3: Appendices
- Page ID
- 117492
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- 3.1: Writing Guide
- 3.1.1: Writing about Media
- 3.1.1.1: Writing Process
- 3.1.1.1.1: What Is the Writing Process?
- 3.1.1.1.2: Why Commit to the Writing Process?
- 3.1.1.1.3: What Is Academic Argument?
- 3.1.1.1.4: Introducing an Academic Argument
- 3.1.1.1.5: Introduction to Writing Process
- 3.1.1.1.6: Selecting a Topic
- 3.1.1.1.7: Prewriting
- 3.1.1.1.8: Finding Evidence
- 3.1.1.1.9: Drafting
- 3.1.1.1.10: Revising
- 3.1.1.1.11: Proofreading
- 3.1.1.2: Writing Structure
- 3.1.1.2.1: Paragraphs
- 3.1.1.2.2: How to Write Introductory Paragraphs
- 3.1.1.2.3: Assignment- Writing Effective Intros Activity
- 3.1.1.2.4: Conclusions
- 3.1.1.2.5: Organizing
- 3.1.1.2.6: Organizing an Essay
- 3.1.1.2.7: Classical Essay Structure
- 3.1.1.2.8: Formulating a Thesis
- 3.1.1.2.9: 5 Ways of Looking at a Thesis
- 3.1.1.2.10: Thesis 21 Activity
- 3.1.1.2.11: Writing Ninjas- How to Write a Strong Thesis Statement
- 3.1.1.2.12: Process- Writing a Thesis Statement
- 3.1.1.2.13: Creating Paragraphs
- 3.1.2: Writing and Grammar Skills Appendix
- 3.1.2.1: Writing Skills- Avoiding Plagiarism
- 3.1.2.2: Writing Skill- Summary and Response
- 3.1.2.3: Writing Skills- Noun Clauses for Better Sentences
- 3.1.2.4: Grammar Skills- Active and Passive Voice
- 3.1.2.5: Grammar Skills- Gerund and Infinitive
- 3.1.2.6: Grammar Skills- Participle Phrases
- 3.1.3: Paper- Popular Culture is Killing Writing
- 3.1.4: Paper- Popular Culture is Only Useful as a Text for Criticism
- 3.2: Sample Papers
- 3.2.1: The Danger of a Single Story (Adichie)
- 3.2.2: Shadows of the Bat- Constructions of Good and Evil in the Batman Movies of Tim Burton and Christopher Nolan (Born)
- 3.2.3: How the New “Aladdin” Stacks Up Against a Century of Hollywood Stereotyping (Alsultany)
- 3.2.4: The Story We Tell about Millennials — and Who We Leave Out (Allen)
- 3.2.5: The Plot to Privatize Common Knowledge (Bollier)
- 3.2.6: Everything You Need to Know About the Radical Roots of Wonder Woman (Finke)
- 3.2.7: Guardians of the Galaxy and the Fall of the Classic Hero (Lewis)
- 3.2.8: A Feminist’s Guide to Rom-Coms and How to Watch Them (Sutriasa)
- 3.2.9: Catwoman’s Hyde- A Comparative Reading of the 2002 Catwoman Relaunch and Stevenson’s Novella (Syn)
- 3.2.10: Why Good People Turn Bad Online (Vince)
- 3.2.11: The Black Muslim Female Fashion Trailblazers Who Came before Model Halima Aden (Wheeler)
- 3.2.12: “That time the Internet sent a SWAT team to my mom’s house” by Caroline Sinders
- 3.2.13: “The Relationship Between Cell Phone Use and Academic Performance in a Sample of U.S. College Students” by Andrew Lepp, Jacob E. Barkley, and Aryn C. Karpinski
- 3.2.14: “Call to All Open Source Communities- Emphasize Inclusion” by Meg Ford
- 3.2.15: “Piracy Gave Me A Future” by Daniel Starkey
- 3.2.16: “What I Learned While Editing Wikipedia” by Noopur Raval
- 3.2.17: “Wikipedia Is Good for You!?” by James Purdy
- 3.2.18: “The Zombie as Barometer of Capitalist Anxiety” by D.T. Robb
- 3.2.19: “Zombies vs. animals? The living dead wouldn’t stand a chance” by David Mizejewski
- 3.2.20: Student Writer at Work- Gretchen Panzer’s Feminist Response to F. Scott Fitzgerald’s The Great Gatsby
- 3.2.21: Student Sample Paper- Carrie Obry’s “Homoerotic Impulses in Willa Cather’s ‘Paul’s Case’”
- 3.2.22: Student Sample Paper- Duncan Raunio’s “The Tragedy of Performing Gender in Kate Chopin’s The Awakening”
- 3.2.23: Student Sample Papers- Todd Goodwin’s “Poe’s ‘Usher’- A Mirror of the Fall of the House of Humanity” and Amy Chisnell’s “Don’t Listen to the Egg!- A Close Reading of Lewis Carroll’s ‘Jabberwocky’”
- 3.2.24: Student Writers at Work- Jenn Nemec’s Jungian Psychoanalytic Reading of “The Birthmark,” Susan Moore’s Freudian Reading of “The Birthmark,” and Sarah David’s Lacanian Reading of “The Birthmark”
- 3.2.25: Student Sample Paper- Susan Moore’s “The Desire for Perfection in Hawthorne’s ‘The Birthmark’”
- 3.2.26: Student Sample Paper- Sarah David’s “A Lacanian Analysis of Nathaniel Hawthorne’s ‘The Birthmark’”
- 3.2.27: Student Writer at Work- Monica Platten’s “‘The Legend of Sleepy Hollow’- An Allegory for a Young America”
- 3.2.28: Understanding the Body of Monica’s Argument
- 3.2.29: Student Writer at Work- Ashley Eckhardt’s Postcolonial Paper in Action
- 3.2.30: Student Writer at Work- Stefanie Jochman’s African American Studies Paper in Action
- 3.2.31: Student Writer at Work- Hannah Schmitt’s Ethnic Studies Paper in Action
- 3.2.32: Student Sample Student Paper- Alyce Hockers’s “The Slavery Metaphor of Moby-Dick”