The Adventures of Huckleberry Finn
Documented Essay Preparation
Essential Questions
 Is HF a racist or offensive novel?
 Are high school students prepared to deal with the
content of the novel? Why or Why Not?
 Should it remain on the required reading list at
Issaquah High School?
Huck Finn Supplemental Reading Packet
Highlight in 3 colors and annotate (at least 2
comments on each page):
 1) Support for the reading of HF in schools
 2) Opposition to the novel
 3) Historical Relevance & Twain’s
Background: personal history, cultural
viewpoints, facts that reinforce Twain’s goals
as a writer.
DUE Thursday, February 2nd
Definitions
Minstrel: one of a troupe of comedians, usually white men made up as
black performers, presenting songs, jokes, etc.
Static: lacking movement, development, or vitality: The novel was marred
by static characterizations, especially in its central figures.
A stock character is a fictional character that relies heavily on cultural
types or stereotypes for its personality, manner of speech, and other
characteristics. Stock characters make easy targets for parody, and the
parody will likely exaggerate any stereotypes associated with these
characters.
Caricature: a picture, description, etc., ludicrously exaggerating the
peculiarities or defects of persons or things.
Journal Entry #5 and Discussion Questions
Reflect on your experiences with judgment,
discrimination, and racism.
Questions:
 1) How do issues surrounding race and cultural differences
affect students at Issaquah High School?
 2) Can Huck Finn positively affect students? In what ways?
 3) What issues present the potential for negative effects? Why?
 4) Are 11th graders prepared to handle the content of the novel,
and if so, how will the novel promote growth?
Preparation for Huck Finn Essay
 Everything’s an Argument:
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Review Chapter 5 – “Rhetorical Analysis”
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Chapter 7 – “Structuring Arguments”
Toulmin Model (182-200)
Qualifiers, p. 195
Conditions of Rebuttal, p. 196
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Chapter 13 – Style in Arguments, 423-439
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Chapter 20 – Documenting Sources, 567-585
The Power of Literature:
Should The Adventures of Huckleberry Finn
be censored?
 The Adventures of Huckleberry Finn by Mark Twain
should be required reading in 11th grade American
Literature classes at Issaquah High School.
 Write a carefully reasoned argument that defends,
challenges, or qualifies the above statement. One of the
major issues is the “required” nature of the text. This
means that teachers are required to include direct
instruction of Huck Finn in their curriculum. Also, keep in
mind that the statement is focused on Issaquah High
School. Although The Adventures of Huckleberry Finn will
be your central text, you are expected to use the source
materials provided in the packet “The Controversy:
Analysis, Opinion and Other Source Materials.”
Hints and Essay Guidelines:
 Don’t make your mind up about the book’s importance right away. The
support materials are more intriguing if you read them with an open mind
.
 Start with a concession paragraph. Present one paragraph in the essay that
addresses the concerns of the other side. Consider what you think is the
BEST argument of those who disagree with you. You will explain what that
argument is and then use your best evidence against that argument.
 Watch your paragraph length. No paragraph should exceed 1 ¼ pages in
length. Divide your ideas into multiple paragraphs if necessary. Write body
thesis statements and then topic sentences to accomplish this. I expect to see
3-4 body thesis statements (including concession BT).
 Diversify your use of quotations and sources to bolter support for your
opinion. Use a variety of formats with your quotations–both integrated into
sentences and framed by lead-in sentences (introduced with a colon).
Due Friday, February 3rd
Thesis and Method Statements: craft an opinionated,
compelling claim, followed by a method statement
that outlines topics for 3-4 body paragraphs
Bring Supplemental Reading Packet to class
Work on Outline:
3-4 body paragraphs
3 CDs for each paragraph with properly formatted
in-text citations
Shaping Paragraph:
Outline of Concrete Details and Commentary
 Due Wednesday, February 8th
 Include thesis and method statements
 Choose one paragraph to outline (three chunks/citations)
 Must include Works Cited (including entry for your copy
of Huck Finn)
 MLA Format:
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Properly formatted in-text citations
Double spaced with 1 inch margins
Concession Paragraph
 Select strongest cds from the other side
 Commentary:
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First, explain the other side’s perspective
(acknowledge the perspective)
Then, explain why it is inaccurate/biased/limited
 Well-crafted concession:
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Henry (characterizations of Jim )
 Work for MILD REFUTATION
Example – No Refutation
Body Thesis: Critics claim that the novel promotes racism
and is offensive to African Americans, which leads some
to believe it should not be used in schools.
CD: “Classic or not, it should not be allowed to continue to
cause our [black] children embarrassment about their
heritage” (John Wallace qtd. in Cooley 310).
CM: Public schooling should cover materials to educate
students without threat.
CM: Every individual should remain proud of who he is when
confronted with the materials presented in school, but
Huck Finn does not allow that.
Example – Good Refutation
CD: “No matter how often the critics ‘place in context’
Huck’s use of the word ‘nigger,’ they can never excuse or
fully hide the deeper racism of the novel” (Smiley 64).
CM: The repeated epithet is said to unquestioningly prove the
classic’s racist ideals, although quite often the same
epithet is used without offensive connotation.
CM: Offended readers are quick to assume the epithet is
used with traditionally insulting intentions and fail to
acknowledge how the historical context of the word
impacts its meaning in the classroom..
Refutation Words/Phrases
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Although…, most often…
One might argue…, however…
Despite…, one should consider…
Perhaps…, rarely…
Under certain conditions…, yet…
Some assert…, yet in reality…
In some cases…, it may prove…
It is possible…, yet few/most/many…
It is understandable…, yet sometimes/often…
Paper Guidelines:
 Sources: minimum use of 5 sources, including Huck Finn (which you
must cite in the paper). Length: 4-5 pages, double-spaced.
 Citations: Because you are using multiple sources, every concrete
detail must be completely cited (including author’s name when not
included in the cd’s lead-in). Please review information provided in
Everything’s an Argument, Chapter 20 concerning in-text citations.
 Format: according to MLA guidelines (including creative title and
heading), with a Works Cited page. This page should be easy to create
since I have already written up Works Complied entries for everything
but The Adventures of Huckleberry Finn.
 Voice: Use a formal voice throughout the essay. Use only third person
voice and avoid inappropriate word choice (contractions, “things,” to
be verbs, “there is” sentence construction, etc.).
Using Concrete Details
 Do not capitalize the first word of a quote when integrating
phrases into your own sentence. Change words when
necessary: “my” to “his.”
 Use different quotes from Huck Finn than those from
critics . It’s easier to present your interpretation & analysis
instead of borrowing critics’ perspectives.
 Diversify your use of quotations and sources to bolster
support for your opinion. Use a variety of formats with
your quotations – both integrated into sentences and
separated by colons.
In-Text Citation Tips
 Indirect Source Citations: Citations tell who wrote/made the statement.
If the writer is using another’s opinion/ statement/etc., you MUST use
the indirect source format for the in-text citation.
 Think about when to include the speaker/writer’s name in the lead-in.
Do it for EFFECT only. Provide the full name and relevant credentials
of the speaker.
 Indirect Source Citations (no name in lead-in):
(David Bradley qtd. in “Huck” 133).
(Jocelyn Chadwick-Joshua qtd. in “Born”).
(Kevin Drum qtd. in Powers).
 If the name of author (or speaker with indirect quotes) is provided in
the lead-in, omit it from the citation (qtd. in Powers).
 Include page numbers with print sources only and none with internet-
based sources.
Citing Indirect Sources – Format Options
Remember to use TRIPLE QUOTATION MARKS.
(Use this format with “Huck, Continued”).
If you include the name of the person who made the statement
in the lead-in, use (qtd. in “Huck Continued”).
Twain once defined a classic as “’a book which people praise and
don’t read,’” yet that scenario has not been the case with Huck Finn
(qtd. in Kaplan).
If you use the indirect quotation without naming the original
source, include the full name in the citation:
Silas Marner, Billy Budd, The Confidence Man: all classics, all books
“’which people praise and don’t read’” (Mark Twain qtd. in Kaplan).
Conventions and Tips
 Italicize the novel’s title
 Use Huck Finn for the title after using The Adventures of Huckleberry
Finn once (in the thesis)
 Capitalize South (a region); no caps when used as an adjective
(southern)
 Place commas inside quotation marks
 First & last name the first time a person is mentioned, just the last
name EVERY TIME after (even with Twain)
 Huck faces battles with his conscience, not his conscious
 Creative terms for the novel and main characters (Huck and Jim)
needed
 Craft interesting, specific, and fluent lead-ins
Body Paragraphs
 Consistently make connections to the topic of students and required
reading. Consider what benefits or effects they would be receiving, and
deal with it CONSISTENTLY throughout the essay.
 BE SPECIFIC.
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If a critic says the book allows discussion about racism, don't just
agree and say that the book invites conversation into the classroom.
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EXPLAIN how this would work, describe the nature of the
conversation, & clarify why students benefit from it.
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If the critic says Jim is stereotyped, give an example (NOT from the
critic) of when this happens in the novel. This is not something
quoted from Twain—it is your analysis of the novel. Figure out
where the critic’s idea is supported.
Body Paragraphs
 Commentaries can be as many sentences as needed;
deal with one concept thoroughly
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Concession: 1. concede the point/explain its perspective; 2. refute
the concept/explain your perspective
Body Pargraphs 2-3: 1. explain & EXTEND the key ideas from the
cd – DO NOT paraphrase; 2. connect the “chunk” to the body
thesis – one of the best ways is through dealing with students and
the book’s advantages or disadvantages
 Vague and General vs. Specific
 Huck Finn should be a primary source
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Historical Accuracy: Give examples from novel
Satire: Give examples from novel.
Life Lessons/Benefits: Provide specific benefits and lessons
Persuasive Impact
 Write insightful, thought-provoking commentary: vivid
verbs, adjectives, adverbs and interesting, sophisticated
syntax.
 Reinforce thesis throughout, esp. in body thesis &
concluding sentences: required reading, relevance to
IHS juniors, other key phrases from thesis. Use “students”
instead of “readers.”
 Make sure Body Thesis statements clearly flow from the
method – they should be more specific than the phrases
from the method.