• What is the main point or thesis of this article?
• What point is Eugene Robinson making about Tyler Perry’s movies and the representation of African Americans in
Hollywood?
• In this article, Robinson shows that he is aware of the discussion that is already going on about the representation of African
Americans in Hollywood by bringing up the trope (commonly used theme or literary device, similar to “cliché”) of the
“magical Negro.” What exactly is this trope? Can you think of any examples of it other than the ones Robinson lists?
• According to Robinson, how are the Tyler Perry movies different from those that use the “magical Negro” trope?

• What are some of the ways that the author,
Lorraine Ali, learns about the Arabic part of her heritage? What influence does American pop culture have on her perception of Arabic culture?

• We have now read two more essays about the issues of diversity, representation, and popular culture.
• Do you notice any common threads? Can you connect some of Lorraine Ali and Eugene
Robinson’s ideas to the essays from last week?
• For example: What do you think Ali (the writer of
“Do I Look Like Public Enemy Number One?” would have to say about the ideas expressed in
“TV Diversity: Whose Job is it, Anyway?”

• Tell me about a time when you had to do research. This might be research you did for school, research into a product you were thinking of buying, research into how to apply for student aid, etc.
– What did you need to find out?
– Where did you go for information?
– How did you know which sources of information to trust?

• Find sources and choose the best ones for your purpose.
• Read the sources carefully, keeping track of your own reactions to the author’s ideas and using your sources as a springboard for your own contribution to the discussion.
• Use the sources in your essay, giving proper credit in the body of the essay and at the end, using MLA format.

• Why do you need to include sources in your essays?
– To show your audience that you are aware of the conversation that is already going on.
– To give your audience context for an argument you will make.
– To support a point you are making.
– To provide an example of an opposing point of view that you will then counter.

• College Databases
• College Library
• Public Library
• The Internet

• Library Databases can be accessed through the College Library website.
– Databases are collections of articles that have appeared, either in print or online, in various publications.
• Potentially useful databases:
– EBSCO
– Proquest National Newspapers
– Ethnic News Watch

• If you don’t get many results at first, try changing your search terms. For example, if you don’t get any hits for
“black people and shows about space” try “African
Americans and science fiction,” then try something else using related words.
• Pay attention to the suggestions the databases make about related subjects.
• Make sure to check the “full text” search option so that you will be able to access any results you want.
• Email or save any results that interest you to read later. You may also print out articles here if you have a print card.
• Make sure that you keep a record of any sources you use from the databases.

• Any sources you find through the databases are likely to be “reputable” sources, but what about typing your search terms into google or another search engine?
• This can be an excellent way to find resources that are very new and haven’t been included in the databases yet, BUT there’s a lot of junk out there.
• SO, how can you tell the junk from the good stuff?

• See p. 344 of Everyone’s an Author
• Who takes responsibility for the piece of writing?
Is it a publication with an online presence? Is it an organization with a good reputation?
• In what ways does the author establish credibility?
• Is the piece of writing presented well? (Are the points well argued/explained? Does the author display an awareness of the ongoing conversation? Does the piece of writing use clear grammar, spelling, and punctuation?)

• Read them all the way through. Unless you decide after the first paragraph that the source is not useful to you, how can you possibly respond to a source you’ve only skimmed?
• Identify the author’s big claims. Do you agree with them? If so, do you have anything to add to the author’s support? If not, how would you counter the author’s argument?
• Keep notes on your sources. Highlight. Write questions in the margins. Make connections between what one source says and another source says.

• A couple more things about sources…
– Just because you find a source and read it doesn’t mean you have to use it. If you read a source and don’t like it, keep looking.
– Keep researching throughout the writing process. If you find a wonderful source with all kinds of good ideas you want to respond to after you wrote a draft, that’s fine. Include that source and your response when you revise.
– Keep track of every source you use ideas or quotes from in your paper. You will need to be able to find the source again when you give it credit.

• Right now you need to be reading everything you can find about your specific topic relating to diversity and the media.
• Read general articles about pop culture and diversity to start out if you would like, but you need to be reading articles about a specific film/show/musical group or a specific genre or a specific minority group.

• You’ve found your sources, read them, annotated them, and you’re ready to use your sources in your essay.
• So… which quotes should you use?
– Quotes that contain ideas you want to respond to.
– Quotes where the original source’s wording is especially good or important to your response.
– Quotes where the original source explains a complex idea clearly and succinctly.
– Quotes that contain ideas that would make most people want proof.
• Any quote you use should have an explanation/response that is
TWICE AS LONG as the original quote. If a quote takes up two full lines of your paper, the explanation/response to that quote should take up FOUR.

• A draft is a first attempt of your essay. This means that while it may be rough, it should be a complete essay with a length between 2 and
5 full pages.
• The longer and more complete your draft is, the more useful your peer and instructor feedback will be.
• Your draft must be typed, and you must print out three copies for peer review.