The document outlines an agenda for a class that includes discussing works about passing and identity, giving definitions for key terms, and having students write an in-class essay arguing either for or against the statement that passing for white provides advantages and only idiots would fail to do so. Students will analyze stories and poems about passing to understand issues of race, identity, and oppression.

1. 
CLASS 7
EWRT 1B

2. AGENDA
 Presentation: Terms List 2
 QHQ Discussion: Who's Passing for Who? and
"Recitatif"
 Lecture: Thesis statements, outlining, using
evidence, introductions.
 In-Class Writing: Essay #2
 Author Lecture: Leslie Feinberg
 Return Essay #1

3. TERMS LIST 2
 Ableism: A pervasive system of discrimination and exclusion that
oppresses people who have mental, emotional, and physical
disabilities.
 Ally: A person who supports marginalized, silenced, or less privilege
groups without actually being a member of those groups. This person
will often directly confront and challenge biphobia, homophobia,
heterosexism, racism, transphobia and other systems of oppression.
 Binary Gender: A system that defines and makes room for two and
only two distinct, natural and opposite genders (i.e. male and female).
These two genders are defined in opposition to each other, such that
masculinity and femininity are seen as mutually exclusive. In this
system, there is no room for any ambiguity or intermingling of gender
traits.

4.  Classism: Bias based on social or economic class.
 Critical Consciousness: a process of continuous self-reflection and action to
discover and uncover how we continue to be shaped by societal
assumptions and power dynamics: an essential tool to help us to
recognize, understand and work to change the social forces that shape our
societies an ourselves.
 Cultural Appropriation: The adoption of cultural elements not in one’s own
culture, without full knowledge of or respect for its value within the
original culture.
 Cultural Oppression: Social norms, roles, rituals, language, music, and art
that reflect and reinforce the belief that one social group is superior to
anther.
 Dominance: The systematic attitudes and actions of prejudice, superiority,
and self- righteousness of one group (a non-target group) in relation to
another (a target group). Internalized dominance includes the inability of a
group or individual to see privilege as a member of the non-target group.

5. QHQ Discussion: "Recitatif"
 Between Roberta and Twyla, who is white and who is black?
 Does the article/narrative show how stereotypes can emerge
unconsciously?
 Does it matter what races the characters belong to?
 Should we try to understand their personal and cultural
background as opposed to color?

6. 
“Who’s Passing for Who?”
By Langston Hughes
• Who’s really passing in the story here?
• Were the light-skinned couple white or African American?
• Can the writers be mad that the Iowans pretended to pass?
• What did the narrator mean when he said “they had too much fun
at our expense- even If they did pay for all the drinks.”
• Why do the Iowans pretend to be African American?
• Was the red-headed man from Iowa passing?
• How are the couple able to pass so easily as black, so much so that
a group of black people are completely convinced that they are?
• Who was narrow minded?

7. 
“Who’s Passing for Who?”
By Langston Hughes
• Why was Caleb so nice to the “overearnest uplifters?”
• Why did the writers hate on Caleb so much?
• Why were the white friends of Caleb’s so surprised about black writers?
• How does Caleb seem contradictory after he and his group was kicked out of the
restaurant for “disturbing the peace”?
• Why are the black men so rude to the couple and the red-haired man in the
beginning?
• Why does the red-haired Iowan care about the unknown woman?
• Are Hughes and his friends being hypocritical when they tell the Iowan that he
shouldn’t stop protecting a woman just because of her race?
• Is Hughes’ bias any worse/better than the man from Iowa?
• Why did the red haired man leave the group after the group was told to leave the
bar?
• Why would the woman who appeared white be so okay with being pushed down
by her husband?
•

8. Comparing Works We Have Read
 What does “Who’s Passing for Who?” have in common
with Morrison’s “Recitatif”?
 What do they share with other works? How are they
different?
 “Passing” the poem
 “Passing” the short story
 “The Passing of Grandison”
 Do you have any other insights into “passing” that you
have realized through our readings or discussions.

9. 
Writing The Essay
#2

10. The Prompt:
If passing for white will get a fellow better accommodations on the train, better seats
in the theatre, immunity from insults in public places, and may even save his life from
a mob,” only idiots would fail to seize the advantages of passing, at least occasionally if
not permanently.”
Write an essay of 750 to 1000 words arguing for or against William Pickens’s
statement. Use support from the texts you have read so far, our discussions, and your
own insights.
Do you agree with Pickens's statement?
If yes, why?
If no, why not?

11. Your Thesis
In this case, your thesis will be your position
on William Pickens’s Statement: Do you agree
with him or not? Why or why not? You may
refer to Pickens or not in your thesis.

12. What are your “reasons” for agreeing or
disagreeing with the act of passing? Your reasons
should connect to your thesis. Each one should be
a topic for at least one body paragraph
 Consider your best support for your
assertion. This will likely be from your
brainstorming using FREECASH.
 Find textual evidence to support your
position.
 Explain how your examples support your
thesis.
 You can also use secondary sources if
you would like to, but they are not
necessary for this paper.

13. Introductions
You never get a second chance to make a first impression. The
opening paragraph of your paper will provide your readers with
their initial impressions of your argument, your writing style, and
the overall quality of your work. A vague, disorganized, error-
filled, off-the-wall, or boring introduction will probably create a
negative impression. On the other hand, a concise, engaging, and
well-written introduction will start your readers off thinking highly
of you, your analytical skills, your writing, and your paper.

14. Start by thinking about the
question you are trying to answer:
Write an essay of 500 to 750 words arguing for or against William Pickens’s statement:
"If passing for white will get a fellow better accommodations on the train, better seats in the
theatre, immunity from insults in public places, and may even save his life from a mob," wrote
William Pickens, "only idiots would fail to seize the advantages of passing, at least occasionally if
not permanently"
Your entire essay will be a response to this question, and your introduction is the first step toward
that end. Your direct answer to the assigned question will be your thesis, and your thesis will be
included in your introduction, so it is a good idea to use the question as a jumping off point.

15. Open with an attention grabber. Consider
these options:
• A provocative quotation: Consider a line or two from one of the texts we
read.
• An intriguing example of passing: Provide a situation or two in which a
person might be inclined to pass.
• A puzzling scenario: Imagine a scene that makes a reader consider the
consequences or benefits of passing.
• A vivid and perhaps unexpected anecdote: Open with a short story about
a successful or failed passing attempt.
• Find common ground with your reader: Offer a contemporary example of
passing (maybe a humorous one, even) and then explain the more
reasons for passing in this earlier time period.

16.  Avoid statements like "In this paper, I will argue
that racial passing destabilizes the social construction
of race and is therefore beneficial to society."
 While this sentence points toward your main
argument, it isn't especially interesting. It might be
more effective to say what you mean in a declarative
sentence: “Racial passing destabilizes the social
construction of race and is therefore beneficial to
society."
 It is much more convincing to tell your readers that
than to tell them that you are going to say that it does.
Assert your main argument confidently. After all, you
can't expect your reader to believe it if it doesn't sound
like you believe it!

17. Introductions to Avoid
1. The restated question introduction: Twists the question to take up space in the
introduction.
2. The place holder introduction: Offers several vague sentences that don’t really say
much.
3. The Webster's Dictionary introduction. This introduction begins by giving the dictionary
definition of one or more of the words in the assigned question.
4. The "dawn of man" introduction. This kind of introduction generally makes
broad, sweeping statements about the relevance of this topic since the beginning of
time.
5. The book report introduction. This introduction gives the name and author of the book
you are writing about, tells what the book is about, and offers other basic facts about
the book.

18. Let’s Try to Write an Introduction or Two Now.
 An intriguing example of  A vivid and perhaps
passing: Provide a situation unexpected anecdote: Open
or two in which a person with a short story about a
might be inclined to pass. successful or failed passing
attempt.
 A provocative quotation:
Consider a line or two from  Find common ground with
one of the texts we read. your reader: Offer a
contemporary example of
 A puzzling scenario: Imagine passing (maybe a humorous
a scene that makes a reader one, even) and then explain
consider the consequences the more reasons for passing
or benefits of passing. in this earlier time period.

19. Possible Outline
Introduction:
Thesis: This will likely be near the end of your introduction
Multiple Body Paragraphs supporting your thesis: The topic sentences of your body paragraphs
(probably situated fairly early in the paragraph) should connect directly to your thesis. You should use the
following rhetorical strategies to support your topic sentence:
define (describe and/or characterize unfamiliar terms, situations, or events)
classify (briefly distinguish between types)
exemplify (provide examples from primary or secondary texts)
analyze (explore and/or evaluate, particularly in terms of the connections of the
examples to your reasons or thesis)
explain (give details about) the connection between your example and your assertions.
conclude (provide a logical conclusion for your readers)
Transition (prepare your reader for the next paragraph.
Counter Argument: Anticipate your readers questions or doubts. Will will discuss this in class on
Wednesday.
Conclusion: We will discuss this in class Wednesday

20. Writing
Sketch out a rough outline.
Intro: What kind?
Thesis: Write out a working thesis
Body 1: One of your strongest arguments supporting your thesis.
support/example
Body 2: Another reason
support/example
Body 3: Another reason
support/example
Body 4:One of your strongest arguments supporting your thesis.
support/example
Counterargument:
Conclusion:

21. HOMEWORK
 Reading: Begin Stone Butch Blues (1-50)
Writing: Post Draft: Introduction, Thesis, Minimum
three body paragraphs (with topic sentences,
evidence, and explanation)
Studying: Vocab/Terms