This document provides an agenda and terms for a class on writing essays. The agenda includes presentations on counterarguments, conclusions, and MLA citation format. It will conclude with an in-class writing of Essay #2. Key terms are defined, such as economic class, ethnocentrism, gender, and queer. Guidelines are provided for writing a working outline, developing counterarguments, and strategies for effective conclusions. The document offers examples of integrating quotations using MLA style and signals to introduce quoted material.
The document provides an agenda and terms for a lecture on economic class, ethnocentrism, gender, gender expression, inclusiveness, internalized oppression, queer, resistance, and sexism. It then gives an outline for a review essay assignment, including introducing the topic, developing a thesis, writing body paragraphs with evidence, anticipating and addressing counterarguments, and concluding. Strategies are provided for different types of conclusions, such as answering "so what?", synthesizing information, challenging the reader, creating new meaning, proposing further action or study, and echoing the introduction. Finally, guidelines are given for integrating quotations into an essay using MLA style through different signaling phrases.
This document provides an agenda and terms for a lecture on counterarguments and conclusions in academic writing. It outlines presenting terms, a lecture on counterarguments and conclusions, discussing MLA citation format, and an in-class writing assignment on Essay #2. Key terms are defined, including economic class, ethnocentrism, gender, gender expression, inclusiveness, internalized oppression, queer, resistance, and sexism. Guidelines are provided for writing an outline, developing counterarguments, and strategies for writing a conclusion.
This document provides an agenda and terms for a lecture on counterarguments, conclusions, and MLA citation format. It includes:
- An agenda outlining a presentation on terms, a lecture covering counterarguments, conclusions, and MLA format/citations, and an in-class writing assignment.
- Definitions of terms related to economic class, ethnocentrism, gender, gender expression, inclusiveness, internalized oppression, queer, resistance, and sexism.
- An outline for essay #2 including an introduction with thesis, body paragraphs with reasons supporting the thesis and a counterargument section, and a conclusion.
- Guidance on writing conclusions, considering opposing arguments, and M
The document provides guidance for writing a literary analysis essay. It discusses the differences between convincing and persuading, with convincing relating to establishing truth and persuading relating to encouraging action. An example is given of friends persuading someone to take a vacation by pointing out they were overworked, rather than convincing them. The document also includes tips for writing essays, such as focusing on a topic with ample evidence, interpreting evidence rather than just quoting it, and ensuring claims support the thesis.
The document discusses the differences between persuading and convincing someone, providing examples of how friends persuaded but did not convince the author to take a vacation by pointing out they were overworked. It also provides information about an upcoming class, including assignments to read, an annotated bibliography for honors students, a required discussion post beginning an essay, and notices about upcoming class events including a research workshop and having a guest observer.
This document provides guidance for students writing an essay responding to Willa Cather's novel My Antonia. It offers 8 potential essay topics and prompts students to choose one. It outlines expectations for the assignment, including length, formatting, and required skills. Students are asked to write a 500-750 word MLA-formatted essay making an argument about the novel in response to their chosen prompt. The document provides submission details and learning outcomes for the assignment.
The document provides guidance on writing an effective conclusion paragraph for an essay. It explains that the conclusion should restate the thesis in a new way and widen the discussion to broader implications. It also discusses strategies for composing conclusions, such as striking a hopeful or meaningful tone, and evaluates sample conclusion paragraphs based on how well they follow the guidelines.
View this presentation to complete a good personal essay. Finde more tips on our website: https://essay-academy.com/account/blog/structure-of-a-personal-essay
The document provides an agenda and terms for a lecture on economic class, ethnocentrism, gender, gender expression, inclusiveness, internalized oppression, queer, resistance, and sexism. It then gives an outline for a review essay assignment, including introducing the topic, developing a thesis, writing body paragraphs with evidence, anticipating and addressing counterarguments, and concluding. Strategies are provided for different types of conclusions, such as answering "so what?", synthesizing information, challenging the reader, creating new meaning, proposing further action or study, and echoing the introduction. Finally, guidelines are given for integrating quotations into an essay using MLA style through different signaling phrases.
This document provides an agenda and terms for a lecture on counterarguments and conclusions in academic writing. It outlines presenting terms, a lecture on counterarguments and conclusions, discussing MLA citation format, and an in-class writing assignment on Essay #2. Key terms are defined, including economic class, ethnocentrism, gender, gender expression, inclusiveness, internalized oppression, queer, resistance, and sexism. Guidelines are provided for writing an outline, developing counterarguments, and strategies for writing a conclusion.
This document provides an agenda and terms for a lecture on counterarguments, conclusions, and MLA citation format. It includes:
- An agenda outlining a presentation on terms, a lecture covering counterarguments, conclusions, and MLA format/citations, and an in-class writing assignment.
- Definitions of terms related to economic class, ethnocentrism, gender, gender expression, inclusiveness, internalized oppression, queer, resistance, and sexism.
- An outline for essay #2 including an introduction with thesis, body paragraphs with reasons supporting the thesis and a counterargument section, and a conclusion.
- Guidance on writing conclusions, considering opposing arguments, and M
The document provides guidance for writing a literary analysis essay. It discusses the differences between convincing and persuading, with convincing relating to establishing truth and persuading relating to encouraging action. An example is given of friends persuading someone to take a vacation by pointing out they were overworked, rather than convincing them. The document also includes tips for writing essays, such as focusing on a topic with ample evidence, interpreting evidence rather than just quoting it, and ensuring claims support the thesis.
The document discusses the differences between persuading and convincing someone, providing examples of how friends persuaded but did not convince the author to take a vacation by pointing out they were overworked. It also provides information about an upcoming class, including assignments to read, an annotated bibliography for honors students, a required discussion post beginning an essay, and notices about upcoming class events including a research workshop and having a guest observer.
This document provides guidance for students writing an essay responding to Willa Cather's novel My Antonia. It offers 8 potential essay topics and prompts students to choose one. It outlines expectations for the assignment, including length, formatting, and required skills. Students are asked to write a 500-750 word MLA-formatted essay making an argument about the novel in response to their chosen prompt. The document provides submission details and learning outcomes for the assignment.
The document provides guidance on writing an effective conclusion paragraph for an essay. It explains that the conclusion should restate the thesis in a new way and widen the discussion to broader implications. It also discusses strategies for composing conclusions, such as striking a hopeful or meaningful tone, and evaluates sample conclusion paragraphs based on how well they follow the guidelines.
View this presentation to complete a good personal essay. Finde more tips on our website: https://essay-academy.com/account/blog/structure-of-a-personal-essay
This document contains an agenda, terms list, and guidance for writing an essay on the book Stone Butch Blues by Leslie Feinberg.
The agenda outlines the class activities, which include a presentation on terms, discussing essay #3, in-class writing, and learning about directed summaries, counterarguments, and conclusions. Definitions are provided for 13 terms related to gender and sexuality. Finally, instructions are given on how to write a directed summary that introduces the book and transitions to the thesis, as well as how to include an effective counterargument in the essay.
This document provides guidance for writing a personal essay. It discusses focusing on a personal philosophy or insight into life and supporting it with life experiences that taught the philosophy, instances where the writer applied it, and how it will continue affecting their life. Sample essays are analyzed for their thesis, supporting experiences, and explanation of the philosophy. The document also includes topics for a class discussion on censorship and common sayings. Students are tasked with analyzing insights and selecting a topic for their own personal essays.
This document provides information and guidelines for writing a personal essay. It explains that a personal essay is autobiographical and focuses on a personal experience, opinion, or incident from the author's life. It can be a personal narrative about a meaningful experience or a discussion of a topic through the lens of one's own perspective and experiences. The document outlines the key elements of a personal narrative essay such as using the first person, dramatizing a real experience, and drawing meaning or lessons from it. It also provides suggestions for choosing an engaging topic to write about and structuring the essay.
Understanding and Locating the Thesis StatementBERNIE FUENTES
The document provides guidance on understanding and locating thesis statements. It defines a thesis statement as presenting the main idea or point of an essay. The document discusses various techniques for locating a thesis statement, such as reading the introduction, abstract, or conclusion. It provides examples of thesis statements and signals phrases that can introduce a purpose statement. The document also offers tips and strategies for locating the thesis statement, such as making inferences from the title. Finally, it includes examples to practice formulating thesis statements.
The document discusses how World War II transformed the United States into a global superpower. It summarizes President Roosevelt's 1941 "fireside chat" where he told Americans that the country would win the war and the ensuing peace. As a result of its newfound power at home and abroad, American culture was reshaped for the rest of the 20th century. The war cost 50-70 million lives worldwide and introduced the possibility of nuclear warfare, radically changing global politics for decades to come. The post-war period saw the emergence of the Cold War between the U.S. and U.S.S.R. as they built up nuclear arsenals and allied smaller nations to their sides.
The document provides guidance on writing a personal reflective essay, including choosing a topic from one's own experiences, focusing on specific experiences or people through short paragraphs, and using details, descriptions, thoughts, feelings, and dialogue to bring the writing to life. It emphasizes reflecting on how experiences and people have shaped the writer as well as looking back on past events with new perspective and understanding.
This document provides instruction and content for an ENG 111 Expository Writing course on personal essays. It includes prompts for an opening writing assignment, objectives for the lesson, definitions and characteristics of personal writing and essays, examples of personal essay topics, and guidance on developing descriptive writing. The key points are: personal essays are nonfiction pieces that contain the writer's subjective response and use the first person; they tell a story and convey a larger truth through vivid details and figurative language; and good descriptive writing appeals to all senses to help readers visualize the subject.
This document provides guidance on writing an essay response to the novel Stone Butch Blues. It begins with an agenda for an exam and presentation on the novel. Students are then given prompts to choose from to write a 4-6 page thesis-driven essay responding to one of the prompts. The prompts explore themes of passing, conformity, resistance, and interactions with medical professionals in the novel. The document then provides tips for developing an interpretation of a text, such as supporting assertions with evidence. It advises students to explore potential topics and interpretations before selecting one with sufficient evidence. Steps are outlined for developing a thesis, selecting evidence, and organizing the paper.
Learning Object: Analysing the Short Stories of J G BallardMichelle Merritt
A Learning Object created in PPT where students can learn about the different texts (Subliminal Man, Chronopolis, Manhole 69 and Billenium) and how to write an analytical essay based on their understanding.
A good can easily inspire attention of readers. it can also leave the reader many questions than answers.To write an effective personal essay for readers,you will need to know the structure of a personal essay.You must to brainstorm ideas for the personal essay so when you are ready and craft your essay.
The document discusses the difference between summary and analysis in academic writing. Summary involves concisely restating the key points of a text, but should be limited as it does not provide an original argument. Analysis requires breaking down a text and making an argument about how its parts work together to convey an overall meaning or theme. To write more analytically, writers should form their own thesis and use evidence from the text to support it rather than simply recounting plot points or arguments. The document provides strategies for writers to avoid relying too heavily on summary, such as developing an original argument, reading critically, and ensuring topic sentences and paragraphs analyze rather than describe.
This document provides an agenda and terms for a class on writing. The agenda includes a presentation on terms, a lecture on counterarguments and conclusions, and an in-class writing assignment. Several terms are then defined, including economic class, ethnocentrism, gender, gender expression, inclusiveness, internalized oppression, queer, resistance, and sexism. The document concludes by noting the continuation of the essay assignment.
How to Write the Thesis Statement Presentationbessturner
This document provides guidance on writing an effective thesis statement for a literary analysis essay. It explains that a good thesis should make a specific, arguable claim about the topic and preview how the claim will be supported. It offers strategies for developing a thesis, such as understanding the prompt, identifying relevant evidence, and relating ideas. Sample thesis statements are included and analyzed for their strengths and weaknesses. Common pitfalls to avoid, such as vague, obvious, too broad or narrow theses, are also discussed.
This document is a syllabus for a class on dark humor taught by Ingrid Fernandez. The class will examine humor that aims to be offensive through images, jokes, and comedy that are obscene, violent, and in poor taste. Students will analyze how this type of humor works as a form of argument by pushing social boundaries related to topics like death, race, religion, violence, and sexuality. Major assignments include a rhetorical analysis of a example of dark humor, analyzing multiple philosophies of humor, and a research-based argument examining how dark humor functions in a particular work and challenges social norms. The class will explore the work of comedians, philosophers of humor, and examples from films, television, literature and more
This document provides guidance on how to write a successful literary analysis paper. It discusses developing an argumentative thesis statement that makes an original interpretation of the text. It also outlines how to structure the paper with an introduction that presents the thesis and a body that supports it with evidence from the text. The conclusion should reiterate the key points without simply restating them. Character analysis, literary elements, rhetorical devices, and establishing a controlling idea for each paragraph are also covered.
This document provides guidance on developing a thesis and analyzing elements such as symbolism and characterization for a literary analysis. It discusses evaluating ideas, organizing an analysis, and focusing on themes rather than just summarizing the plot. The document also recommends including sufficient examples to support the thesis, writing in the present tense, and using an introduction to engage the reader and a conclusion to provide closure.
This document contains the agenda and notes for an EWRT 200 class. The agenda includes discussing sentence types, editing a combined essay, and introducing a reflection essay assignment. The notes cover the four types of sentences (simple, compound, complex, compound-complex), with examples. Students will brainstorm writing strategies learned and discuss organization, voice, word choice, sentence fluency, conventions, ideas, and presentation. Homework includes revising a combined essay and writing the second paragraph of a reflection essay on their current writing process.
This document provides information about an American literature course titled ELIT 48C including:
1. Contact information for the professor and details about establishing accounts on the class website for completing homework assignments.
2. An overview of the course objectives, requirements, texts, student learning outcomes, and grading scale.
3. Class policies on essay submissions, attendance, conduct, late work, adding/dropping the course, and educational use of student papers.
This document contains an agenda, terms list, and guidance for writing an essay on the book Stone Butch Blues by Leslie Feinberg.
The agenda outlines the class activities, which include a presentation on terms, discussing essay #3, in-class writing, and learning about directed summaries, counterarguments, and conclusions. Definitions are provided for 13 terms related to gender and sexuality. Finally, instructions are given on how to write a directed summary that introduces the book and transitions to the thesis, as well as how to include an effective counterargument in the essay.
This document provides guidance for writing a personal essay. It discusses focusing on a personal philosophy or insight into life and supporting it with life experiences that taught the philosophy, instances where the writer applied it, and how it will continue affecting their life. Sample essays are analyzed for their thesis, supporting experiences, and explanation of the philosophy. The document also includes topics for a class discussion on censorship and common sayings. Students are tasked with analyzing insights and selecting a topic for their own personal essays.
This document provides information and guidelines for writing a personal essay. It explains that a personal essay is autobiographical and focuses on a personal experience, opinion, or incident from the author's life. It can be a personal narrative about a meaningful experience or a discussion of a topic through the lens of one's own perspective and experiences. The document outlines the key elements of a personal narrative essay such as using the first person, dramatizing a real experience, and drawing meaning or lessons from it. It also provides suggestions for choosing an engaging topic to write about and structuring the essay.
Understanding and Locating the Thesis StatementBERNIE FUENTES
The document provides guidance on understanding and locating thesis statements. It defines a thesis statement as presenting the main idea or point of an essay. The document discusses various techniques for locating a thesis statement, such as reading the introduction, abstract, or conclusion. It provides examples of thesis statements and signals phrases that can introduce a purpose statement. The document also offers tips and strategies for locating the thesis statement, such as making inferences from the title. Finally, it includes examples to practice formulating thesis statements.
The document discusses how World War II transformed the United States into a global superpower. It summarizes President Roosevelt's 1941 "fireside chat" where he told Americans that the country would win the war and the ensuing peace. As a result of its newfound power at home and abroad, American culture was reshaped for the rest of the 20th century. The war cost 50-70 million lives worldwide and introduced the possibility of nuclear warfare, radically changing global politics for decades to come. The post-war period saw the emergence of the Cold War between the U.S. and U.S.S.R. as they built up nuclear arsenals and allied smaller nations to their sides.
The document provides guidance on writing a personal reflective essay, including choosing a topic from one's own experiences, focusing on specific experiences or people through short paragraphs, and using details, descriptions, thoughts, feelings, and dialogue to bring the writing to life. It emphasizes reflecting on how experiences and people have shaped the writer as well as looking back on past events with new perspective and understanding.
This document provides instruction and content for an ENG 111 Expository Writing course on personal essays. It includes prompts for an opening writing assignment, objectives for the lesson, definitions and characteristics of personal writing and essays, examples of personal essay topics, and guidance on developing descriptive writing. The key points are: personal essays are nonfiction pieces that contain the writer's subjective response and use the first person; they tell a story and convey a larger truth through vivid details and figurative language; and good descriptive writing appeals to all senses to help readers visualize the subject.
This document provides guidance on writing an essay response to the novel Stone Butch Blues. It begins with an agenda for an exam and presentation on the novel. Students are then given prompts to choose from to write a 4-6 page thesis-driven essay responding to one of the prompts. The prompts explore themes of passing, conformity, resistance, and interactions with medical professionals in the novel. The document then provides tips for developing an interpretation of a text, such as supporting assertions with evidence. It advises students to explore potential topics and interpretations before selecting one with sufficient evidence. Steps are outlined for developing a thesis, selecting evidence, and organizing the paper.
Learning Object: Analysing the Short Stories of J G BallardMichelle Merritt
A Learning Object created in PPT where students can learn about the different texts (Subliminal Man, Chronopolis, Manhole 69 and Billenium) and how to write an analytical essay based on their understanding.
A good can easily inspire attention of readers. it can also leave the reader many questions than answers.To write an effective personal essay for readers,you will need to know the structure of a personal essay.You must to brainstorm ideas for the personal essay so when you are ready and craft your essay.
The document discusses the difference between summary and analysis in academic writing. Summary involves concisely restating the key points of a text, but should be limited as it does not provide an original argument. Analysis requires breaking down a text and making an argument about how its parts work together to convey an overall meaning or theme. To write more analytically, writers should form their own thesis and use evidence from the text to support it rather than simply recounting plot points or arguments. The document provides strategies for writers to avoid relying too heavily on summary, such as developing an original argument, reading critically, and ensuring topic sentences and paragraphs analyze rather than describe.
This document provides an agenda and terms for a class on writing. The agenda includes a presentation on terms, a lecture on counterarguments and conclusions, and an in-class writing assignment. Several terms are then defined, including economic class, ethnocentrism, gender, gender expression, inclusiveness, internalized oppression, queer, resistance, and sexism. The document concludes by noting the continuation of the essay assignment.
How to Write the Thesis Statement Presentationbessturner
This document provides guidance on writing an effective thesis statement for a literary analysis essay. It explains that a good thesis should make a specific, arguable claim about the topic and preview how the claim will be supported. It offers strategies for developing a thesis, such as understanding the prompt, identifying relevant evidence, and relating ideas. Sample thesis statements are included and analyzed for their strengths and weaknesses. Common pitfalls to avoid, such as vague, obvious, too broad or narrow theses, are also discussed.
This document is a syllabus for a class on dark humor taught by Ingrid Fernandez. The class will examine humor that aims to be offensive through images, jokes, and comedy that are obscene, violent, and in poor taste. Students will analyze how this type of humor works as a form of argument by pushing social boundaries related to topics like death, race, religion, violence, and sexuality. Major assignments include a rhetorical analysis of a example of dark humor, analyzing multiple philosophies of humor, and a research-based argument examining how dark humor functions in a particular work and challenges social norms. The class will explore the work of comedians, philosophers of humor, and examples from films, television, literature and more
This document provides guidance on how to write a successful literary analysis paper. It discusses developing an argumentative thesis statement that makes an original interpretation of the text. It also outlines how to structure the paper with an introduction that presents the thesis and a body that supports it with evidence from the text. The conclusion should reiterate the key points without simply restating them. Character analysis, literary elements, rhetorical devices, and establishing a controlling idea for each paragraph are also covered.
This document provides guidance on developing a thesis and analyzing elements such as symbolism and characterization for a literary analysis. It discusses evaluating ideas, organizing an analysis, and focusing on themes rather than just summarizing the plot. The document also recommends including sufficient examples to support the thesis, writing in the present tense, and using an introduction to engage the reader and a conclusion to provide closure.
This document contains the agenda and notes for an EWRT 200 class. The agenda includes discussing sentence types, editing a combined essay, and introducing a reflection essay assignment. The notes cover the four types of sentences (simple, compound, complex, compound-complex), with examples. Students will brainstorm writing strategies learned and discuss organization, voice, word choice, sentence fluency, conventions, ideas, and presentation. Homework includes revising a combined essay and writing the second paragraph of a reflection essay on their current writing process.
This document provides information about an American literature course titled ELIT 48C including:
1. Contact information for the professor and details about establishing accounts on the class website for completing homework assignments.
2. An overview of the course objectives, requirements, texts, student learning outcomes, and grading scale.
3. Class policies on essay submissions, attendance, conduct, late work, adding/dropping the course, and educational use of student papers.
Elit 48 c essay #2 anzuldua, kingston, cisneros, alexiejordanlachance
This document provides guidance for an essay assignment on modernist literature. Students must choose from 10 essay prompts analyzing works by Anzuldua, Kingston, Cisneros, Alexie. The prompts examine themes like cultural identities, relationships, and satire. The essay should be 500-750 words using MLA style. Learning objectives include developing critical thinking and rhetorical skills. Students are expected to outline, incorporate evidence, and avoid plagiarism. The document provides advice for successful completion of the assignment.
Ewrt 1 c class 17 writing essay 2 review for exam 1jordanlachance
This document contains the agenda and notes for an EWRT 1C class. The agenda includes reviewing the prompt for Essay #2, revising thesis statements, and ways to structure the introduction. Students will analyze one of four short stories provided and write a 4-7 page thesis-driven essay. The prompt encourages using critical lenses studied in class. Notes cover reviewing thesis statements with peers, writing a directed summary for the introduction that states the title, hooks the reader, briefly summarizes while assuming familiarity, uses transitions, and includes the thesis. The class will also review for Exam #1 on short stories, poems, and literary theories covered in classes 1-16 in preparation for the exam.
1. The agenda covers a presentation on literary terms, author lectures on Sui Sin Far and Nella Larsen, and a discussion of Sui Sin Far's short story "Leaves from the Mental Portfolio of an Eurasian."
2. The lecture on Sui Sin Far discusses her biracial background, early career writing under the pseudonym Sui Sin Far, and focus on representing Chinese American women and challenging stereotypes in her works.
3. The brief biography of Nella Larsen outlines her biracial background, involvement in the Harlem Renaissance, two novels dealing with light-skinned African American women passing for white, and the abrupt end to her writing career.
This document provides an agenda and instructions for an English class. The agenda includes an exam, a presentation on writing a response essay, and an in-class writing activity. Students will choose between several essay prompts responding to the novel Stone Butch Blues. The prompts explore themes of passing, conformity, resistance, and interactions with medical professionals. The document also provides guidance on developing a thesis, selecting evidence, and organizing a response to literature essay.
This document contains the class agenda, homework assignments, and reading schedule for an identity and passing literature course taught over 12 weeks. Some of the key activities and assignments included are:
1. Students will write 4 essays analyzing themes of identity and passing in assigned texts. They will also complete regular discussion posts and reading responses.
2. Readings include works by Larsen, Hughes, Far, Morrison, Feinberg, and Chesnutt that explore themes of racial, gender, and sexual passing.
3. Class time will include lectures, discussions of the readings, writing workshops, and in-class writing assignments. Students will peer review drafts of their essays.
4. Additional assignments include
Elit 48 c class 7 marilyn post qhq peak, peek, and piquejordanlachance
The document provides definitions for the commonly confused homophones "peek", "peak", and "pique". It then gives an agenda for an English class which includes a guest lecture on "Trifles" and an introduction to author Willa Cather and her novel "My Antonia". The introduction discusses that Cather grew up on a farm in Nebraska and drew inspiration from her experiences there for several of her novels. It outlines her education and career path from journalism to focusing on fiction writing. The introduction concludes by providing biographical details and an overview of Cather's writing career and legacy.
This document provides an agenda and terms for a discussion on identity and passing. It will discuss why people racially or gender pass, the social implications, and whether identity is real or constructed. It raises questions about passing and fixed versus passing identities for both transgender and racially passing people. It explores if passing disrupts or stabilizes identity categories and social norms.
Consequences of democratic citizens' policy agenda 2jordanlachance
This document proposes and tests a model to understand how Americans form judgments about the seriousness of global warming as a national problem. The model, called the ACE model, examines how beliefs about the existence and causes of global warming, attitudes toward its consequences, and certainty about beliefs and attitudes influence assessments of global warming's seriousness. The study tests the model using data from two surveys and finds support for the relationships proposed in the model. The findings point to psychological mechanisms that may shape public opinion and policy preferences on issues like global warming.
This document provides instructions and prompts for an essay assignment on postmodern literature. Students are asked to write a 3-6 page thesis-driven essay responding to one of several prompts about works they have read in the course. The prompts cover topics like postmodernism and manifestos, themes in specific works, and analyzing passages through different theoretical lenses. The essay should demonstrate clear writing, rhetorical skills, and use MLA style formatting with citations. The document provides learning objectives, introduction to the assignment, and detailed prompts to choose from as well as formatting and submission requirements.
This document provides guidance for students writing an essay responding to Willa Cather's novel My Antonia. It lists 8 potential essay topics focusing on themes in the novel like the immigrant experience, gender roles, and symbolism. Students are instructed to write a 500-750 word MLA-formatted essay analyzing one of the topics in detail using evidence from the text. The document outlines learning objectives, submission requirements, research expectations, and best practices for completing the assignment successfully.
Ewrt 1 c class 17 writing essay 2 review for exam 1jordanlachance
This document contains the agenda and notes for an EWRT 1C class. The agenda includes reviewing the prompt for Essay #2, revising thesis statements, and ways to structure the introduction. Students will analyze one of four short stories provided and write a 4-7 page thesis-driven essay. The prompt encourages using critical lenses studied in class. Notes cover reviewing thesis statements with peers, writing a directed summary for the introduction that states the title, hooks the reader, briefly summarizes while assuming familiarity, uses transitions, and includes the thesis statement near the end. The class will also review for Exam #1 on short stories, poems, and literary theories covered like New Criticism, feminist criticism, and psychoanalytic
This document provides an agenda and background information for a class discussion on Stephen King's short story "Rita Hayworth and Shawshank Redemption." It includes a brief biography of King, noting he was born in Maine and received a B.A. in English. The document also discusses the genres King writes in and compares his work to morality plays. Additionally, it provides historical context about the real Alcatraz prison and a famous escape attempt to help understand the short story's setting. The homework assignments ask students to post questions and analyses relating to characters and trauma in the story.
This document provides an agenda and terms for an upcoming exam. The daily agenda includes a vocab exam retake, presentation on terms list 4, discussion on trickster characters, outlining an essay, and assessing blog responses. The terms for exam 4 define key concepts like gender identity, heterosexism, and sexual orientation. The prompt asks students to analyze trickster tales and characters based on criteria like meeting definitions of tricksters and serving purposes like helping understand ourselves or serving another function. The document provides guidance for answering the prompt by breaking it down into parts and considering definitions and theories of tricksters. It emphasizes comparing modern characters to traditional tricksters and justifying analyses. The homework outlined is to submit an essay outline and thesis, study
Elit 48 c class 5 post qhq composed vs comprisedjordanlachance
This document provides information on composed/comprised, feminist criticism, lesbian/gay/queer criticism, and terms used in these types of literary analysis.
It explains that "composed" means made up of some or all parts, while "comprise" means to contain all parts, with the whole coming before parts.
It then outlines the objectives and waves of feminist criticism, focusing on uncovering misogyny and the female experience. It also summarizes lesbian, gay, and queer criticism in examining oppression beyond sexism. Finally, it lists common terms and textual clues used in these analyses, such as homosocial bonding and same-sex doubles. Typical questions asked by these critiques
This document outlines the agenda and instructions for an essay assignment. It provides guidance on presenting the problem, developing a thesis statement, describing a proposed solution and implementation steps, anticipating counterarguments, considering alternative solutions, and planning follow-up research. Students are instructed to revise their drafts to include arguing that the problem exists and is serious, outlining causes, consequences of inaction, a solution thesis, reasons their solution would work, implementation steps in paragraph form, responses to likely objections, descriptions of other solutions, and notes on further research needed. Homework includes posting a draft counterargument and alternative solutions analysis along with research notes.
Elit 48 c class 6 post qhq with feminist and lgbt qhqjordanlachance
This document provides context and information about the author Susan Glaspell and her short story Trifles. It begins with biographical details about Glaspell's life, education, and career as a journalist and writer. It notes that much of her work featured strong female protagonists and stories focused on women's experiences. The document then introduces Trifles and provides reading and discussion questions for students. It asks them to choose from analyzing a symbol in the story, applying a critical theory to it, connecting it to a modernist manifesto, or posting a QHQ about Trifles. In summary, the document gives background on Glaspell and assigns a reading of her short story Trifles along with associated discussion
The document provides an agenda for a class that includes discussing problem solution essays and introducing essay #4. It discusses changing teams and presenting on vocabulary words. It provides an example of a problem solution essay that addresses the basic features of the genre including a well-defined problem, clearly described solution, convincing argument, effective counterargument, and evaluation of alternatives. The document introduces the assignment for essay #4 - to propose a solution to a problem faced by a community or district in The Hunger Games. It includes an in-class writing activity where students choose a topic by filling out a chart with groups, organizations, problems, and tentative solutions. The homework assigned is to finish the chart and write paragraphs further defining problems and solutions.
CASAtelier de méthologie sur l'organisation d'un événement. Contenu réalisé par CASACO et basé sur l'expérience de plus de 300 événements organisés depuis l'ouverture de notre tiers-lieu.
This document provides an agenda and terms for a lecture on inclusiveness and social justice. The agenda includes a presentation on key terms, a lecture covering counterarguments and conclusions, and an in-class writing assignment. The document then defines terms related to economic class, ethnocentrism, gender, gender expression, inclusiveness, internalized oppression, queer, resistance, and sexism. It concludes by outlining the structure for essay #2, including an introduction, thesis, body paragraphs, counterargument, and conclusion.
This document contains an agenda and terms for a lecture on counterarguments, conclusions, and MLA citation format. The agenda includes a presentation on terms, a lecture covering counterarguments and conclusions, and an in-class writing assignment. Definitions are provided for terms related to economic class, ethnocentrism, gender, gender expression, inclusiveness, internalized oppression, queer, resistance, and sexism. An outline is given for the in-class writing assignment, providing strategies for introducing a thesis, writing body paragraphs with supporting evidence, anticipating counterarguments, and concluding the essay.
This document provides an agenda and terms for a lecture on counterarguments, conclusions, and MLA citation format. It includes an outline for an in-class writing assignment on Essay #2. Key points covered are counterarguments to anticipated reader objections, strategies for writing conclusions, guidelines for integrating quotations and citing sources in MLA format, and tips for formatting essays. Sample quotations, outlines, and strategies are provided to illustrate concepts.
This document provides an agenda and terms for a lecture on counterarguments, conclusions, and MLA citation format. It includes an outline for an in-class writing assignment on Essay #2. Key points covered are counterarguments to anticipated reader objections, strategies for writing conclusions, guidelines for integrating quotations and citing sources in MLA format, and tips for formatting essays. Sample quotations, outlines, and strategies are provided to illustrate concepts.
The document provides an agenda and terms for a lecture. The agenda includes a presentation on terms, a lecture covering counterarguments and conclusions, and an in-class writing assignment. Definitions are given for terms related to economic class, ethnocentrism, gender, gender expression, inclusiveness, internalized oppression, queer, resistance, and sexism. Guidelines are also provided for an outline for Essay #2, including considering opposing arguments. Formatting guidelines from MLA are discussed, including setting up quotes, citations, and works cited pages.
This document outlines the assignment and requirements for a writing paper on LGBTQ texts for an English literature class. It provides the agenda, including a presentation on how to write a response paper. Students must analyze one of the primary texts read in class in a 2-3 page paper. The document lists the primary and secondary texts and provides potential topics and questions for analysis. It also reviews how to write a response paper, including selecting a topic, choosing evidence, refining the thesis, and interpreting sources. Students are instructed to discuss their paper topics in groups and consider themes like love, sexuality, and oppression.
This document provides an agenda and guidelines for a class assignment on analyzing queer literature. Students will write a 2-3 page paper analyzing themes or aspects of one of the primary texts read in class. They are given options for topics and questions to consider for their analysis. The document also lists the primary texts, potential secondary sources to use, and discusses how to write an effective response paper, including developing a thesis, selecting evidence, and interpreting sources. It concludes with exam dates and a grade distribution chart.
This document provides instructions for writing an essay analyzing LGBT fiction written before 1960. Students are asked to choose one of the primary texts provided and analyze an aspect of it in a 2-3 page paper. The essay should have a clear thesis and use evidence from the chosen text and optional secondary sources to support an original interpretation. The document provides guidance on formulating a thesis, writing an introduction, composing the body paragraphs with close reading analysis, and concluding the essay. Students are expected to closely read the text, ask analytical questions, and avoid simply restating information without intrinsic support from the source material.
This document discusses the key elements of a strong thesis statement. It explains that a thesis should be a clear, narrow assertion that can be supported over the course of a paper. It provides examples of both strong and weak thesis statements and analyzes why some statements are more effective than others. The document also covers where a thesis should typically be placed and offers guidance on developing and refining a thesis as a paper is written.
The document discusses conclusions and how to help students write effective conclusions. It defines what conclusions should do, such as stress the thesis and give a sense of completeness. It also discusses different types of conclusions like ones encouraging reevaluation of beliefs or reflecting on the essay's ideas. An effective conclusion draws implications from the ideas in the essay and engages the audience.
The document provides information on different types of essays:
- Argumentative essays show that an opinion is more truthful than others' by using reasoning, inferences, and addressing potential objections.
- Narrative essays tell a story from a point of view using sensory details and advancing the plot.
- Descriptive essays vividly portray a person, place, memory, or experience using details that engage the five senses.
This document outlines an assignment to analyze LGBT fiction written before 1960. Students are asked to write a 3-4 page essay analyzing one of the primary texts provided in terms of its politics, poetics, contributions to queer history, or how queer experiences are coded. The essay should have a clear thesis and be supported with evidence from the text. It provides guidance on formulating a thesis, writing an introduction, composing the body with analysis, and concluding the essay. Students are also instructed on proper formatting, citation style, and expected learning outcomes.
This document outlines the requirements and guidelines for an essay assignment analyzing LGBT fiction from 1960 to the present. Students must choose one primary text from the list provided and analyze one or more aspects of it in a 2-3 page essay. They should consider using secondary sources to support their analysis and form a thesis addressing topics like the work's politics, poetics, contributions to queer history, or illustrations of sexuality and identity. The essay should include an introduction with thesis, body paragraphs developing the analysis, and a conclusion wrapping up the main points.
This document outlines the requirements and guidelines for writing an essay analyzing LGBT fiction written before 1960. Students must choose one primary text from the list provided and analyze one or more aspects of it in a 2-3 page essay. They should consider topics like the work's politics, poetics, contributions to queer history, or how sexuality is coded. The essay must have an introduction with a clear thesis, body paragraphs with analysis and evidence from the text, and a conclusion that wraps up the argument. Students are provided with questions to help formulate their thesis and secondary sources for additional support.
This document provides an agenda and instructions for an English class. It includes an exam on terms, a presentation on how to write a response to literature, and in-class writing time. Students are assigned to write a 4-6 page thesis-driven essay responding to a prompt about the novel Stone Butch Blues. The document provides four potential essay topics and outlines how to develop a thesis, select evidence, and structure the essay. It also gives homework which is to begin reading M Butterfly and post a draft outline and sections for their essay response.
The document provides strategies for writing effective conclusions, noting that a conclusion should restate the main idea and thesis statement, summarize the main subpoints, and leave the reader with a final impression. It recommends telling the reader what will be discussed in the introduction and body, then telling them what was discussed in the conclusion. The document also describes common mistakes to avoid in conclusions such as introducing new ideas or restating the thesis without changes.
This document outlines the requirements and guidelines for an essay assignment analyzing LGBT fiction from 1960 to the present. Students must write a 2-5 page thesis-driven essay analyzing one or more aspects of a primary text provided. They should consider using secondary sources to support their analysis and convince readers their interpretation adds to discussions of LGBT texts. The essay should have an introduction with thesis, body paragraphs developing the analysis, and conclusion wrapping up the main points. Close reading of the text and integrating quotations is important.
This document provides an agenda and instructions for an English class. It includes an exam on literary terms, a presentation on how to write a response to literature, and an in-class writing assignment on writing a thesis, outline, topic sentences, and body paragraphs for an essay responding to the novel Stone Butch Blues. Students are given several potential essay prompts to choose from exploring themes of passing, conformity, resistance, and interactions with medical professionals in the novel. The document provides guidance on developing a thesis, selecting evidence, organizing a paper, and interpreting evidence to support an argument in a response to literature essay.
Chapter 3
Exploratory Essay
Chapter 3 Exploratory Essay (Re)Writing Communities and Identities
113
Exploratory Essay Assignment Guidelines
As its name implies, the Exploratory Essay allows you to explore a complex issue to not only
better understand the issue itself but also to inform your readers and better situate yourself as
a critical thinker within the cultural conversation. Because of its investigative nature, the
Exploratory Essay’s purpose is informative and its tone is neutral and invitational, allowing you
to build on the skills you developed in the Reading Reflection (Chapter 2).
What will you do?
For this assignment, you will write a 1,000–1,200-word (4–5 double-spaced pages) essay that
explores a sociocultural issue related to socioeconomic status or social class from multiple
points of view. You will read several articles together with your classmates to better understand
the scope and complexity of the conversations around social class in the United States; you will
also supplement these sources with independent outside research. Your independent research
should help you identify a topical focus that will serve as the thematic frame for your own
exploratory essay. Additionally, because the essay is designed to help readers understand the
conversation around your topic, your essay must include at least three sources.
To explore a sociocultural issue from multiple viewpoints, you should read a variety of sources,
such as newspaper articles, editorials, and policy reports. These are not meant to be models of
exploratory writing. Their purpose is to provide some of the core knowledge that will help you
to contextualize this issue in your own essay. As you read, keep in mind the purpose of your
writing: you are not arguing in favor of or against a particular stance; you are not attempting to
prove which authors are right or wrong; instead, you are respectfully engaging with all authors’
ideas to present a neutral overview of the conversations happening around your topic.
To put it another way, keep the idea of an invitation in mind. When we send an invitation (to a
party or a wedding), we are letting recipients know that they are welcome to attend, but they
are in no way required to come—they can accept or decline as they see fit. Think of this paper
in a similar way: you are inviting your audience to look at the different facets of an issue, but
you are not requiring them to agree or disagree with any of them. They may consider what you
say and form their own opinion; you are not trying to persuade them to accept a certain
position. You do want them to engage seriously with your writing, though, and we will talk
about strategies to help you do so without falling into argumentative or persuasive language.
Perhaps the most surprising aspect of writing an Exploratory Essay is how the invitation you will
extend to others extends to you, too: in the same way .
The document outlines the agenda and materials for Class 13 of the EWRT 1B course. The agenda includes a presentation on terms, a discussion of Essay #3, an in-class writing assignment on Essay #3 involving a directed summary, counterargument, and conclusion, and an author lecture. The terms list defines terms related to gender and sexuality. Guidance is provided on writing a directed summary, counterargument, and conclusion for Essay #3.
This document provides instruction on the four main types of sentences in English: simple, compound, complex, and compound-complex. It defines each type and provides examples. Simple sentences contain one independent clause. Compound sentences join two independent clauses with coordinating conjunctions or semicolons. Complex sentences contain an independent clause and one or more dependent clauses. Compound-complex sentences contain at least two independent clauses and one or more dependent clauses. The document reviews identifying and writing each sentence type and provides guidance for a homework assignment to write examples of each.
This document provides information for the first class of EWRT 1A taught by Dr. Kim Palmore. The class will include reviewing the introduction, brainstorming activities, and introducing essay #1 on choosing survival supplies. Students will engage in a group activity to choose supplies from lists to argue for in a 750 word essay. The essay should have an introduction with a clear thesis, body paragraphs with topic sentences and examples supporting each supply choice, and a conclusion. Homework includes posting an outline with thesis and being prepared for an in-class essay exam in the next class.
This document provides an overview and instructions for a hybrid English composition course. It introduces the instructor and outlines the course format, which includes both in-person and online components. Students are instructed on how to access course materials and assignments through the Canvas online platform. Key policies like attendance, late work, and academic honesty are also summarized. The document concludes by directing students to familiarize themselves with the course website and syllabus in preparation for the next class.
This document provides an overview and instructions for a hybrid English composition course. It introduces the instructor and their contact information. It explains that the class will meet in-person once a week for 2 hours and 15 minutes, and students will complete the remaining coursework online through presentations on the course website. It outlines how the online platform Canvas will be used and provides instructions for navigating it. It lists the course requirements including essays, homework posts, and reading quizzes. It discusses policies around attendance, late work, academic integrity and conduct. Finally, it provides the course syllabus calendar.
This document provides an overview and instructions for Dr. Kim Palmore's hybrid EWRT 1A course. The key points are:
- The class meets once a week in person and requires additional online work to be completed independently through presentations on the course website.
- The website, Canvas, will be used for communication, submitting assignments, accessing course materials and viewing grades.
- Students are expected to actively participate in class discussions and regularly complete assignments by their deadlines. Formal writing assignments include essays that must be submitted electronically through Kaizena.
- The syllabus outlines course policies on attendance, late work, academic integrity and expected conduct. It also provides a tentative course calendar and information
This document provides information for the first class of EWRT 1A taught by Dr. Kim Palmore. It includes an agenda with topics like an introduction, brainstorming activity, and outlining an essay. Students will choose survival supplies for a hypothetical weeks-long trip into the woods and write an argument essay defending their choices. The document gives categories of supplies to pick from and instructs students to discuss their options in groups. It provides guidance on writing an outline, thesis, body paragraphs, and conclusion for the essay. The homework is to post an outline, bring a hard copy to class, and prepare to do an in-class writing exam.
This document provides an overview of the EWRT 1A course. It introduces the instructor, Dr. Kim Palmore, and outlines the course details and expectations. The class is a hybrid course that meets weekly for 2 hours and 15 minutes, with an additional 2 hours and 15 minutes of online work each week. Students will use the Canvas platform to access course materials, assignments, and submit homework. Students are expected to actively participate in class discussions and regularly complete reading and writing assignments on time, including essays, homework posts, and quizzes. Academic honesty is strictly enforced.
To highlight and comment on an essay using Kaizena:
1. Find the essay assignment and submission requirements
2. Highlight required sections of the essay using the specified colors
3. To add a comment, highlight text and type the comment in the box that appears, then click "Post to Highlight"
4. Use one consistent color for your own highlights so the instructor can use a different color for feedback
1) All essays and projects must be submitted electronically through Kaizena before the class period they are due.
2) Students will enter a group code to submit essays and can add files from Google Drive or their desktop in PDF format.
3) The professor will review highlighting and commenting on essays and students can leave written or voice comments on their submissions.
To establish a WordPress username for completing homework, students can visit https://signup.wordpress.com/signup/?user=1 and follow the steps to create a free username, or sign in through Facebook instead of using their own name; they should then email their instructor their username and use that account for all class work online, as having a username is mandatory for much of the coursework being done online.
Here is a 4 line quotation integrated into a sentence in my essay:
According to leading health expert Dr. Susan Smith, making healthy choices is about more than just weight loss or appearance. As she states:
"Health is about feeling your best both physically and mentally. It's finding energy and joy in everyday activities rather than feeling drained. Making small changes like adding more vegetables or taking a walk after dinner can lead to big improvements in overall well-being."
This quotation effectively captures Dr. Smith's perspective that health is about overall wellness, not just physical appearance or numbers on a scale. Focusing on small, sustainable lifestyle changes and how they can enhance quality of life is a motivating message.
This document provides an overview of the key information for a hybrid English composition course. It includes the instructor's contact information and a description of how the hybrid format will work with some weekly in-person meetings and additional online content. It outlines how the course website and learning management system Canvas will be used and provides details on course requirements, assignments, materials, and policies around attendance, late work, academic honesty, and conduct. The syllabus calendar gives a tentative weekly schedule and overview of topics. Students are instructed to review the information and policies, take a quiz on the first presentation, and complete tasks like exploring the website and setting up accounts before the next class.
This document provides an overview and analysis of themes, tensions, and theoretical approaches in Night by Elie Wiesel. It discusses major themes like death, God/religion, sanity/insanity, and family. It analyzes the internal and external tensions present in the work. It also explores how trauma theory and other theoretical lenses can provide insight into the text. Key events and passages are analyzed in depth, with questions provided about character perspectives and shifts in worldview over the course of the horrific events depicted in the Holocaust memoir.
This document outlines the schedule and assignments for a hybrid literature and composition class over 9 weeks. It includes in-class and online activities as well as assigned readings and homework for each week. The main topics covered are New Criticism, feminist criticism, psychoanalytic criticism, short stories, and trauma theory. Students are assigned two essays analyzing poems and short stories using different literary lenses. They also have online discussion posts and take an exam on the materials covered in the first few weeks.
1. This document provides the guidelines and requirements for Essay #3, which asks students to write a 3-5 page concept essay explaining and analyzing a concept of their choosing. Students must highlight and comment on specific sections of their essay, include at least 3 sources in a Works Cited page, and meet formatting and length requirements.
2. The essay should objectively explain the chosen concept for readers who may or may not be familiar with it already. Students are encouraged to reveal uncommon details about the concept and use examples and imagery to illustrate it clearly.
3. The document outlines learning outcomes, previously learned skills, best practices, and traps to avoid like choosing an inappropriate topic or failing to support arguments with evidence
Here are some potential connections between the prisoners in Night and Shawshank Redemption:
- Both groups are stripped of their freedom and individuality. In the camps, prisoners are reduced to numbers and forced into uniformity/submission. In Shawshank, the prisoners lose control over their lives and must obey the prison system.
- Survival requires adapting to a harsh, inhumane system not of one's own making. In the camps, prisoners must find ways to endure unthinkable cruelty and deprivation. In Shawshank, inmates navigate the prison's oppressive rules and power structures.
- Hope and humanity can persist even in the darkest of places. In Night, some prisoners retain aspects of dignity and compassion
The document provides an agenda and discussion points for analyzing the novella "Rita Hayworth and Shawshank Redemption" by Stephen King and the short story "The Metamorphosis" by Franz Kafka.
For "Rita Hayworth", there is a discussion of themes like hope, struggle, and imprisonment. Potential discussion questions are also listed. For "The Metamorphosis", summaries of each chapter are provided along with characters, potential theoretical approaches, and discussion questions. The agenda then outlines a group discussion for analyzing both works.
The agenda covers discussions of two novellas: Rita Hayworth and Shawshank Redemption and The Metamorphosis. For Shawshank, key themes of hope, struggle, and imprisonment will be analyzed. For The Metamorphosis, three chapter summaries are provided: Chapter 1 details Gregor waking up as a cockroach and his family's initial reaction. Chapter 2 explores Gregor's loneliness and his sister's compassion. Chapter 3 finds Gregor weakening as the family acclimates to his condition. Potential discussion questions are posed about characters and applying psychoanalytic theory.
This document provides an agenda and information for an online EWRT 1C class on Franz Kafka's novella "The Metamorphosis". The class will include reading the novella, an introduction to Kafka as the author, and discussing the historical and literary contexts. Kafka is introduced as an Austrian-Jewish writer from Prague in the late 19th/early 20th century. The novella is then analyzed including its use of third-person narration from the perspective of Gregor Samsa after he transforms into an insect. Students are assigned to read the novella and answer one of several discussion questions in 200-300 words for homework.
3. TERMS
• Economic class: Power and position related to economic level. Can
be associated with related cultural norms and values, education,
occupation, life-style and where one lives.
• Ethnocentrism: Assumptions that key cultural aspects of one’s
culture are/should be universal, with devaluing of those discrepant
from these. May include a belief in the superiority of one’s own ethnic
group.
• Gender: A cultural notion of what it is to be a woman or a man. A
construct based on the social shaping of femininity and masculinity. It
usually includes identification with males as a class or with females
as a class. Gender includes subjective concepts about character
traits and expected behaviors that vary from place to place and
person to person.
4. • Gender Expression: Refers to the ways in which people
externally communicate their gender identity to others through
behavior, clothing, hairstyle, voice and emphasizing, de-
emphasizing, or changing their body’s characteristics. Gender
expression is not necessarily an indication of sexual
orientation.
• Inclusiveness: To include everyone in a community rather
than attempt to treat them all equally, when equality may not
be as effective.
• Internalized Oppression: The process by which a member of
an oppressed group comes to accept and live out the
inaccurate myths and stereotypes applied to the group.
5. • Queer: Used as an umbrella identity term encompassing lesbian,
questioning people, gay men, bisexuals, non-labeling people,
transgender folks, and anyone else who does not strictly identity as
heterosexual. “Queer” originated as a derogatory word, but is being
reclaimed and used as a statement of empowerment. Some people
identify as “queer” to distance themselves from the rigid categorization of
“straight” and “gay.” Some transgender, lesbian, gay, questioning, non-
labeling, and bisexual people, however, reject the use of this term due to
its connotations of deviance and its tendency to gloss over and
sometimes deny the differences between these groups.
• Resistance: The action of opposing something that you disapprove or
disagree with, possibly group action in opposition to those in power.
• Sexism: Discrimination based on gender or sex, especially
discrimination against women.
6.
7. REVIEW ESSAY #2: WORKING OUTLINE
Introduction: Choose your strategy
Thesis: This will likely be near the end of your introduction. This is your
response to the question and the map to your essay.
Body
Body Paragraph 1: First reason supporting the thesis. Topic sentence;
explanation; example; explanation; analysis; conclusion/transition.
Body Paragraph 2: Second reason supporting the thesis. Topic sentence;
explanation; example; explanation; analysis; conclusion/transition.
Body Paragraph 3, 4, 5: Reasons supporting the thesis. Topic sentence;
explanation; example; explanation; analysis; conclusion/transition.
Counterargument: Anticipate your readers questions or doubts:
Acknowledge, Accommodate, or Refute
Conclusion: Wrap it up: Choose your strategy
12. TRY ACCOMMODATING READERS’ CONCERNS
To be sure, passing……
Another supposed
advantage/disadvantage to
passing is…..
13.
14. TRY REFUTING READERS’ OBJECTIONS
Now, it may be argued……
This argument, however, ……
Proponents/Opponents argue that…..
But experience and evidence show…..
But ……………… is not completely accurate.
Consider ………………….
15. WORKING AT HOME: PRACTICE ALL THREE KINDS OF
COUNTERARGUMENT: ACKNOWLEDGEMENT, CONCESSION, AND
REFUTATION.
Think about the reasons someone might doubt
your conclusions and respond to each of them.
Remember, you did some of this work when you
filled out your FREECASH chart.
You might include a paragraph or two that
addresses/acknowledges/expands upon any
qualifications you made in your thesis.
16.
17. STRATEGIES FOR WRITING A CONCLUSION
Conclusions are often the most difficult part of an essay to
write, and many writers feel that they have nothing left to say
after having written the paper. A writer needs to keep in mind
that the conclusion is often what a reader remembers best.
Your conclusion should be the best part of your paper.
A conclusion should
• stress the importance of the thesis statement,
• give the essay a sense of completeness, and
• leave a final impression on the reader.
18. SUGGESTIONS
A N S W E R T H E
Q U E S T I O N " S O
W H A T ? "
Show your readers why
this paper was
important. Show them
that your paper was
meaningful and useful.
S Y N T H E S I Z E , D O N ' T
S U M M A R I Z E
Don't simply repeat
information from your
paper. They have read it.
Show them how the points
you made and the support
and examples you used
were not random, but fit
together.
19. CONCLUSIONS SUGGESTIONS
C H A L L E N G E T H E
R E A D E R
By issuing a challenge to
your readers, you are
helping them to redirect
the information in the
paper, and they may
apply it to their own
lives.
C R E A T E A N E W
M E A N I N G
You don't have to give
new information to
create a new meaning.
By demonstrating how
your ideas work
together, you can create
a new picture. Often the
sum of the paper is
worth more than its
parts.
20. P R O P O S E A C O U R S E
O F A C T I O N , A
S O L U T I O N T O A N
I S S U E , O R Q U E S T I O N S
F O R F U R T H E R S T U D Y.
This can redirect your
reader's thought
process and help her to
apply your info and
ideas to her own life or
to see the broader
implications.
E C H O T H E
I N T R O D U C T I O N :
F R A M I N G
Echoing your introduction
can be a good strategy if
it is meant to bring the
reader full-circle. If you
begin by describing a
scenario, you can end
with the same scenario as
proof that your essay was
helpful in creating a new
understanding.
21. 1. The "That's My Story and I'm Sticking to It” conclusion. This conclusion just restates
the thesis and is usually painfully short. It does not push the ideas forward. People
write this kind of conclusion when they can't think of anything else to say.
2. The "Sherlock Holmes" Conclusion. Sometimes writers will state the thesis for the
very first time in the conclusion. You might be tempted to use this strategy if you don't
want to give everything away too early in your paper. You may think it would be more
dramatic to keep the reader in the dark until the end and then "wow" him with your
main idea, as in a Sherlock Holmes mystery. The reader, however, does not expect a
mystery, but an analytical discussion of your topic in an academic style, with the main
argument (thesis) stated up front.
3. The "America the Beautiful"/"I Am Woman"/"We Shall Overcome" Conclusion. This
kind of conclusion usually draws on excessive emotion to make its appeal, but while
this emotion and even sentimentality may be very heartfelt, it is usually out of
character with the rest of an analytical paper. A more sophisticated commentary,
rather than emotional praise, would be a more fitting tribute to the topic.
4. The "Grab Bag" Conclusion. This kind of conclusion includes extra information that
the writer found or thought of but couldn't integrate into the main paper. You may find
it hard to leave out details, but adding random facts and bits of evidence at the end of
an otherwise-well-organized essay can just create confusion.
CONCLUSIONS TO AVOID
22. LET’S TRY A COUPLE OF CONCLUSIONS
1. Answer the question "So What?”: Show your readers
why this paper was important.
2. Synthesize information: Show how the points you made
and the support and examples you used fit together.
3. Challenge the reader: Help readers redirect the
information in the paper, so they may apply it to their own
lives.
4. Create a new meaning: demonstrating how your ideas
work together can create a new picture. Often the sum of
the paper is worth more than its parts.
5. Propose a course of action, a solution to an issue, or
questions for further study: Redirect your reader's
thought process and help him or her to apply your info and
ideas to her own life or to see the broader implications.
6. Echo the introduction: If you begin by describing a
scenario, you can end with the same scenario as proof that
your essay was helpful in creating a new understanding.
23.
24. According to the St. Martin's Guide, there are three main ways to set up a
signaling phrase:
1. With a complete sentence followed by a colon.
Jack writes to his mother: “When I look at the colored boy porter who sweeps out the
office, I think that’s what I might be doing if I wasn’t light-skinned enough to get by. No
matter how smart that boy’d get to be, they wouldn’t hire him for a clerk in the office, not
if they knew it. Only for a porter” (Hughes 52).
2. With an incomplete sentence, followed by a comma.
In his short story “Passing,” Langston Hughes describes the life of a man named Jack,
who passes as white at his mother’s encouragement. However, in the process, he disowns
his family, going as far as to proclaim, “I’m going to marry white and live white, and if
any of my kids are born dark I’ll swear they’re not mine. I won’t get caught in the mire of
color again!” (53-54).
3. With a statement that ends in that.
In his essay "Racial Segregation" by William Pickens, he says that "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" (Pickens
3).
MLA STYLE: INTEGRATING QUOTATIONS
25. You can, however, build your own signal phrases by mixing these three basic
styles with verbs that describe your source's attitude towards the subject of
the quote. Here is a list of such verbs, as well as other phrases you can use:
admits agrees argues asserts believes
claims compares confirms contends declares denies
emphasizes insists notes observes points
out reasons refutes rejects reports
replies suggests thinks writes
In _____'s words, “
According to ____'s (notes, study, narrative, novel, etc.)
26. USING THE SOURCE'S NAME
Generally, the first time we use a source in a paper, whether it be through a paraphrase or
a quote, it's a good idea to use the author(s) full name(s) and the title of the source we
are using in the actual sentence so that readers feel that we have introduced the
source to them. After we have introduced the source, it's perfectly acceptable to refer
to the author by his or her last name or even to leave the name out of the body of our
text and simply include it in the citation.
First use:
In his Narrative of the Life of Frederick Douglass, An American Slave, Written by Himself,
Frederick Douglass argues that "Slavery proved as injurious [to slave holders] as it did
to me" (31).
Second use:
Douglass earlier argues that slavery was "a fatal poison of irresponsible power" to slave
holders (29).
Third use:
The use of the word "hypocrites!" suggests that even the religious faith of the slave
holders was tainted by their ownership of other humans (Douglass 77).
27. PUNCTUATING QUOTES CAN BE FRUSTRATING BECAUSE WE OFTEN GET CONFUSED ABOUT
WHERE TO PUT PUNCTUATION. THE FOLLOWING CHART OFFERS A STRAIGHTFORWARD VIEW
ON HOW TO PUNCTUATE THE END OF A QUOTE:
P E R I O D S & C O M M A S
They go inside the quotation marks
even if there is no period or comma
at the end of the quoted material in
the original text.
Exception: If there is a parenthetical
citation immediately after the
quote, the period or comma goes
after the parenthetical citation.
COLONS & SEMI-COLONS
Colons and semi-colons always go
outside the quotation, even if the
original quoted material ends with
either form of punctuation.
Q U E S T I O N M A R K S
& E X C L A M A T I O N
P O I N T S
If the original quote ends with an exclamation mark or a question mark, we must
include it inside the quotation marks.
ORIGINAL TEXT:
Will not a righteous God visit for these things?
QUOTED TEXT:
When Douglass asks, "Will not a righteous God visit for these things?" he
raises the question of doubt about the future salvation of the "Christian"
slaveholders.
Notice that we don't put a comma after the question mark, even though normally
we would if there was not a question mark. We omit the comma to avoid
double punctuation.
If we want to use a quoted statement in a question or exclamation we create,
then the question mark or the exclamation mark goes outside the
quotation marks.
ORIGINAL TEXT:
The grave is at the door. (FD 38)
QUOTED TEXT:
How can we take Douglass seriously when he indulges in excessively
romanticized language such as "The grave is at the door"?
29. MLA FORMAT: ON OUR WEBSITE UNDER “MLA GUIDELINES”
MLA (Modern Language Association) style is most commonly used to
write papers and cite sources within the liberal arts and humanities.
MLA style specifies guidelines for formatting manuscripts and using the
English language in writing. MLA style also provides writers with a
system for referencing their sources through parenthetical citation in
their essays and Works Cited pages.
Writers who properly use MLA also build their credibility by
demonstrating accountability to their source material. Most importantly,
the use of MLA style can protect writers from accusations of plagiarism,
which is the purposeful or accidental uncredited use of source material
by other writers.
http://owl.english.purdue.edu/owl/resource/747/01/
31. 1” all around
Go to “Layout” and
adjust margins or use
custom settings
Times New Roman 12
Indent body paragraphs
½ inch from the margin
Double Click in Header
Area
Type your last name
Justify right
Go to “insert” and click
on “page number”
M A R G I N S A N D
F O R M A T T I N G H E A D E R : L A S T N A M E 1
32. Your Name
Dr. Kim Palmore
EWRT 1B
15 February 2015
Original Title (not the title
of the essay we read)
No italics, bold,
underline, or quotation
marks
Centered on the page
No extra spaces (just
double spaced after your
heading and before the
body of your text)
H E A D I N G : D O U B L E
S P A C E D T I T L E
33.
34. SHORT QUOTATIONS
To indicate short quotations (fewer than four typed lines of
prose or three lines of verse) in your text, enclose the
quotation within double quotation marks. Provide the
author and specific page citation (in the case of verse,
provide line numbers) in the text, and include a complete
reference on the Works Cited page. Punctuation marks
such as periods, commas, and semicolons should appear
after the parenthetical citation. Question marks and
exclamation points should appear within the quotation
marks if they are a part of the quoted passage but after
the parenthetical citation if they are a part of your text.
35. For example, when quoting short passages of prose, use
the following examples:
According to some, dreams express "profound aspects
of personality" (Foulkes 184), though others disagree.
According to Foulkes's study, dreams may express
"profound aspects of personality" (184).
Is it possible that dreams may express "profound
aspects of personality" (Foulkes 184)?
When short (fewer than three lines of verse) quotations from
poetry, mark breaks in short quotations of verse with a slash,
/, at the end of each line of verse (a space should precede
and follow the slash).
Cullen concludes, "Of all the things that happened there /
That's all I remember" (11-12).
36. LONG QUOTATIONS
For quotations that extend to more than four lines of verse
or prose, place quotations in a free-standing block of text
and omit quotation marks. Start the quotation on a new
line, with the entire quote indented one inch (10 spaces)
from the left margin; maintain double-spacing. Only
indent the first line of the quotation by an additional
quarter inch if you are citing multiple paragraphs. Your
parenthetical citation should come after the closing
punctuation mark. When quoting verse, maintain original
line breaks. (You should maintain double-spacing
throughout your essay.)
37. There was an incident when a man of mixed race with the appearance of a white person was
injured and taken to the hospital:
Walter White’s father was struck by an automobile driven by a white physician who
practiced at Atlanta’s Grady Hospital [...] The white section was clean and renovated;
the black section, dirty and dilapidated. The physician took White’s father to the white
section of the hospital. Before long, though, a visit by a son-in-law apprized the
hospital staff of their ‘error.’ [...] Walter White wrote that his father ‘was snatched from
the examination table [...] and taken hurriedly across the street in a driving downpour
[...] to the ‘Negro’ ward’ where he died sixteen days later. (Kennedy 1)
Note: If you quote multiple paragraphs, you must use the long
quotation format regardless of the length. Indent the first and
subsequent paragraphs 12.5 spaces.
38. CITING SUMMARIZED MATERIAL
In Randall Kennedy’s article “Racial Passing” in the
Ohio State Law Journal, he discusses such a case in
the journey of Ellen Craft, a black woman who
passed not only as white but as a white man in order
to smuggle her husband north to avoid slavery (1).
40. HOMEWORK
Reading: Stone Butch
Blues (66-130)
Post #13: Best 250 words
of your complete draft.
Bring: three complete,
clean copies (minimum
3.5 pages) to our next
meeting.
Studying: Vocab/Terms