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: Book
Almost 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
Introduces article,
summarizes point to be
discussed, gives
additional quote and
credit to author using intext citation.
• 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
Responds to article with the deeper problem of a business that seems to deny
equal opportunity to women no matter what they do.
your own opinion
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,
Voice indicating phrase,
she loses big opportunities to those who are willing to
identifying that these
be more pushy. This is a choice with no right answer,
aren’t my ideas.
no matter how a women chooses to present herself.
Women in the entertainment industry should have
Further explanation of
opportunities based on merit alone, and now socially
why the writer disagrees. enforced ideas about “how women (should) behave”.
Example Agreement
Introduces article,
Quote involving the point
to be discussed, gives
credit to author using intext citation.
Agreement + backing up
their points
Further explanation of why
I agree, adding something
to the conversation.
• 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.
Example Agree and Disagree at Once
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.
• 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.
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 TIME
Come 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.