Final Draft Essay 3

Part 1—Revise to Create a Final Draft

Revise your Formal Draft using my feedback and the work that you did in Google Classroom to create a Final Draft.

Part 2—Synthesize Your Thoughts on the Research and Writing Process for Essay 3

Writing a research essay is a process of pursuing knowledge, one that informs our thinking but also creates tension. We begin with a broad question, which narrows in focus as we research and write. However, the rhetorical conversation continues even as we finalize our essay and questions remain.

Write a paragraph of 300-500 words using the following questions to synthesize your thoughts about your essay. Place the paragraph at the end of your Final Draft.

  • How have your secondary sources informed your thinking about your research question?
  • How did they help to shape your argument and/or to create tension in the interrogation of your argument (i.e. one source may have pulled in you in one direction and one in the other)? How did that tension challenge your initial perception of the intellectual problem you were exploring and discussing?
  • What questions remain?

Part 3—Synthesize Your Thoughts on Writing as a Conversation and a Process of Revision

The process we used to construct this essay and the others we wrote in this class is a reproducible one that you will use throughout college.

Write a paragraph of 300-500 words using the following questions to help you write. Place the paragraph after the previous synthesis paragraph.

  • How has this class informed your practices of reading and annotation? How will you approach difficult texts in the future?
  • How will you begin writing essays and revise to build and develop your analysis?
  • What are some of the tools that were most helpful to you in this class and how do you think they helped you?
  • How would you evaluate yourself in terms of your writing process now that you have completed this course?

Part 4—Submit Your Essay

  • Name your final draft file according to the guidelines in the syllabus and using the following protocol:
    [Student Last Name][First Initial]_E3_FinalDraft
    For example, a student named Frida Kahlo, would name her file: KahloF_E3_FinalDraft
  • Submit your file as a Word document or PDF (no Google docs) to Dropbox by 11:59 p.m. Monday, May 18th.

Submissions are no longer being accepted as of May 21st.

Formal Draft Essay 3

Objective: produce a revised and polished formal draft of your third essay. To produce your formal draft, you will extensively revise and develop your zero draft using ideas from our classwork and suggestions provided in my feedback.

Estimated time: 3-4 hours
Due by 11:59 p.m. Monday, May 4th.

IMPORTANT: Follow each of the steps in the writing assignment carefully.

Part 1—Reading

Re-read the assignments guidelines for the Scholarly Research Essay and the following writing guides:

  • Argumentation
  • Citing Sources
  • Developing and Structuring Your Argument
  • Developing Strong Claims
  • Effective Paragraphing
  • Functions of Sources
  • Strong Research Questions

Part 2—Writing

  1. Polish your summary of the film exhibit. (Paragraph 1)
  2. Write a brief paragraph in which you summarize the critical reception of the film. Make sure to cite when you quote or paraphrase. (Paragraph 2)
  3. Revise your three analysis paragraphs that you began developing in your Zero Draft: a) add evidence from the film (no more than two quotes), including timestamps; b) revise your free-written sentences from nascent thoughts to analytical writing; c) revise your claim; d) select one analysis paragraph to develop; and e) at the end of the other two of the paragraphs, list the quotes from secondary sources (Hall plus one other) you plan to include in the paragraph, along with the citations. (Paragraphs 4, 5, and 6)
  4. For the one analysis paragraph you selected to develop: a) frame and introduce quotes you selected from your secondary sources (Hall plus one) to make connections between the quotes and your analysis; b) revise your claim; and c) identify and highlight each component—claim, analysis, secondary sources, synthesis—using strategies we applied in Essay 2 and from Developing and Strengthening Analysis to Connect the Conversation.
  5. Revise your introduction and research question. Bold your research question. (Paragraph 3)
  6. Extensively revise your conclusion and your developing answer to your research question. Bold your thesis. (Paragraph 7)
  7. Include a two-line title for your essay.
  8. Write a detailed PAS outline for your essay on a separate page.
  9. Include a complete and formatted Works Cited list on a separate page using MLA style. Refer to Purdue OWL and/or the MLA Sample Paper for help with formatting your Works Cited page.
  10. On a separate page, write a self-evaluation that discusses where you most need my feedback. This self-evaluation is part of the assignment.
  11. Include an image of your graphic organizer on the last page.
  12. Go back and read the assignment steps to make sure you completed all of them.
  13. Name your file according to the protocol on page 5 of the syllabus. For example, James Baldwin would name his essay like this: BaldwinJ_E3_FormalDraft.
  14. Submit your essay as a Word document or PDF (no Google docs or Pages files) Dropbox by 11:59 p.m. Monday, May 4th.

Here’s a link to a Columbia University film terms glossary, in case you want to include any of the terms in your essay.

As always, please let me know if you have any questions.

Exercise 3.4: Acknowledge and Address Counterarguments

Objective: to understand how to acknowledge and address counterarguments.

Due by 9:30 a.m. Monday, April 27th

Estimated time: 1 – 2 hours

Part 1—Reading

Part 2—Writing

In a brief paragraph, discuss why and how specific ideas in these two articles should be implemented in your research essay. Post your answer as a comment below.

Exercise 3.3: Motivating Your Argument

Objective: to understand the intellectual problem motivating you to write your argument and what will motivate your readers to consider your solution.

Estimated time: 1-2 hrs

Due by 9:30 a.m. Wednesday, April 22nd

Part 1—Reading

  1. Read and annotate “Motivating Your Argument” by Williams and Colomb.
  2. Read and annotate the Model Essay.

Part 2—Writing

  1. In a few sentences, describe the intellectual problem you’re exploring in your film. What are the consequences of that intellectual problem? What are potential solutions?
  2. Identify three strategies you noticed in the Model Essay that you want to implement in your own.

Post your answers to both questions as ONE comment below.

Part 3—Journal 3.2 (private writing): How has your research question changed now that you have written your Zero Draft?

Part 4—Journal 3.3 (private writing): How has the research you’ve done on sources influenced your motivation for your argument?

Essay 3 Zero Draft

Objective: produce a very rough draft (a “zero draft”) of your third essay. This will help you analyze raw material (i.e. evidence and rough ideas) that can be refined and further developed in your formal draft. This will also help you to recognize what further research needs to be done.

Estimated time: 2–3 hours
Due by 11:59 p.m. Monday, April 20th 

If you did not complete the Google Classroom work for Essay 3, do that before proceeding with this assignment.

Assignment: Write a zero draft of 3 to 4 pages in which you begin to work toward an answer to your research question. Your main focus should be to analyze specific parts of your exhibit.

  1. Incorporate any revisions to your summary that you worked on in our Google Classroom. If you need to, review the Citing Sources writing guide. This part of your zero draft should be polished. (Paragraph 1)
  2. Draft three analysis paragraphs to analyze the specific scenes that you isolated in your work on Google Classroom. Make sure to include the time stamps when you quote the scenes. (Paragraphs 3, 4, and 5)
    This part of your zero draft should be rough and messy. I want you to explore *ideas* and not worry about making (or fixing) grammatical mistakes. You may use a combination of English and other languages if you’d like. Do not go back to fix any grammatical errors. As you now know, your draft will change significantly as you continue to revise and develop your ideas.
  3. Read the Model Student Introductions and Identifying Intellectual or Interpretive Problems writing guides and revise your introduction you worked on in Google Classroom. This part of your zero draft should be polished. There should be no more than two central research questions and your introduction should:
    – briefly present your exhibit to your readers
    – describe the intellectual or interpretive problem you’ve observed
    – ask the central question that you will try to answer in your essay
    (Paragraph 2)
  4. In the final paragraph of your zero draft, use as many sentences as you need to think through your developing answer to your research question. (Paragraph 6)
  5. Include a separate Works Cited page at the end of your draft to include the sources you researched in the library—even though you’re not including them in this draft. Use Purdue OWL as a reference for MLA format.
  6. On a separate page, write a self-evaluation that discusses where you most need my feedback. This self-evaluation is part of the assignment.
  7. Name your file according to the protocol on page 5 of the syllabus. For example, Stuart Hall would name this essay like this: HallS_E3_ZeroDraft.
  8. Submit your essay as a Word document or PDF (no Google docs or Pages files) Dropbox by 11:59 p.m. Monday, April 20th.

As always, email me with any questions.

Exercise 3.2: Research Homework

Objective: clarify the central question of your scholarly research essay by problematizing your exhibit.

Estimated time: 2-3 hrs

Due by 9:30 a.m. Monday, April 6th 

Part 1—Watch and Read

  • Watch your film OR read the coverage on current event you have selected and take careful notes on patterns and anomalies you observe. You will use these observations and your preliminary research to create a clear, focused research question for your scholarly research essay.
  • Read and annotate Simon During’s introduction to Stuart Hall’s “Encoding, Decoding.” The reading is dense, so remember that you’re looking for ideas and concepts, which are outlined in the videos. One key concept that Hall explores is re-presentation, so think about how groups of people are represented in your film or the media. The reading is in your course pack, but in case you lost that, you can download a copy.
  • Review the five ways of identifying an intellectual or interpretive described in the Identifying Problems writing guide.
  • Review the Strong Research Questions writing guide.
  • Read Functions of Sources writing guide

Part 2—Write a Summary of Your Film (Journal 3.2)

Write a summary of your film as soon as you finish watching it. Doing so will help you to record what you think is important about the film without (accidentally) plagiarizing another summary of the film. OR write an overview that summarizes the media coverage you have observed.

Part 3—Preliminary Research

  • Conduct preliminary research on your exhibit and also analyze it in order to determine the main question you want to explore in your scholarly research essay. Therefore, make sure to look up existing opinions about your film. Find out how the film is categorized as a genre and how that genre is defined.
    Example: A past student noticed that central female characters in the animated film Inside Out seemed to be based on common female stereotypes, yet the film was universally praised as a feminist masterpiece. Therefore, in her research essay, she asked: Do the stereotypical depictions of Joy and Sadness undermine the film’s reputation as a “feminist” film?

Part 3—Draft Your Research Question

  • Write your research question, using the guidelines in the Strong Research Questions writing guide. Post your question as a comment below.

Library Class Virtual Visit

Because our classes are now online, the library has created this guide to help you with your research, which is a required learning objective of our English 110 class. You will complete this work as part of your classwork on Monday, April 6th.

The guide includes a chat box for questions, and a library instructor, Max Thorn, will be available to answer your questions during our class time on April 6, 1:40 to 3:30 p.m. and 4:40 to 6:30 p.m. You can also chat online with a librarian chat online with a Queens College librarian Monday through Thursday 11:00 a.m. to 8:00 p.m. and Saturday/Sunday 12:00 to 4:00 p.m.

And, of course, I will be helping you with the research for this essay.

Exercise 3.1: Selecting Exhibits for Research Essay

Objective: identify a possible exhibit for your scholarly research essay.

Estimated time: 1-2 hours

Due by 11:59 p.m. Friday, April 3rd

Part 1—Reading

Review the Essay 3 assignment guidelines (REVISED).

Part 2—Watching

  1. “The Danger of a Single Story” TED Talk by Chimamanda Ngozi Adichie. As you watch the video, consider that it’s not just others who create single stories about us—we all do it too.
  2. “Representation & the Media: Featuring Stuart Hall” (video)
  3. “But Wait: Do We Really CONSUME Media?” (video)

Part 3—Research to Select Your Exhibit

Do some preliminary research to help you to select a film that you’re able to compose a strong research question and make a strong argument about your film. Post your selection as a comment below. The film does not have to be in English, but English subtitles must be available.

You may select from the list below or choose a film of your own. However, if you want to choose a film not on the list below, it must be available in the QC library or on Netflix, Amazon Prime, Hulu,  iTunes, or HBO; you must provide a synopsis of how the film represents cultural identity; and I must approve the film.

Film Selections for Essay 3

  • Bamboozled (2000) African American
  • Beasts of No Nation (2015) unnamed African country
  • Before Night Falls (2000) Cuban LGBTQ+
  • Bend it Like Beckham (2002) British-Indian woman
  • BlacKkKlansman (2018) African American
  • Boys Don’t Cry (1999) LGBTQ+
  • The Breadwinner (2017) Afghan
  • But I’m a Cheerleader (1999) LGBTQ+
  • Dances with Wolves (1990) Native American
  • Daughters of the Dust (1991) African American/Gullah women
  • Dear White People (2014) African American
  • Disobedience (2017) Jewish LGBTQ+
  • East Side Sushi (2014) Mexican-American woman
  • The Education of Little Tree (1997) Native American
  • Ghost in the Shell (1995) Japanese
  • La Haine (Hate) (1995) French immigrants
  • Half of a Yellow Sun (2013) Nigerian
  • Hidden Figures (2017) African American women
  • Joy Luck Club (1993) Chinese-American women
  • Lagaan – Once Upon a Time in India (2001) India
  • Loving (2016) interracial couple/African American and white
  • The Man Who Knew Infinity (2015) Indian
  • Ma Vie en Rose (My LIfe in Pink) (1997) French LGBTQ+
  • Margarita Through a Straw (2014) Indian LGBTQ+
  • Mississippi Masala (1991) Indian-American and African American
  • Moonlight (2016) African American LGBTQ+
  • Mulan (1998) Chinese girl
  • The Namesake (2006) Indian-American
  • Pariah (2011) African American LGBTQ+
  • Persepolis (2007) Persian/Iranian
  • PK (2014) Indian
  • Rabbit-Proof Fence (2002) Australian indigenous
  • Real Women Have Curves (2002) Mexican-American
  • The Shape of Water (2017) the “other”
  • A Silent Voice (2016) Japan
  • Sitara: Let Girls Dream (2019) Pakistani
  • Skin (2008) South African
  • Smoke Signals (1998) Native American
  • Sometimes in April (2005) Rwanda
  • Sorry to Bother You African American (2018)
  • Today’s Special (2009) Indian-American
  • Tortilla Soup (2001) Mexican-American
  • Under the Same Moon (2007) Mexican immigrant
  • The Walkout (2006) Mexican-American
  • Whale Rider (2002) Māori
  • Yeh Ballet (2020) Indian

Journal 3.1 (private writing): What is your motivation for writing about the film you chose?