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Essay step by step:1. Write and submit a thesis statement. There is a model on the board that you may use to structure your own thesis. Be sure to identify the three to five texts you will be using as evidence.2. Once your thesis is checked off, begin pre-writing by determining how your texts will support your thesis. Find at least two quotes from each that you might use as support.3. Examine similarities and differences between the texts that may help to support your thesis. You may wish to create a Venn Diagram to see this more clearly.4. Begin writing your essay using the outline below. Author’s “Text1,” Other Author’s “Text2,” and Lorraine Hansberry’s A Raisin in the Sun [verb] that the American dream ……..Essay OutlineI. Introduction A. HookB. Connect hook to textsC. Introduce texts and offer background (if needed)D. Thesis statementII. Body Paragraph A. Argumentative TS (support thesis)B. explain TSC. use supportive textual evidenceD. next supportive ideaE. textual evidenceF. Transition (connect texts to one another)III. ConclusionA. identify most essential element of argumentB. explainC. connect to all three textsD. connect to “bigger picture”Example TitlesThe American DreamA Raisin in the SunThe Difficulties Life Throws at FamiliesDreams Coming TrueThe Struggle is RealRace and CultureThe Struggles of MoneyFamily: the only people who will have your backessayStepping Stones Through ManhoodStrong Women, Weak MenFrom Bad to GoodFamily ValuesMoney Isn’t EverythingMen in the 1950sCash Rules Everything Around MeUnconditional loveMen at PowerRaisins of LifeThe Corrupting Power of MoneyHow Important Family Really Is1950s ChicagoWhen a dream explodesMoneyA Requiem for a DreamExample openersMoney makes the world go round. Without money, everything comes to a halt.Of all the harmful things in the world, greed is the worst.In the 1950s women were not taken seriously.The United States has a long history of problems with race and culture.Money is a major factor in life, but it is not everything.Every man must persevere through milestones as he journeys through his life.Money isn’t everything, but it is something: something that many people envy and value above all.Everyone has family: if you see them all the time or not, a family is supposed to stick behind each other.Dreams have always been an underlying motivation for progress, change, or any internal desire for achievement.Family is the most important thing in life.Money issues for men have been noted all throughout our history.There are so many positive and negative outcomes when men come into power.In the 1950s life was hard for many people.The role of women and their status in society has been undermined by men for all of human history.Family is the most important thing.For some families, money can ruin a relationship.Money can bring out the best in people, amplifying their best qualities. For others, money can twist and distort their values until what is left is their worst qualities. Example of last statements (we evaluate these in class as excellent, acceptable, and needing revision)In the 1950s, along with the 2000s, money is everything.By confronting racism when it occurs and showing through achievement on all levels of society that minority groups have as much talent and intelligence as white people, they have taught generations of Americans that racism is something that should be eradicated throughout the world. This is why you should always appreciate your family for what they do for you because they’ll always be there for you no matter what.Women have more jobs available to them, and their voices are being heard more than ever.Today, not much has changed with segregation and discrimination because many still have to deal with those same problems because of diversity’s that exist with culture and race.This play demonstrates the troubles a family goes through as they struggle for equalization.Now, people still put all their hopes on one dream. Hansberry shows that this attitude is dangerous, and that in one instant that dream can disappear and they may lose everything.Life is difficult, and the reality of the world today is that dreams are harder to obtain. But, our minds are powerful enough to conquer anything with determination, motivation, and the heart to fight through.Money will only take people and turn them against each other and lose sight of what really matters . . . life.Men have much power and authority in American; however, that power can either be used for good (like taking care of families) or destroy all things good.Even today, many people equate money with success and are willing to step on other people in order to reach their goals. They throw aside all other priorities to get what they want, and, more often than not, enough is never enough.Imagine a world where African Americans had not obtained civil rights: there would be no Morgan Freeman, Barack Obama, or [redacted]. These men have contributed something to society, ranging from politics to movies and entertainment, so without them along with millions of others achieving incredible accomplishments, our society would not be the same.The fight for equality is still important today; all people must come together to fight against the discrimination which is still shockingly very real and present every day around the world.Signal phrases for writing about authors: acknowledges, adds, admits, affirms, agrees, argues, asserts, believes, claims, comments, compares, confirms, contends, declares, demonstrates, denies, disputes, emphasizes, endorses, grants, illustrates, implies, insists, notes, observes, points out, reasons, refutes, rejects, reports, responds, states, suggests, thinks, underlines, uses, writesSignal phrases for writing about characters: Emblemizes, corresponds with, contrasts against, straw man, symbolizes, represents, signifies Putting quotes in a sentence As part of the sentence: Beginning of sentence “quote” (author #) rest of the sentence.Because Proctors cries “God is dead!” (Miller 89) he appears even guiltier than before.The court accuses Rebecca of the “unnatural murder of children” (Miller 141).After a dialogue tag: Dialogue tag, “quote” (author #).Abigail says, “I will bring a pointy reckoning that will shudder you” (Miller 20). This shows her determination to keep her reputation as she is willing to kill her friends to do so!The narrator of “The Hanging Tree” asks, “Are you . . . coming to the tree?” (Collins 1-2). After a complete sentence Sentence explaining/introducing quote: “quote” (author#). The forest has a bad reputation as well: “the edge of the wilderness was close by. . . . It stood, dark and threatening , over their shoulders day and night” (Miller 5). Paul Robeson ends the trial with bitterness and a call to end the sessions for good: “you should adjourn this forever, that is what I would say” (HUAC 3). Checklist_____Employs correct MLA format with in text citations, headings, and works cited (when required)._____Includes an effective title that is short, honest, and pointed; the title suggest the specific thesis. Does not underline title, put in larger font, put in all capital letters._____Is organized into clear, distinct paragraphs_____Includes an engaging beginning in the intro paragraph that hooks the reader and introduces the thesis._____Includes a clear, arguable and succinct thesis located toward the end of the intro paragraph and that is argued throughout the essay._____Has each sentence in the introduction leading toward the thesis._____References title [properly punctuated], author in intro paragraph._____Includes a satisfying concluding paragraph which emphasizes the validity of the thesis without repetition, ending with a memorable last line._____Has an original topic or treatment that makes reading the essay worthwhile, including such complexities as theme, style, history, and/or philosophy._____Does not use plot summary/paraphrasing in place of analysis._____Contains only relevant information about the literary work._____Has every paragraph and every sentence directly or indirectly supporting the thesis._____Includes a bold, thoughtful topic sentence in each body paragraph which supports the thesis._____Provides a context before introducing each piece of textual evidence/direct quotation._____Provides specific textual evidence/direct quotation that proves or illustrates each idea with direct analysis related to the work’s themes and functionality._____Uses quotes from throughout the work, not necessarily in chronological order._____Picks intriguing and clever lines to quote and analyze_____Employs academic language and formal tone._____Avoids generalized information gleaned through internet surfing about authors and texts._____References parenthetically source of direct quotation (e.g., page number act/scene/line number, line number, etc.); cites credited sources for quoted material in correct MLA formatting._____Does not use the phrase “this quote” or “this quote shows.”_____Modifies quote as needed for coherence (e.g., verb tense, omissions)._____ Offers adequate commentary/explanation on each piece of textual evidence/direct quotation presented in each body paragraph._____Develops fully each body paragraph with examples and analysis that support the topic sentence and thesis._____Uses several (2-3+, typically) direct quotations/textual evidence in each body paragraph. Employs short, powerful direct quotations._____Employs paragraphs which follow a logical order._____Includes sentences which show coherence, following a consistent order within paragraphs sequentially, grammatically, and logically._____Employs transitions/connective phrases between and within paragraphs._____Employs commentary that is significantly longer than each direct quotation._____Focuses on how ideas and examples work._____Avoids generalizations and unproven ideas._____Avoids any summary as distinct sentences._____Uses present tense verbs._____Uses active, not passive voice._____Uses third person (he, she, it, they), NOT first (I; we; our) or second person (you/your)._____Eliminates empty words: stuff, things, a lot, basically, really, very, so (as an adjective), sort of, kind of, etc._____Uses strong, active verbs._____Eliminates repetition, wordiness, and redundancies._____Eliminates explanations that begin with who, which, that and when._____Does not use the term “book” but instead uses the genre (e.g., novel, autobiography, etc.)_____Varies sentence length: short, medium and long and type: simple; compound; complex; and compound-complex where appropriate._____Has no two sentences starting with the same word in any paragraph unless used for deliberate effect. Varies sentence beginnings._____Eliminates most uses of the following phrases: there is and there are._____Avoids run-on sentences or fragments, usage, spelling, homophone, and punctuation errors._____Uses commas to offset dependent clauses._____Uses a comma before and, but, for, or, not, so, yet and still when these words join independent clauses._____Uses a comma between all terms in a series, to set off parenthetical openers and afterthoughts, after introductory clauses or phrases, to enclose parenthetical insertions, and to set off appositives, explanatory words or phrases._____Does not use contractions or abbreviations._____Uses correct subject/verb agreement._____Spells-out all numbers if they can be written in one or two words, and be consistent if you spell-out or write numerals, be sure to continue as such.Check capitalizationMissing commasHeadersSpacingLONG texts = italicizeSHORT texts = quotation marksUnique title about your essay (Not: Essay, American Dream)Quotes have commentaryQuotes are PART OF a sentence, not on their ownQuotes have page #s (or line #s or paragraph #s depending on text)Don’t write “You” “I” “Quote”Conclusion discusses differences but mostly similarities of the three texts and NAMES them specificallyApproximately 3 pagesSample essay. I also write one with them during the first two writing days.First Last NameTeacher NameClassDate dueDreams: Separate but UnequalAmerica is number one!—or at least, the number one patriotic nation in the world. Students recite the pledge of allegiance in classrooms, athletic events tout the “Star Spangled Banner,” and flags are sold in everything from clothing stores to gas stations across the country. The American dream promises people of all races and backgrounds that they can achieve anything as long as they are willing to work hard. The very first American dream, that “all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness” (US 1776) made such promises, but these promises were empty. History and literature display the inequalities that patriotism often overlooks. Langston Hughes’ “Let America Be America Again” decries the accessibility of the American dream for all; Lorraine Hansberry’s A Raisin in the Sun demonstrates that even achieving a dream is fraught with inequalities; Dana Gioia’s “Money” exemplifies the modern corruption of the dream: just as unattainable, but lacking depth. These three texts illustrate that the American dream is not and has never been accessible to all—and without equity there is no American dream.Hughes constructs his poem “Let America Be America Again” with three speakers in order to offer multiple American perspectives on the American dream. The primary voice is that of the struggling lower class workers. The speaker broadly proclaims, “I am the poor white, fooled and pushed apart, / I am the Negro bearing slavery’s scars … I am the red man … I am the immigrant” (22-28) and unifies these categories into one voice which pleads “Let America be America again” (1), asking for the values and ideals of the American dream of the past to become a reality. His more personal, secondary voice, which appears in parenthesis, “(America never was America to me)” (4), reflects on the gap between American promises and access to them. The structure of these remarks as parentheticals echoes the sentiments behind them: the personal voice of a black man in America is pushed aside and considered an afterthought at best. This speaker identifies the inconsistencies of American promises: “(There’s never been equality for me, / Nor freedom in this homeland of the free)” (30). These lines indicate that, despite the title, equality has never been part of the American landscape. Hughes’ deceptive title does not call for America to return to its ways of the past—he qualifies his title at the end of his poem: “O, let America be America again-- / The land that never had been yet” (54-55)—but to instead honor American promises by offering them in reality to those who have been marginalized and only taunted by this unattainable dream. Hansberry’s A Raisin in the Sun similarly looks toward the future for progress toward making the American dream more equally accessible. Her characters and plot center around the possibility of achieving long-held dreams for the first time, a sentiment echoed even in the title, taken from a line of Langston Hughes’ “Dream Deferred” poem. It is no surprise then that these two authors have corresponding views toward inequality and the promise of the American dream. Mama represents the older African American generation, along with her departed husband. Mama reflects on “Big Walter’s” old saying, “Seem like God didn’t see fit to give the black man nothing but dreams – but He did give us children to make them dreams seem worth while” (45). In this line, the two characters speak together, Mama providing the voice for her husband’s reflections on dreams. Walter Sr’s dreams are impossible—he has died before achieving them. Mama, Walter, Ruth, and Beneatha’s dreams are oppressed by civil rights inequalities and financial limitations—and their respective dreams only become possible due to the loss of Walter Sr. After the money, and seemingly dreams, has been stolen, Asagai voices his criticism of this fact to Beneatha: “Isn’t there something wrong in a house—in a world—where all dreams, good or bad, depend on the death of a man?” (115). These lines demonstrate Hansberry’s critique on the unequal access to the American dream—isn’t there something wrong when an intelligent, driven young black woman is mocked for and prevented access to her dreams? These scene occurs in between the two Lindner scenes, in which the head of the Clybourne Park Improvement Association makes it very clear the Youngers are unwelcome to their previously all-white neighborhood due only to the color of their skin. Money is tied to dreams throughout the play, but no more so than when the Youngers receive and reject (twice) the offer of money in exchange for leaving Clybourne Park. Though the Younger’s do not allow Lindner to state the specifics of the offer, Beneatha bitterly suggests, “Thirty pieces and not a coin less” (100), indicating through Biblical allusion that accepting money in exchange for perpetuating discrimination would be a betrayal of the family and their values. Though the Younger’s eventually achieve their long-deferred dream of owning a house, it is tainted by the knowledge that their lives will not be easy and their family not accepted in the neighborhood. ................
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