Steele Paper

Description

This paper needs to have the definitions that are in the steele article. I will send the articles you need for the paper. I have sent what my personal experience of racism was like as the teacher wanted our personal experience.

Claude Steele asserts “that despite the strong sense
we have of ourselves as autonomous individuals,
evidence consistently shows that contingencies tied
to our social identities do make a difference in
shaping our lives. …[I]dentity threats—and the
damage they can do to our functioning—play an
important role in some of society’s most important
social problems” (547-48).
Steele
Burgess
Gay
Ahmed
Mak
Entis
Rippon
Gershon
• Students were encouraged, as they
read the last 6 articles, to imagine the
authors engaged in a conversation or
debate about stereotypes (social
identity, identity contingencies, and
identity/stereotype threat).
• More specifically, students were asked
in their video responses whether or
not each author would agree with
Steele’s claim about the effects of
contingencies/threats and why.
F O R M A L A S S I G N M E N T 1
P R O M P T
• Compose an argument of at least 2.5 full pages in
MLA format, either agreeing, disagreeing, or
simultaneously agreeing and disagreeing with
Steele’s statement.
• In order to effectively convince your audience, you
must integrate textual evidence from Steele and at
least two other assigned readings to defend and
clarify your argument.

F O R M A L A S S I G N M E N T 1
• Because this is an express course, students
are encouraged to view Formal
Assignment 1 as the planning for their
research project.
• If done properly, a good deal of the
information provided in FA1 can be used
for the other formal assignments.
S T E E L E ’ S S T A T E M E N T
Claude Steele asserts “that despite the strong sense
we have of ourselves as autonomous individuals,
evidence consistently shows that contingencies tied
to our social identities do make a difference in
shaping our lives. …[I]dentity threats—and the
damage they can do to our functioning—play an
important role in some of society’s most important
social problems” (547-48).
F O R M A L A S S I G N M E N T 1
P R O M P T
• Compose an argument of at least 2.5 full pages in
MLA format, either agreeing, disagreeing, or
simultaneously agreeing and disagreeing with
Steele’s statement.
• In order to effectively convince your audience, you
must integrate textual evidence from Steele and at
least two other assigned readings to defend and
clarify your argument.
I N T R O D U C T I O N
• In the introduction, you will need to hook the reader with a
1
compelling anecdote (pathos) and 2
any necessary background
information (context) that helps the reader to understand the
topic or issue.
• The definitions of stereotype, social identity, identity
contingency, and identity/stereotype threat are considered
necessary context.
• You will use the anecdote to clarify and illustrate the
definitions in the same way that Steele uses anecdotes
about himself and Staples to clarify and illustrate the
definitions.
T A K E A L O O K A T S T E E L E ’ S E X A M P L E
• He begins his article with an anecdote. He then uses the same anecdote to
introduce, define, and illustrate identity contingencies.
T A K E A L O O K A T S T E E L E ’ S E X A M P L E
• He continues to use the same anecdote, along with that of Staples, to define
and illustrate stereotype threat.
I N T R O D U C T I O N
• After the definitions, you will need to transition to the Steele statement
(prompt), which you must quote in the introduction paragraph so that
readers understand who and what you are responding to.
• Finally, conclude the paragraph with your thesis statement—one sentence
that indicates whether you agree with the statement and why.
• Suggestion: If you agree with Steele, your reasons should focus on the
contingencies, threats, and/or effects of stereotyping.
• Caution: Avoid basing your reasons solely on personal experience,
which readers may not be able to relate to or empathize with. If you do
not choose reasons that have broad relevance or appeal, you are
unlikely to convince them that the issue is one worth their time and
attention.
B O D Y PA R A G R A P H S ( P. I . E . )
You will use the body paragraphs to defend and prove
your thesis.
• Each paragraph must begin with a topic sentence that
expresses a claim directly related to your thesis (point).
• The rest of the sentences in the paragraph must
provide detailed reasoning that supports and defends
your claim/topic sentence (explanation).
• These sentences must also prove the claim with
sufficient textual evidence from the assigned readings
(illustrate).
Following these guidelines means,
evidence should not be provided
until you have fully established your
point (claim)—so at least the 3rd or 4th
sentence.
B O D Y PA R A G R A P H S
One of the most common questions
students ask is about organizing the body.
• Organize the body paragraphs around the
reasons why you agree/disagree (refer to
your thesis).
• Or, around the sources you plan to use.
For example—address or integrate Steele
into the first body paragraph(s), address or
integrate the 2
nd author in the next
paragraph(s), and so on.
B O D Y PA R A G R A P H S
• Every paragraph needs to be well-developed. It
must prove the claim/thesis.
• No paragraph should be less than 5 sentences (this
does not include quotes, which do not count
towards your paragraph length since they are
borrowed from a source).
• Every paragraph should have 1-3 quotes, but
should not exceed 20% of the paragraph.
• No paragraph should begin or end with a quote
since all evidence needs to be framed (introduced
and explained).
N O T E A B O U T R E A S O N I N G A N D E V I D E N C E :
A N T I C I P A T I N G T H E A U D I E N C E ’ S N E E D S .
One of the greatest mistakes a student writer can make is to assume a reader “gets the point.”
• Your audience members are not mind readers.
• You must write from the premise that readers are “uninformed,” and therefore, you must
provide thorough explanation, essentially walking readers through your thought process.
• Make the connections between ideas explicitly clear for your readers.
N O T E A B O U T R E A S O N I N G A N D E V I D E N C E :
U N A N S W E R E D Q U E S T I O N S & O B J E C T I O N S
• The “kiss of death” in any argument is leaving the reader with unanswered questions.
• As you compose and edit, you must keep the readers’ needs in mind by anticipating
and answering their questions and possible objections (counterarguments) and by
going the extra step to clarify connections—even if you think they are obvious.
N O T E A B O U T R E A S O N I N G A N D E V I D E N C E :
E S T A B L I S H I N G C O N N E C T I O N S
• Use transitions (Bedford CH 3D posted in Additional Resources) to help clarify
connections between your ideas and between your ideas and your evidence.
• There are other techniques that are encouraged, such as repeating key words
(CH 3D), using parallel structure (CH 9), and using appropriate sentence
structure (CH 14-15).
F R A M I N G E V I D E N C E
In order to convince your audience and to establish ethos
and logos, you must integrate evidence from the assigned
readings.
To do this effectively, all evidence (whether it is
paraphrased, quoted, or summarized) must be framed or
explained so that readers can see how the evidence is
clearly connected to the claim at the beginning of the
paragraph and to the thesis.
F R A M I N G E V I D E N C E
To ensure proper framing, use the P.I.E. or sandwich method:
• Introduce evidence with a signal phrase that identifies the source
and context (point or top bun).
• Summarize, paraphrase, or quote the evidence (illustrate or
burger/veggie burger).
• Conclude the evidence with explanation, elaboration, analysis that
further connects the evidence to your claim and thesis (explanation
or bottom bun).
• Remember all evidence must be cited (refer to CH 22 in your 8th
ed. textbook or the OWL Purdue site posted in Additional
Resources).
N O T E A B O U T
Q U O T I N G A N D
P A R A P H R A S I N G
• Students often ask whether they should paraphrase of quote: The answer is both, ideally.
• The signal phrase that introduces the evidence must provide context (author’s point), which
should be paraphrased in the student’s own words. This paraphrase prepares the reader in
advance of reading the quote, which helps the reader to process the information easier and
quicker. Think of it as a movie trailer before the movie begins.
R E M I N D E R A B O U T S I G N A L
P H R A S E S
An effective signal phrase will provide the following
information:
• Source’s name
• Source’s credentials
• Title of the source (properly formatted)
• Context (point of the evidence)
N O T E A B O U T
U S I N G M U L T I P L E
S O U R C E S
• Capitalize on any connections (agreement) that exists between your sources because it boosts the credibility of your
sources and boosts the credibility of your argument.
• For example, if you believe that men experience pressure or anxiety in the workplace: You can prove this by using Steele,
who clearly believes everyone experiences contingencies and stereotype threat. You can further prove this by using
Gershon, who explains why some men are reluctant to work in traditionally female roles, which connects to your point and
Steele’s.
• So, it would help your argument to point out and explain these connections between Gershon and Steele and your
argument. Such connections can easily be done in your elaboration or explanation that follows your evidence (quote) if
you follow the P.I.E. / Sandwiching guidelines.
C O N C LU S I O N
The conclusion must reiterate your stance (thesis) and must
appeal to your audience (pathos, ethos, logos):
• There should be an acknowledgment of opposing views
(naysayer).
• There must be explanation of what is at stake (what they
win or lose for supporting or opposing your position).
• There must be explanation of why the issue should matter
to them.
• Conclude by explaining why your position deserves
serious consideration and why naysayers should
reconsider their position. Ideally, most of the information on
this slide should be accomplished
throughout the argument and
summarized here.
R E M I N D E R S
The assignment must meet the course outcomes:
• MLA format (visual and citation)
• Formal language:
• Refer to authors by their full names (and then by last name if you
prefer).
• 3
rd person and 1st person when discussing your own views.
• No contractions, abbreviations, slang, clichés…
• Present tense unless there is a justification for using past tense.
• Precise and exact word choice, including signal phrase verbs:
• No ambiguous pronouns
• Avoid “thing,” “how” and “what”