Keeping up Appearances: The Cost of
Looking Good
“Here’s Looking
at You: Is Body Image Being Taken Too
Seriously?” “The Pitfalls of Plastic Surgery,” “The Human Cost of Fakes,” and
“The Morality of Designer Knock-Offs” all address issues stemming from our increasingly
unachievable standards of attractiveness/desirability. Each of the authors has addressed the harm
caused to ourselves and others as a result of buying into society’s definition
of attractiveness.
The
Assignment:
Compose your paper as a response to one
of these authors, either addressing something we are encouraged to do or a
situation created by our desire to “fit” society’s definition of attractiveness. You will narrow to something very specific--Keep
in mind that you will isolate one idea that the author addresses and then
respond in one of the following ways:
·
Agree
with one of the author’s ideas
·
Challenge
one of the author’s ideas
·
Discuss
something that you think the author missed when writing his/her article
·
Pose
a solution to one of the issues the author has raised
·
Analyze
the writer’s piece in terms of effectiveness
·
Introduce
a new, but related idea
Ideas: The ideas delineated below are provided to
give you ideas of how you could respond.
v Effects of negative
body image on certain populations (wrestlers; gymnasts; gay men; teens; dancers)
v Products (weight loss
pills; male “enhancement” products; ProActive;
steroids; wrinkle creams)
v Procedures (calf implants;
hair plugs; laser hair removal; permanent make-up)
v Causes of our
insecurity/dissatisfaction (video game heroes; celebrities; photoshopping)
v The moral issues
surrounding an industry: Child labor/sweatshops
(narrow to a certain company)
v The politics of
attractiveness: Attractiveness and jobs;
attractiveness and grades
Table of
Contents:
Criteria for
Success 2
Schedule of Due
Dates 2
Evaluation
Criteria (Rubric) 3
MLA Formatting
Guidelines 4
Help with
Source Material 5
Page for Brainstorming 6
Fill-in-the-Blank
Outline 7
Criteria
for Success
See
the rubric on page 3 for the standards by which your paper will be graded. It will clearly tell you what to do in each
section of the paper.
Criteria
for Success: Use this check-off sheet to
ensure that you meet all of the criteria.
1000+
words, double-spaced & formatted according to MLA—See page 4 of this prompt
A
summary of one of the America Now essays
At
least one outside source used in order to support your argument
A correctly
formatted Works Cited page with the America Now article and your source
*Instructions are in Keys for Writers,
166-169 (Basic Rules) and 169-194 (Samples)
In-text citations
correctly introduce your sources the first time you use them (full name,
credibility, and the name of article or publication)—Sample on pg. 5 of this
prompt
Subsequent in-text citations include the first word
of the Works Cited citation and page number (if applicable); they still require
a lead-in.—Sample on pg. 5 of this prompt
v No internet
articles unless they are from reputable online newspapers!
v Encyclopedias,
dictionaries & other reference sources do not count toward the source requirement;
however, you must still include them on your Works Cited page.
Schedule
of Due Dates:
Tuesday, Mar 10: Summary and Completed Tearaway
Due
·
Compose
a 200+ word summary of the article you have chosen to respond to.
·
Fill
in the tearaway (including the statement of
purpose/audience) on pg. 7 of this prompt.
v
Thesis
should be directed to a very specific audience & tell them what to think,
know, or do
v
Topic
Sentences should identify the main point and transition from the previous point
v
Each
main point ¶ should include a topic sentence, explanation of the point, support
for the point, and a “So What?” reflection that helps
the reader see the validity of the material.
Tuesday, Mar 17: Workshop Draft Due; BRING TWO COPIES!
·
Bring
the completed draft of your argument.
·
Include
a Works Cited page; See Keys for Writers, 166-169 (Basics) & 169-194
(Samples).
Tuesday, Mar 24: Final Draft Due
·
1000+
words (put word count at end), formatted according to MLA—See pg. 4 of prompt
·
Correctly
formatted Works Cited page with your America Now essay and your source
·
Submit
in folder with your evaluation criteria chart
**Complete
the information from your diagnostic!
·
Include
all workshop materials and copies of every source you used.
Important Information
Regarding Grading:
Evaluation Criteria
English 1A
Essay Grade: ___ ___
___ ___ Overall Grade: ___
___ ___ ___
___ ___ ___
___ Has a clear, narrow,
strong thesis with only one claim that is directed to a particular audience
___ ___ ___
___ All main points relate
back to the thesis
___ ___ ___
___ All explanations/examples/outside
sources/reflection support the main point
___ ___ ___
___ Writer has
audience-awareness (content is audience-specific; tone is audience-friendly)
___ ___ ___
___ Writer maintains a
consistent view (doesn’t change claim or demonstrate uncertainty)
___ ___ ___
___ Each main point gets
its own ¶(s)
___ ___ ___
___ Main points with more
than one idea are separated into subpoints (1 idea
per ¶)
___ ___ ___
___ Topic sentences
effectively identify the point and connect it to the thesis
___ ___ ___
___ Connections between
ideas are clear (topic sentences; transitions)
___ ___ ___
___ Ideas follow one
another logically from ¶ to ¶ (cause and effect, chronologically)
___ ___ ___
___ Ideas follow one
another logically within ¶s
___ ___ ___
___ Writer has enough main
points to substantiate thesis
___ ___ ___
___ Main points are fully
developed (explanations, specific examples, source material, reflection)
___ ___ ___
___ Support is vivid and
specific rather than general and vague
CONCLUSION: ___ ___ ___
___ Areas that NEED WORK are checked; well-done areas
are denoted with stars.
___ ___ ___
___ The conclusion is a well-developed
¶ that doesn’t simply restate the main points
___ ___ ___
___ The conclusion leaves
the reader thinking
___ ___ ___
___ The conclusion may
leave the reader with something to ponder or do
___ ___ ___
___ Original ideas/engaging
topic: The paper has purpose and isn’t
revisiting common ideas
___ ___ ___
___ The paper has an
academic tone/the writer has a unique, interesting writing style
___ ___ ___
___ The paper is not
repetitive
___ ___ ___
___ The writer demonstrates
critical thinking (logical; no fallacies; can identify appeals and fallacies)
___ ___ ___
___ Writer makes use of a
variety of sentence patterns
___ ___ ___
___ The writer demonstrates
creativity
MLA: ___ ___
___ ___ Areas
that NEED WORK are checked; areas that are well-done are denoted with stars.
___ ___ ___
___ First use of a source introduces
it (author’s full name &/or the title, credibility, and a lead in)
___ ___ ___
___ All subsequent uses of
a source include a lead-in & a correct citation: 1rst word on WC
___ ___ ___
___ Punctuation is correct
(ellipses, colons, periods, and quotation marks)
___ ___ ___
___ Writer begins and ends
each ¶ with his/her own thoughts
___ ___ ___
___ Layout of Works Cited
page correctly follows MLA documentation guidelines
___ ___ ___
___ Individual citations on
the Works Cited page follow MLA documentation guidelines
___ ___ ___
___ All sources used are
cited; all cited sources are used; sources are credible; enough sources used
GRAMMATICAL ACCURACY (Errors per page): A: 1-2
B: 3-4 C:
5 D: 6
F: 7+
Diagnostic: Paper
One: Midterm: Paper
Two:
MLA FORMATTING GUIDELINES
·
No
separate cover sheet or title page
·
12
point font; 1 inch margins all around; justify left
·
Place
your name, your instructor’s name, the course title, and the date in the upper
left hand corner. These items are
double-spaced.
·
The entire paper is double-spaced; never
hit “enter” twice.
·
Center
the title a double space under the date; capitalize all appropriate words. Do not underline or boldface. Do not use all caps, place it between
quotation marks, or end it with a period.
·
Begin
the essay a double space below the title.
·
Number
your first page and all subsequent pages one-half inch from the top, one inch
from the right margin. Put your last
name before the page number.
·
Indent
the first line of each paragraph using your tab key (5 spaces).
Example:
Juncker 1
Margaret Juncker
Professor Varbel
English 1A
17 March 2009
No More Jury Duty
Are you sick and tired of jury
duty? Does your heart sink every time
you open the mailbox and see the words “Superior Court” ominously glaring at
you from the front of an official–looking envelope? Well, despair no more. You can turn those frustrating mailbox
moments into moments filled with diabolical chuckling. What will you need? Read on.
Help with Source Material
Works Cited Citations:
*Instructions are in Keys for Writers,
166-169 (Basic Rules) and 169-194 (Samples)
Reprinted Book: Lane, Tristan. Luscious with Lipo. 1970.
Chico, CA: Houghton
Mifflin, 2007.
Editor as author: Lanze, Deirdre, ed. Celebrity Woes.
3rd ed. Boston:
Norton, 2006.
Work in an Anthology: Juncker,
Margaret. “Jeans or Juvy.” Why
Not Fitting in Leads to
Crime. 4th ed. Ed. John D. Shehorn.
Boston, Bedford, 2008. 56-60.
Advertisement: ProActive. Advertisement. Bazaar. 13 February 2008: 43.
Newspaper: Riley, Jane.
“Label Lies.”
Fresno Bee 26
October 2007: A5.
Scholarly Journal: Jones, Ty.
“Steroid Abuse.” MD Quarterly 45.6 (2006): 125–133.
Magazine Article: Diaz, Trey.
“Metrosexuality.” Health 26 October 2005: 15.
Database Article: Cite as print article (above) and then add
the following:
·
Name
of the database, underlined (Expanded Academic ASAP.)
·
Name
of the service providing the database (Infotrac.)
·
Name
of library w/ city & state (Mission College Library, Santa Clara, CA.)
·
Your
date of access (30 October 2005.)
Rosenberg, Debra, Lynn Waddell, and Suzanne
Smalley. "Did Your Breast Implants Change
Shape?" Consumer Reports 21 Jan 2008: 40. Academic Universe. Lexis-Nexis.
Mission College Library, Santa Clara,
CA. 16 Mar. 2009.
In-text Citations:
*Instructions are in Keys for Writers,
148-149 and 155-157.
First Use:
In her article “Calling for a New Dialogue on Rape,” University of
Pennsylvania student Darcy Richie asks an important question: “What messages are men receiving through the
media and through our words about how women are to be treated?” (36).
Subsequent
Uses: One of her theories is that “the media’s sexualization of females translates […] into a
justification to touch, fondle, and use force or coercion to lure their female
acquaintances into unwanted sexual intercourse” (Richie 35).
Page for
Brainstorming
Fill-in-the-Blank-Outline (Follows
Standard Format)
Statement
of Purpose and Audience: On the lines
below, identify your target audience and what you want them to think, know, or
do as a result of having read your paper:
_____________________________________________________________________________
I.
Intro
A. *(Optional) Attention-getter (Think of Richie’s
rape scenario.)
B. ¶ Summary of the America Now article: Include author, title, overall
idea of the piece in the first sentence.
Then, identify the writer’s supporting points using author tags.
C.
Transition ¶: Transition from the
summary ¶ and isolate/identify the point that you would like to focus on or
spin off of. Make it stand out from the
piece, and explain it clearly before you defend, challenge, propose a solution,
address a missed point, or present a new idea.
D. Thesis statement: Specific, focused claim re: the topic (Direct
to target audience; tell them exactly what to think, know, as do as a result of
having read your paper):
_____________________________________________________________________________.
**Really
consider audience. Do they already know,
already agree, already care, or already do?
II. Body:
You can support with statistics (Richie), expert opinion, interviews (Rispin), etc.
A. Topic sentence that identifies
main point:
_____________________________________________________________________________.
1. Explanation of the point:
______________________________________________________________________________
2. Support (specific):
______________________________________________________________________________
3.
“So What?” (relevance):
______________________________________________________________________________
B. Topic sentence that identifies
main point and transitions from point A:
_____________________________________________________________________________.
1. Explanation of the point:
______________________________________________________________________________
2. Support (specific):
______________________________________________________________________________
3.
“So What?” (relevance):
______________________________________________________________________________
C. Topic sentence that identifies
main point and transitions from point B:
_____________________________________________________________________________.
1. Explanation of the point:
______________________________________________________________________________
2. Support (specific):
______________________________________________________________________________
3.
“So What?” (relevance):
______________________________________________________________________________
III. Conclusion
Wrap
up your paper in such a way that you invite the reader to think, to agree, or
to act. If you give the reader something
very specific to do, even if it is just to ponder what you have presented, your
conclusion will be more effective (as in the case of Collins and Take Back the
Night).