Write a thesis-driven, argumentative essay (3-4 typed, double-spaced pages) addressing an idea in either Wishing on a Star, Thirteen Days or An Anthropologist on Mars supported by evidence and explanation.  You may develop your own topic for this essay, but you must have sent a thesis to me that I approve no later than November 7.  If you don't want to generate your own topic, here are three possibilities:

1. In the final chapter of Billie Holiday: Wishing on the Moon, Donald Clark says that Holiday "knew that the bottom line is that we are each responsible for our own behaviour, no matter what color we are" (456).  However, based on the story that Clarke tells, some might argue that Holiday does not take responsibility for her actions.  Using at least three specific incidents from the biography, argue for whether you think Holiday consistently takes responsibility for her actions.

2. We covered Robert Kennedy's book Thirteen Days and the Hollywood film with the same title and discussed how each work presented characters differently for particular purposes.  Pick one character (or perhaps group of characters) and compare and contrast how each work treats the characters differently and for what purpose.  Ultimately, you should argue for an overall point you think the work is trying to make by treating the character the way it does.  (You'll need to review the film if you choose this topic so that you can have specific scenes to reference.). 

3. In the "Preface" to An Anthropologist on Mars, Oliver Sacks makes an interesting comment:  "In earlier books I "wrote of 'preservations' of self, and (more rarely) of the 'loss' of self, in neurological disorders.  I have come to think these terms too simple—and that there is neither loss nor preservation of identity in such situations, but, rather, its adaptation, even its transmutation, given a radically altered brain and 'reality'" (xviii).  Pick two of the people that Sacks writes about in this collection of essays, and compare and contrast how they "adapt" to their neurological conditions.  Then argue for which figure is able to adapt more positively and explain why s/he is able to do so—in other words, explain the traits the person has that enables him/her to adapt in a positive way. 

Guidelines:  I WON'T ACCEPT PORTFOLIOS THAT DON'T INCLUDE PRE-WRITING, AT LEAST TWO ROUGH DRAFTS, AND ONE SET OF PEER REVIEWS.

  • Review the book and think about it in terms of the topic you’ve chosen.  Make notes on the text so you’ll have quotes that can help you develop your essay.

  • Take time to think about the questions and do some pre-writing (brainstorming, note-taking, outlining, listing, clustering, etc.) before you begin a draft.  DO NOT OMIT THIS STEP.

  • Begin the essay with an introduction that gradually leads in to your thesis.  Don't forget to define any necessary terms in your introduction.

  • Develop a thesis that indicates what you’re going to argue in the essay. Make sure your thesis is about the book and not just real life.

  • Develop the essay with paragraphs that include topic sentences that support your thesis, and evidence (quotations from work) and explanation that support your topic sentences.  Strive to make connections between main points clear with transitions and explanation.

  • Finish with a conclusion that goes beyond merely re-stating your main points, but reinforces the significance of your topic in terms of the work and the real world.

  • Write 1 or 2 rough drafts and revise them carefully.  Don’t just change grammar/mechanics but improve the content as you revise so you can make a better case.

  • Proofread your final copy before submitting it.

  • Submit your essay and all of your pre-writing work and drafts in a two-pocket folder.  Put your pre-writing and drafts on the left side, and your final essay on the right side.  I will not grade the essay if you do not have pre-writing and at least two rough drafts.

  • Pay special attention to the MLA guidelines for documentation as outlined in The Bedford Handbook.  Make sure to include a works cited and document your sources parenthetically.

DO NOT USE OR CONSULT OUTSIDE SOURCES TO DEVELOP THIS ESSAY WITHOUT MY WRITTEN PERMISSION.  DOING SO CONSTITUTES ACADEMIC DISHONESTY.

Portfolio Items

Left Side

Right Side

1. Pre-writing/invention (bottom) 

1. Final draft (bottom)

2. Labeled drafts with earlier drafts nearer the bottom.

2. Self-evaluation (click)

3 Labeled Peer Review sheets stapled to drafts that were reviewed.

 

click here for format guidelines

Due Dates

W11/7

 Topic/Tentative thesis Due

F11/9

Pre-writing Due

M11/12

Draft 1 Due

W11/14

 Draft 2 Due (Swap for Peer review)

F11/16

Peer Reviews Due (complete outside of Class)

T11/20

Essay 3 Due

Essay Evaluation Sheet

INTR 101—Essay #3

Name: 

Grade: 

 Grading Checklist  √+ = very good         √ = adequate             √- = needs work       - = poor

The writer. . .

Topic/Thesis

√

addresses one of the assigned topics

√

defines key terms

√

has an effective introduction which sets forth the gist of the argument

√

has an arguable thesis

Development/Analysis

√

uses specific evidence (quotations and exmples) to argue for the thesis 

√

is logical in making assumptions

√

uses reason effectively to argue for and explain points

√

reinforces the thesis when necessary

Organization

√

divides the essay into paragraphs with topic sentences and uses effective transitions

√

avoids letting the plot/chronology drive the essay so that it becomes an explication and not an analysis

√

has ordering that seems purposeful

Sentence Structure/Mechanics/Diction

√

uses a variety of effective, grammatically correct sentences

√

stays in present tense and avoids needless shifts

√

uses precise diction

√

uses correct documentation and integrates quotations effectively

Overall Impression

√

meets the requirements of the assignment with the essay

√

answers the “so what?” question

√

achieves what s/he sets out to achieve