EWRT 1B CLASS 8

AGENDA • Presentation: Terms List 2 • Discussion: Essay #2• Lecture: Thesis statements,

outlining, using evidence, introductions.

• In-Class Writing: Essay #2

TERMS LIST 21. Ableism: A pervasive system of discrimination and exclusion that

oppresses people who have mental, emotional, and physical disabilities.

2. Ally: A person who supports marginalized, silenced, or less privileged groups without actually being a member of those groups. This person will often directly confront and challenge biphobia, homophobia, heterosexism, racism, transphobia and other systems of oppression.

3. Binary Gender (Gender Binary): A system that defines and makes room for two and only two distinct, natural and opposite genders (i.e. male and female). These two genders are defined in opposition to each other, such that masculinity and femininity are seen as mutually exclusive. In this system, there is no room for any ambiguity or intermingling of gender traits.

4. Classism: Bias based on social or economic class.

5. Critical Consciousness: a process of continuous self-reflection and action to discover and uncover how we continue to be shaped by societal assumptions and power dynamics: an essential tool to help us to recognize, understand and work to change the social forces that shape our societies an ourselves.

6. Cultural Appropriation: The adoption of cultural elements not in one’s own culture, without full knowledge of or respect for its value within the original culture.

7. Cultural Oppression: Social norms, roles, rituals, language, music, and art that reflect and reinforce the belief that one social group is superior to anther.

8. Dominance: The systematic attitudes and actions of prejudice, superiority, and self- righteousness of one group (a non-target group) in relation to another (a target group). Internalized dominance includes the inability of a group or individual to see privilege as a member of the non-target group.

GROUP DISCUSSION: DOES PASSING

Reinforce the social construct? Disrupt the social construct?

Passing scholar, Leo Spitzer writes that passing was “by and large a personal solution to discrimination and exclusion. It was an action that, when accomplished successfully, generally divorced its individual practitioners from others in the subordinated group, and in no way challenged the ideology of racism or the system in which it was rooted. Indeed, because individuals responding to marginality through . . . passing could be viewed as either conscious or unwitting accomplices in their own victimization—as persons consenting to the continuing maintenance of existing inequalities and exclusionary ideologies—it is certainly understandable why they often elicited such scathing criticism from their contemporaries” (Qtd. in Kennedy 11-12)

REINFORCEMENT OF SOCIAL CONSTRUCT

• “Passing, however, does pose at least some challenge to racist regimes. That is why they typically try to prevent it. Fleeing bondage by passing may have been an individualistic response to the tyranny of slavery but it did free human beings and helped to belie the canard that slaves were actually content with their lot. The successful performance of “white man’s work” by a passing Negro upset racist claims that blacks are categorically incapable of doing such work. The extent of the disturbance is severely limited by the practical necessity of keeping the passing secret. But under some circumstances a limited disturbance is about all that can be accomplished” (Kennedy 12).

DISRUPTION OF SOCIAL CONSTRUCT

WRITING ESSAY #2

THE PROMPT:

Do you agree with Pickens's position on racial passing?If yes, why?If no, why not?

In his essay “Racial Segregation,” William Pickens asserts, "If passing for white will get a fellow better accommodations on the train, better seats in the theatre, immunity from insults in public places, and may even save his life from a mob, only idiots would fail to seize the advantages of passing, at least occasionally if not permanently" (3) Write an essay of four to six pages arguing for or against racial passing. Use support from four of the texts we have read so far, our discussions, and your own insights. Remember to format your essay in MLA style.

YOUR THESIS

Your refined thesis will be your position on racial passing: Do you agree with Pickens or not? Why or why not? You may refer to Pickens or not in your thesis. You may forecast your reasons in your thesis, or you may refer to a broader theme and provide your reasons in the body of your essay. In either case, your thesis should suggest how and why your opinion is important.

WRITE A WORKING THESISYOU CAN USE THESE AS MODELS OR EXAMPLESRacial passing is a personal decision, and people should seize the opportunity if they can in order to defeat racism and discrimination.

Passing is a selfish act that reinforces hierarchy in society, and it should be avoided despite the opportunities it offers the individual.

While racial passing for personal safety is a necessary andacceptable behavior, passing in general violates community norms and reinforces the social construct of racism.

While full time passing violates familial and community connections and should be avoided, the wise person will pass part time to take advantage of the benefits it can reap, including the opportunities to escape racism and oppression.

REFER TO YOUR FREECASH CHART. WHAT ARE YOUR “REASONS” FOR AGREEING OR DISAGREEING WITH THE ACT OF PASSING? YOUR REASONS SHOULD CONNECT TO YOUR THESIS. EACH ONE SHOULD BE A TOPIC FOR AT LEAST ONE BODY PARAGRAPH. SOME REASONS WILL REQUIRE MULTIPLE PARAGRAPH EXPLANATIONS.

Consider your best support for your assertion. This will likely be from your brainstorming using FREECASH.

Find textual evidence to support your position. Explain how your examples support your

thesis. You can also use outside sources if you would

like to, but they are not necessary for this paper.

BUILDING BODY PARAGRAPHS• Topic Sentence: This is reason #1 that you agree or disagree.

This sentence should clearly support your thesis.

• Textual Evidence: This is an example from one of the texts that we read.

• Explanation/Analysis: This is where you explain how your example supports your topic sentence. You can also draw conclusion from inferences.

• Other Evidence: This could be from another primary text or a secondary text.

• Explanation/Analysis: This is where you explain how your example supports your topic sentence. You can also draw conclusion from inferences.

• Transition: This section moves your reader from your first body paragraph to your second body paragraph.

INTRODUCTIONS

You never get a second chance to make a first impression. The opening paragraph of your paper will provide your readers with their initial impressions of your argument, your writing style, and the overall quality of your work. A vague, disorganized, error-filled, off-the-wall, or boring introduction will probably create a negative impression. On the other hand, a concise, engaging, and well-written introduction will start your readers off thinking highly of you, your analytical skills, your writing, and your paper.

START BY THINKING ABOUT THE QUESTION YOU ARE TRYING TO ANSWER:

In his essay “Racial Segregation,” William Pickens asserts, "If passing for white will get a fellow better accommodations on the train, better seats in the theatre, immunity from insults in public places, and may even save his life from a mob, only idiots would fail to seize the advantages of passing, at least occasionally if not permanently" (3) Write an essay of four to six pages arguing for or against racial passing. Use support from four of the texts we have read so far, our discussions, and your own insights. Remember to format your essay in MLA style.

Your entire essay will be a response to this question, and your introduction is the first step toward that end. Your direct answer to the assigned question will be your thesis, and your thesis will be included in your introduction, so it is a good idea to use the question as a jumping off point.

OPEN WITH AN ATTENTION GRABBER. CONSIDER THESE OPTIONS:

• A provocative quotation: Consider a line or two from one of the texts we read. Then give some background about passing.

• An intriguing example of passing: Provide a situation or two in which a person might be inclined to pass.

• A puzzling scenario: Imagine a scene that makes a reader consider the consequences or benefits of passing.

• A vivid and perhaps unexpected anecdote: Open with a short story about a successful or failed passing attempt.

• Find common ground with your reader: Offer a contemporary example of passing (maybe a humorous one, even) and then explain the more reasons for passing in this earlier time period.

Be Straightforw

ard and

Confident

o Avoid statements like "In this paper, I will argue that racial passing destabilizes the social construction of race and is therefore beneficial to society."

o While this sentence points toward your main argument, it isn't especially interesting. It might be more effective to say what you mean in a declarative sentence: “Racial passing destabilizes the social construction of race and is therefore beneficial to society."

o It is much more convincing to tell your readers that than to tell them that you are going to say that it does. Assert your main argument confidently. After all, you can't expect your reader to believe it if it doesn't sound like you believe it!

.

INTRODUCTIONS TO AVOID

1. The restated question introduction: Twists the question to take up space in the introduction.

2. The place holder introduction: Offers several vague sentences that don’t really say much.

3. The Webster's Dictionary introduction. This introduction begins by giving the dictionary definition of one or more of the words in the assigned question.

4. The "dawn of man" introduction. This kind of introduction generally makes broad, sweeping statements about the relevance of this topic since the beginning of time.

5. The book report introduction. This introduction gives the name and author of the book you are writing about, tells what the book is about, and offers other basic facts about the book.

• An intriguing example of passing: Provide a situation or two in which a person might be inclined to pass.

• A provocative quotation: Consider a line or two from one of the texts we read.

• A puzzling scenario: Imagine a scene that makes a reader consider the consequences or benefits of passing.

• A vivid and perhaps unexpected anecdote: Open with a short story about a successful or failed passing attempt.

• Find common ground with your reader: Offer a contemporary example of passing (maybe a humorous one, even) and then explain the more reasons for passing in this earlier time period.

LET’S TRY TO WRITE AN INTRODUCTION OR TWO

POSSIBLE OUTLINEIntroduction:Thesis: This will likely be near the end of your introductionMultiple Body Paragraphs supporting your thesis: The topic sentences of your body paragraphs (probably situated fairly early in the paragraph) should connect directly to your thesis. You should use the following rhetorical strategies to support your topic sentence:

define (describe and/or characterize unfamiliar terms, situations, or events)classify (briefly distinguish between types: full time versus part time or kinds

of passing)exemplify (provide examples from primary or secondary texts)analyze (explore and/or evaluate, particularly in terms of the connections of

the examples to your reasons or thesis)explain (give details about) the connection between your example and your

assertions. conclude (provide a logical conclusion for your readers)Transition (prepare your reader for the next paragraph.

Counterargument: Anticipate your readers questions or doubts. We will discuss this in our next class. Conclusion: We will discuss this in our next class.

WRITINGSketch out a rough outline.

Intro: What kind?Thesis: Write out a working thesis or your refined thesisBody 1: One of your strongest arguments supporting your thesis.

support/exampleBody 2: A second paragraph explaining your first reason. Body 3: Another reason

support/exampleBody 3: Another reason

support/exampleBody 4:One of your strongest arguments supporting your thesis.

support/exampleBody and so on!Counterargument:Conclusion:

HOMEWORK

• Read: Begin Stone Butch Blues (pages 1-65)

• Post #9: Post Draft: Introduction, Thesis, at least three body paragraphs (with topic sentences, cited evidence, and explanation)

• Study: Vocab/Terms