English 1101, Essay 2

Assignment

You will write a persuasive essay based on the assigned readings in the Class section of the syllabus. You must have at least three direct quotes from one or more of the texts. You must use the third-person voice in your essay. Your grade will be based on how well you address your topic (see list below), how well you communicate your ideas, and how well you integrate evidence and details from the readings using MLA format.   

Length / Due Date / Paper Copy / Digital Copy

Three full pages of text, plus Works Cited entries. The Works Cited entries are not part of your three full pages. You may print on both sides of the paper. You must bring a stapled, paper copy to class and be ready to turn it in when class begins Friday, October 11. The essay is considered late if it is not turned in when class begins. You must submit a digital version of your essay to Turnitin.com.  

Format

You are expected to use MLA style and format. You must use 12-point Times New Roman font. The essay must be double spaced. The first page will include identifying information, a title, a page number, and text of the essay. There is a sample first page in shared class files. See Shared Class Files for MLA in-text citation and works cited guidelines. Owl at Purdue is our “go-to” source for MLA format: https://owl.english.purdue.edu/owl/resource/747/01/

Outside Sources

You must use material from Identity Matters: Rhetorics of Difference in the essay. Sources beyond this are not required. If you use another source you must document it using MLA style citation. See the websites above and Shared Class Files for information about MLA style documentation. See page two of this document to see how to cite People Like Us: Social Class in America.

Assistance

If you would like assistance with your essay, please visit me during office hours.  Please know that the Writing Center is a resource for you, also. They will help you with papers (and other documents) at any stage in the writing process: http://ung.edu/writing-center/index.php

Essay Topics (select one)

1) Silence is a theme that occurs in some of the writings in this section of the syllabus. Write an essay in which you explore the ways that one or more of writers use or address the theme of silence in relation to class.

2) The short stories and the essays in this section of the syllabus indicate that there is a relationship between class and power. Write an essay in which you discuss the ways that one or more of the writers address class in relation to power. Keep in mind that class and power can affect people psychologically and physically.

3) In “River of Names,” the narrator says, “I set my teeth at what I do not want to remember and cannot forget” (165). Discuss this phrase in terms of class and memory in Allison’s story. You may bring in other writings in this section of the syllabus to compare or contrast Allison’s words with another writer. 

4) Class “passing” occurs when someone masks his or her true class identity. Write an essay that explores class passing in one or more of the writings in this section of the syllabus. Some questions to think about to begin the writing process: Who passes?  Why does she or he pass?  Is passing easy or difficult?  Are the results positive or negative?  Does passing cause inner peace or turmoil?

5) Write an essay that explores connections between class and gender in any of the readings in this section of the syllabus.

6) Write an essay that explores connections between class and education in any of the readings in this section of the syllabus.

7) Write an essay that discusses the effectiveness or appropriateness of the title of any of the readings in this section of the syllabus.

8) In “A Real Class Act: Searching for Identity in the Classless Society,” Julie Charlip writes, “I can never escape from my class background” (112). Use one or more of the readings from this section of the syllabus to explore Charlip’s statement about escaping from one’s class background. You may use Charlip’s essay alone or compare/contrast it to other readings.

9) The writers in this section of the syllabus use a particular form (fiction or non-fiction) or method (personal experience or other kinds of data) to accomplish their purpose. Select one or more of the writings from this section of the syllabus and discuss the purpose of the essay or short story. Some questions to consider: What is the purpose? Do you think the writer accomplishes that purpose?  In what ways does he or she accomplish that purpose (or not)?  See pages 7-9 and 98-99 in Identity Matters in the section “Rhetorical Questions” to gain a better understanding of form, method, and purpose.

If you want to cite People Like Us: Social Class in America, a documentary film we will watch at the end of the Class section in the syllabus, below is an example of an in-text citation. You may use a part of this film only as a supplement to what you are writing about in your essay. The film cannot be a central part of your analysis – it can be used only in a small part of a body paragraph to supplement your analysis of a text in Identity Matters.

Sample in-text citation:

The turmoil involved in class passing is also seen when Tammy reveals, “he thinks he’s better than us” (People Like Us).

Here is the Works Cited entry:

Works Cited

People Like Us: Social Class in America. Directed by Louis Alvarez and Andrew Kolker, Center for New American Media, 2001.