2. AGENDA
• Presentation: Terms
• Lecture:
• Counterarguments
• Conclusions
• MLA format; in-text citations;
works cited page.
• In-class writing: Essay 2

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.

7. 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.
Counter Argument: Anticipate your readers questions or doubts:
Acknowledge, Accommodate, or Refute
Conclusion: Wrap it up: Choose your strategy

12. A Sentence Strategy: Concession Followed by
Refutation
As you draft, you will need to move back and forth smoothly between arguments
for your position and counterarguments against your readers’ likely objections and
preferred positions. One useful strategy for making this move is to concede the value
of a likely criticism and then to refute it immediately, either in the same sentence or in
the next one.
The following sentences from Jessica Statsky’s essay illustrate several ways to make
this move (the concessions are in italics, the refutations in bold):
The primary goal of a professional athlete—winning—is not appropriate for children.
Their goals should be having fun, learning, and being with friends. Although winning
does add to the fun, too many adults lose sight of what matters and
make winning the most important goal. (par. 5)
And it is perfectly obvious how important competitive skills are in finding a job. Yet the
ability to cooperate is also important for success in life. (par. 10)

14. CONSIDERING THE OPPOSING ARGUMENT
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.

15. YOUR COUNTERARGUMENT: ANTICIPATE OBJECTIONS USING
ACKNOWLEDGMENT, ACCOMMODATION, OR REFUTATION
First anticipated objection:
_____________________________________________________________________________
_____________________________________________________________________________
__
Acknowledgement, Accommodation, or Refutation?
_____________________________________________________________________________
_____________________________________________________________________________
__
Second anticipated objection:
_____________________________________________________________________________
_____________________________________________________________________________
__
Acknowledgement, Accommodation, or Refutation?
_____________________________________________________________________________
_

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
ANSWER THE SYNTHESIZE, DON'T
QUESTION "SO SUMMARIZE
W H AT ? "
Show your readers why Don't simply repeat
this paper was information from your
important. Show them paper. They have read it.
that your paper was Show them how the points
meaningful and useful. you made and the support
and examples you used
were not random, but fit
together.

19. CONCLUSIONS SUGGESTIONS
CHALLENGE THE C R E AT E A N E W
READER MEANING
By issuing a challenge to  You don't have to give
your readers, you are new information to
create a new meaning.
helping them to redirect By demonstrating how
the information in the your ideas work together,
paper, and they may you can create a new
apply it to their own picture. Often the sum of
lives. the paper is worth more
than its parts.

20. PROPOSE A COURSE ECHO THE
OF ACTION, A INTRODUCTION:
SOLUTION TO AN FRAMING
ISSUE, OR QUESTIONS
F O R F U R T H E R S T U D Y.
This can redirect your Echoing your introduction
reader's thought can be a good strategy if
it is meant to bring the
process and help her to
reader full-circle. If you
apply your info and begin by describing a
ideas to her own life or scenario, you can end
to see the broader with the same scenario as
implications. proof that your essay was
helpful in creating a new
understanding.

21. CONCLUSIONS TO AVOID
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.

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.

24. MLA FORMAT: ON OUR WEBSITE: “MLA
GUIDELINES” DOWNLOAD “HAPI TOBIA STUDENT”
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/

25. PAPER FORMAT

26. MARGINS AND
F O R M AT T I N G HEADER: LAST NAME 1
 1” all around  Double Click in Header
 Go to “Layout” and Area
adjust margins or use  Type your last name
custom settings  Justify right
 Times New Roman 12  Go to “insert” and click
 Indent body paragraphs on “page number”
½ inch from the margin

27. HEADING: DOUBLE
S PAC E D TITLE
Your Name  Original Title (not the title
Dr. Kim Palmore of the essay we read)
EWRT 1B  No
3 May 2012 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)

29. 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.

30. 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).

31. 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.)

33. MLA STYLE: INTEGRATING QUOTATIONS
According to the St. Martin's Guide, there are You can, however, build your own signal
three main ways to set up a signaling phrases by mixing these three basic styles
phrase:
with verbs that describe your source's
1. With a complete sentence followed by a attitude towards the subject of the quote.
colon. Here is a list of such verbs, as well as other
The effects of Auld's prohibition against phrases you can use:
teaching Douglass to read were quite
profound for Douglass: "It was a new and
special revelation" (29).
2. With an incomplete sentence, followed by a admits agrees argues asserts b
comma. elieves
Douglass argues that Auld's prohibition against claims compares confirms contends
literacy for him was a profound experience, declares denies
saying, "It was a new and special emphasizes insists notes observes
revelation" (29). points
3. With a statement that ends in that. out reasons refutes rejects reports
The importance of Auld's prohibition to
responds replies suggests thinks
Douglass is clear when he states that "It writes
was a new and special revelation" (29).
In _____'s words
According to ____'s
(notes, study, narrative, novel, etc.)

34. 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).

35. 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:
QUESTION MARKS
& E X C L A M AT I O N
PERIODS & COMMAS
POINTS
If the original quote ends with an exclamation mark or a question mark, we must
They go inside the quotation marks include it inside the quotation marks.
even if there is no period or comma ORIGINAL TEXT:
Will not a righteous God visit for these things?
at the end of the quoted material in
QUOTED TEXT:
the original 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"
Exception: If there is a parenthetical slaveholders.
citation immediately after the Notice that we don't put a comma after the question mark, even though normally
quote, the period or comma goes we would if there was not a question mark. We omit the comma to avoid
double punctuation.
after the parenthetical citation.
If we want to use a quoted statement in a question or exclamation we create,
COLONS & SEMI-COLONS then the question mark or the exclamation mark goes outside the
quotation marks.
Colons and semi-colons always go ORIGINAL TEXT:
outside the quotation, even if the The grave is at the door. (FD 38)
original quoted material ends with QUOTED TEXT:
either form of punctuation. How can we take Douglass seriously when he indulges in excessively
romanticized language such as "The grave is at the door"?

36. Note that the works cited page is in alpha order and that there are no
numbers next to the entries. You may underline or italicize your titles,
but pick one and be consistent. This, like all of your papers should be
done in Times New Roman 12.

37. HOMEWORK
Reading: Stone Butch Blues (50-150)
Writing: Finish and post complete draft.
Bring: three complete, clean copies to our next
meeting.
Studying: Vocab/Terms