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.

1. 
CLASS 9 EWRT 1B

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, or
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. Essay #2 Continued
Loving to write! Yay!

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

8. 
Counterarguments
Everybody needs one!

11. Try Acknowledging Readers’ concerns
 I understand….
 I understand…..
 I understand….
 Nevertheless……..

13. Try accommodating readers’ concerns
 To be sure, passing……
 Another supposed
advantage/disadvantage to
passing is…..

15. Try Refuting Readers’ Objections
1. Now, it may be argued…… This
argument, however, ……
2. Proponents/Opponents argue
that….. But experience and
evidence show…..
3. But ……………… is not completely
accurate. Consider ………………….

16. 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.

17. 
Conclusions
Gotta have it!

18. Strategies forWriting 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.

19. Suggestions
Answer the question "So
What?"
 Show your readers why
this paper was important.
Show them that your paper
was meaningful and useful.
Synthesize, don't summarize
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.

20. Conclusions Suggestions
Challenge the reader
 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.
Create a new meaning
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.

21. Propose a course of
action, a solution to an
issue, or questions for
further study.
 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.
Echo the introduction: Framing
 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.

22. 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

23. Let’sTry 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. 
Integrating Quotations

25. 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

26.  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:

27. 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).

28.  Periods & Commas
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: "I hope you will be here," he
said.
Exception: If there is a
parenthetical citation
immediately after the quote, the
period or comma goes after the
parenthetical citation: Douglass
argues that "Slavery proved as
injurious [to slave holders] as it
did to me" (31).
 Colons & Semi-colons
Colons and semi-colons always go
outside the quotation, even if the
original quoted material ends with
either form of punctuation:
Williams described the experiment as
"a definitive step forward"; other
scientists disagreed.
Benedetto emphasizes three elements
of what she calls her "Olympic
journey": family support, personal
commitment, and great coaching.
Punctuating quotes can be frustrating because we often get confused about where to
put punctuation. The following two slides offer a straightforward view on how to
punctuate the end of a quote:

29. 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"?
Question Marks & Exclamation Points

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

31. 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/

32. Paper Format

33.  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”
 Margins and Formatting  Header: Last Name 1

34. Your Name
Dr. Kim Palmore
EWRT 1B
15 February 2016
 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)
 Heading: Double Spaced  Title

35. Palmore 3

36. 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.

37. 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).

38. 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.)

39. 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.
Left margin
Paragraph
indent: 5 spaces
Long quotation
indent: 10 spaces
No quotation
marks
Quoted material
within the
quotation

40. 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).
Author’s name

41. https://www.youtube.com/watch?v=Ng_PeRBFa4s
Alphabetical Order
MLA Style Title
Continuous header
Hanging
indent
Titles of full length texts in Italics
Titles of shorter works in quotation marks
Attention to
punctuation
marks
throughout
page.

42.  Reading: Stone Butch Blues
(66-130)
 Post #10: Counterargument
and Conclusion
 Bring: three complete, clean
copies (minimum 3.5 pages)
to our next meeting.
 Studying: Vocab/Terms