This document contains the agenda and discussion questions for an EWRT 1A class. The class will discuss two assigned articles about marginalization and review the writing prompt for Essay #3. They will also cover the basic features of an argument essay, including outlining the introduction, thesis, and argument. The introduction should present the issue and the thesis should take a clear position. The body will include reasons and supporting evidence. Students will analyze sample student paper #3 on their own or in groups. They will identify different components of the paper like the title, thesis, quotes, and citations. Finally, the document reviews how to write an introduction with a focused issue presentation and clear thesis stating the student's position.
The Five Moves of Analysis(aka The Most Important Thing You Will.docxoreo10
The Five Moves of Analysis
(aka The Most Important Thing You Will Ever Learn)
1. Suspend Judgment: Set aside your likes and dislikes, your agreeing or disagreeing. Say to yourself, “What I find most interesting here is...”.
2. Notice and Focus: Simply put, pay close attention to details. “What do you notice?” What is significant/interesting/revealing/ strange. Slow down and take your time here. Don’t jump to interpretations before you’ve exhausted the details. Uncertainty is good.
3. Look for Patterns: Start sifting through the text looking for Repetitions, Strands, Binaries, and Anomalies.
Repetitions: sheep dog in "How to Talk to a Hunter"
Strands: Animals in "How to Talk to a Hunter," alcohol in "Sonny's Blues"
Binaries: Light/Dark in "Sonny's Blues," young/old in "One of Star Wars, One of Doom"
Anomalies: Mysterious notebook in "One of Star Wars, One of Doom," tin of chocolates with Santa Claus "fondling" children painted on it in "How to Talk to a Hunter"
4. Make the Implicit Explicit: Explain to the reader what the details or the patterns imply. Explain your thought process. Pull out the implications and show them why you think they are “folded in” to the meaning of the text or image. What does this mean and So What? Why is it important?
5. Keep Reformulating Questions and Explanations: What else might this detail or pattern mean? How else could it be explained? What details don’t fit my theory? Can I adjust my theory to better fit with this?
Prepping the Final Paper
Take a minute to re-read the assignment sheet for Paper 3. Then choose which prompt you would like to focus on for your paper. Once you have chosen your prompt, I would like you to go through the book and identify the scenes that you think link to your topic in an interesting way. Now…
1. List the scenes you have chosen, e.g. “Scene #1: The scene in which Oscar is taken into the cane and beaten.”
2. Carefully gather details from your chosen scenes. These should include both individual details you find interesting or bizarre, AND binaries, strands, repetitions, and anomalies. Use the skills we’ve practiced all quarter long to gather these. Write them down. For example, “Oscar’s hands are ‘seamless’ in the dream.’
3. Now spend some time pulling multiple implications out of as many details as you can. For instance, “Seamless hands = brand new, no history, no fingerprints so no traces, like a blank page.”
4. Choose your six juiciest, most interesting and analytically rich details and type them up in a list that includes implications.
5. Use your detail-analysis to develop a working thesis. This is your own analytical theory about what is going on in the scenes you’ve chosen. What have you uncovered and why is it significant? Write that thesis down.
My answer
1. Scene
#1: The scene in which Oscar’s dead at the beginning.
#2: The scene in which the narrator is not Yunior in chapter 2.
#3: Narrating the identity of Yunior.
#4: Using footn ...
riting About LiteratureGenerally, the essays you write in litera.docxdaniely50
riting About Literature
Generally, the essays you write in literature courses attempt to answer interesting questions about works of literature. These questions are interesting for at least two reasons: a) their answers are not obvious, and b) their answers (or at least the attempt to answer them) can enrich other readers’ understanding and experience of those works of literature. Often works of literature seem to be intentionally posing these questions to us; they require us to do some work to get them to work.
Readers have asked many different types of questions of works of literature, for example:
What did the author want to communicate in this work?
What does the work reveal about the author’s feelings, opinions, or psychology?
What does the work reveal about the society in which it was written?
What can we learn from this work about the issues or topics it deals with?
What motivates the characters in the work to behave as they do?
How are literary devices used in the work?
How does the work create emotional or intellectual experiences for its readers?
Is this work good or bad?
Is this work good or bad for its readers?
Some of these questions require information from outside the text itself; for example, to argue that a work reveals a writer’s psychological condition, it would be helpful to have some other evidence of that condition to corroborate your interpretation of the work of literature. Some of these questions ask about the world outside the work—about the author, his/her society, or our own society, for example—while others try to focus more on the features of the work itself.
Analyses which try to make statements about the work itself
is often called
formalist
criticism: it attends more to the structures and strategies employed in the work. Ultimately, such arguments generally do try to move beyond the work, to claim, for instance, that it is likely to create certain effects in its readers, or that readers will understand the writer’s intent more clearly if they pay attention to its formal characteristic.
In LIT 100, we are going to be paying attention primarily to these formal features of literary works. In fiction, some of these features include tone, point of view, setting, character, etc. We will be paying less attention to extra-textual features, such as the author’s biography or the historical contexts in which the literature was produced and/or read; these elements are not less important than formal features, but they naturally vary greatly from one work to another and often require in-depth study to truly appreciate. To understand how Shakespeare’s social situation in London in the 1590s might have been reflected in his plays would require a whole course in Elizabethan history. On the other hand, the formal features we will be studying in this course can be found in literature of all eras and genres, though they may often be used to different effect by different writers at different times. Almost all fict.
riting About LiteratureGenerally, the essays you write in lite.docxjoellemurphey
riting About Literature
Generally, the essays you write in literature courses attempt to answer interesting questions about works of literature. These questions are interesting for at least two reasons: a) their answers are not obvious, and b) their answers (or at least the attempt to answer them) can enrich other readers’ understanding and experience of those works of literature. Often works of literature seem to be intentionally posing these questions to us; they require us to do some work to get them to work.
Readers have asked many different types of questions of works of literature, for example:
· What did the author want to communicate in this work?
· What does the work reveal about the author’s feelings, opinions, or psychology?
· What does the work reveal about the society in which it was written?
· What can we learn from this work about the issues or topics it deals with?
· What motivates the characters in the work to behave as they do?
· How are literary devices used in the work?
· How does the work create emotional or intellectual experiences for its readers?
· Is this work good or bad?
· Is this work good or bad for its readers?
Some of these questions require information from outside the text itself; for example, to argue that a work reveals a writer’s psychological condition, it would be helpful to have some other evidence of that condition to corroborate your interpretation of the work of literature. Some of these questions ask about the world outside the work—about the author, his/her society, or our own society, for example—while others try to focus more on the features of the work itself. Analyses which try to make statements about the work itself is often calledformalist criticism: it attends more to the structures and strategies employed in the work. Ultimately, such arguments generally do try to move beyond the work, to claim, for instance, that it is likely to create certain effects in its readers, or that readers will understand the writer’s intent more clearly if they pay attention to its formal characteristic.
In LIT 100, we are going to be paying attention primarily to these formal features of literary works. In fiction, some of these features include tone, point of view, setting, character, etc. We will be paying less attention to extra-textual features, such as the author’s biography or the historical contexts in which the literature was produced and/or read; these elements are not less important than formal features, but they naturally vary greatly from one work to another and often require in-depth study to truly appreciate. To understand how Shakespeare’s social situation in London in the 1590s might have been reflected in his plays would require a whole course in Elizabethan history. On the other hand, the formal features we will be studying in this course can be found in literature of all eras and genres, though they may often be used to different effect by different writers at different times. A ...
McClintock-Walsh ENGL 151 Assignment Sheet Final PaperLength.docxandreecapon
McClintock-Walsh ENGL 151
Assignment Sheet: Final Paper
Length: 6-8 pages (not including Works Cited List)
Due Date: Rough draft: in our conferences
Final: See syllabus
No late papers will be accepted!
Write a 6-8 page paper (that incorporates research) on any of the works we have read in this class. (If you choose to write about a work you have written about already, the content of this paper must be significantly different from what you have already written.) Although this is a research paper, remember that YOUR ideas are important. I do not want you to turn in a book report or a Wikipedia entry. Rather, you should be developing an insightful reading of one or more works that you support with the text and with outside sources. Remember, we research to fulfill our curiosities, to deepen our knowledge of a subject or author, or to make ourselves more of an expert on the works we are covering. We do NOT research to mimic or regurgitate someone else’s ideas.
Remember it is of the utmost importance that you develop a specific thesis, or argument, that you will be able to prove with research and textual analysis. Remember: a thesis statement should arise from a question you have about the work(s) (i.e., What is the significance of the Perseus and Danae myth in Room? OR What confines characters in Room, “The Hunger Artist,” and/or “The Yellow Wallpaper” ? OR According to Langston Hughes, Gwendolyn Brooks, and/or Anna Deavere Smith, where does racism come from, and how can society overcome it?). Your thesis statement should be an answer to this question (i.e., Donoghue uses allusion to Greek mythology to both illustrate all of the levels of imprisonment Ma and Jack face). You should use the rest of the paper to support your own unique argument with close readings of the text and with research. Think of the thesis statement as your radical declaration; think of the rest of the paper as the evidence that supports your radical declaration. (A strong thesis statement in a research paper will be very narrow and focused. A thesis that seems too narrow is always preferable to a thesis that is too broad.)
Please AVOID PLOT SUMMARY. I have already read these works, so you are writing for an informed audience.
You may choose to write your paper on one work we have discussed this semester, or you may compare/contrast two works. Remember that research should help you become more of an expert on your subject, and that research should be an organic process that helps you fill in gaps in your own knowledge, or deepens your understanding of a work, author, or concept. Let your own questions and curiosities guide you in your research.
I do not like to set an exact number of sources that you must use, but this type of paper will likely require you to consult and use at least three outside sources that you will incorporate in a meaningful way into your paper. You may not use the internet alone for your research; I will be unimpressed by flimsy, general ...
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
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2. AGENDA
• Discuss Marginalization articles #1 and #2
• Review Prompt #3
• Review Basic features of an Argument essay
• Lecture: The outline
• --The Introduction: Presentation of the issue
• --The Thesis: A Clear Position
• -- The Argument
• Reasons and support
3. IN YOUR HOUSES: DISCUSS
MARGINALIZATION ESSAY #1
“The Pain of Social Rejection” by Kirsten Weir
1. What is the main argument in this paper?
2. What kind of examples does the author provide? Do
they support her argument?
3. What are the causes of “Social Rejection”
4. What are the consequences of it?
5. What kind of sources does the author use?
6. How can we use this article as evidence to support our
own discussion of marginalization?
4. IN YOUR HOUSES: DISCUSS
MARGINALIZATION ESSAY #2
“How the Stress of Racism Affects Learning”
By Melinda D. Anderson
1. What is the main argument in this paper?
2. What kind of examples does the author provide? Do
they support her argument?
3. What are the consequences of both unintended and
overt racism?
4. What is psychological trauma?
5. What kind of sources does the author use?
6. How can we use this article as evidence to support our
own discussion of marginalization?
5. ESSAY #1: THE WRITING ASSIGNMENT
In this essay, you will argue a position. Please consult chapter 6 in the
St. Martin’s Guide for a detailed discussion of the requirements of an
argument essay.
The essay topic: identify a character in The Chamber Of Secrets or The Prisoner of Azkaban, who is
marginalized in some way. In your essay, do the following:
1. Explain how the character is marginalized and provide examples of the marginalization using quotes
from the book and/or from the film.
2. Then discuss ways in which the character responds to the marginalization that you see as productive
or unproductive and why.
3. Finally, extend your insights to contemporary society; how does this character’s marginalization
compare to others you see who are also marginalized?
At some point in your essay, you must include a counterargument and respond to it effectively.
6. REVIEW BASIC FEATURES OF AN
ARGUMENT ESSAY
1.A Focused Presentation of the Issue
2.A Clear Position
3. Plausible Reasons and Convincing Support
4.Anticipating Opposing Positions and Objections
7. LOOKING AT SAMPLE PAPER 3: WORK
ALONE OR TOGETHER
Bracket the following components and label them:
1. The title.
2. Where the character is introduced.
3. Where the book and author are introduced.
4. A quote or quotes from an outside source. Is there just one?
5. The thesis statement.
6. At least three quotes from the book.
7. An MLA-style citation for a quotation.
8. An MLA-style citation for a summary that is NOT a quotation.
9. For each of the four body paragraphs, bracket the sentence that introduces the POINT of that
paragraph to the reader. (Called the “topic sentence.”)
10. In the conclusion, mark three different components:
--restatement of the thesis.
--why this matters (the answer to “so what?”)
--a call to action
8. The Introduction: A Focused Presentation of the Issue:
A beginning to your essay that orients your readers by
establishing the background for the essay. Often, the
introduction to an essay about a text includes a directed
summary.
The Thesis: A Clear Position
A statement that tells your readers simply and directly what
you want them to think about the issue and why. You might
also forecast your reasons, mentioning them in the order in
which you will take them up in your argument
Let’s look at the introduction and
clear position.
9. DIRECTED SUMMARY
• A directed summary provides readers of your paper with the information they need to understand
your argument and explanation.
• State the title and author of the primary text or film near the beginning of the first paragraph,
perhaps in the first sentence. This is essential so that the reader knows which work you are
discussing. If you are discussing more than one novel, you might mention the series or the genre.
Because you will also be discussing the marginalization of a specific character from the novel, you
should introduce both of those as well. Here is an example from the sample essay you will read for
homework.
What do you notice about these first introductory sentences?
J. K. Rowling’s Harry Potter books depict a world that secretly coexists alongside our own, a delightful world
containing magical spells and fantastic creatures. This world provides readers (and viewers) with an escape from our
everyday experience. Unfortunately, there is one way in which Harry Potter’s world clearly reflects our own, and that
is in the way women and girls are marginalized and traumatized by patriarchy. [. . .] Hogwarts and the wizard world
depicted in Harry Potter and the Chamber of Secrets (hereafter referred to as The Chamber of Secrets) is clearly a
patriarchy and its effects on the women in the world are troubling. We can see this most clearly in the treatment of the
character Moaning Myrtle.
10. • Hook the reader, but assume that the reader is familiar with the work
about which you are writing. Do include relevant story context. Do
not include too much plot summary in either the introduction or in the
rest of the essay. Do include brief references to the part(s) of the
story that will support your thesis.
• Here is another part of the introduction from the sample paper:
Moaning Myrtle is a ghost who used to be a female student at Hogwarts who was killed another
student, Tom Riddle (who is later revealed to be Voldemort, the dangerous and powerful villain who
is focused on exerting fascist patriarchal control over the wizard world and Hogwarts). But while
we might expect Moaning Myrtle’s tragic death and afterlife to elicit sympathy from the residents
of Hogwarts, she instead becomes teased and avoided by students and ghosts alike.
Where is the relevant context?
What reference do you imagine will support the thesis?
Where is the hook?
11. • You will eventually state your thesis near the end of the introduction (your
introduction might be more than one paragraph). Note the Clear transition from
the introduction to the thesis, which must clearly and specifically state what the
essay will analyze. Let’s look one more time at the introduction to the sample
essay:
But while we might expect Moaning Myrtle’s tragic death and afterlife to elicit sympathy
from the residents of Hogwarts, she instead becomes teased and avoided by students and
ghosts alike. Moaning Myrtle first appears as a character who seems to be a kind of comic
relief;
Which is transition text?
How does the transition text help smooth the way to the thesis?
12. LET’S GO BACK TO THE SAMPLE ESSAY
• But while we might expect Moaning Myrtle’s tragic death and afterlife to elicit
sympathy from the residents of Hogwarts, she instead becomes teased and avoided by
students and ghosts alike. Moaning Myrtle first appears as a character who seems to be
a kind of comic relief; however, by the end of The Chamber of Secrets, a reader
who pays close attention to how she is shamed, isolated, and rejected cannot help
but see her as a symbol of the damage and trauma that patriarchy inflicts and the
position of helplessness that it produces.
Where is the transition again?
Where is the thesis to the essay?
Is it unambiguous?
Is it qualified?
Is it arguable?
What “forecasting words” has the writer used to give the reader hints about the
body paragraphs?
13. MAKE SOME NOTES ABOUT HOW YOU MIGHT BEGIN YOUR
ESSAY. YOU CAN REFINE THEM LATER AND INCLUDE BRIEF
REFERENCES TO YOUR IDEAS IN YOUR OUTLINE.
1. Title and director; original studio; date of release or the author and title
of the novel.
a. Rowling, J. K. Harry Potter and the Chamber of Secrets. Scholastic, 1999.
2. State the title and author/director of the primary text or film near
the beginning of the first paragraph, perhaps in the first
sentence.
3. Hook the reader, but assume that the reader is familiar with the work
about which you are writing. Do include relevant story context. Do not
include too much plot summary in either the introduction or in the rest
of the essay. Do include brief references to the part(s) of the story that
will support your thesis.
4. Use transitions to keep the introduction clear and organized.
5. Transition to your main argument.
14. You must provide a strong thesis: A Clear Position
Thesis: Identify and argue that the marginalization that you see
this character experiencing is real, and name the outcome(s) of
that marginalization.
As you draft your own thesis, pay attention to the language you
use. It should be clear and unambiguous, emphatic but
appropriately qualified. Although you will probably refine your
thesis as you draft and revise your essay, trying now to
articulate it will help give your planning and drafting direction
and impetus.
15. WRITE A TENTATIVE THESIS NOW. THIS
MAY CHANGE AS YOU READ AND THINK.
THIS IS JUST A STARTING PLACE
• Write a few sentences that could serve as a thesis—that is, a statement that tells your
readers simply and directly what you want them to think about the issue and why. You
might also forecast your reasons, mentioning them in the order in which you will take
them up in your argument.
• Here is the one from the sample essay in case you need to take another look at it.
Notice that it answers all parts of the prompt. How is she marginalized? What is the
cause of the marginalization? What are the outcomes of the marginalization? How is
can it be extended to society?
• [B]y the end of The Chamber of Secrets, a reader who pays close attention
to how [Myrtle] is shamed, isolated, and rejected cannot help but see her
as a symbol of the damage and trauma that patriarchy inflicts and the
position of helplessness that it produces.
16. THE BODY PARAGRAPHS:
REASONS AND SUPPORT
Why do you think so?
Can I have an example?
Take another look at the sample essay
17. WHAT ARE THE REASONS FOR MYRTLE’S MARGINALIZATION,
ACCORDING TO THE SAMPLE ESSAY?
• What are the
reasons?
• She is shamed
• She isolated
• She is rejected
Are there topic sentences for each of these reasons?
Are there examples that support each of these reasons?
Moaning Myrtle’s name in itself is an example of how emotional expression is shamed
and used to discredit people in patriarchal culture.
The name calling
Myrtle’s bathroom itself is a site of patriarchal marginalization.
She lives in a toilet in the dirtiest bathroom at Hogwarts.
The total social rejection of Myrtle, in conjunction with the discounting of her reactions
to it as hysterical and overly emotional, leaves her few options for challenging her
marginalization.
[W]hen Harry returns after defeating Tom Riddle, his explanation for how he
found the Chamber of Secrets conspicuously elides any mention of Moaning
Myrtle’s testimony
18. A Well-Supported Position: Reasons and Support
In arguing for a position, writers may provide various kinds of supporting evidence, including
facts, statistics, examples, anecdotes, and quotes from authorities.
Examples and anecdotes illustrate what may be true in certain situations; effective writers do not
usually offer them as hard-and-fast evidence of the universal truth of their positions. Using them
can, however, make an argument less abstract and enable readers to identify with those affected by
the issue. Evidence from the novel provides the basis for your analysis in this essay. You may
still need other evidence to back up your insights and assertions.
Facts are statements that can be proven to be true. However, a statement that is not true or only
partially true may be asserted as fact. Therefore, readers may need to be reassured that an asserted
fact is reliable and comes from a trustworthy source.
Statistics are sometimes mistaken for facts, but they are only interpretations or correlations of
numerical data. Their reliability depends on how and by whom the information was collected and
interpreted.
Quotes from authorities can carry weight if readers see them as knowledgeable and trustworthy.
19. DEVELOPING YOUR ARGUMENT: IN-CLASS
WRITING
Explain how the character is marginalized and provide examples of the marginalization using quotes from
the book. You will need reasons for each of the ways you see your character as marginalized.
Note: Examples support reasons; they are not the same!
• List Possible Reasons for your character’s marginalization
• Once your thesis is clear, take a moment to list the reasons for your position. (Example: in the
sample essay, the writer says Myrtle is shamed, isolated, and rejected).
• Try to come up with as many reasons as you can. Later, you may add reasons or modify the ones
you have listed.
• Make a Note of Evidence.
• Consider evidence from the novel Harry Potter and the Chamber of Secrets. Which evidence
supports your reasons? (in the sample essay, to show how she is shamed, the writer points out
that Calling her “‘Moaning Myrtle’ rather than just “Myrtle” turns her character name into a part of a
homonym that simultaneously ridicules and marginalizes her.”
Your Tentative Position. Look at your
thesis, that is, your current position on
the issue. As you develop your argument
and counterargument, you may refine it
20. Introduction Paragraph: Presenting the subject
Introduce the novel and author; Name and describe the character; describe his or her role in the novel.
Thesis: Describe the marginalization that you see this character experiencing and the outcome of that
marginalization.
Body Paragraphs
• Body paragraph 1: Use, cite, and discuss quotes to support your identification of the character’s marginalization,
the outcomes/results of marginalization, and ways in which the character responds to the marginalization.
• Body paragraph 2: Analyze ways in which the character responds to the marginalization that you see as
productive or unproductive and why.
• Body paragraph 3: Extend your insights to contemporary society; how does this character’s marginalization
compare to others you see who are also marginalized?
Counterargument: Tomorrow in class
Conclusion: Tomorrow in class
ESSAY STRUCTURE
21. What do you need to do today?
1. Choose your character.
2. Decide how that character is marginalized.
3. Think about how that character responds to that marginalization
and whether you think that is productive.
4. Find three quotes from the book that you can use.
5. Find one quote from another source to use.
6. Write your thesis statement.
7. Decide what you will say in each of your body paragraphs. Make
an outline of each body paragraph: what is the Point (your topic
sentence with a reason) and your illustration (an example,
quotation, or other support) in each?
10. Start making your actual outline to use in class.
22. TIPS FOR WORKING AT HOME:
1. Don’t neglect to consider these two aspects of the prompt:
• Discuss ways in which the character responds to the marginalization that you see as productive or
unproductive and why.
• Extend your insights to contemporary society; how does this character’s marginalization compare
to others you see who are also marginalized?
• Suggestion: Take a moment to consider the two articles we discussed earlier. Does any of that
information seem particularly relevant to your argument? Does a point in one of the essays serve to
support an outcome or behavior of your marginalized character?
2.Collect Evidence. Make notes of the evidence — such as authorities, facts, anecdotes, and statistics —
you might be able to use to support your reasons. You may already have some evidence you could use.
If you need to do research, make notes of sources you could consult
3.Choose the Most Plausible Reasons. Write several sentences explaining why you think each reason
would be likely to convince your particular readers to take your argument seriously. Then identify your
most plausible reasons. If you decide that none of your reasons seems very plausible, you might need to
reconsider your position, do some more research, or choose another issue.
23. HOMEWORK
• Read HP POA Chapter 2
• Collect evidence from Chamber of Secrets and
marginalization essays. Choose the most plausible
support for your argument. Draft the reasons and support
section of your essay (20)
• HW Discussion #14: Post your thesis and an outline for
at least two body paragraphs. Make sure to include topic
sentences and evidence (with page numbers).
• In-class essay #3 is during class 16
• Get/Buy A large Blue Book for essay #3