Please write an essay arguing whether or not “passing” is an effective strategy to deal with stereotype threat.
In chapter 4 of the book, Steele talks about the writer Anatole Broyard as an example of “passing,” avoiding “stereotype threat” by taking on another racial identity. Is it right for Broyard to do this when, in his context, a black identity would have denied him “access to different resources, such as a bank loan to buy or lease a bookstore and a professional network that could yield a job offer from the New York Times” (66).
ESSAY #3— Classical Argument
Essay 3 is a classical argument essay. Your goal is to present a convincing argument on one of the prescribed topics by using outside sources to support your argument. You MUST use the text Whistling Vivaldi.
Due Dates:
Annotated Bibliography is due Friday, Nov. 30
Rough Draft/Peer Review: Wednesday, Dec. 5
Final Draft/Peer Review: Monday, Dec.10 (Dropbox)
Genre/Medium:Exposition/ Typed essay
Purpose:The writer of an expository essay uses examples to explain a point and/or topic to the reader. For this assignment you will write an expository essay that follows the seven-paragraph essay format on one of the essay topics listed below.
Format:Your seven-paragraph essay must contain a concrete closed (parallel, three-point) thesis statement at the end of the first paragraph and follow the MLA guidelines.
Audience:This essay will target a scholarly audience. Therefore, your language and style should meet the intellectual needs of individuals who read on a collegiate level and pique their interests. Remember that you are writing to an audience that consists of classmates and the professor who have are familiar with the topic but bring a different understanding on the topic?
Stance/role: What attitude and information (about yourself as a student) will you convey through the
expository essay?Think about what you want to communicate to the reader (i.e., the
professor)and convey your stance throughout your essay.
Instructions: Draft a seven-paragraph essay on one of the prompts below.
Peer review the essay with your classmates (and take it to the SVWC for tutoring help).
Revise the draft to address their feedback.
Submit final draft and Revision Memo.
Requirements for completing assignment:
1.An Annotated Bibliography of 4 sources
- A Peer Review (in class) and through an outside source.
- Final Essay + Revision Memo
Directions:
1. Brainstorm and freewrite: Before choosing your topic you should consider what you want to write about. Once you have chosen your topic, you should decide where you stand on the issue.
2. Research: Next, you want to develop your position with evidence—research—that will validate your point.You will need to use at least 4 sources of support for your essay (one of them will be Whistling Vivaldi). To get started on this make use of the library course guide for English 101: http://bowiestate.libguides.com/c.php?g=442209&p=3374097
This research will be written up as an annotated bibliography of 4 secondary sources (one of them will be Whistling Vivaldi). Each source should be listed in a standard MLA format and a summary paragraph of it should be provided below. Refer to the model of the annotated bibliography provided.
3. Writing: Present your argument in a way that convinces the reader that your perspective is a valid one. Remember, this essay should have a specific, detailed, three-point thesis statement. It should use topic sentences to anchor each paragraph and research-based exposition to layout the point.
4. Reviewing and editing: You will draft an essay for peer review. To proceed with this process, you must initially do a review in class using the peer review sheets provided and through the Smith Vidal Literacy and Language Center.
5. Finishing up and writing a reflection memo: You will, finally, edit your essay based on the feedback provided by your reviewers and write-up a memo recapping your understanding of the writing process (refer to the model.)
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Thesis |
10-9 |
8 |
7 |
6 |
5-0 |
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The essay has a clear thesis statement that is exceptionally appropriate for the topic, and/or contains three parallel points that address the prompt and logically connect with the paragraphs presented in the essay through analysis. |
The essay has a clear thesis statement that is appropriate for the topic and contains three parallel points that address the prompt and logically connect with the paragraphs presented in the essay |
The essay has a thesis statement that contains three points that address the prompt and somewhat connect with the paragraphs presented in the essay. |
The essay contains a thesis statement that contains two or three points that may not fully address the prompt and may not connect with the paragraphs presented in the essay. |
The essay does not reveal an easily identifiable thesis statement or the thesis is ineffective; it may contain one, two, or three points that do not fully address the prompt. The connection between the thesis and the paragraphs presented in the essay is unclear. |
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Organization |
20-18 |
17-16 |
15-14 |
13-11 |
10-0 |
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The essay is well organized. Paragraphs are coherent and unified. Each supporting paragraph begins with a topic sentence and covers a single topic that connects to the thesis and topic sentence with effective details and examples or supportive ideas. Each paragraph contains effective transitions that control the flow of the essay. |
The essay is well organized. The majority of the paragraphs display coherence and unity. The supporting paragraphs begin with a topic sentence and cover a single topic that connects to the thesis and the topic sentence with details and examples or supportive ideas. Each paragraph contains transitions that aid in the flow of the essay. |
The essay is organized. The paragraphs are somewhat coherent or unified. The supporting paragraphs contain a central idea, but sometimes may be ineffective at covering a single topic that connects the thesis. Details and examples or supportive ideas may be lacking. Some paragraphs may contain transitions that aid in the flow of the essay. |
The essay is disorganized. The paragraphs are incoherent and lack unity. The supporting paragraphs are ineffective at covering a single topic or idea that connects with the thesis sentence. Details and examples or supportive ideas are not fully developed. The paragraphs lack effective transitions between ideas and the flow of the essay needs improvement. |
The essay is extremely disorganized. The essay contains incoherent paragraphs (or may lack an introduction, body, and/or conclusion). The supporting paragraphs are inefficient: the central idea is not present or does not connect with the thesis sentence. Details and examples and supportive ideas are lacking. Transitions are not present.
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Content of Argument |
20-18 |
17-16 |
15-14 |
13-11 |
10-0 |
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The essay has a thesis statement that is exceptionally appropriate for the topic: it clearly states a firm position, contains three parallel points that address the topic and logically connects with the paragraphs presented in the essay through analysis. |
The essay has a thesis statement that is appropriate for the topic and contains three parallel points that address the prompt and logically connect with the paragraphs presented in the essay. |
The essay has a thesis statement that contains three points that address the prompt and somewhat connect with the paragraphs presented in the essay. |
The essay contains a thesis statement that contains two or three points that may not fully address the prompt and somewhat connect with the paragraphs presented in the essay. |
The essay does not reveal an easily identifiable thesis statement or the thesis is ineffective; it may contain one, two, or three points that do not fully address the prompt. The connection between the thesis and the paragraphs presented in the essay is unclear. |
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Content of Opposing Views and Refutation |
10-9 |
8 |
7 |
6 |
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The essay’s content is superior; the essay contains opposing views that are effectively presented using evidence and refuted with evidence and facts from valid sources. |
The essay’s content is appropriate; the essay contains opposing views that are presented and refuted with evidence from valid sources (one argument may not be as strong as the other two). |
The content is adequate; the essay’s opposing views are supported by at least 2 examples, definitions, or evidence. The refutation is present. Quotations may not be blended smoothly. |
The essay’s content is inadequate; the essay contains at least 1 opposing view that is adequately supported by at least 1 example, definition, or evidence from sources. The sources and/or refutation may be inefficient, lacking, or questionable. |
The essay’s content is off topic and does not contain an easily identifiable opposing view argument or a refutation is not provided for the opposing view argument. |
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Logic & Reasoning |
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13-11 |
10-0 |
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The essay is sophisticated; it promotes critical thinking, displays sound logic and reasoning, and dispels rudimentary or simplistic ideas. Examples fully support the claims and it is evident the topic is thoroughly researched. |
The essay mostly promotes critical thinking; ideas are logical, appropriate and reasoned. Examples support the claims and the topic shows evidence of some research. |
The ideas presented in the essay are somewhat logical. The reasoning may be sound, but lacks smoothness. The essay may not display ideas in an analytical or critical manner. The essay occasionally displays ideas in an analytical or critical manner. Examples somewhat support the claims. |
The ideas are illogical and/or are not fully developed. The essay displays rudimentary or simplistic ideas. Examples do not support the claims or need more specific development. |
The ideas are illogical and undeveloped. The essay does not display analytical or critical thinking. Examples are insufficient or not present. |
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Expression/Style |
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17-16 |
15-14 |
13-11 |
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Sentence structure and diction are clear and appropriate for the intended audience. Subordination and coordination are presented to create a sophisticated rhetorical style. Words are exceptionally appropriate and well chosen. |
Sentence structure and diction are clear and address an appropriate audience. Subordination and coordination are presented to create an appropriate rhetorical style. Words are appropriate. |
Sentence structure and diction are somewhat clear and address an audience. Some subordination and coordination may be lacking. Words are somewhat appropriate. |
Sentence structure and diction are not clear and do not fully address an intended audience. Subordination or coordination is not used to present a rhetorical style. Words are inappropriately used. |
Sentence structure diction, word choice, and tone consistently detract from the readability of the essay. Audience needs are not met. |
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Mechanics |
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13-11 |
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The essay demonstrates mastery in grammar and mechanics. The essay does not contain spelling, punctuation, or typographical errors. Agreement errors, wordiness, passive voice, pronoun reference errors, and ambiguous modifiers are not present or these errors do not impede meaning or overly distract the reader. |
The essay demonstrates control over grammar and mechanics. The essay does not contain major spelling, punctuation, or typographical errors. A few agreement errors, wordiness, passive voice, pronoun reference errors, or ambiguous modifiers are present, but these errors do not impede meaning or distract the reader. |
The essay demonstrates some control over grammar and mechanics. The essay contains few spelling, punctuation, or typographical errors. Some agreement errors, wordiness, passive voice, pronoun reference errors, or ambiguous modifiers are present, but these errors do not impede meaning or distract the reader. |
The essay displays a lack of control over grammar and mechanics. The essay contains spelling, punctuation, or typographical errors. Agreement errors, wordiness, passive voice, pronoun reference errors, or ambiguous modifiers are present and these errors slightly impede meaning or distract the reader. |
The essay displays little control over grammar and mechanics. The essay contains excessive spelling, punctuation, or typographical errors. Agreement errors, wordiness, passive voice, pronoun reference errors, or ambiguous modifiers are present and impede meaning or distract the reader.
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MLA Citation |
10-9 |
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7 |
6 |
5-0 |
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The essay does not contain errors in MLA style. |
The essay contains minor non-distracting or easily correctable errors in MLA style. |
The essay contains a few errors in MLA style. |
The essay contains frequent errors in MLA style. |
This essay does not contain any citations in the MLA style. |
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Review Memo |
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The memo clearly lists the changes made on the basis of reviewer’s feedback. It lists why the changes were made and reflects on the process. It also articulates how future work will build-off what was learned. |
The memo lists the changes made. It lists why the changes were made and reflects on the process. |
The memo lists the chances made. |
Does not list any changes or reflections. |
No memo |
