CATCH UP FROM LAST WEEK• Integrating Sources

The “Quote Sandwich”• This is a way to integrate quotes into your paper smoothly and avoid drop-in quotes. • The first piece of “bread”• Introduce quote, possibly mention author, connect quote

to what you were saying before.

• The “Meat”• Your quote, correctly cited with in-text citation.

• The second piece of “bread”• Interpretation/explanation of quote (NOT simply

rewording the quote), connect quote to what you will say next.

Use the Quote Sandwich method to structure paragraphs!By using a detailed quote sandwich, we can write whole paragraphs using only one quote/point

Citation Example: BookAlmost every time Crusoe expresses affection for Friday, it is in conjunction with Friday being obedient, or useful, or fulfilling some need that Crusoe has. For example, Crusoe's declaration of affection for Friday is directly preceded by Robinson saying "in short, I began now to have some use for my tongue again“ (168). Friday is fulfilling the function of providing Crusoe with someone to talk to. Rather like Crusoe's earlier parrot, except the Friday can "parrot" Robinson's religion and culture as well.

Defoe, Daniel. Robinson Crusoe. New York: Penguin Books, 2003. Print.

Citation Example: Film

There are many ways in which the two relationships are paralleled throughout the film. For example, Idgie tells Ruth “you gotta stop worrying about what people think”, and in the next present-day scene we see Evelyn’s husband berating her for dressing up in cellophane: “What if I had been the paperboy! What will the neighbors think?”(Fried Green Tomatoes). The parallels are also drawn more broadly in later scenes—the spousal abuse Ruth suffers at the hands of her husband is paralleled directly with the everyday abuse hurled at Evelyn by the people of the town because she cannot assert herself.

Fried Green Tomatoes. Jon Avnet. Perf. Kathy Bates, Mary Stuart Masterson, Mary-Louise Parker, Jessica Tandy. Universal Studios, 1991. Universal Studios DVD, Dec. 15, 1998. DVD.

Example of detailed quote sandwich using 2 different sources and comparing them through a connection to a social issue:Katniss thoughts on the very real hunger in District 12 are shocking. She even states that “starvation's not an uncommon fate in District 12 […] you come upon them sitting motionless against a wall or dying in the Meadow, you hear the wails from a house, and the Peacekeepers are called in to retrieve the body. Starvation is never the cause of death officially. It's always the flu, or exposure, or pneumonia. But that fools no one” (p. 28). This passage tells us that the people of District 12 do not receive enough resources to sustain the population and that those in charge turn a blind eye to the cause of so many deaths. Later, the reader learns that the Capitol is full of gluttonous people who waste food that could have easily saved thousands of lives across Panem . The overabundance of food and people's wastefulness are especially clear in Catching Fire, in which it is revealed that citizens of the Capitol drink a liquid that makes them throw up, effectively emptying their bellies, so that they can continue to gorge on delicacies provided at a feast . As Katniss witnesses this spectacle, she thinks, "all I can think of is the emaciated bodies of the children on our kitchen table as my mother prescribes what the parents can't give. More food" (p. 80). The irony of starving children lying on the kitchen table, a place associated with bounty and reserved for meals, is not lost on the reader and adds to the horror of the image while magnifying the wastefulness of the Capitol.Collins revealed in an interview that "the sociopolitical overtones of The Hunger Games were very intentionally created to characterize current and past world events, including the use of hunger as a weapon to control populations" (Blasingame & Collins, 2009, p. 726). Still, hunger as a method of control is not what initially disturbs the adolescent and adult in the United States; it is the blatant waste of food while others starve that makes our stomachs twist. Why does it make us so uncomfortable? Because if we look at patterns of wastefulness in the United States, we are more closely associated with the Capitol, the bad guys, than with the districts. For example, we over-consume food, which contributes to the country's high obesity rate, but waste vast quantities at the same time. According to the U.S. Environmental Protection Agency (2012), in 2010 approximately 34 million tons of food were thrown away. These facts force us to question how our standard of living affects others and the environment.

Example Disagreement• In the article “Why the Odds are Still Stacked against

Women in Hollywood,” the author claims that women in film careers are partially to blame for the gender imbalance in Hollywood, saying that “female writers and directors don’t self-promote the way their male counterparts do, and often seek to be liked rather than to be sucessful” (Metterel). However, by focusing on what women are doing wrong, the article overlooks the deeper problem of a business that seems to deny equal opportunity to women no matter what they do. Too often, if a woman acts boldly, “like a man,” in order to be successful, she risks getting a reputation as bossy and hard to work with, thereby missing out on opportunities. However if we are to believe Metterel’s claims, if a woman acts feminine and accommodating, she loses big opportunities to those who are willing to be more pushy. This is a choice with no right answer, no matter how a women chooses to present herself. Women in the entertainment industry should have opportunities based on merit alone, and now socially enforced ideas about “how women (should) behave”.

Introduces article, summarizes point to be discussed, gives additional quote and credit to author using in-text citation.

Responds to article with your own opinion

Voice indicating phrase, identifying that these aren’t my ideas.

Further explanation of why the writer disagrees.

Example Agreement• Deryl Hannah argues that representations of

gay and lesbian people of color are important because to portray the LBGT community and its allies as entirely white would “inaccurately promote a world in which it would appear that LGBT people of color do not exist, or that acceptance of LGBT people is exclusive to white populations” (Hannah). I agree with Hannah that inaccurate portrayals of the diversity within the gay and lesbian community are troubling, a point that needs emphasizing because many people still believe that minority communities are backward and intolerant when it comes to their own LBGT members. To portray white communities as “enlightened” and accepting and minority communities as oblivious at best and bigoted at worst perpetuates old, ugly racial stereotypes.

Introduces article, Quote involving the point to be discussed, gives credit to author using in-text citation.

Agreement + backing up their points

Further explanation of why I agree, adding something to the conversation.

Example Agree and Disagree at Once

• In the article “Tyler Perry’s Money Machine,” Eugene Robinson argues that even though Tyler Perry has been called formulaic, he is successful because he is one of a very small number of film makers who is making films that portray African Americans as “people relating to other people” (347). Although I agree with Robinson up to a point, and I certainly see the importance of films in which minority characters are fully rounded and not stereotypes, I cannot accept his overriding assumption that African-American viewers are somehow “settling” for Perry’s films only because there is nothing better that portrays them positively. In this time of dwindling ticket sales and increasing ticket prices, Perry’s overwhelmingly black audience must be getting something more out of his movies than simply positive representation, as Robinson suggests.

Introduces article, quotes point to be discussed, gives credit to author using in-text citation.

Agree and Disagree, using “Although ” or “however”

Further explanation of the point on which I disagree.

LOGICAL FALLACIES

A question to get us started…• “Every year in California, many students fail to pass the exit

exam. I believe that laziness is the reason for so many failures. I have known several students who were unable to pass, even after two or three tries, and all of them spent more time doing other things than studying. I don’t think schools should waste money helping lazy students like the ones I know pass the test by allowing them to take it a second time. Besides, if they’d paid attention in the first place in school they wouldn’t have a problem passing the test. I paid attention, and the test was easy for me.”

• Tell me about what is logically wrong with this statement. Why isn’t it convincing? What other problems does it have?

What is a fallacy?

• The previous slide contained an example of a logical fallacy.

•Definition of fallacy: a misleading or unsound argument. Any of various types of erroneous reasoning that render arguments logically unsound. (“erroneous” means “containing an error”)

• See the handout for some common logical fallacies

Why are logical fallacies tricky?• Avoiding logical fallacies can be tricky because they sound good on the surface.

• At first glance, why might the statement from our class example be a little bit convincing?

• Look at the example fallacies provided on the handout. Which ones look good on the surface?

Logical Fallacies in the Media•Where do we see logical fallacies? In the media? In advertisements?

• Logical fallacies are not always as easy to spot as the ones that I have provided for you! • Especially with multimedia texts! Flashy design can often

bypass our critical thought. • Be a savvy “reader” of all texts. Be aware of biases and of

the patterns we have discussed. If you see these fallacies in something you read, question them.

How can you fix a logical fallacy?• If you catch yourself or a peer in a logical fallacy, how do you fix it? • Moderate your language: One of the fundamental rules of

persuasive writing is “Don’t make claims you can’t prove.”

• Also, if you make a sweeping generalization and the audience can think of even ONE example that disproves your generalization, you’ve lost credibility with your reader. • Give more specifics – this especially helps with proof by

too few examples, “allness”, and oversimplification

Fixing logical fallacies• Allow for complexity – this definitely helps with oversimplification and either/or reasoning • Avoid common, over the top phrasing – say things in a new way• Build credibility – your own, and that of your sources. Show yourself to be knowledgeable and reasonable, and your sources to be trustworthy. • Look at the big picture – think of various people/issues who might be affected by your idea and consider them before making blanket statements.

ESSAY STRUCTURE AND ORGANIZATION

The Writing Process• Planning• Shaping/Organizing • Drafting• Revising• Editing• Proofreading

The Major Parts of Any Essay

• Title• Introduction

• Thesis statement

• Body paragraph• Topic sentence• Supporting details

• Body paragraph… (as many as you need!)• Topic sentence• Supporting details

• Conclusion

Your Title

• This can be catchy, creative, complex, or just to the point.• A Day at Disney World• Spaced Out in Space Mountain• How to Wait in Line All Day and Not Lose Your Mind• Captured by Pirates• I Met My Maker on Toad’s Wild Ride• The Most Expensive Junk Food in the World• Postmodernism Meets Late Capitalism

But notice…• The title indicates, at least in some fashion, what the essay is about.• Sometimes, after you’ve done some freewriting, clustering, and general research and thinking about your topic, writing the title first helps you focus. • You can always change the title later.

Introduction• Your first or introductory paragraph should both explain your topic and stimulate your audience’s interest. • Your introduction needs to include your thesis statement. The thesis statement that helps your reader focus on what exactly you are going to talk about in the upcoming body paragraphs.

Introduction and Thesis

• Introduction• Grabs audience’s attention• Contains the thesis

• Thesis• States essay’s topic, purpose, point of view• Specific, powerful words ~> not general or vague

• May change during revision process• Probable that it will

Allow Your Thesis to Guide Your Paper

• Pass out the Pop Culture Thesis Handout.

Visual Representation of Your Introduction Paragraph

1. Broad sentence that sets the stage

2., 3. narrower sentences that provide some details or a greater degree of specificity

4. Very specific sentence that focuses on exactly

what you are going to say in the following essay Thesis

statement

Body Paragraphs• Body paragraphs support and explain the essay’s thesis.• Each one needs to have a focus, a main idea that everything in that paragraph is supporting. • To put this another way, each paragraph needs to be making a point that supports the thesis for your whole essay.• The more paragraphs the better, for several reasons:• They are reader friendly• They help make the essay look organized.• And, of course, they help you meet your paper’s page-length requirement.

Paragraphs• Generally a paragraph starts with a topic sentence, that tells what the paragraph is about, and the other sentences provide details and support.• You can have as many or as few sentences to a paragraph as you want, • In fact, it makes your paper more readable, creates a better rhythm, if you vary the paragraph length.

Paragraph Guidelines•Don’t let a paragraph wander – keep it to one central thought. •As soon as you start to change thoughts, move on to a new aspect of the topic, or go a new direction, start a new paragraph.•Don’t be afraid of having “too many paragraphs.”•When you feel your mind changing gears, it’s time to change paragraphs!

Conclusions•A concluding paragraph is the final paragraph in your essay• It presents a philosophical summary of the essay, linking directly back to the intro •And (sorry) it does NOT start with “In conclusion…”

Conclusions: Recap your main ideas • If your essay was long and complex, sometimes difficult to follow, in the conclusion you'll want to recap your ideas in a clear, summarizing manner. You want your readers to understand the message you intended to communicate. • However, if your essay was short and simple, don't insult your readers by restating at length the ideas they already understand. Strike a balance according to what you feel your readers need.

• And it should NOT (sorry) start with “In conclusion…”

Keep it Brief• Keep your conclusion short, probably ten lines or less, and avoid fluff. You're just trying to make a clever exit, and presumably all the really important points have been made previously in your essay. You should not introduce any totally new ideas in the conclusion; however, you should not merely repeat your thesis either. • It’s a tricky balance to strike, but with a little thought and planning, it’s completely doable.

Leave a memorable impression• It's not enough just to restate your main ideas -- if you only did that and then ended your essay, your conclusion would be flat and boring. You've got to make a graceful exit from your essay by leaving a memorable impression on the reader. You need to say something that will continue to simmer in the reader's minds long after he or she has put down your essay. To leave this memorable impression, try:• giving a thought-provoking quotation • describing a powerful image• talking about consequences or implications • stating what action needs to be done• ending on an interesting twist of thought• explaining why the topic is important

BREAK TIMECome back in 10 minutes and we will talk about creating an outline for your Research Paper!

Prewriting, Writing, Rewriting•General tips• REVISION TAKES TIME!• Plan to write at least three drafts• 1st draft… Focus on the BIG stuff• Overall organization of essay• May revisit this step several times

• 2nd draft… Concentrate your efforts• Edit

• 3rd draft… Get nitpicky• Proofread

Proofreading:Punctuation, Grammar, Spelling, Mechanics

• Check:• Spelling• Grammar• Subject/verb agreement

• Search for PERFECT word• Dictionary• Thesaurus

• Search for strong verbs • Cut extraneous material

Proofreading: Final Check

• Take a break before proofing.• Do not rush it.• Read your essay aloud.• Read your essay slowly.• Print your essay at least once make notes on hard copy. • Have an unbiased pair of eyes look your essay over. • Perhaps the tutors at the Learning Center?

Making an Outline

• Writing an outline in addition to the paper may seem like a lot of extra work, especially if your teacher doesn't require one. • If you take the time to think about what you want to say and to put your ideas into an outline, writing the actual paper will be easier. • An outline is a listing of brief ideas that will be in the paper.

Why create an outline? •Aids in the process of writing•Helps you organize your ideas• Presents your material in a logical form• Shows the relationships among ideas in your writing•Constructs an ordered overview of your writing•Defines boundaries and groups

How do I create an outline?

• First:•Determine the purpose of your paper.• It’s a persuasive research paper critiquing an aspect of pop culture.

•Determine the audience you are writing for.•Other college students and academics.

•Develop the thesis of your paper.• You (hopefully) worked on this yesterday.

Then:•Brainstorm: List all the ideas that you want to include in your paper.•Organize: Group related ideas together.•Order: Arrange material in subsections from general to specific or from abstract to concrete.• Label: Create main and sub headings.

Outlines provide a summary showing the logical flow of a paper.

• They are useful because:• help the writer organize their thoughts

before getting bogged down in word choice and sentence structure;

• show which ideas need illustration or elaboration; and

• help the writer decide on an organizational technique for the report, whether it be logical, chronological, or categorical in nature.

Preparing and Using Outlines•Using an outline can help you organize your material and can also help you discover connections between pieces of information that you weren't aware of when you first conceived the plan of your paper.

• It can also make you aware of material that is not really relevant to the purposes of your paper or material that you have covered before and should therefore be removed.

The Working Outline• A Working Outline might be only an informal list of topics and subtopics which you are thinking of covering in your paper.

• Start by creating one on paper, then type it up to reinforce and expand your thoughts.

• The working outline can be revised as you discover new material and get new ideas that ought to go into your paper.

The Final Outline

•A Final Outline should enhance the organization and coherence of your research paper. • Most word processing programs have outlining features with automatic formatting that make it easy to create and revise outlines. • Material that is not relevant to the purpose of your paper as revealed in your outline should be excised from the paper; if portions of your outline seem weak in comparison to others, more research may be required to create a sense of balance in your argument and presentation.

Topic Outlines vs. Sentence Outlines

•A final outline can be written as a topic outline, in which you use only short phrases to suggest ideas, or as a sentence outline, in which you use full sentences (even very brief paragraphs) to show the development of ideas more fully.

Class Activity: Create an Outline

•Brainstorm and create a Working Outline for your Research Paper

• It doesn’t need to be perfect, just let your ideas out and create a rough plan.