CLASS 10 EWRT 1B

AGENDA

• Presentation: Terms

• Lecture:

• Counterarguments

• Conclusions

• MLA format; in-text citations;

works cited page.

• In-class writing: Essay #2

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.

• 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.

• 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.

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

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TRY ACKNOWLEDGING READERS’ CONCERNS

I understand….

I understand…..

I understand….

Nevertheless……..

TRY ACCOMMODATING READERS’ CONCERNS

To be sure, passing……

Another supposed

advantage/disadvantage to

passing is…..

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 ………………….

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.

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.

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.

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.

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.

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

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.

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

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.)

USING THE SOURCE'S NAMEGenerally, 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).

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 markseven 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"?

https://www.youtube.com/watch?v=8xAc4yZ8VSA

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/

PAPER FORMAT

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

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

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.

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).

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.)

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.

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).

https://www.youtube.com/watch?v=Ng_PeRBFa4s

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