lack of exercise causes
obesity.
Better: These studies indicate that lack of exercise may cause
obesity.
Academic writing discusses issues in a reasonable, thoughtful,
and scholarly tone.
Sentences should show respect for all points of view, even
though your paper will argue a particular viewpoint.
Here is an example:
People who think racism is over are just stupid. Turn on the tv
and you’ll see acts of racism every day.
The tone is disrespectful.
Compare the tone to the following academic sentence:
While a segment of society believes racism is no longer
prevalent in the United States, television and other media

coverage clearly illustrate that racist activities still exist.
This tone is respectful and scholarly.
Here are more examples of sentences that show respect for all
points of view:
While many Americans will disagree, the evidence suggests that
the socioeconomic and living conditions for African Americans
have . . .
Our country is widely divided on this issue, and everyone’s
perspective must be respected. However, after careful review of
the facts, racism in this country . . .
Let’s look more closely now at why we usually avoid referring
to ourselves in an academic essay.
Writing “I believe” or “I think” or “I feel” or “in my opinion”
can weaken an argument because readers really don’t care about
our opinions.
Readers want to know what research shows, what the facts tell
us, what is true.
Even though your essay might express your opinion, notice that
instead of writing “I believe that racism is still prevalent…”
you can more powerfully argue “the evidence and facts
illustrate that racism is still prevalent.”
Think of it this way: If you were being tried for murder and
were innocent, you would freak out if your lawyer said, “Ladies
and Gentlemen of the jury, in my opinion, my client is
innocent.”
“No!” you’d scream. “It’s not an opinion! I am actually
innocent!”
Now let’s examine a few actual student sentences that can be
improved:
It’s hard to really pick a side when it comes to this topic.
Here’s a better option: Determining the most appropriate
perspective relative to this topic is difficult.
Sure, racism can still pop up every now and then, but racism
isn’t that big anymore.
Here’s a better option: While it is true acts of racism occur on

occasion, as a whole this issue has improved in most people’s
daily lives.
Look at all the famous non-white people! They get more
attention and money than most people.
Here’s a better option: We have seen an increase in the income
levels of many non-white individuals, many of whom are
successful and well-known.
In addition to illustrating proper tone, academic essays should
never exaggerate to make a point, such as in this poorly written
sentence:
In 1964, the segregation laws kicked in and made minorities just
as free as white people.
The student probably means “anti-segregation laws” and the
Civil Rights Act. Did this act in actuality make minorities “as
free as white people”?
Here’s a better option: In 1964, segregation became illegal with
the passage of the Civil Rights Act which outlawed
discrimination based on race, color, religion, sex, or national
origin.
When Trump got into office, people created the Black Lives
Matter movement. This movement is not helping anyone but
instead destroying our towns and homes.
Is the movement truly destroying our towns and homes? Don’t
exaggerate.
In review, our choice of words—what is known as diction—is
often a key factor in setting the proper tone of our essays.
Avoid words such as big and huge when significant, important,
critical, essential, and other options are more academic in tone.
Be sure your essay respects all perspectives. Don’t belittle the
view of others.
Avoid emotionally charged words such
as stupid and idiotic when describing opposing views. Also,
avoid using exclamation marks, which are the sign of amateur
writing.
Don’t make exaggerated claims that are false just to make a
point.

The best argument is made when facts are presented. Readers
will not trust your writing when you exaggerate or make claims
that cannot be supported.
Lab 4 – Introducing Quotations
In Lab 2 we learned how to write an effective academic essay
using seven steps. The fourth step of the 7-Step paragraph
typically includes a quotation (or a paraphrase), introduced by a
signal phrase.
In this lesson we will examine four options to fulfill the fourth
step in an academic essay.
But first, let’s begin with how to avoid an error known as a
dropped quotation.
Avoiding Dropped Quotations:
Properly introducing a quotation avoids an error called a
“dropped quotation,” which creates confusion because our
readers may wonder about the source of the quotation they are
suddenly reading.
Here’s an example of a dropped quotation:
Effective business leaders should always be exploring how best
to bring about change in their companies. As a result, they need
to keep in mind the problem of being too ambiguous when
setting goals: “Ambiguity is exhausting to the Rider, because
the Rider is tugging on the reins of the Elephant, trying to
direct the Elephant down a new path.” This quotation from a
recently published book compares one’s reasoning to a “rider”
and one’s emotions to an “elephant.” The book, titled Switch, is
by brothers Chip and Dan Heath.
Notice in the passage above how the quotation just suddenly
appears before we know who is speaking or writing. It’s
“dropped” into the passage. While it relates to the topic of the
sentence, as readers we don’t know who is saying these words.
Were they spoken words? Written words? Are they from a book,
a study, an article? While this information does finally come
after the quotation, it’s too late in the paragraph because the

reader has already wondered who is speaking or writing while
reading the quotation. As good writers, we don’t want our
readers to be confused as they read our work.
Here’s a better version without the dropped quotation (along
with numbers indicating the seven steps to an effective
academic essay).
1) Effective business leaders should always be exploring how
best to bring about change in their companies. As a result, they
need to keep in mind the problem of being ambiguous or unclear
when setting goals. 2) Two brothers who are business writers—
Chip and Dan heath—discuss the essential components of
change in their book titled Switch: How to Make Change
Happen When Change is Hard. 3) The authors use the metaphor
of a Rider on top of an Elephant when seeking to create change.
The Rider is our rational mind and the Elephant represents our
emotions. The two must work together and move in the same
direction for effective change to take place. In addition,
ambiguity or unclear communication from a business leader can
derail change. Employees need to have a clear vision of steps to
take toward change if change will occur. 4) The Heath brothers
write, “Ambiguity is exhausting to the Rider, because the Rider
is tugging on the reins of the Elephant, trying to direct the
Elephant down a new path” (53). 5) The authors suggest that
being clear when communicating a vision helps a business
leader eliminate uncertainly and ambiguity by offering concrete
steps for employees to take toward change. 6) Aligning clear
and rational thinking with the power of emotion is what is
needed to create change. 7) Strong business leaders, as well as
civic and community leaders, should be attentive to effective
methods of leadership as they seek to create change.
Notice how the quotation in the revised passage is no longer
“dropped.” The signal phrase and an introduction of the source
allow the reader to picture who is speaking or writing by the
time the quotation appears.
Let’s now look closely at signal phrases.
Signal Phrase:

A signal phrase typically appears in Step 2 of the 7-Step
paragraph. It has several components: the author or source
name; information about the author or source qualifications; an
action verb such as writes, observes, notes, states; the title of
the source / book / study / article; and the page citation (which
usually appears after a quotation or paraphrase).
We refer to this method of introduction as a “signal” phrase
because it is a signal to the reader that we are about to
introduce the words and ideas of someone other than ourselves.
In the same way you introduce one of your friends to another
friend at a social gathering before a conversation begins, we
introduce our sources to our reader before they begin to be
quoted.
In the passage above, this is the signal phrase:
Two brothers who are business writers—Chip and Dan heath—
discuss the essential components of change in their book
titled Switch: How to Make Change Happen When Change is
Hard.
Most of the time our source will have just one author. Let’s use
Henry David Thoreau as an example:
In his essay written in 1854 titled "Where I Lived, and What I
Lived For," American essayist, philosopher, and naturalist
Henry David Thoreau writes about his experience living two
years by Walden Pond in Concord, Massachusetts. In his essay
he states directly his purpose for going into the woods.
Notice that each of the components are included in this signal
phrase. (Once we quote Thoreau, we will include the page
citation in parenthesis.)
Note: In MLA, the first time we introduce an author, we include
the first and last name. Afterward, we only use the last name
(and never the first name alone). For example:
Thoreau continues his essay by reflecting on . . .
Now we are ready to examine the four options to properly
introduce a quotation using signal phrases. Remember that these
techniques are typically associated with step four in the 7-Step
paragraph:

· Introduce the quotation with a signal phrase in a complete
sentence and use a colon. Here’s an example:
he states directly his purpose for going into the woods: "I went
to the woods because I wished to live deliberately, to front only
the essential facts of life, and see if I could not learn what it
had to teach, and not, when I came to die, discover that I had
not lived."
The highlighted sentence is a complete sentence with a subject
and a verb. Since it is a complete sentence, we use a colon to
introduce the quotation. Never confuse a colon with a semi-
colon. A colon looks like this : and a semi-colon looks like
this ; Using a semi-colon would be incorrect.
· Use a signal phrase with a verb such as states or writes, and
introduce the quotation with a comma. Here’s an example:
Henry David Thoreau suggests the consequences of making
ourselves slaves to progress when he states, "We do not ride on
the railroad; it rides upon us."
Here’s another example:
According to Thoreau, "We do not ride on the railroad; it rides
upon us."
· Use a signal phrase with that and NO comma or colon. Here’s
an example:
In his essay titled “Self Reliance,” American essayist, lecturer,
philosopher, and transcendentalist Ralph Waldo Emerson states
that “A man should learn to detect and watch that gleam of light
which flashes across his mind from within, more than the luster
of the firmament of bards and sages.”
Using “that” replaces the comma, which would otherwise be
needed in the sentence. We usually have a choice when we
begin a sentence with a phrase such as “Emerson states." We
can either add a comma after "states" (Emerson states,
"quotation") or we can add the word "that" with no comma

(Emerson states that "quotation.")
· Insert the quotation with NO initial punctuation if the quoted
words naturally flow into your sentence as if you had written
the words.Here’s a few examples:
In his novel Call of the Wild, American novelist Jack London
describes “the stirring of old instincts” that drive men “out from
the sounding cities to the forest.”
Thoreau argues that people blindly accept "shams and
delusions" as the "soundest truths," while regarding reality as
"fabulous."
American essayist and philosopher Ralph Waldo Emerson
expresses the importance of always learning when he
encourages us to “Explore, and explore, and explore.” He
encourages us to stay true to our “position of perpetual
inquiry.”
Notice that the words we choose to quote are unique, special,
and powerful. By quoting them in this manner, we draw
attention to them.
In these examples, the quoted words flow into the sentence,
essentially blending a paraphrase and quotation.
This is a nice technique and offers an alternative to the first
three options of introducing quotations.
Potter 2
Harry Potter
Professor Ott
English 1A / Essay 1
12 January 2018
Creative Title Centered Here
Indent your first paragraph one-half inch. Notice the entire
essay is double spaced. Use Times New Roman (or Arial) font
sized 12. Do not add extra spaces between the heading and the
title or between the title and the first sentence. Introduce your

subject in a general way, but in a way that gets the readers’
attention. It is usually best to avoid quotations in the
introduction. Save quotations for your body paragraphs. It is
sometime acceptable to cite statistics in an introduction to
demonstrate the depth of a problem (such as the percentage of
people in the United States who are obese or how many people
live in poverty), but most facts and statistics should be cited in
your body paragraphs. Write your essay using formal language.
Avoid contractions and slang or casual words. For example,
write significant instead of big. Write acceptable instead of
okay. The final sentence or two of your introduction will be
your thesis statement (sometimes called a claim). Your thesis
must make a claim that is debatable and worthy of discussion. A
poor thesis would be Dogs make great pets. A worthwhile thesis
would be Stereotyping and racial profiling are ongoing
problems in America that must be addressed through specific
actions steps and strategies. Write your thesis carefully because
the remainder of your essay will need to support, as best as
possible, the claim you make. Each topic sentence (which is the
first sentence or two of each body paragraph) will need to relate
directly back to your thesis.
The first sentence of your first body paragraph typically does
not require a transition. This is where you will make your first
statement that supports the thesis. We call this first sentence of
each body paragraph a point or topic sentence. For example,
because the thesis above states that racism is an ongoing
problem, the essay needs to show how this is true. We might
write as our topic sentence: Racial profiling can be found
everywhere: at school, in the workplace, even in the
supermarket where the male cashier treats the white female
doing her weekly grocery shopping better than he treats the
Hispanic female. Now that we have written this topic sentence,
we need to back it up with evidence or information. This is
where we will quote or paraphrase a trustworthy source: In the
article “Justice Sotomayor’s Beautiful Schuette Dissent: Race
Matters,” Sonia Sotomayor is quoted as saying, “And race

matters for reasons that really are skin deep, that cannot be
discussed any other way, and that cannot be wished away”
(Hing). For our final sentence in our body paragraph, we want
to explain or expand how the quotation or information connects
to the topic sentence. We might write: Sotomayor demonstrates
through her dissent of the April 2014 Supreme Court ruling
against affirmative action that racism continues to oppress many
citizens of the United States. The way a person looks does
contribute to the way that person is going to be treated. [Note:
This template offers a simple PIE structure. To ensure more
robust body paragraphs, refer to the 7-Step process that is
included in this module.]
Now we write a transition to guide our reader from the first
paragraph’s idea to the next idea or point. We could write: This
fact of appearance certainly has been a factor during the past 13
years since there has been an increase in racism against
Muslims, counting them as terrorists or extremists. Notice how
the prior sentence has both the transition (This fact of
appearance)and a topic sentence / point about the increase in
racism against Muslims. Using the point-information-
explanation structure in the first body paragraph, we repeat the
structure in this and any subsequent body paragraphs. Most
basic essays require at least three body paragraphs, but well-
written essays offer a greater depth of research, information,
and thought to support your thesis.
The first sentence of the essay’s conclusion also does not
usually require a transition. The conclusion is where you will
briefly summarize your body paragraphs and underscore any
action steps you are recommending to your readers. This is NOT
the time to introduce new sources or quotations (although
sometimes writers will end with an inspirational quotation,
which is acceptable if done well). In this essay example about
racism, we might write: Stereotyping and racial profiling are
unacceptable practices used to disparage the value of other
races. This phenomenon will likely never come to an end, but
we as individuals we must make the effort to treat people as the

human beings they are no matter their race, skin color, and
social economic status. Teaching our society, including
children, to respect others may not fully end racism, but it will
contribute to improve the world we currently live in.
The last page of the essay is Works Cited. To ensure proper
formatting of Works Cited, use Noodletools through the library
website. It is free for students. (Some essays require a post-
essay reflection, which is truly the last page.)
Works Cited
Doherty, Carroll. "For African Americans, Discrimination is not
Dead." Pew Research Center. The Pew Charitable Trusts., 28
June 2013. Web. 19 June
2014.
Hing, Julianne. "Justice Sotomayor’s Beautiful Schuette
Dissent: Race Matters."
Color Lines News For Action. Race Forward, 14 Apr. 2014.
Web. 19 June
2014.
Naqvi-Mohamed, Fariha. "I Took My Family to the Movies and
Got Called a 'F***
Terrorist.'" Huffpost Living. TheHuffingtonPost.com, 5 Nov.
2013. Web. 19
June 2014.

Essay Checklist
Instructor Checklist
Please follow the guidelines below
Follows MLA formatting, double-spaced, 12 point font (Times
New Roman or Arial), left-justified only, heading listed in
proper order
Essay’s content and argument fulfills the assignment and
reflects critical thinking and a depth of thought that makes
reading the essay worthwhile for the reader
Essay is well-organized, easy to follow, and seeks to prove the
thesis
Essay’s spelling, punctuation, and grammar are error-free (no
comma splices, fragments, run-ons, etc.) Commas and semi-
colons are used correctly. Authors and other names that appear
are correctly spelled.

Essay cites at least three reliable sources, includes three direct
quotes, and in-text citations match the first words of sources as
listed in Works Cited.
Essay includes and properly cites quotations,
paraphrases, and sources of information not commonly known
Essay is approximately 3 pages (not counting Works Cited or
post-essay reflection)
Essay has creative title that fits with topic
Although you are arguing on behalf of a claim or thesis, your
essay avoids use of “I” and other overt references to yourself or
your opinion
Essay avoids slang, casual diction, and maintains a scholarly,
formal academic tone. Words such as "huge" and "big" are
replaced with words such as significant, essential, important,
critical.

Commas and periods are placed prior to closed quotation marks
(except periods that go after an in-text citation)
Once people are introduced with first and last names, the essay
uses last names only
News sources such as The New York Times, The Washington
Post, CNN, and others are italicized.
Article titles are placed in quotation marks.
Essay avoids dropped quotations by using signal phrases
Works Cited is properly formatted (using
Noodletools is recommended)
Post Essay Reflection included
Essay score – 120 points possible Total:

--
--
Essay about - Racism - Instructions
Essay –> Argumentative Essay –
Imagine you are a new attorney with a prestigious law firm
working in Washington, D.C., and you must write a three-page
essay on the topic of race in America that will be submitted to
the Supreme Court. You will argue whether racism is or is no
longer a significant issue for most Americans. After all, the
Civil Rights Act of 1964 was passed over 50 years ago and
Barack Obama was elected president in 2008 and re-elected in
2012. Because you have been hired to do this work, you
personally may or may not agree with the perspective you will
argue. In fact, you have no choice which side to argue because
this will be randomly assigned to you.
Essay requirements:
The length of the essay should be approximately three pages,
double-spaced, approximately 750 - 880 words. Please limit the
essay to no more than four and one-half pages, or 1,250 words
maximum.
Your essay should include an introduction, at least three body
paragraphs, and a conclusion. Your body paragraphs should
follow the enhanced PIE structure we are learning in this class.
(See Lab 2 for the 7-step process to building a perfect body
paragraph below.)
Use at least three trustworthy sources to support your thesis /
claim. You may use the sources posted in the Essay 1 –
Racism folder in Canvas. (The term source means an article, a
study, a book, a video, an essay, or other similar writings that
offer ideas and research related to a topic.) Feel free to conduct
additional research as well.
Avoid the first person use of “I” or “me” in the essay. This
keeps the focus on the issue and not on you. Avoid “I believe”

and “I think” and other similar terms since your claim should be
based on facts and evidence rather than your opinion. (See Lab
3 below for more on this.)
Avoid writing “you” when speaking to the reader. It’s best to
speak collectively, such as “We can all learn from this example”
or “We as a nation must take steps….”
Use formal style, tone, and diction. Avoid slang, casual
language, broad generalizations, and contractions in most cases.
(See Lab 3 below for an overview of academic language.)
Include at least three direct quotations from the sources and
paraphrase other statements. (Direct quotations are when you
place quotation marks around sentences that are word-for-word
by a source. Paraphrasing means writing a source’s ideas in
your own words.) Be careful not to quote a source for too long
in the essay. Intersperse quotations with paraphrases of what the
source has to say. (See Lab 4 below for a lesson in how to
integrate quotations into your essay.)
Please include a Works Cited to list all sources cited in the
essay. List the sources in Works Cited in alphabetical order. If
you have an author name, list it at the start of the entry by last
name, followed by first name. (See Lab 1 below for details
about Works Cited.)
Be sure when citing a source in the body of the essay that
whatever you place in parenthesis matches the first word of the
entry in Works Cited. Most often this will be an author’s last
name. (See Lab 1 below for details on in-text citations.)
Take some time to review the sample essay attached in this
question to understand what is expected for this essay.
Post-essay reflection
Before you finish the essay, add a final page after Works Cited
by pasting and answering the following questions.
1. Which aspect of your essay did you do the best on (for
example, the introduction, the conclusion, a section of your
essay)? What made this element successful?
2. Which aspect of your essay could use improvement? How

might you improve it if you had a chance to revise this essay?
3. Which class assignments or activities helped you the most in
preparing for this essay?
4. What challenges did you encounter writing this essay? Did
you agree with the perspective you were given to argue?
5. Did you learn about racism in America? Did you change your
opinion about racism?
Use the link sources below for this essay:1. Racist Behavior Is
Declining in America - The Economist
The article available in the link below is
from The Economist and contains data to argue that racism is
declining. Note: Since the author is only listed as "C.K." cite
the source as if there were no author by using the article title.
https://www.economist.com/blogs/democracyinamerica/2017/09
/bending-toward-justice (Links to an external site.)Links to an
external site.
2. What Science Says about America's Race Problem
“Why are People Still Racist? What science Says about
America’s Race Problem”
By William Wan and Sarah Kaplan
The Washington Post
August 14, 2017
Torch-bearing white supremacists shouting racist and anti-
Semitic slogans. Protesters and counter protesters colliding
with violence and chaos. A car driven by a known Nazi
sympathizer mowing down a crowd of activists.
Many Americans responded to this weekend's violence
in Charlottesville with disbelieving horror. How could
this happen in America, in 2017? “This is not who we are,” said
Virginia Senator Tim Kaine (D).
And yet, this is who we are.
Amid our modern clashes, researchers in psychology, sociology
and neurology have been studying the roots of racism. We draw
on that research and asked two scientists to explain why people

feel and act this way toward each other.What causes people to
be racist?
Continue reading this article in the following
URL: https://www.washingtonpost.com/news/speaking-of-
science/wp/2017/08/14/why-are-people-still-racist-what-
science-says-about-americas-race-
problem/?utm_term=.4fc89f17cbdc (Links to an external
site.)Links to an external site.
3. 5 Key Takeaways about Views of Race and Inequality in
America
Published in June 2016, this article summarizes a Pew Research
Center study of Americans' views of racism.
“5 Key Takeaways about Views of Race and Inequality in
America”
By Renee Stepler
Pew Research Center
June 2016
A new Pew Research Center survey finds profound differences
between black and white Americans in how they view the
current state of race relations and racial equality and in the
ways they experience day-to-day life.
Continue reading this article in the following URL:
http://www.pewresearch.org/fact-tank/2016/06/27/key-
takeaways-race-and-inequality/
In April 2014, in a court case titled Schuette v. Coalition to
Defend Affirmative Action, the Supreme Court voted 6-2 to
limit affirmative action. Affirmative action often gives students
of color an advantage over white students to make up for
socioeconomic challenges when entering college, so this court
decision limited this opportunity. The following is a link to an
article on this topic:
http://colorlines.com/archives/2014/04/supremes_schuette_rulin
g_is_another_nail_in_the_affirmative_action_coffin.html (Links

to an external site.)
In 2006, by a 5-4 vote, the Supreme Court ruled against
tiebreakers based on race, which often gave students of color an
advantage over whites in getting into certain schools. Chief
Justice John Roberts wrote in the plurality opinion that "The
way to stop discrimination on the basis of race is to stop
discriminating on the basis of race." Here's a link to this source:
http://www.oyez.org/cases/2000-
2009/2006/2006_05_908 (Links to an external site.)
6. Pros and Cons of Brown v. Board of Education
This Washington Post article (see link below) examines both the
advances and deficiencies in equality since the Supreme Court's
1954 ruling in Brown vs. Board of Education. This article offers
students information that can be used regardless of which thesis
you have been assigned to write. If you use this source, cite it
like this in Works Cited:
Strauss, Valerie. "How, After 60 Years, Brown v. Board of
Education Succeeded - and Didn't." Washington Post. N.p., 24
Apr. 2014. Web. 2 Feb. 2015.
Here's the link:
http://www.washingtonpost.com/blogs/answer-
sheet/wp/2014/04/24/how-after-60-years-brown-v-board-of-
education-succeeded-and-didnt/ (Links to an external site.)
7. Here are two more articles available for use in Essay 1. Click
on the bold titles to link to the article.
What Population Data Say About Race and Ethnicity in
America (Links to an external site.)Links to an external site. –
July 2018
https://datacenter.kidscount.org/updates/show/208-what-
population-data-say-about-race-and-ethnicity-in-america

“What Population Data Says About Race and Ethnicity in
America.” KIDS COUNT Data Center: A Project of the Annie
E. Casey Foundation
,<datacenter.kidscount.org/updates/show/208-what-population-
data-say-about-race-and-ethnicity-in-
america?gclid=Cj0KCQjw5s3cBRCAARIsAB8ZjU1ZfOffanYT
KygOIES9r-
T8O0pUguz2ZQ49uIPTTfYyZR9iZqKNmvoaAotyEALw_wcB.>
.
The Data Are in: Young People Are Increasingly Less Racist
than Old People (Links to an external site.)Links to an external
site. – May 2017
https://qz.com/983016/the-data-are-in-young-people-are-
definitely-less-racist-than-old-people/
Kenney, Charles. “The Data Are in: Young People Are
Increasingly Less Racist than Old People.” Quartz, Quartz, 24
May 2017, qz.com/983016/the-data-are-in-young-people-are-
definitely-less-racist-than-old-people/.
Helpful Resources below:Lab 1 - Academic Essays and Citing
Sources
College students are required to write academic essays. These
essays are referred to as academic because they take place in
an academy – in this case a college.
We format our essays following guidelines that align with our
area of study. Students taking English and other liberal arts

classes follow Modern Language Association, or MLA.
Following MLA ensures that our essays are presented properly
and in a uniform manner.
An essential skill in writing academic essays is the ability to
properly introduce an author’s ideas or words to support points
we want to make in our essays.
In this unit, we will see how MLA helps us refer to these works
and authors using a technique known as an “in-text citation.”
We use in-text citations to refer to the work of an author and to
inform our readers about the author’s name and where we found
the information we are citing.
Let’s look at an example:
If we were assigned an essay about key themes in J.D. Vance’s
book titled Hillbilly Elegy, how would we first cite the author
and title in our essay?
We would introduce the author by first and last name, a brief
description of who the author is, and the book title.
Here’s how your sentence might look when you first refer
to Hillbilly Elegy:
In his memoir titled Hillbilly Elegy, best-selling author J. D.
Vance offers a thought-provoking look at both his own life and
the problems faced by many working class white Americans.
Notice when we first introduce an author, we state his or
her full name and mention something about the author’s
qualifications. Here are three examples:
Best-selling author J. D. Vance offers . . .
Latina poet Judith Ortiz Cofer writes . . .
Adventure journalist Jon Krakauer recounts . . .
Once we state the author’s full name, we then refer to him or
her only by the last name throughout the rest of the essay:
Vance illustrates how . . .
Cofer expresses why . . .
Krakauer’s words create images that will stay with us . . .
Notice also that we use the present tense when writing about an
author’s work. Even if an author is dead, we state that the
author “writes” or “portrays” or “creates” his or her work:

Mark Twain writes about a boy named Huck Finn . . .
Ernest Hemingway expresses how . . .
Don’t confuse this with writing about the author’s life. For
example, we would write in the past tense when observing that
“During his life, Mark Twain wrote several famous novels
and was a humorist.”
Now let’s look at a specific passage from Hillbilly Elegy and
how we indicate to readers on what page they can find the
information in the book:
Vance states that during his years growing up in Ohio, he
became “skillful at navigating various father figures” (13).
This sentence is a good example of an in-text citation.
It states only the author’s LAST name because we already
introduced the author’s full name earlier in the
essay: Vance states that during his years growing up in Ohio,
he became “skillful at navigating various father figures” (13).
It uses present tense when referring to what the author is
writing about: Vance states that during his years growing up in
Ohio, he became “skillful at navigating various father figures”
(13).
Next, the sentence includes a quotation from the memoir, even
though there is no mention of the book’s title: Vance states that
during his years growing up in Ohio, he became “skillful at
navigating various father figures” (13).
We don’t need to mention the book’s title here because we did
so earlier in the essay.
The sentence also includes the page number in parentheses
from Hillbilly Elegy where the quotation comes from. Notice
the page number is NOT stated as (p. 13) or (page 13) or (pg.
13), but simply as (13): Vance states that during his years
growing up in Ohio, he became “skillful at navigating various
father figures” (13).
Finally, notice that the period goes at the very end of the
sentence, after the page citation.
Now, let’s make a few more observations:
The sentence contains a signal phrase: Vance states.

A signal phrase signals your readers that you are about to
include a direct quotation, a paraphrase, or a summary of
another writer or source, and that your reader can find this
source listed in the last page of the essay, Works Cited.
We’ll look at Works Cited in a moment. First, let’s make some
more observations about signal phrases.
In MLA, signal phrases use present tense action
verbs associated with the author’s writing: Vance states . . .
This verb is states, but other common signal phrase verbs
are argues, describes, asserts, posits, claims,
notes, acknowledges, adds, comments. AVOID “talks,”
“shares,” and “says.” These are too informal.
When paraphrasing, the signal phrase can appear at the end of a
sentence by citing the author’s name and page number. Here’s
an example:
As he grew up in Ohio, he had to manage relationships with
several men who played the role of father in his life (Vance
13).
This example does not include a direct quotation, but
summarizes or paraphrases Vance’s statement. Notice we use
the last name Vance and not the name of the book in
parenthesis.
Citing sources from the internet with no author or page number.
Example: For several years, Environmental Defense Fund has
been spearheading efforts to ensure that legislation addresses
issues about climate change (“Blueprint”).
The word “Blueprint” is used to cite the source. It’s the first
word and a shortened version of the internet article titled
“Blueprint For Climate Stability.”
Readers will expect Works Cited to include an alphabetical
entry for the full title that begins “Blueprint.”
Now, let’s look at using author names in signal phrases.
Example: In her memoir, Michelle Gonzales describes how she
and the band members worked collaboratively (Gonzales 13).
Because we just mentioned Gonzales in the sentence, we do not
need to cite her name again in parenthesis. This is the correct

version: In her memoir, Michelle Gonzales describes how she
and the band members worked collaboratively (13).
However, we would cite Gonzales’s name in parenthesis if the
source we are citing is not clear: Members of the
band Spitboy worked collaboratively together (Gonzales 13).
Note: It’s often acceptable to cite an author name in parenthesis
like this in each new paragraph of your essay. Once cited, you
can then simply cite the page number if you are referring to the
same source within a paragraph:
Members of the band Spitboy worked collaboratively together
(Gonzales 13). An example of this occurred when the band
selected the artwork of its first record. Each member had an
opportunity to share her own perspective (13).
Now let’s examine Works Cited
The last page of our essay is titled Works Cited. It stands alone
as a last page (unless you are writing a post-essay reflection,
then the reflection comes after Works Cited).
Works Cited lists all the sources (books, articles, essays,
journals, etc.) that you referred to—or cited—in your essay.
Works Cited is arranged alphabetically by the authors’ last
names.
If a source has no stated author (as occurs occasionally on
internet sites), list the title of the article alphabetically.
Let’s look at a Works Cited page:
Works Cited
vol. 46, no. 1, Winter
2015. https://prezi.com/gu_euna5cc9v/blueprint-lays-out-clear-
path-for-climate-action- (Links to an external site.)Links to an
external site.environm/.
Gonzales, Michelle. The Spitboy Rule: Tales of a Xicana in a
Female Punk Band. PM Press. 2016.
Milken, Michael, et al. "On Global Warming and Financial
Imbalances." New Perspectives Quarterly, vol. 23, no. 4,
2006, p. 63.
Revkin, Andrew C. “Clinton on Climate Change.” The New

York Times, 17 May 2007,
www.nytimes.com/video/world/americas/1194817109438/clint
on-on-climate- (Links to an external site.)Links to an external
site. change.html.
Vance, J. D. Hillbilly Elegy: A Memoir of a Family and Culture
in Crisis. Harper Collins Publisher, 2016.
Note: The formatting above is not 100% accurate. Canvas does
not allow for double-spacing or indenting the second and third
lines of each entry. In an actual Works Cited, be sure to double-
space and indent all lines after the first line. Go online to see
samples of Works Cited.
One of the most common errors students make when citing a
source and listing it in Works Cited is that the in-text citation
does not match the first words of the entry in Works Cited.
It is essential that your sources are easily found in Works Cited
by matching the citation words in the body of the essay to the
first words that appear in the source in Works Cited.
To illustrate this, let’s use the example of the article titled
"Blueprint For Climate Stability."
The Works Cited entry looks like this:
vol. 46, no. 1, Winter 2015.
https://prezi.com/gu_euna5cc9v/blueprint-lays-out-clear-path-
for-climate-action-environm/.
Since the source has no author, we use a shortened version of
the title when citing the source in parenthesis:
about climate change (“Blueprint”).
It would be an egregious error to cite the source like this:
about climate change (Environmental Defense Fund). Notice
that Environmental Defense Fund does NOT match Blueprint,
which is the first word of the entry in Works Cited.
Matching the first words of the in-text citation (whether an

author’s last name or the title of an article) to the Works Cited
entry is an essential skill.
It may seem overwhelming that you have to list all your sources
in a specific order in Works Cited, but NoodleTools offers a
web-based tool called Noodlebib to easily format Works
Cited. For a free account through LPC, see the NoodleTools
instructions posted in Canvas under the Essay Template and
Tips module.
Reminders and additional information:
A signal phrase typically includes an author’s name and action
verb to indicate you are about to cite the ideas or words of
another writer, and that this author’s work is listed in Works
Cited.
You must use an in-text citation even if
you paraphrase or summarize a source instead of quoting the
source directly. Anytime you refer to data from a source in your
essay, you must cite the source using an in-text citation.
It is not necessary to cite commonly known information, such as
the fact the Lincoln was our 16th president. Commonly known
information does not need to be cited.
Only list in Works Cited sources that you cite in your
essay. Sources you read while writing your essay, but did not
cite in your essay, should NOT be included in Works Cited.
Remember that it is essential that your sources are easily found
in Works Cited by matching the citation words in the body of
the essay to the first words that appear in the source in Works
Cited.
Who is the Modern Language Association? MLA is the principal
professional association in the United States for scholars of
language and literature. The MLA aims to "strengthen the study
and teaching of language and literature.” The organization
includes 30,000 members in 100 countries, primarily academic
scholars, professors, and graduate students who study or teach
language and literature, including English, other modern
languages, and comparative literature.

Lab 2 - 7-Steps to an Academic Body Paragraph
7-Steps to an Academic Body Paragraph
One of the learning outcomes for English focuses on your
ability to integrate researched material into your writing with
appropriate context, explanation, punctuation and citation, as
well as to document sources in an academically responsible
way.
For many papers in college classes, you will need to offer
quotations from reputable sources to support the claims you
make in your essays. Because you should never allow a quote to
speak for itself, you must clearly make a point about each quote
you use. Paragraphs that discuss quotations need to offer a
worthwhile explanation of the quotation and why you are using
it.
Enhancing the P.I.E. paragraph structure we have learned, the
following is a basic formula for a paragraph that analyzes and
presents a quotation in a more robust and academic manner.
While you may vary the formula, try to include the following
elements in your paragraph:
1. A topic sentence that tells the main point you'll make in the
paragraph
2. Some background about the author’s credentials as well as an
overview of the source to illustrate the reliability of the author
and the source
3. An explanation of the author’s specific argument that relates
to the quotation you’ll be citing
4. The quotation itself, preceded by a signal phrase, with
quotation marks and a parenthetical page citation. You should
provide enough of the quote that it makes sense, but don't put in
more than you can discuss. One or two sentences is generally a
good quote length
5. A restatement of the quote in your own words (paraphrase)
right after you present it to make sure readers understand the
quotation in the same way you understand it
6. The final few sentences of your paragraph should explain

your point about the quotation in more detail, and why you draw
that conclusion about the quotation.
7. Your final sentence should remind readers of your
paragraph's main point.
First, let’s review a simple P.I.E. paragraph from a research
paper on Satanism so we can compare the differences between
P.I.E. and the 7-step paragraph. Here is the P.I.E. version:
POINT: Satanism often provides an outlet for the
negative emotions experienced by abused or neglected young
people. INFORMATION:Psychologist Timothy Zeddies argues
in "Adolescent Satanism" that abused teens are particularly
prone to adopting Satanic philosophies. He writes, "Satanism is
both liberating and familiar. It allows them to express and
receive validation for their rage and hatred toward authority
figures who have abused, neglected, betrayed, or abandoned
them" (24). EXPLANATION: This illustrates that rather than
viewing Satan-worshippers as dangerous, we could sympathize
Now we will view the same paragraph using the 7-step model.
Although the main point is repeated, the paragraph does not
sound repetitive. This repetition ensures that the reader
understands the quotation and your point about it.
1. Satanism often provides an outlet for the negative emotions
experienced by abused or neglected young people. 2. Dr.
Timothy Zeddies, a psychologist specializing in mood and
anxiety disorders in both adolescents and adults, argues in
"Adolescent Satanism" that abused teens are particularly prone
to adopting Satanic philosophies. In his article, Zeddies
discusses several examples of teenage psychiatric patients who
choose Satanism as a means to express their negative
feelings. 3. He argues that Satanism celebrates the angry
emotions experienced by these teenagers. 4. Zeddies writes,
"Satanism is both liberating and familiar. It allows them to
express and receive validation for their rage and hatred toward
authority figures who have abused, neglected, betrayed, or
abandoned them" (24). 5. Zeddies claims that angry teenagers

feel comforted by the angry and dark spirit of Satanic
cults. 6. This argument contradicts common stereotypes of
Satanic teenagers as evil or malicious people. While we often
think of Satanism as a conscious choice of evil over good,
Zeddies' argument demonstrates that this practice reflects deep
feelings of powerlessness and betrayal experienced after years
of abuse. His analysis could give us a more sympathetic view
of this unusual and maligned religion. 7. Rather than viewing
Satan-worshippers as dangerous others, we could sympathize
Lab 3 - Academic Language
Students in college—in an academy—are expected to
use academic language when writing essays.
Academic language differs from day-to-day language because it
is more formal and follows certain standards.
In this presentation, we will examine guidelines and examples
to help develop your academic writing.
If we were asked to write an academic essay about racism, for
example, we would seek to ensure that the tone of our essay is
formal and scholarly.
Tone is the way we express attitude in writing.
Here are two sentences with widely differing tone largely
because of diction—the choice of words. It’s easy to see which
is too informal and which is academically acceptable:
The topic of racism is a super big issue in this day in age and a
lot of people think it’s no big deal, but it is.
The topic of racism is a significant issue in the United States,
despite the assertion of some citizens that racism is no longer
prevalent in our society.
Words such as big and huge should be written as significant,
important, essential or critical.
Other examples:

The author talks about vs.The author writes / discusses / notes
This study proves vs. This study illustrates/strongly suggests
I think racism is vs. Racism appears to be
Nowadays vs. Currently / in contemporary society / today
Back in the day vs. In previous years / in prior years / some
years ago
It’s ok to feel concerned vs. It is acceptable to feel concerned
Academic writing avoids slang, text-message spellings, clichés,
and contractions.
Contractions such as it’s should be spelled out: it is
Capitalize countries such as the United States
Avoid broad generalizations such as really, always, very
Avoid inflammatory language such as sickening, sad, stupid
While research studies can help us better understand human
behavior, no study can prove something to be true.
So avoid proves and proof when writing.
Error: This study proves that children can learn quickly.
Better: This study suggests that children can learn quickly.
Error: These studies are proof that lack of exercise causes
obesity.
Better: These studies indicate that lack of exercise may cause
obesity.
Academic writing discusses issues in a reasonable, thoughtful,
and scholarly tone.
Sentences should show respect for all points of view, even
though your paper will argue a particular viewpoint.
Here is an example:
People who think racism is over are just stupid. Turn on the tv
and you’ll see acts of racism every day.
The tone is disrespectful.
Compare the tone to the following academic sentence:
While a segment of society believes racism is no longer
prevalent in the United States, television and other media
coverage clearly illustrate that racist activities still exist.

This tone is respectful and scholarly.
Here are more examples of sentences that show respect for all
points of view:
While many Americans will disagree, the evidence suggests that
the socioeconomic and living conditions for African Americans
have . . .
Our country is widely divided on this issue, and everyone’s
perspective must be respected. However, after careful review of
the facts, racism in this country . . .
Let’s look more closely now at why we usually avoid referring
to ourselves in an academic essay.
Writing “I believe” or “I think” or “I feel” or “in my opinion”
can weaken an argument because readers really don’t care about
our opinions.
Readers want to know what research shows, what the facts tell
us, what is true.
Even though your essay might express your opinion, notice that
instead of writing “I believe that racism is still prevalent…”
you can more powerfully argue “the evidence and facts
illustrate that racism is still prevalent.”
Think of it this way: If you were being tried for murder and
were innocent, you would freak out if your lawyer said, “Ladies
and Gentlemen of the jury, in my opinion, my client is
innocent.”
“No!” you’d scream. “It’s not an opinion! I am actually
innocent!”
Now let’s examine a few actual student sentences that can be
improved:
It’s hard to really pick a side when it comes to this topic.
Here’s a better option: Determining the most appropriate
perspective relative to this topic is difficult.
Sure, racism can still pop up every now and then, but racism
isn’t that big anymore.
Here’s a better option: While it is true acts of racism occur on
occasion, as a whole this issue has improved in most people’s

daily lives.
Look at all the famous non-white people! They get more
attention and money than most people.
Here’s a better option: We have seen an increase in the income
levels of many non-white individuals, many of whom are
successful and well-known.
In addition to illustrating proper tone, academic essays should
never exaggerate to make a point, such as in this poorly written
sentence:
In 1964, the segregation laws kicked in and made minorities just
as free as white people.
The student probably means “anti-segregation laws” and the
Civil Rights Act. Did this act in actuality make minorities “as
free as white people”?
Here’s a better option: In 1964, segregation became illegal with
the passage of the Civil Rights Act which outlawed
discrimination based on race, color, religion, sex, or national
origin.
When Trump got into office, people created the Black Lives
Matter movement. This movement is not helping anyone but
instead destroying our towns and homes.
Is the movement truly destroying our towns and homes? Don’t
exaggerate.
In review, our choice of words—what is known as diction—is
often a key factor in setting the proper tone of our essays.
Avoid words such as big and huge when significant, important,
critical, essential, and other options are more academic in tone.
Be sure your essay respects all perspectives. Don’t belittle the
view of others.
Avoid emotionally charged words such
as stupid and idiotic when describing opposing views. Also,
avoid using exclamation marks, which are the sign of amateur
writing.
Don’t make exaggerated claims that are false just to make a
point.
The best argument is made when facts are presented. Readers

will not trust your writing when you exaggerate or make claims
that cannot be supported.
In Lab 2 we learned how to write an effective academic essay
using seven steps. The fourth step of the 7-Step paragraph
typically includes a quotation (or a paraphrase), introduced by a
signal phrase.
In this lesson we will examine four options to fulfill the fourth
step in an academic essay.
But first, let’s begin with how to avoid an error known as a
dropped quotation.
Avoiding Dropped Quotations:
Properly introducing a quotation avoids an error called a
“dropped quotation,” which creates confusion because our
readers may wonder about the source of the quotation they are
suddenly reading.
Here’s an example of a dropped quotation:
Effective business leaders should always be exploring how best
to bring about change in their companies. As a result, they need
to keep in mind the problem of being too ambiguous when
setting goals: “Ambiguity is exhausting to the Rider, because
the Rider is tugging on the reins of the Elephant, trying to
direct the Elephant down a new path.” This quotation from a
recently published book compares one’s reasoning to a “rider”
and one’s emotions to an “elephant.” The book, titled Switch, is
by brothers Chip and Dan Heath.
Notice in the passage above how the quotation just suddenly
appears before we know who is speaking or writing. It’s
“dropped” into the passage. While it relates to the topic of the
sentence, as readers we don’t know who is saying these words.
Were they spoken words? Written words? Are they from a book,
a study, an article? While this information does finally come
after the quotation, it’s too late in the paragraph because the
reader has already wondered who is speaking or writing while

reading the quotation. As good writers, we don’t want our
readers to be confused as they read our work.
Here’s a better version without the dropped quotation (along
with numbers indicating the seven steps to an effective
academic essay).
1) Effective business leaders should always be exploring how
best to bring about change in their companies. As a result, they
need to keep in mind the problem of being ambiguous or unclear
when setting goals. 2) Two brothers who are business writers—
Chip and Dan heath—discuss the essential components of
change in their book titled Switch: How to Make Change
Happen When Change is Hard. 3) The authors use the metaphor
of a Rider on top of an Elephant when seeking to create change.
The Rider is our rational mind and the Elephant represents our
emotions. The two must work together and move in the same
direction for effective change to take place. In addition,
ambiguity or unclear communication from a business leader can
derail change. Employees need to have a clear vision of steps to
take toward change if change will occur. 4) The Heath brothers
write, “Ambiguity is exhausting to the Rider, because the Rider
is tugging on the reins of the Elephant, trying to direct the
Elephant down a new path” (53). 5) The authors suggest that
being clear when communicating a vision helps a business
leader eliminate uncertainly and ambiguity by offering concrete
steps for employees to take toward change. 6) Aligning clear
and rational thinking with the power of emotion is what is
needed to create change. 7) Strong business leaders, as well as
civic and community leaders, should be attentive to effective
methods of leadership as they seek to create change.
Notice how the quotation in the revised passage is no longer
“dropped.” The signal phrase and an introduction of the source
allow the reader to picture who is speaking or writing by the
time the quotation appears.
Let’s now look closely at signal phrases.
Signal Phrase:
A signal phrase typically appears in Step 2 of the 7-Step

paragraph. It has several components: the author or source
name; information about the author or source qualifications; an
action verb such as writes, observes, notes, states; the title of
the source / book / study / article; and the page citation (which
usually appears after a quotation or paraphrase).
We refer to this method of introduction as a “signal” phrase
because it is a signal to the reader that we are about to
introduce the words and ideas of someone other than ourselves.
In the same way you introduce one of your friends to another
friend at a social gathering before a conversation begins, we
introduce our sources to our reader before they begin to be
quoted.
In the passage above, this is the signal phrase:
Two brothers who are business writers—Chip and Dan heath—
discuss the essential components of change in their book
titled Switch: How to Make Change Happen When Change is
Hard.
Most of the time our source will have just one author. Let’s use
Henry David Thoreau as an example:
he states directly his purpose for going into the woods.
Notice that each of the components are included in this signal
phrase. (Once we quote Thoreau, we will include the page
citation in parenthesis.)
Note: In MLA, the first time we introduce an author, we include
the first and last name. Afterward, we only use the last name
(and never the first name alone). For example:
Thoreau continues his essay by reflecting on . . .
Now we are ready to examine the four options to properly
introduce a quotation using signal phrases. Remember that these
techniques are typically associated with step four in the 7-Step
paragraph:
· Introduce the quotation with a signal phrase in a complete

sentence and use a colon. Here’s an example:
he states directly his purpose for going into the woods: "I went
to the woods because I wished to live deliberately, to front only
the essential facts of life, and see if I could not learn what it
had to teach, and not, when I came to die, discover that I had
not lived."
The highlighted sentence is a complete sentence with a subject
and a verb. Since it is a complete sentence, we use a colon to
introduce the quotation. Never confuse a colon with a semi-
colon. A colon looks like this : and a semi-colon looks like
this ; Using a semi-colon would be incorrect.
· Use a signal phrase with a verb such as states or writes, and
introduce the quotation with a comma. Here’s an example:
Henry David Thoreau suggests the consequences of making
ourselves slaves to progress when he states, "We do not ride on
the railroad; it rides upon us."
Here’s another example:
According to Thoreau, "We do not ride on the railroad; it rides
upon us."
· Use a signal phrase with that and NO comma or colon. Here’s
an example:
In his essay titled “Self Reliance,” American essayist, lecturer,
philosopher, and transcendentalist Ralph Waldo Emerson states
that “A man should learn to detect and watch that gleam of light
which flashes across his mind from within, more than the luster
of the firmament of bards and sages.”
Using “that” replaces the comma, which would otherwise be
needed in the sentence. We usually have a choice when we
begin a sentence with a phrase such as “Emerson states." We
can either add a comma after "states" (Emerson states,
"quotation") or we can add the word "that" with no comma
(Emerson states that "quotation.")

· Insert the quotation with NO initial punctuation if the quoted
words naturally flow into your sentence as if you had written
the words.Here’s a few examples:
In his novel Call of the Wild, American novelist Jack London
describes “the stirring of old instincts” that drive men “out from
the sounding cities to the forest.”
Thoreau argues that people blindly accept "shams and
delusions" as the "soundest truths," while regarding reality as
"fabulous."
American essayist and philosopher Ralph Waldo Emerson
expresses the importance of always learning when he
encourages us to “Explore, and explore, and explore.” He
encourages us to stay true to our “position of perpetual
inquiry.”
Notice that the words we choose to quote are unique, special,
and powerful. By quoting them in this manner, we draw
attention to them.
In these examples, the quoted words flow into the sentence,
essentially blending a paraphrase and quotation.
This is a nice technique and offers an alternative to the first
three options of introducing quotations.

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