Lesson Plan Über Alles

Groupthink Lesson #1: "The Lottery"

Groupthink Essay Assignment: Google Slides

Groupthink Definition and Causes: Google Slides

Groupthink in "The Lottery": Google Slides

 

English 1C Essay Prompt for AI with Building Block Assignments & Research Sources

English 1C Essay Prompt for AI with Building Block Assignments & Research Sources

 

Essay Prompt (200 points, 1,700 words)

 

Write a 1,700-word argumentative essay exploring the impact of open AI platforms, such as ChatGPT, on education. Project how these technologies might be utilized in the near future, and discuss the potential benefits and drawbacks of incorporating AI into educational settings. Consider what guidelines or restrictions educators should establish for using AI as a learning and writing tool. Address issues such as academic integrity, the development of critical thinking skills, and the potential for AI to democratize or exacerbate inequalities in education. Be sure to include a counterargument and rebuttal section that engages with perspectives opposing your thesis.

 

Building Block Assignment #1 for 40 points:

 

• Watch the YouTube: “How AI Could Save (Not Destroy) Education”. 
• Then write a 200-word paragraph summary in your own words. 
• Put your original paragraph in ChatGPT and ask for an analysis focusing on 3 strengths and 3 weaknesses in your paragraph. 
• Show your prompt and the AI critique.
• Then collaborate with ChatGPT to maximize your paragraph’s strengths and erase its weaknesses and show this edited version.  

Building Block Assignment #2 for 40 points:

 

• Watch the YouTube: “Should we let students use ChatGPT?”
• Then write a 200-word paragraph summary in your own words. 
• Put your original paragraph in ChatGPT and ask for an analysis focusing on 3 strengths and 3 weaknesses in your paragraph. 
• Show your prompt and the AI critique.
• Then collaborate with ChatGPT to maximize your paragraph’s strengths and erase its weaknesses and show this edited version.  

Building Block #3: 

 

Write a 200-word counterargument-rebuttal paragraph that will eventually appear before the conclusion of your essay.

 

---

 

Suggested Outline:

 

1. Introduction

   - A. Hook: Start with an intriguing fact or scenario about the use of AI in education.

   - B. Background: Briefly introduce open AI platforms like ChatGPT and their growing presence in educational settings.

   - C. Thesis Statement: Present your main argument regarding the impact of AI on education, including how it should be used and what conditions or guidelines educators should implement.

 

1. The Current and Projected Use of AI in Education

   - A. Overview of Open AI Platforms: Describe what AI platforms like ChatGPT are and how they function.

   - B. Current Applications: Discuss how AI is currently being used in education, such as for tutoring, grading, and assisting with writing.

   - C. Future Projections: Explore potential future applications of AI in classrooms, including personalized learning, curriculum development, and expanding access to resources.

 

III. Benefits of Using AI in Education

   - A. Enhancing Learning and Efficiency: Argue that AI can provide personalized feedback, save educators time, and help students learn more effectively.

   - B. Supporting Diverse Learning Needs: Discuss how AI can cater to different learning styles and abilities, providing support for students who might struggle in traditional settings.

   - C. Preparing Students for the Future: Explain how familiarity with AI tools can equip students with skills relevant to the modern workforce.

 

1. Potential Drawbacks and Ethical Concerns

   - A. Academic Integrity: Address concerns that AI might facilitate plagiarism and reduce the need for original thought and effort.

   - B. Impact on Critical Thinking: Argue that over-reliance on AI could undermine students' development of critical thinking and problem-solving skills.

   - C. Inequality and Access: Discuss the risk that AI tools could widen the gap between students with access to advanced technology and those without.

 

1. Guidelines for Using AI in Education

   - A. Establishing Clear Policies: Propose that educators create guidelines for when and how AI tools can be used in assignments.

   - B. Encouraging Transparency: Suggest that students be required to disclose their use of AI in their work and reflect on how they integrated it.

   - C. Balancing AI with Traditional Learning: Recommend that AI be used to complement, not replace, traditional teaching methods that promote critical thinking.

 

1. Counterargument and Rebuttal

   - A. Counterargument: Present the perspective that AI tools are detrimental to education because they encourage laziness, cheating, and a lack of deep learning.

   - B. Rebuttal: Respond by arguing that with proper guidelines and ethical use, AI can enhance learning and provide valuable support without compromising educational integrity.

 

VII. Conclusion

   - A. Restate Thesis: Summarize your main points about the positive and negative impacts of AI on education and the need for careful implementation.

   - B. Final Reflection: Conclude with a thought on how AI in education could evolve to balance technological innovation with the preservation of core educational values.

 

Resources:

 

“How Generative AI Is Changing College Classes”

 

“What Students Can Do With AI in the Classroom”

 

“ChatGPT is going to change education, not destroy it”

 

“Should I Use ChatGPT to Write My Essays?”

 

“Why I’m Banning Student AI Use This Year”

 

“All the unexpected ways ChatGPT is infiltrating students’ lives”

 

“An ‘education legend’ has created an AI that will change your mind about AI”

 

“What Teachers Told Me About A.I. in School”

 

“Don’t Ban ChatGPT in Schools. Teach With It.”

 

“Does A.I. Really Encourage Cheating in Schools?”

 

“Will Chatbots Teach Your Children?”

 

“How Schools Can Survive (and Maybe Even Thrive) With A.I. This Fall”

 

“Yes, A.I. Can Be Really Dumb. But It’s Still a Good Tutor.”

 

“AI Cheating Is Getting Worse”

 

“The End of High School English”

 

“Another Disastrous Year of ChatGPT School Is Beginning”

 

YouTube: “How AI Could Save (Not Destroy) Education”

 

YouTube: “Should we let students use ChatGPT?”

 

YouTube: “AI in Schools” Cheater or Tutor?”

 

YouTube: “ChatGPT--Write Essays With ChatGPT”

 

YouTube: “Write a 5,000-word Essay in ONE HOUR Using AI--No Cheating or Plagiarism”

 

YouTube: “The Real Danger of ChatGPT”

2025 Grading and Reflections for English 1A and 1C

2025 Grading and Reflections for English 1A and 1C

 

Three essays:

 

200

200

240

 

Here's the breakdown of points needed for each grade based on a conventional grading scale for an essay worth 240 points:

 

- **A (90-100%)**: 216 - 240 points

- **B (80-89%)**: 192 - 215 points

- **C (70-79%)**: 168 - 191 points

- **D (60-69%)**: 144 - 167 points

- **F (below 60%)**: 0 - 143 points

 

This follows the traditional grading scale where each letter grade corresponds to a percentage range of the total points.

9 Building Blocks

9 times 40 equals 360

 

Here’s the breakdown for a 40-point writing assignment using conventional grading:

 

- **A (90-100%)**: 36 - 40 points

- **B (80-89%)**: 32 - 35 points

- **C (70-79%)**: 28 - 31 points

- **D (60-69%)**: 24 - 27 points

- **F (below 60%)**: 0 - 23 points

 

This maintains the standard percentage-based grading system.

 

English 1A Assignments

 

Essay 1: Should We Follow Our Passion?

 

Building Block #1 for 40 points: In a 300-word paragraph, write about the conflict you have between passion and practicality in the context of your college major. 

 

Building Block #2 for 40 points: Write two paragraphs, 200 words each, that contrast the Passion hypothesis and the Career Craftsman Mindset based on two Cal Newport blog essays: “The Passion Trap” and “The Career Craftsman Manifesto.”

 

Building Block #3 for 40 points: Write a 200-word counterargument-rebuttal paragraph for your essay. 

 

In a 1,700-word essay that adheres to current MLA format and provides a minimum of 4 sources for your Works Cited page, write an argumentative essay that defends, refutes, or complicates Cal Newport’s claim from his YouTube video "Core Idea: Don't Follow Your Passion," his online article “The Passion Trap” and "The Career Craftsman Manifesto" and Ali Adbaal's YouTube video "Follow Your Passion Is Bad Advice. Here's Why" that the career advice to follow your passion is dangerous and should be replaced by the craftsman mindset. Be sure to have a counterargument-rebuttal paragraph before your conclusion. Be sure to have a Works Cited page in MLA format with 4 sources. 

 

Essay 2: Why Do We Study African American History?

 

Building Block #1 for 40 points: Reading Clint Smith’s essays “Monuments of the Unthinkable” and “Why Confederate Lies Live On” and write a 300-word paragraph that explains how we arrive at the tragedy of millions of Americans white-washing and romanticizing slavery, Jim Crow, the Lost Cause, and Confederate soldiers. 

 

Building Block #2 for 40 points: Watch the YouTube video “Confederacy: Last Week Tonight with John Oliver” and write 2 paragraphs: The first paragraph, about 200 words, should address the two types of people who defend confederate monuments as being “honorable”: There are the coy, disingenuous apologists for confederate monuments and the sincerely dumb guy who lavishes love and honor on his ancestors who performed crimes against humanity. How are the coy apologists more odious than the sincerely dumb one? Explain in 200 words. In your second paragraph, also 200 words, explain how being a romantic for the Confederacy and the Lost Cause reveals both a lack of moral maturity and an abundance of tribalistic narcissism, which surely is a pestilence to society. 

 

Building Block #3: Watch Childish Gambino’s YouTube video “This Is America” and in a 300-word paragraph, analyze the video as a prophetic warning of what happens to America if it gets lost in entertainment, smartphones, and materialism as distractions from the moral and educational calling Frederick Douglass struggled to preach during his world-wide campaign to end slavery and champion human rights. You can use this paragraph for your essay’s conclusion. 

 

Essay 2: Why Do We Study African American History?

Using Frederick Douglass’ memoir and Clint Smith’s essays "Monuments to the Unthinkable" and "Why Confederate Lies Live On," Dave Pilgrim’s YouTube video “Jim Crow Museum” and Childish Gambino’s YouTube video “This Is America,” explore how African-American history functions as a critical tool against the dangers of historical revisionism and cultural forgetting.

 

Essay #3:

 

Essay Prompt: Groupthink and Peer Pressure Vs. Critical Thinking

 

Essay Prompt:

 

Groupthink and peer pressure often act as powerful forces that suppress critical thinking and moral development. In H.G. Wells' "The Country of the Blind,”, Shirley Jackson's "The Lottery,” Ursula K. LeGuin's "The Ones Who Walked Away from Omelas,” and Anton Chekhov's "The Lady with the Dog,” the protagonists face societal pressures that challenge their ability to think critically and act morally. These stories explore how individuals navigate the conflict between societal norms and their own ethical compasses, and how the pressure to conform can either erode or sharpen one’s moral judgment.

 

In a 1,700-word essay, compare and contrast how these stories address the theme of groupthink and peer pressure as the enemies of critical thinking and moral development. In your analysis, consider the following points:

 

- How do societal norms and expectations shape the behavior and decisions of the characters in each story? How does groupthink suppress or challenge their ability to think independently?

- Explore how peer pressure or the fear of social ostracism impacts the moral choices of characters in these narratives. Do these pressures lead to moral compromise, or do they ultimately strengthen individual resolve?

- Compare how each story’s protagonist (or dissenters) responds to the collective beliefs of their society. Do they succumb to the pressures, resist, or find a middle ground?

- Discuss how the societies in the stories enforce conformity and whether the individuals who challenge these societal expectations experience personal growth or face dire consequences.

- Reflect on the broader implications of groupthink and peer pressure for critical thinking and moral development in modern society. How do these stories provide insight into the dangers of suppressing individual thought in favor of collective beliefs?

 

Use specific examples from each story to support your analysis, and in your conclusion, consider whether the resistance to societal norms, as seen in these stories, leads to true moral development or simply a different kind of isolation or compromise.

 

Building Block #1 for 40 points: Write a 300-word personal account describing a time when you compromised your morals and integrity due to peer pressure or groupthink. Reflect on the consequences of this decision and how it affected you afterward. Consider how the experience led to personal growth or a change in your behavior, and what you learned about standing up for your values even in the face of pressure from others.

 

Building Block #2 for 40 points: Write a 300-word paragraph explaining how the society in H.G. Wells' "The Country of the Blind" represents a false paradise. Focus on how this so-called utopia is built on the denial of truth and maintained by fear of any knowledge that challenges their worldview. Discuss how the inhabitants of this blind society reject the concept of sight, dismissing it as a dangerous delusion, and how this willful ignorance creates a rigid, closed-off world. Explain how this refusal to acknowledge reality transforms what could be a peaceful, harmonious community into a false paradise that stifles individuality and critical thinking, ultimately leading to a society that values conformity over truth.

 

Building Block #3 for 40 points: 

 

Write two paragraphs addressing the following:

 

1. In the first paragraph (about 300 words), compare the theme of sacrifice in Shirley Jackson's “The Lottery” and Ursula K. LeGuin's “The Ones Who Walked Away from Omelas.” Focus on how each story uses sacrifice as a means of maintaining social cohesion and the moral implications of using an individual as a scapegoat for the collective good. Discuss the differences and similarities in how the two communities justify their actions and the roles that tradition, conformity, and morality play in sustaining these rituals of sacrifice.

 

2. In the second paragraph (about 300 words), write a personal story about someone you know who was unfairly scapegoated, bullied, or ostracized in a social setting. Reflect on how this mistreatment served as a way of bringing others together, creating a "bonding session" at the expense of the individual. Consider how this event affected the person involved and what it revealed about group dynamics and the power of exclusion in social settings.

THESIS EXAMPLES FOR ESSAY PROMPT

Here are five sample thesis statements for the essay prompt:

 

1. **"In H.G. Wells' *The Country of the Blind*, Shirley Jackson's *The Lottery*, Ursula K. LeGuin's *The Ones Who Walked Away from Omelas*, and Anton Chekhov's *The Lady with the Dog*, groupthink and peer pressure are portrayed as corrosive forces that suppress individuality and moral development, forcing characters either to conform to societal norms or to suffer isolation as the price for critical thinking and ethical resistance."**

 

2. **"While *The Country of the Blind* and *The Lottery* depict characters who are crushed by groupthink and peer pressure, *The Ones Who Walked Away from Omelas* and *The Lady with the Dog* explore the potential for moral growth when individuals challenge societal norms, demonstrating that the path to ethical clarity often comes with the burden of alienation."**

 

3. **"In each of the four stories, groupthink acts as a powerful force that discourages critical thinking, but while the protagonists in *The Lottery* and *The Country of the Blind* are unable to break free from the constraints of societal pressure, LeGuin and Chekhov's characters find a fragile freedom in rejecting their societies' moral compromises, at great personal cost."**

 

4. **"H.G. Wells' *The Country of the Blind*, Shirley Jackson's *The Lottery*, Ursula K. LeGuin's *The Ones Who Walked Away from Omelas*, and Anton Chekhov's *The Lady with the Dog* highlight how groupthink and peer pressure undermine moral development by creating environments in which individuals are forced to choose between ethical compromise and social alienation, illustrating the complex dynamics between individual morality and collective belief."**

 

5. **"Though groupthink and peer pressure are universal themes across *The Country of the Blind*, *The Lottery*, *The Ones Who Walked Away from Omelas*, and *The Lady with the Dog*, each story offers a unique perspective on how societal conformity stifles critical thinking, while the few who resist their communities' moral blindness are either punished, ignored, or left isolated in their pursuit of ethical clarity."**

 

Each of these thesis statements sets up a nuanced comparison of how the four stories handle groupthink, peer pressure, and moral development, offering a range of interpretive possibilities.

 

### **2-Hour Class Presentation Outline: Ursula K. LeGuin’s *"The Ones Who Walked Away from Omelas"***

 

#### **I. Introduction (10 minutes)**  

- **Overview of the Presentation**  

  - Introduce the primary focus: examining *The Ones Who Walked Away from Omelas* through the lens of groupthink, peer pressure, and moral development.

  - Briefly describe LeGuin’s story: Omelas as a utopian society built on the suffering of one child, and the choice some make to leave the city.

  - Mention how the story fits within the broader discussion of groupthink and moral responsibility, in the context of the essay prompt comparing it to stories like *The Lottery* and *The Country of the Blind*.

 

#### **II. Story Summary and Worldbuilding (15 minutes)**  

- **Key Plot Points**  

  - The utopia of Omelas and the people’s joy, prosperity, and peace.

  - The hidden, suffering child whose misery sustains the utopia.

  - The societal consensus: Omelas’ prosperity depends on ignoring the child’s suffering.

  - The moral dilemma: some accept this trade-off, while a few quietly walk away.

  

- **Worldbuilding as a Narrative Tool**  

  - Explore how LeGuin builds Omelas as an idealized society, only to reveal its moral compromise.

  - Discuss how the world of Omelas contrasts with other utopian/dystopian settings.

 

#### **III. Groupthink and Peer Pressure in Omelas (20 minutes)**  

- **Definition of Groupthink**  

  - Briefly define groupthink and peer pressure for the students, referring to examples from modern society (e.g., social media echo chambers, cultural norms).

  

- **Omelas and Groupthink**  

  - Discuss how the citizens of Omelas engage in collective denial, accepting the suffering of the child as a necessity for the greater good.

  - Explain the role of societal pressure in ensuring most of the citizens remain complicit in this system. The silence of the majority enables the perpetuation of suffering.

 

- **Peer Pressure and Social Acceptance**  

  - Discuss how societal values in Omelas suppress moral questioning and promote the status quo.

  - Explore why so few people leave and how the fear of being an outsider may keep others complicit.

 

#### **IV. Moral Development and Individualism (25 minutes)**  

- **Individual Moral Choices**  

  - Contrast the groupthink of Omelas with the individual decisions of those who walk away.

  - Analyze the moral development of those who walk away: How does their rejection of the society’s values reflect their ethical evolution?

  

- **The Consequences of Rejecting Groupthink**  

  - Discuss the costs of moral integrity: The individuals who walk away are isolated, leaving the comfort and prosperity of Omelas behind.

  - Pose the question: Does walking away constitute a true act of moral courage, or is it simply an escape from the burden of moral complicity?

 

- **The Ethical Dilemma: Utilitarianism vs. Deontology**  

  - Introduce the philosophical frameworks at play:

    - **Utilitarianism**: The greatest good for the greatest number (the Omelas perspective).

    - **Deontology**: The moral duty to avoid harming others, regardless of outcomes (those who walk away).

  - Class discussion: Ask students whether Omelas’ trade-off is acceptable under utilitarian logic. What are the moral implications?

 

#### **V. Textual Analysis: Key Passages (20 minutes)**  

- **Close Reading of Key Passages**  

  - Choose key excerpts from the story:

    - Description of Omelas' utopia.

    - The revelation of the suffering child.

    - The description of those who walk away.

  

  - Discuss the language and tone LeGuin uses to contrast the beauty of Omelas with the horror of the child’s suffering.

  - Encourage students to reflect on how LeGuin’s use of ambiguity (e.g., not describing the fate of those who walk away) adds complexity to the moral dilemma.

 

#### **VI. Comparisons to Other Texts (15 minutes)**  

- **Comparison with *The Lottery***  

  - Discuss how both stories feature collective moral blindness, with individuals either complicit in or rejecting the societal structure.

  - Examine Tessie Hutchinson in *The Lottery* vs. those who walk away in Omelas. What do their actions say about moral responsibility?

 

- **Comparison with *The Country of the Blind***  

  - Analyze how both stories present societies that enforce conformity at the expense of individual truth or morality.

  - How do the communities in Omelas and the blind society reject alternative ways of thinking?

 

#### **VII. Class Discussion: The Modern Relevance of Omelas (20 minutes)**  

- **Group Discussion**  

  - Divide students into small groups and ask them to relate Omelas’ ethical dilemma to modern-day scenarios where collective well-being comes at the cost of individual suffering (e.g., sweatshops, environmental damage, systemic inequality).

  - Ask: Can modern societies be compared to Omelas? Are we complicit in similar trade-offs?

 

- **Class Debate**  

  - Pose the question: Is it better to walk away, challenge the system, or find a way to live within it? 

  - Have students debate whether the ones who walk away are truly moral heroes or if they abandon their society without making real change.

 

#### **VIII. Conclusion and Reflection (15 minutes)**  

- **Wrap-Up Discussion**  

  - Summarize the main points of the presentation, emphasizing the role of groupthink and peer pressure in maintaining the moral compromises of Omelas.

  - Reflect on how LeGuin’s story challenges readers to examine their own complicity in unjust systems.

  

- **Exit Reflection**  

  - Have students write a brief reflection (2-3 sentences) on what they would do if they were citizens of Omelas. Would they stay, walk away, or challenge the system?

 

This structure allows students to deeply engage with the themes of groupthink, peer pressure, and moral development in *The Ones Who Walked Away from Omelas*, and places it within the context of broader societal issues and comparisons to other texts.

 

***

 

English 1C

 

Essay 1: Do We Have Free Will in the Realm of Weight Management?

 

Write a 1,700-word argumentative essay that examines the claim that losing weight and keeping it off is often framed by an overly simplistic narrative centered on self-agency, nutrition literacy, and self-discipline, regardless of one's economic standing. Consider the arguments presented in Johann Hari’s “A Year on Ozempic Taught Me We’re Thinking About Obesity All Wrong”, Harriet Brown’s essay “The Weight of the Evidence,” and Sandra Aamodt’s essay *“Why You Can’t Lose Weight on a Diet.” Reflect on the role of disposable income in accessing drugs like Ozempic and similar weight-loss treatments. In your essay, analyze whether the story of “staying in shape” is based on truth, or if it is a myth that oversimplifies complex issues and obscures inconvenient facts about weight management. Does the narrative of free will and healthy eating overlook the societal and economic forces—such as the addictive Industrial Food Complex and the Diabetes-Management Complex—that influence obesity and health outcomes? Be sure to include a Works Cited page in MLA format with at least 4 sources.

Building Block #1 for 40 points: Write a 300-word personal account about yourself or someone you know who struggled with being overweight and felt trapped in a cycle of shame. Describe how they embarked on a challenging journey to lose weight, following all the recommended guidelines and rules. However, despite their efforts, the stress of the process began to take a toll on their mental health, leading to feelings of frustration and exhaustion. Ultimately, maintaining the strict regimen became unsustainable, and they were forced to confront the limitations of their efforts. Reflect on the emotional impact of this experience and how it influenced their relationship with weight loss and self-image.

 

Building Block #2 for 40 points: In a 300-word paragraph, compare the impediments to losing weight as described in Harriet Brown’s essay “The Weight of the Evidence” and Sandra Aamodt’s essay “Why You Can’t Lose Weight on a Diet.”

 

Building Block #3 for 40 points: Write a 200-word counterargument-rebuttal for Essay 1. 

 

Essay 2: Chimera

 

Essay Prompt

 

In F. Scott Fitzgerald’s “Winter Dreams”, Anton Chekhov’s “Gooseberries”, Nikolai Gogol’s “The Overcoat”, and the Black Mirror episode “Nosedive”, and the Netflix documentary FYRE, the pursuit of illusory ideals, or “chimeras,” leads the characters into a Faustian Bargain. They sacrifice their dignity and genuine human connections for unattainable fantasies of happiness. In doing so, they become emotionally detached, warped in their perception of reality, and ultimately unhinged by their single-minded obsessions. 

 

In a 1,700-word essay, explore how these works illustrate the consequences of chasing illusions. Discuss how each character’s pursuit of a false ideal leads to alienation, a distorted sense of fulfillment, and emotional unraveling. Show how these sacrifices ultimately lead to a loss of personal dignity, leaving the characters in a state of derangement. Use specific examples from each story to support your analysis.

 

Building Block #1 for 40 points: In a 300-word paragraph, define a chimera and write about a chimera that you pursued and how your pursuit ended. 

 

Building Block #2: In a 200-word paragraph, identify the parallels between Dexter Green’s and Akaky’s disconnection from reality in the stories “Winter Dreams” and “The Overcoat.”

 

Building Block #3: In a 200-word paragraph, identify the way social media creates unrealistic expectations in “Nosedive” and the Netflix documentary FYRE. 

 

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### **Suggested Outline:**

 

#### **I. Introduction**

- **A. Hook**: Introduce the concept of the “Faustian Bargain” and the pursuit of illusory ideals.

- **B. Background**: Briefly summarize the four works and how their protagonists chase false visions of happiness.

- **C. Thesis Statement**: When the characters in *“Winter Dreams”*, *“Gooseberries”*, *“The Overcoat”*, and *“Nosedive”* sacrifice their dignity and connection to others to pursue unattainable ideals, they find themselves in a distorted, unhinged state, having lost their sense of reality and fulfillment.

 

#### **II. F. Scott Fitzgerald’s *“Winter Dreams”***

- **A. Dexter Green’s Obsession with Judy Jones**

  - Dexter’s fantasy of Judy as the embodiment of success and happiness.

  - How Judy becomes his unattainable ideal, a "chimera" that distracts him from genuine relationships and fulfillment.

  

- **B. Consequences of Chasing the Ideal**

  - Dexter's emotional detachment and ultimate disappointment when Judy does not live up to his idealized image.

  - Loss of human connection and personal dignity in his pursuit of wealth and status.

 

#### **III. Anton Chekhov’s *“Gooseberries”***

- **A. Nikolai’s Dream of the Country Estate**

  - Nikolai’s fixation on owning an estate as the key to his happiness, neglecting the realities of life.

  - His distorted view of happiness, equating material wealth with personal fulfillment.

 

- **B. Emotional Detachment and Unhappiness**

  - The emotional cost of Nikolai's obsession, his disconnection from others, and his smug satisfaction despite the suffering of those around him.

  - How the pursuit of this dream leaves him in a warped, self-centered state.

 

#### **IV. Nikolai Gogol’s *“The Overcoat”***

- **A. Akaky Akakievich’s Obsession with the Overcoat**

  - Akaky’s fixation on the overcoat as a solution to his social invisibility and emotional alienation.

  - How the coat becomes a symbol of unattainable status, blinding Akaky to the realities of his life.

 

- **B. The Tragic Consequences of Chasing the Overcoat**

  - The unraveling of Akaky’s life when his coat is stolen, leading to his emotional and physical breakdown.

  - The loss of dignity and human connection, showing how his obsession distorts his view of happiness.

 

#### **V. *Black Mirror* Episode *“Nosedive”***

- **A. Lacie’s Obsession with Social Ratings**

  - Lacie’s relentless pursuit of a high social rating and validation from others as a false ideal of happiness.

  - The episode’s commentary on the destructive nature of chasing superficial approval.

 

- **B. Breakdown and Emotional Unraveling**

  - How Lacie’s fixation on her social score leads to her mental breakdown and social alienation.

  - The cost of sacrificing her dignity and authentic relationships for an illusory sense of success.

 

#### **VI. Comparative Analysis: The Faustian Bargain and Its Consequences**

- **A. Common Theme**: Discuss the common thread of sacrificing human dignity and connections for false ideals in all four works.

- **B. Emotional Detachment and Distorted Happiness**: Show how each character’s pursuit of their chimera leads to emotional unraveling and detachment from reality.

- **C. Loss of Dignity and Connection**: Explore how their single-minded obsessions alienate them from meaningful relationships, leading to a distorted sense of self and fulfillment.

 

#### **VII. Conclusion**

- **A. Restate the Thesis**: Reiterate how the characters in these works sacrifice their dignity and human connection to pursue illusory ideals, ultimately losing their grasp on happiness and reality.

- **B. Final Reflection**: Consider the broader implications of these stories—how chasing material or superficial ideals can lead to emotional and social isolation in contemporary society.

 

Frederick Douglass Lecture #4 Fall 2024

 

 

Group Activity: Provide 3 defining characteristics of the Sunken Place.

 

 

 

5 Simplified Essay Prompts Geared Toward 1,200 Words

Simplified Version 1:
Using Frederick Douglass’ memoir and Clint Smith’s essays "Monuments to the Unthinkable" and "Why Confederate Lies Live On," explore how African-American history functions as a critical tool against the dangers of historical revisionism and cultural forgetting.

Simplified Version 2:
Through a comparison of Frederick Douglass’ memoir and Jordan Peele’s Get Out, write an essay that defines the concept of the "Sunken Place" and explores its metaphorical significance in both works.

Simplified Version 3
Compare how Frederick Douglass' memoir and Spike Lee’s film Malcolm X depict the restoration of the African-American spirit. Focus on how both figures help uplift the community from a figurative Sunken Place of racial oppression.

Simplified Version 4:
Write an essay comparing the depiction of the Sunken Place in Jordan Peele’s Get Out to its representation in Donald Glover’s Atlanta episode “Rich W, Poor W” (Season 3, Episode 9). Examine how each work uses the concept to critique racial identity and social entrapment.

Simplified Version 5:
Using Clint Smith’s essay "Why Confederate Lies Live On" and John Oliver’s Last Week Tonight segment on the Confederacy, analyze the causes behind the nostalgic whitewashing of slavery and the Jim Crow era.

Simplified Building Blocks for All Prompts:

Building Block 1: Define the "Sunken Place" as a metaphor for the psychological and social effects of racism. Discuss its implications for both individuals and communities in the context of oppression.

Building Block 2: Write a thesis that clearly outlines your argument. For example: "Both Douglass and Peele use the concept of the Sunken Place to illustrate the dehumanizing effects of systemic racism, yet they also offer paths to personal and communal redemption through education and self-awareness."

Feel free to choose whichever prompt helps you achieve clarity and maintain focus within the 1,200-word count. Good luck with your essays!

Frederick Douglass and The Sunken Place

When we talk about the Sunken Place in the context of Jordan Peele’s Get Out, it’s crucial to recognize the powerful connection to Frederick Douglass, perhaps the greatest American who ever lived. As a former slave, writer, orator, and abolitionist, Douglass articulated the concept of the Sunken Place long before Peele brought it to the screen. In his writings, Douglass revealed the anguish of being enslaved, but he never lost hope of becoming free. Even at his lowest moments, Douglass clung to the idea of his identity as a free man, a man with agency and self-determination. 

In this sense, the Sunken Place isn't about surrender. Instead, it’s where we see the might of resistance to evil. Douglass’s writings remind us that even in the deepest suffering, there can be a resolve to fight for freedom.

The First Feature of the Sunken Place: Your Oppressors Controlling the Narrative

Douglass opens his memoir by showing how slave masters distorted the truth to justify their cruelty. The physical pain of slavery was unbearable, but the spiritual pain of having your suffering misrepresented added another layer of torment. Douglass’s act of defiance—teaching himself to read and write—allowed him to reclaim his narrative, much like Jordan Peele gives a voice to the black experience in Get Out. Who gets to describe hell? The tormentor or the tormented? Douglass, like Peele’s protagonist, makes it clear: only the oppressed can truly tell their own story.

The Second Feature: Being Born as “Nothing”

Slaves were not considered fully human. Douglass and his fellow slaves didn’t know their birthdays because they weren’t seen as individuals worthy of such recognition. The absence of a birthday was symbolic of their erasure from the human story. This theme of dehumanization is central to both Douglass’s experience and the Sunken Place in Get Out.

The Third Feature: Family Bonds Torn Apart

Douglass was separated from his mother as an infant, which was standard practice among slaveholders. This cruel custom was designed to break familial bonds and ensure that slaves saw themselves only as property. The pain of these separations is a hallmark of the Sunken Place—being emotionally isolated and powerless against cruelty.

The Fourth Feature: Witnessing the Brutality Against Loved Ones

As a child, Douglass witnessed his Aunt Hester being savagely whipped by her slave master. The sight and sound of such violence inflicted scars on Douglass’s soul, similar to how the protagonist in Get Out is surrounded by a system designed to dehumanize him. This repeated exposure to violence is part of what drives a person deeper into the Sunken Place, where they are forced to endure cruelty with no escape.

The Fifth Feature: Unspeakable Anguish

Douglass wrote about the songs slaves would sing as they walked to the Great House Farm. These songs expressed a pain so deep that Douglass admitted words couldn’t capture it. To truly understand the agony of slavery, one had to feel the “ineffable sadness” in those songs. Similarly, the Sunken Place is a space where words fail to describe the depth of suffering.

The Sixth Feature: Pretending to Be Happy

Slaves had to act like they were content, even though they were living in agony. To speak the truth meant risking brutal punishment or being sold away from family and friends. Slave masters often sent spies to catch any signs of discontent. This forced performance—pretending to be grateful while enduring unimaginable suffering—is another facet of the Sunken Place.

The Seventh Feature: Literacy as the Path to Freedom

When Douglass’s mistress, Sophia Auld, began teaching him to read, her husband quickly stopped her. He knew that literacy would give Douglass a sense of his own worth and a desire for freedom. From that moment, Douglass realized that the ability to read and write was his pathway out of the Sunken Place. Literacy became a powerful tool in his fight for freedom, and he even taught other slaves to read, spreading the seeds of rebellion.

The Eighth Feature: The Mental Toll of Slavery

Douglass admitted that the weight of being a slave often made him wish for death. The constant reminder of his bondage was inescapable. Yet, the word “abolition” sparked a glimmer of hope in him. He clung to the idea that one day slavery would end, and this hope helped keep him from falling completely into despair.

The Ninth Feature: Religious Hypocrisy

Douglass observed that the cruelest slave masters were often the most religious. These men would preach about kindness while treating their slaves with extraordinary cruelty. The hypocrisy of these pious men was staggering, and it showed Douglass how deeply embedded the evil of slavery was in society.

The Tenth Feature: Being Punished for Intelligence

Douglass’s intelligence made him a target for his masters. They hated the way he carried himself—his intelligence made him look “too free.” This “uppity” attitude threatened them, and they whipped him to keep him in line. But Douglass refused to be broken. He resolved to fight back, both physically and mentally, against the oppression that sought to consign him to the Sunken Place.

The Eleventh Feature: Breaking in Body, Soul, and Spirit

At his lowest point, Douglass felt utterly broken. His natural spark, his love of reading, his will to fight—all seemed crushed. He felt like a brute, stripped of his humanity. But watching ships sail out of Chesapeake Bay filled him with a longing for freedom. The desire to escape began to take root, leading to his eventual fight for liberation.

The Twelfth Feature: The Brainwashing of Slavery

Slavery wasn’t just about physical bondage; it was about psychological control. Douglass noted that slave masters wanted their slaves to be thoughtless, unable to see the injustice of their situation. They worked to darken the slave’s moral and mental vision, trying to convince them that slavery was right. This brainwashing is the final, insidious layer of the Sunken Place, where oppression becomes so deeply ingrained that the enslaved lose the desire to be free.

In sum, Frederick Douglass’s life and writings give us a profound understanding of the Sunken Place. His story is one of resilience, intelligence, and an unbreakable will to be free—qualities that make him one of the greatest figures in American history.

***

Douglass revealed that this weaponized misinformation operates in three distinct phases:

Phase 1: The Cynical Original Story 

This phase begins with the greed-driven opportunists who were lured by the enormous profits of the European slave trade. Lacking any spiritual or moral integrity, these individuals cynically twisted Christianity to concoct a world where they claimed it was God’s will for white people to be rulers and people of color to be servants. These cynics didn’t believe their own rhetoric, but they knew their white audience would eagerly swallow this poison, embracing a perverted version of religion that justified slavery. This initial corruption of Christianity into a racial doctrine laid the foundation for slavery and segregation, marking the birth of weaponized misinformation.

Phase 2: The Cosplay Stage 

As highlighted by Dr. David Pilgrim’s Jim Crow Museum, this phase involved a society-wide role-play where whites adopted the persona of entitled aristocrats, while blacks were forced into servile roles. Every aspect of life—food, games, entertainment, commerce, politics, relationships—was dictated by this racial cosplay. White people couldn’t even engage in activities like playing chess with black individuals because such an act implied equality, thereby threatening the very foundation of the racial hierarchy. This relentless, obsessive cosplay, which demanded strict adherence to these artificial roles, became the second phase of weaponized misinformation, reinforcing the illusion of white superiority and black inferiority.

Phase 3: The Denial Stage 

Following the horrors of slavery, Jim Crow, lynchings, and redlining (the systemic denial of black people’s access to premium housing), this phase saw whites engage in a collective denial of the brutality and atrocities they had inflicted. They downplayed the violence, claimed, “it wasn’t that bad,” and concocted a twisted narrative known as The Lost Cause. In this revisionist history, whites nostalgically mourn the “good old days” when blacks and whites supposedly “knew their place” and lived harmoniously—until, they argue, the “evil Northerners” disrupted this harmony with their so-called “Northern aggression,” violating “state rights.” This form of historical revisionism is yet another insidious example of weaponized misinformation.

Critically examining these phases of weaponized misinformation is not about promoting any political agenda, Wokeness, or Critical Race Theory. Instead, it’s about uncovering the truth, restoring historical accuracy, and ensuring that the atrocities of slavery and racial oppression are never allowed to persist unchallenged. By bearing witness to the truth, we resist the perpetuation of these horrors and commit ourselves to a more just and informed society.

***

Critical Analysis of “Why Confederate Lies Live On” by Clint Smith

Racist Iconography and The Lost Cause Myth

In his essay “Why Confederate Lies Live On,” Clint Smith explores the persistence of Confederate symbolism in American culture, particularly in places like Petersburg, Virginia. Here, the Blandford Cemetery draws thousands of white visitors annually to honor Confederate soldiers. But why? Smith argues that these individuals are captivated by a false narrative of the Civil War—one that glorifies the Confederacy as defenders of "states' rights" against "Northern Aggression," all while upholding the institution of slavery as a harmonious relationship between blacks and whites.

These visitors are not just paying respects to fallen ancestors; they are participating in a distorted version of history that flatters them and their forebears as "honorable" and "courageous." This romanticized view of the Confederacy is deeply rooted in a dangerous mythology that continues to shape public memory in the South.

Narcissism and Wishful Thinking

Smith delves into the psychological underpinnings of this historical distortion, arguing that it stems from a form of pathological narcissism. These individuals compartmentalize their understanding of history—they whitewash the atrocities committed against black people while elevating the "honor" of their ancestors. This compartmentalization is not just an innocent misunderstanding; it is a deliberate act of tribalism and clannism, rooted in a desire to maintain a sense of superiority.

Smith astutely observes, “For so many of them, history isn’t the story of what actually happened; it is just the story they want to believe. It is not a public story we all share, but an intimate one, passed down like an heirloom, that shapes their sense of who they are. Confederate history is family history, history as eulogy, in which loyalty takes precedence over truth. This is especially true at Blandford, where the ancestors aren’t just hovering in the background—they are literally buried underfoot.”

What Does Nostalgia for Slavery and Jim Crow Reveal?

Smith’s exploration of Confederate nostalgia reveals a troubling truth about those who cling to these symbols. Their fondness for the Confederacy is not just about heritage; it’s about an enduring belief in white supremacy. These individuals long for a time when white people were served by a subjugated class, and they embrace stories that reinforce this racial hierarchy.

Smith suggests that this nostalgia speaks to a deeper moral failure:

1. Servitude and Superiority: These individuals cherish the idea of being served by a servile class, willingly believing in a narrative that positions whites as the privileged race, with others existing merely for their convenience.
  
2. Mythical Storytelling: They perpetuate tales of "white superiority" through rituals and re-enactments that affirm their sense of dominance.

3. Defensive Reaction to Truth: When confronted with the harsh realities of racism or comparisons to Germany’s post-World War II moral reckoning, they respond with defensiveness, hostility, and even violence.

4. Fragile Identity: Their identity is so intertwined with the myth of white superiority that challenging this narrative feels like an existential threat.

5. Moral Blindness: They engage in Confederate rituals with a complete disregard for black suffering, making their existence a moral abomination rooted in white supremacist cosplay.

The Resistance to Removing Racist Statues

Smith highlights the intense resistance to efforts aimed at removing Confederate statues. This resistance is not just about preserving history; it’s about clinging to a narrative that justifies and glorifies the Confederacy. 

In a striking passage, Smith recounts a speech by Paul C. Gramling Jr., a prominent figure in the Sons of Confederate Veterans, who equates those advocating for the removal of Confederate symbols with terrorists, likening them to "ISIS in the Middle East." Gramling’s speech is emblematic of the deep-seated fear and anger that fuels opposition to removing these statues. His call to "take back the narrative" is a rallying cry for those who wish to preserve a version of history that absolves the Confederacy of its sins.

Smith contrasts this perspective with the tireless efforts of those who have fought to remove these symbols—teachers, parents, civil rights veterans—who see these monuments as an affront to the truth and a glorification of an unjust cause. The fervor with which individuals like Gramling defend Confederate symbols reveals the extent to which they are willing to go to protect a version of history that serves their interests.

Smith’s analysis underscores the need for a reckoning with the truth of America’s past. The resistance to this reckoning is not merely a defense of history; it is a defense of a deeply entrenched system of white supremacy that continues to shape the present. To move forward, America must confront these lies and work towards a more honest and inclusive public memory.

Using ChatGPT to use helpful essay outlines:

My Prompt:

I want to write an essay that compares the nostalgia for Jim Crow evident in “Why Confederate Lies Live On” by Clint Smith and John Oliver's video about the Confederacy on Last Week Tonight. Give me a five-point outline for such an essay.

ChatGPT Response:

 1. Introduction: The Enduring Myths of the Confederacy and Jim Crow Nostalgia
- Introduce Clint Smith’s essay “Why Confederate Lies Live On” and John Oliver’s video on Last Week Tonight about the Confederacy.
- Define the concept of "nostalgia for Jim Crow" as the idealization of a time when racial hierarchies were overtly maintained, particularly through the lens of the Confederacy and post-Reconstruction America.
- Present the thesis: Both Clint Smith’s essay and John Oliver’s video critique the nostalgic longing for the Confederacy and Jim Crow, exposing how these myths continue to shape contemporary racial attitudes and undermine progress toward racial justice.

 2. Romanticizing the Confederacy: Myths and Monuments
- Discuss how both Smith and Oliver critique the romanticization of the Confederacy as a "lost cause" that glorifies white supremacy while minimizing or erasing the brutal realities of slavery and segregation.
- Smith’s analysis of the cultural and historical revisionism that persists in textbooks, public monuments, and political rhetoric, which softens the Confederacy’s role in defending slavery.
- Oliver’s satirical breakdown of how Confederate monuments and symbols are treated as heritage, ignoring their deep ties to racial oppression, particularly in Jim Crow-era attempts to rewrite history.
- Highlight how both sources emphasize that this glorification perpetuates a false narrative, creating a dangerous nostalgia for a period marked by racial violence.

 3. The Weaponization of Nostalgia to Sustain White Supremacy
- Explore how nostalgia for the Confederacy and Jim Crow is used as a tool to uphold white supremacy in both Smith’s essay and Oliver’s video.
- Smith’s argument that the continued reverence for Confederate symbols reinforces systemic racism and provides cover for contemporary racial inequities.
- Oliver’s comedic but cutting take on how Confederate apologists weaponize historical inaccuracies to resist changes that would promote racial equality, such as the removal of statues or changing school names.
- Discuss how both Smith and Oliver reveal that nostalgia serves as a barrier to confronting and dismantling present-day forms of racism.

 4. The Psychological and Social Consequences of Confederate Nostalgia
- Analyze how both Smith and Oliver address the psychological and social impacts of Confederate nostalgia on racial identity and memory.
- Smith’s discussion of how the idealization of the Confederacy distorts collective memory, particularly among white Americans, by fostering a sense of grievance or loss tied to racial privilege.
- Oliver’s focus on how the continued existence of Confederate symbols, especially in public spaces, affects communities of color, perpetuating feelings of alienation and exclusion.
- Examine how both authors argue that this form of nostalgia not only distorts history but also deepens racial divisions and prevents the healing necessary for societal progress.

 5. The Call to Confront and Correct the Historical Narrative
- Compare how both Smith and Oliver advocate for confronting and correcting the historical narrative around the Confederacy and Jim Crow.
- Smith’s insistence that Americans must reckon with the truth of their history, not the sanitized or nostalgic version that upholds white supremacy, and his emphasis on education as a crucial tool for breaking the cycle of myth-making.
- Oliver’s humorous yet forceful argument that the removal of Confederate monuments and the reshaping of public memory are essential steps toward addressing historical injustices and creating a more equitable society.
- Conclude by emphasizing how both Smith and Oliver argue that dismantling these nostalgic myths is necessary for America to move forward in its pursuit of racial justice and equality.

My Prompt:

I want to write an essay that compares the way Frederick Douglass’ memoir and Spike Lee’s movie Malcolm X address how Douglass and Malcolm X championed the rehabilitation of the spirit in the African-American community and helped lift the community out of the Sunken Place. Give me a 5-point outline for such an essay.

ChatGPT Response: 

 1. Introduction: The Power of Self-Rehabilitation and the Fight Against the "Sunken Place"
- Briefly introduce Frederick Douglass’ Narrative of the Life of Frederick Douglass, an American Slave and Spike Lee’s Malcolm X.
- Define the "Sunken Place" as a metaphor for the psychological and spiritual oppression of African Americans, tying it to both historical enslavement and modern systemic racism.
- Present the thesis: Both Douglass and Malcolm X, through their transformative journeys, championed the rehabilitation of the African-American spirit and led efforts to lift their communities out of oppression, providing models of self-liberation and empowerment.

 2. Spiritual and Intellectual Awakening: Douglass’ Education and Malcolm X’s Prison Transformation
- Compare how Douglass and Malcolm X experienced intellectual awakenings that served as catalysts for their personal and spiritual rehabilitation.
- Douglass’ self-taught literacy as a tool for liberation and empowerment, symbolizing freedom from the mental enslavement of ignorance.
- Malcolm X’s transformation during his time in prison, embracing knowledge, Islam, and Black nationalism as tools for his own spiritual redemption and as a path to lift the community.
- Discuss how both men saw education as the first step toward reclaiming dignity and power, pulling themselves and others out of the "Sunken Place."

 3. Challenging the Dominant System: Confronting the Tools of Oppression
- Explore how both Douglass and Malcolm X actively confronted the systems that oppressed African Americans.
- Douglass’ fight against the institution of slavery, not just physically but by dismantling the moral and psychological justifications for it.
- Malcolm X’s critique of systemic racism, particularly white supremacy and the internalization of Black inferiority, and his call for Black pride and self-sufficiency.
- Examine how both men redefined the African-American identity and challenged the submissive, docile image of Blackness that the dominant culture imposed.

 4. Rehabilitation of the African-American Spirit: From Submission to Empowerment
- Analyze how Douglass and Malcolm X each focused on the rehabilitation of the African-American spirit—moving from the hopelessness of subjugation to empowerment and action.
- Douglass’ emphasis on human dignity, self-worth, and the essential right to freedom as a means of restoring agency to enslaved African Americans.
- Malcolm X’s insistence on self-respect, Black nationalism, and the refusal to accept second-class citizenship as key to liberating the African-American psyche.
- Discuss the role of faith in both men's journeys—Douglass in his Christian belief in justice, and Malcolm X in his embrace of Islam as a path to spiritual and social liberation.

 5. Lifting the Community: From Personal Liberation to Collective Empowerment
- Contrast how Douglass and Malcolm X moved from their personal journeys of rehabilitation to lifting the African-American community as a whole.
- Douglass as a public intellectual, abolitionist, and political advocate, using his own story to inspire collective action and the fight for equal rights.
- Malcolm X’s emphasis on self-reliance and communal responsibility, urging African Americans to reject reliance on white society and build their own institutions.
- Conclude by discussing how both figures, through their powerful examples of self-transformation, provided blueprints for lifting the African-American community out of the "Sunken Place"—a journey of reclaiming identity, power, and dignity in the face of oppression.

***

Revised Frederick Douglass Essay Prompts October 2024

Revised Frederick Douglass Essay Prompts October 2024

 

Choice A:

 

Using Frederick Douglass’ memoir and Clint Smith’s essays “Monuments to the Unthinkable,” and “Why Confederate Lies Live On,” address the claim that African-American history is an essential weapon against the evils of historical revisionism and forgetting. 

 

Choice B: Misinformation Is the Enemy of the People 

Write an essay that addresses the claim that the misinformation that fuels The Lost Cause as interrogated by the Narrative of the Life of Frederick Douglass, Clint Smith’s essay “Why Confederate Lies Live On” and the the lies of Alex Jones evident in the HBO Max documentary The Truth Vs. Alex Jones makes a persuasive case that misinformation is the enemy of moral decency and a liberal democracy. Be sure to have a Works Cited page in MLA format with 4 sources. 

Choice C:

 

Using Frederick Douglass’ memoir and the movie Get Out, write an essay that defines the Sunken Place. 

 

Choice D: Condescension and Stereotyping

Comparing Jordan Peele’s movie Get Out with Cord Jefferson’s movie American Fiction, write a 1,200-word essay analyzing how both films critique white liberal condescension toward African Americans and how this condescension can be a subtle cause of the Sunken Place.  Be sure to have a Works Cited page in MLA format with 4 sources. 

Resources you must use for Choice D:

• The movie 2017 movie Get Out, which requires an Amazon Prime subscription
• The movie 2023 movie American Fiction, which requires an Amazon Prime subscription 

 

Choice E

 

Compare the way Frederick Douglass’ memoir and Spike Lee’s movie Malcolm X address how Douglass and X championed the rehabilitation of the spirit in the African-American community and helped lift the community out of the Sunken Place.  

 

Choice F

 

Write an essay that compares the Sunken Place in the Jordan Peele movie Get Out to Donald Glover’s Atlanta episode “Rich Wigga, Poor Wigga.” 

 

### 1. **Psychological Entrapment and Identity Crisis**

   - *Get Out* (The Sunken Place): The Sunken Place symbolizes psychological control and entrapment, where Chris, the protagonist, is forcibly stripped of his agency and trapped within his own body. It represents how Black individuals can be physically present but psychologically marginalized or silenced by society.

   - *Atlanta* ("Rich Wigga, Poor Wigga"): Aaron's identity crisis as a mixed-race teenager echoes the sense of entrapment. He is caught between being perceived as white and wanting to assert his Black identity to gain access to college funds. The episode explores the internal conflict of racial identity and belonging in a society that categorizes based on appearance.

 

### 2. **Racial Stigma and Invisibility**

   - *Get Out* (The Sunken Place): The Sunken Place symbolizes Black invisibility and powerlessness in the face of systemic racism. Chris’s voice and individuality are suppressed, reflecting how Black people can be unseen or reduced to stereotypes.

   - *Atlanta* ("Rich Wigga, Poor Wigga"): Aaron’s light skin renders him invisible as "Black" in the eyes of his peers, and he faces skepticism from both white and Black communities. The episode portrays the societal pressures to "perform" one’s race and the alienation that comes with not fitting neatly into racial categories.

 

### 3. **Economic Opportunity as a Gatekeeper of Identity**

   - *Get Out* (The Sunken Place): The Armitage family’s exploitation of Black bodies for economic and personal gain reflects the commodification of Blackness. Chris’s worth is reduced to his physical and cultural attributes, which are consumed by the wealthy white characters.

   - *Atlanta* ("Rich Wigga, Poor Wigga"): Aaron’s racial identity is framed around the economic opportunity of a college scholarship offered only to Black students. The episode critiques how racial identity is often seen as transactional or tied to economic gain, pushing Aaron to embrace stereotypes in his desperate quest for inclusion.

 

### 4. **Control and Manipulation by External Forces**

   - *Get Out* (The Sunken Place): Chris is subjected to hypnotic control by the Armitages, who take over his body and consciousness, a metaphor for the ways in which white supremacy manipulates and controls Black bodies and lives.

   - *Atlanta* ("Rich Wigga, Poor Wigga"): Aaron’s actions and sense of self are shaped by societal expectations of race. His attempt to perform Blackness to secure the scholarship represents how external pressures can manipulate one's identity. Both narratives show individuals losing control over their identities due to the societal forces at play.

 

### 5. **Violence as a Means of Escape or Validation**

   - *Get Out* (The Sunken Place): Chris’s eventual violent confrontation with the Armitages is the only way he can escape the Sunken Place and regain his autonomy. Violence becomes a means of breaking free from the systemic forces that dehumanize him.

   - *Atlanta* ("Rich Wigga, Poor Wigga"): Aaron resorts to violent behavior in a desperate attempt to validate his Blackness and gain approval. His exaggerated performance of racial stereotypes shows how the need for validation can lead to destructive behavior. In both stories, violence is a symptom of the characters’ trapped circumstances and a reaction to the pressures imposed upon them.

 

This outline highlights the psychological, racial, and societal dimensions of identity crises in both *Get Out* and *Atlanta*, while also addressing themes of control, economic pressure, and the destructive consequences of external expectations.

 

1A Essay 2: Frederick Douglass Champions African-American History 

The Purpose of Essay 2:

You will examine Frederick Douglass as the Northstar of African-American history to address the claim that teaching African-American history is a form of anti-American, “woke” indoctrination by examining Frederick Douglass’ rigor in presenting the truth of American history. By studying Frederick Douglass’ life, you can interrogate common assumptions about freedom, democracy, and social justice. You can study Frederick Douglass’ witness to slavery as an antidote to the American revisionist myth of the Lost Cause, which perversely celebrates slavery as a blessing by God ruined by “Northern aggression against state rights.” You can also study Frederick Douglass’ life as an exemplar of discipline, literacy-fueled transformation, continual self-improvement, and commitment to helping others overcome what Jordan Peele calls the Sunken Place. In sum, the life of Frederick Douglass is a repudiation of false claims and Strawman arguments that depict African-American history in a derogatory manner to silence African American voices.  

For Essay 2, choose one from the following:

Choice A: Frederick Douglass Lifted Others Out of the Sunken Place

In recent years, there have been critics of teaching slavery, Jim Crow, and racial injustice in the classroom. These critics claim that such teachings have degenerated into biased and extremist political ideology that is intended to indoctrinate students into an anti-American mindset with America painted as the unredeemable devil; that this anti-American mindset encourages helplessness and victimization, and that this mindset has corrupted educational institutions so that rather than teach critical thinking, they foster “Woke” political indoctrination. However, some will counter-argue that such renditions of African-American history are a perversion of real African-American history, which through ignorance or malice twist the essence of African-American history to attack it and silence African-American voices. These defenders of African-American history will posit that while it's true there are political dimensions to the study of African-American history, there are also spiritual, psychological, and spiritual dimensions. To truly understand African-American history, we are well advised to look to Frederick Douglass whose writings were designed to uplift the oppressed from what Jordan Peele calls The Sunken Place. Based on the Narrative of the Life of Frederick Douglass, American Slave (available as a PDF online) and Clint Smith’s essay “Monuments to the Unthinkable,” write a 1,200-word essay that addresses the claim that teaching about the life of Frederick Douglass and learning about Germany’s post-World War II moral reform is a way of learning about racial injustice that avoids the aforementioned pitfalls because Douglass’ life and Germany’s moral reform embody the importance of helping others rise above the Sunken Place, bearing witness to the truth, embracing individual self-agency to resist societal injustice, fighting to redeem a society’s past racial sins, and championing the wisdom of the Ancients for our continual self-improvement. Be sure to have a Works Cited page in MLA format with 4 sources. For this assignment, I recommend two excellent books for further reading: Frederick Douglass: Prophet of Freedom by David W. Blight and The Pursuit of Happiness by Jeffrey Rosen. I also recommend the 2022 documentary Becoming Frederick Douglass. 

Resources you must use for Choice A:

• Narrative of the Life of Frederick Douglass, American Slave PDF
• Links to an external site.
• Clint Smith’s essay “Monuments to the Unthinkable”
• PBS New Hour YouTube video "Why Americans are so divided over teaching critical race theory
• Links to an external site.
• "
• David Pilgrim's YouTube video "The Jim Crow Museum
• Links to an external site.
• "
• Childish Gambino's YouTube video "This Is America
• Links to an external site.
• " (optional)

Choice B: Frederick Douglass and the movie Black Panther Point to a Way Out of the Sunken Place

In recent years, there have been critics of teaching slavery, Jim Crow and racial injustice in the classroom. These critics claim that such teachings have degenerated into biased and extremist political ideology that is intended to indoctrinate students into an anti-American mindset with America painted as the unredeemable devil; that this anti-American mindset encourages helplessness and victimization, and that this mindset has corrupted educational institutions so that rather than teach critical thinking, they foster “Woke” political indoctrination. However, some will counter argue that such renditions of African-American history are a perversion of real African-American history, which through ignorance or malice twist the essence of African-American history in order to attack it and silence African-American voices. These defenders of African-American history will posit that while it's true there are political dimensions to the study of African-American history, there are also spiritual, psychological, and spiritual dimensions. To truly understand African-American history, we can compare the themes in the 2018 Ryan Coogler movie Black Panther and Frederick Douglass whose writings were designed to uplift the oppressed from what Jordan Peele calls The Sunken Place. In this context, write an essay that compares the way we can learn the essence of African-American history in the movie Black Panther and the writings of Frederick Douglass. This comparison should address the importance of helping others rise above the Sunken Place, bearing witness to the truth, embracing individual self-agency to resist societal injustice, fighting to redeem America, and championing the wisdom of the Ancients for our continual self-improvement so that we can find our “Inner Wakanda.” Be sure to have a Works Cited page in MLA format with 4 sources. For this essay, I recommend the following YouTube videos: “Black Panther: Symbolism Explained” and “Black Panther--Creating an Empathetic Villain.”

Resources you must use for Choice B:

• Narrative of the Life of Frederick Douglass, American Slave PDF
• Links to an external site.
• The 2018 movie The Black Panther (which you will have to watch on your own with a possible fee; $4 rental on Amazon Prime)
• PBS New Hour YouTube video "Why Americans are so divided over teaching critical race theory
• Links to an external site.
• "
• YouTube video: “Black Panther: Symbolism Explained
• Links to an external site.
• ”
• YouTube video “Black Panther--Creating an Empathetic Villain
• Links to an external site.
• .”

Choice C. Glory Vs. The Lost Cause

The Lost Cause is a perversion of African-American history, a fabrication that claims that God blessed slavery and that in the system of slavery, whites and blacks lived in peaceful harmony, but the evil North ruined this harmony through “Northern aggression” and the “violation of state rights.” Write an essay that addresses the claim that the Life of Frederick Douglass and the 1989 movie Glory provides an effective counter-narrative to the heinous mythologies behind The Lost Cause. Be sure to have a Works Cited page in MLA format with 4 sources. 

Resources you must use for Choice C:

• Narrative of the Life of Frederick Douglass, American Slave PDF
• Links to an external site.
• The 1990 movie Glory (which you will have to watch on your own with a possible fee; $4 rental on Amazon Prime)
• David Pilgrim's YouTube video "The Jim Crow Museum
• Links to an external site.
• "
• John Oliver's YouTube video "Confederacy
• Links to an external site.
• "
• Childish Gambino's YouTube video "This Is America
• Links to an external site.
• " (optional)
• The YouTube video "The Lost Cause Myth
• Links to an external site.
• "
• The YouTube video "How the 'Lost Cause' narrative became American history
• Links to an external site.
• "
• The YouTube video "How Southern socialites rewrote Civil War history
• Links to an external site.
• " (optional)

Choice D. Misinformation Is the Enemy of the People 

Write an essay that addresses the claim that the misinformation that fuels The Lost Cause as interrogated by the Narrative of the Life of Frederick Douglass, Clint Smith’s essay “Why Confederate Lies Live On” and the the lies of Alex Jones evident in the HBO Max documentary The Truth Vs. Alex Jones makes a persuasive case that misinformation is the enemy of moral decency and a liberal democracy. Be sure to have a Works Cited page in MLA format with 4 sources. 

Resources you must use for Choice D:

• Narrative of the Life of Frederick Douglass, American Slave PDF
• Links to an external site.
• The HBO Max documentary The Truth Vs. Alex Jones (which requires a subscription fee unless I have time to show it to the class)
• Clint Smith’s essay “Why Confederate Lies Live On”

Choice E. Condescension and Stereotyping

Comparing Jordan Peele’s movie Get Out with Cord Jefferson’s movie American Fiction, write a 1,200-word essay that analyzes the way both films are a critique of white liberal condescension toward African Americans and how this condescension can be a subtle cause of the Sunken Place.  Be sure to have a Works Cited page in MLA format with 4 sources. 

Resources you must use for Choice E:

• The movie 2017 movie Get Out, which requires an Amazon Prime subscription
• The movie 2023 movie American Fiction, which requires an Amazon Prime subscription 
• The Wisecrack YouTube video "The Philosophy of GET OUT
• Links to an external site.
• "
• The YouTube video "Jeffrey Wright Breaks Down Why the Satire in American Fiction Is So Relevant
• Links to an external site.
• "

Choice F 

Write a comparative analysis between Get Out's "Sunken Place" and Frederick Douglass' experience in slavery and show how Douglass used literacy as a path to free himself from the Sunken Place. 

Here's a breakdown and a few tips for each section of the outline you provided:

Paragraph 1: Summarizing the Major Points in Wisecrack’s "The Philosophy of Get Out"

In this section, you'll want to describe the metaphor of the "Sunken Place" as outlined in Wisecrack’s video. The video emphasizes how the "Sunken Place" represents social marginalization, dehumanization, and systemic racism, where African Americans lose control of their bodies and autonomy—symbolizing how Black individuals are pushed to the margins of society and often silenced. The video also touches on themes of free will, surveillance, and exploitation, aligning these with the experience of being socially “trapped” despite the illusion of freedom.

Paragraph 2: Summarizing the Sunken Place as Described in Douglass’ Memoir

Here, explain how Frederick Douglass' experience of slavery represents his "Sunken Place." In Narrative of the Life of Frederick Douglass, an American Slave, Douglass portrays slavery as a state of physical bondage and psychological subjugation. Like the Sunken Place in *Get Out*, slavery is a condition where the enslaved are denied agency, control, and even the ability to recognize themselves as fully human. Douglass discusses how ignorance was used as a tool of oppression—keeping enslaved people "sunken" in a mental and social abyss.

Paragraph 3: Thesis Statement

This paragraph ties the two concepts together. You’re comparing Douglass' personal journey out of his "Sunken Place" with the symbolic one in Get Out. His acquisition of literacy becomes the catalyst that leads him to freedom, allowing him to reclaim his humanity and to articulate the horrors of slavery. Your thesis might look something like:

"Frederick Douglass’ literary transformation defines his journey out of the Sunken Place, evidenced by how literacy gave him an indelible thirst for freedom, made him a chronicler of slavery to fight historical revisionism, equipped him to combat racial stereotypes, and enabled him to advocate for civil rights and the emancipation of enslaved people, using even the Bible to counter racist misinterpretations."

Paragraphs 4-8: Supporting Evidence

For each of these paragraphs, you’ll break down different elements of how literacy shaped Douglass’ escape from his own Sunken Place, contrasting his experience with that in Get Out.

1. Literacy and the Taste for Freedom: Discuss how learning to read and write gave Douglass a vision of freedom that transcended the physical chains of slavery. This mirrors how awareness in Get Out leads to attempts at breaking free from the psychological chains imposed by society.

1. Chronicler of Slavery and Combatting Historical Revisionism: Douglass wrote extensively to ensure that slavery’s brutal reality could not be erased or rewritten. This act of chronicling can be compared to *Get Out*’s subversive use of horror to reveal modern racism’s insidiousness.

1. Combatting Racial Stereotypes: Douglass worked to dismantle the damaging myths about Black inferiority. In a similar way, Get Out critiques how modern stereotypes continue to dehumanize Black people. The Sunken Place becomes the visual metaphor for this societal attempt to “control” Black identity.

1. Advocate for Civil Rights and Emancipation: Through his speeches and writings, Douglass became a powerful advocate for justice, much like how the protagonist of Get Out eventually fights back against his captors. Discuss how Douglass' advocacy was directly tied to his literacy.

1. Restoring the Bible to Universal Love: Douglass reclaimed Christian texts, arguing that the Bible, when properly interpreted, advocates for universal brotherhood. This can be seen as a way of using a dominant societal narrative to undo systemic oppression, a tactic that *Get Out* also employs by turning cultural assumptions upside down.

Paragraph 9: Conclusion

In your conclusion, you’ll want to restate your thesis but also leave the reader with a powerful takeaway. Something like:

"Frederick Douglass' journey out of his own Sunken Place shows that literacy was not just a tool of intellectual freedom but a revolutionary act against an oppressive system. In both Douglass' memoir and Jordan Peele's Get Out, breaking free from the Sunken Place requires not just awareness of the chains but the courage to dismantle them."

This outline and structure will help create a strong comparative analysis, weaving together Douglass’ narrative with the cultural critique of Get Out. The Wisecrack video and Becoming Frederick Douglass will provide rich contextual evidence, while your lectures will ensure you're on track with the course's framework. 

***

Building Blocks for Prompt F:

Building Block 1:

Write your first two paragraphs:

Paragraph 1: Summarize the Major Points in Wisecrack’s "The Philosophy of Get Out"

Paragraph 2: Summarize the Sunken Place as Described in Douglass’ Memoir

Building Block 2

Write your third paragraph, which is your thesis paragraph. 

 

Frederick Douglass Lecture #1 Fall 2024

1A Essay 2: Frederick Douglass Champions African-American History 

The Purpose of Essay 2:

You will examine Frederick Douglass as the Northstar of African-American history to address the claim that teaching African-American history is a form of anti-American, “woke” indoctrination by examining Frederick Douglass’ rigor in presenting the truth of American history. By studying Frederick Douglass’ life, you can interrogate common assumptions about freedom, democracy, and social justice. You can study Frederick Douglass’ witness to slavery as an antidote to the American revisionist myth of the Lost Cause, which perversely celebrates slavery as a blessing by God ruined by “Northern aggression against state rights.” You can also study Frederick Douglass’ life as an exemplar of discipline, literacy-fueled transformation, continual self-improvement, and commitment to helping others overcome what Jordan Peele calls the Sunken Place. In sum, the life of Frederick Douglass is a repudiation of false claims and Strawman arguments that depict African-American history in a derogatory manner to silence African American voices.  

For Essay 2, choose one from the following:

Choice A: Frederick Douglass Lifted Others Out of the Sunken Place

In recent years, there have been critics of teaching slavery, Jim Crow, and racial injustice in the classroom. These critics claim that such teachings have degenerated into biased and extremist political ideology that is intended to indoctrinate students into an anti-American mindset with America painted as the unredeemable devil; that this anti-American mindset encourages helplessness and victimization, and that this mindset has corrupted educational institutions so that rather than teach critical thinking, they foster “Woke” political indoctrination. However, some will counter-argue that such renditions of African-American history are a perversion of real African-American history, which through ignorance or malice twist the essence of African-American history to attack it and silence African-American voices. These defenders of African-American history will posit that while it's true there are political dimensions to the study of African-American history, there are also spiritual, psychological, and spiritual dimensions. To truly understand African-American history, we are well advised to look to Frederick Douglass whose writings were designed to uplift the oppressed from what Jordan Peele calls The Sunken Place. Based on the Narrative of the Life of Frederick Douglass, American Slave (available as a PDF online) and Clint Smith’s essay “Monuments to the Unthinkable,” write a 1,200-word essay that addresses the claim that teaching about the life of Frederick Douglass and learning about Germany’s post-World War II moral reform is a way of learning about racial injustice that avoids the aforementioned pitfalls because Douglass’ life and Germany’s moral reform embody the importance of helping others rise above the Sunken Place, bearing witness to the truth, embracing individual self-agency to resist societal injustice, fighting to redeem a society’s past racial sins, and championing the wisdom of the Ancients for our continual self-improvement. Be sure to have a Works Cited page in MLA format with 4 sources. For this assignment, I recommend two excellent books for further reading: Frederick Douglass: Prophet of Freedom by David W. Blight and The Pursuit of Happiness by Jeffrey Rosen. I also recommend the 2022 documentary Becoming Frederick Douglass. 

Resources you must use for Choice A:

• Narrative of the Life of Frederick Douglass, American Slave PDF.
• Clint Smith’s essay “Monuments to the Unthinkable”
• PBS New Hour YouTube video "Why Americans are so divided over teaching critical race theory."
• David Pilgrim's YouTube video "The Jim Crow Museum."
• Childish Gambino's YouTube video "This Is AmericaLinks." (optional)

Sample Outline for Choice A:

Paragraph 1: Summarize the arguments of those who oppose teaching slavery, Jim Crow, and racial injustice in the classroom because they claim these teachings are forms of political indoctrination based on woke ideology, CRT, and DEI resulting in an anti-American screed that encourages victimization and learned helplessness. 

Paragraph 2: Your thesis--address the claim that the real purpose of teaching racial injustice is to bypass politics and encourage Frederick Douglass' moral calling for all: To identify the Sunken Place, a state of despair based on dehumanization, so that we can lift each other to strengthen democracy for all people and to never repeat the sins of the past. 

Paragraphs 3-6: Your supporting paragraphs.

Paragraph 7: Your counterargument-rebuttal.

Paragraph 8: Your conclusion, a powerful restatement of your thesis.

Works Cited page with a minimum of 4 sources

 

 

Choice B: Frederick Douglass and the movie Black Panther Point to a Way Out of the Sunken Place

In recent years, there have been critics of teaching slavery, Jim Crow and racial injustice in the classroom. These critics claim that such teachings have degenerated into biased and extremist political ideology that is intended to indoctrinate students into an anti-American mindset with America painted as the unredeemable devil; that this anti-American mindset encourages helplessness and victimization, and that this mindset has corrupted educational institutions so that rather than teach critical thinking, they foster “Woke” political indoctrination. However, some will counter-argue that such renditions of African-American history are a perversion of real African-American history, which through ignorance or malice twist the essence of African-American history in order to attack it and silence African-American voices. These defenders of African-American history will posit that while it's true there are political dimensions to the study of African-American history, there are also spiritual, psychological, and spiritual dimensions. To truly understand African-American history, we can compare the themes in the 2018 Ryan Coogler movie Black Panther and Frederick Douglass whose writings were designed to uplift the oppressed from what Jordan Peele calls The Sunken Place. In this context, write an essay that compares the way we can learn the essence of African-American history in the movie Black Panther and the writings of Frederick Douglass. This comparison should address the importance of helping others rise above the Sunken Place, bearing witness to the truth, embracing individual self-agency to resist societal injustice, fighting to redeem America, and championing the wisdom of the Ancients for our continual self-improvement so that we can find our “Inner Wakanda.” Be sure to have a Works Cited page in MLA format with 4 sources. For this essay, I recommend the following YouTube videos: “Black Panther: Symbolism Explained” and “Black Panther--Creating an Empathetic Villain.”

Resources you must use for Choice B:

• Narrative of the Life of Frederick Douglass, American Slave PDF.
• The 2018 movie The Black Panther (which you will have to watch on your own with a possible fee; $4 rental on Amazon Prime)
• PBS New Hour YouTube video "Why Americans are so divided over teaching critical race theoryLinks to an external site."
• YouTube video: “Black Panther: Symbolism ExplainedLinks to an external site.”
• YouTube video “Black Panther--Creating an Empathetic Villain.”

Sample Outline for Choice B:

Paragraph 1: Summarize the arguments of those who oppose teaching slavery, Jim Crow, and racial injustice in the classroom because they claim these teachings are forms of political indoctrination based on woke ideology, CRT, and DEI resulting in an anti-American screed that encourages victimization and learned helplessness. 

Paragraph 2: Your thesis--address the claim that the real purpose of teaching racial injustice is to bypass politics and encourage the movie Black Panther's moral calling for all: To identify the Sunken Place, a state of despair based on dehumanization, so that we can lift each other to strengthen a Utopian Wakanda for all people and to repel the evils from "Outer Wakanda." 

Paragraphs 3-6: Your supporting paragraphs.

Paragraph 7: Your counterargument-rebuttal.

Paragraph 8: Your conclusion, a powerful restatement of your thesis.

Works Cited page with a minimum of 4 sources

Choice C. Glory Vs. The Lost Cause

The Lost Cause is a perversion of African-American history, a fabrication that claims that God blessed slavery and that in the system of slavery, whites and blacks lived in peaceful harmony, but the evil North ruined this harmony through “Northern aggression” and the “violation of state rights.” Write an essay that addresses the claim that the Life of Frederick Douglass and the 1989 movie Glory provides an effective counter-narrative to the heinous mythologies behind The Lost Cause. Be sure to have a Works Cited page in MLA format with 4 sources. 

Resources you must use for Choice C:

• Narrative of the Life of Frederick Douglass, American Slave PDF.
• The 1990 movie Glory (which you will have to watch on your own with a possible fee; $4 rental on Amazon Prime)
• David Pilgrim's YouTube video "The Jim Crow MuseumLinks to an external site."
• John Oliver's YouTube video "ConfederacyLinks to an external site."
• Childish Gambino's YouTube video "This Is America." (optional)
• The YouTube video "The Lost Cause MythLinks to an external site."
• The YouTube video "How the 'Lost Cause' narrative became American history."
• The YouTube video "How Southern socialites rewrote Civil War history." (optional)

Sample Outline for Choice C:

Paragraph 1: Summarize the arguments of those who oppose teaching slavery, Jim Crow, and racial injustice in the classroom because they claim these teachings are forms of political indoctrination based on woke ideology, CRT, and DEI resulting in an anti-American screed that encourages victimization and learned helplessness. 

Paragraph 2: Your thesis--address the claim that the real purpose of teaching racial injustice is to bypass politics and encourage Frederick Douglass' moral calling for all: To identify the Sunken Place, a state of despair based on dehumanization, so that we can lift each other to strengthen democracy for all people, reject historical revisionism such as The Lost Cause, and to never repeat the sins of the past. 

Paragraphs 3-6: Your supporting paragraphs.

Paragraph 7: Your counterargument-rebuttal.

Paragraph 8: Your conclusion, a powerful restatement of your thesis.

Works Cited page with a minimum of 4 sources

Choice D. Misinformation Is the Enemy of the People 

Write an essay that addresses the claim that the misinformation that fuels The Lost Cause as interrogated by the Narrative of the Life of Frederick Douglass, Clint Smith’s essay “Why Confederate Lies Live On” and the the lies of Alex Jones evident in the HBO Max documentary The Truth Vs. Alex Jones makes a persuasive case that misinformation is the enemy of moral decency and a liberal democracy. Be sure to have a Works Cited page in MLA format with 4 sources. 

Resources you must use for Choice D:

• Narrative of the Life of Frederick Douglass, American Slave PDF.
• The HBO Max documentary The Truth Vs. Alex Jones (which requires a subscription fee unless I have time to show it to the class)
• Clint Smith’s essay “Why Confederate Lies Live On”

Sample Outline for Choice D:

Paragraph 1: Summarize the arguments of those who oppose teaching slavery, Jim Crow, and racial injustice in the classroom because they claim these teachings are forms of political indoctrination based on woke ideology, CRT, and DEI resulting in an anti-American screed that encourages victimization and learned helplessness. 

Paragraph 2: Your thesis--address the claim that the real purpose of teaching racial injustice is to bypass politics and encourage Frederick Douglass' moral calling for all: To identify the Sunken Place, a state of despair based on dehumanization, so that we can lift each other to strengthen democracy for all people, resist weaponized misinformation and historical revisionism, and to never repeat the sins of the past. 

Paragraphs 3-6: Your supporting paragraphs.

Paragraph 7: Your counterargument-rebuttal.

Paragraph 8: Your conclusion, a powerful restatement of your thesis.

Works Cited page with a minimum of 4 sources

Choice E. Condescension and Stereotyping

Comparing Jordan Peele’s movie Get Out with Cord Jefferson’s movie American Fiction, write a 1,200-word essay that analyzes the way both films are a critique of white liberal condescension toward African Americans and how this condescension can be a subtle cause of the Sunken Place.  Be sure to have a Works Cited page in MLA format with 4 sources. 

Resources you must use for Choice E:

• The movie 2017 movie Get Out, which requires an Amazon Prime subscription
• The movie 2023 movie American Fiction, which requires an Amazon Prime subscription 
• The Wisecrack YouTube video "The Philosophy of GET OUT."
• The YouTube video "Jeffrey Wright Breaks Down Why the Satire in American Fiction Is So Relevant."

 

Outline for Choice E:

Paragraph 1: Write an extended definition of white liberal condescension and provide at least one salient example.

Paragraph 2: Your thesis: Explain how both movies present parallel illustrations of white liberal condescension and how this condescension is dehumanizing. 

Paragraphs 3-7: Analyze 5 similar examples of condescension and subtle denigration in the two movies. 

Paragraph 8: Your conclusion, a dramatic restatement of your thesis.  

***

Getting Ideas for Essay Option E from ChatGPT:

Both *Get Out* and *American Fiction* brilliantly expose white liberal condescension toward African Americans, each in its own unique way. Here are seven parallel themes that emerge from the films:

1. **Tokenization of Black Identity**: In *Get Out*, the Armitage family fawns over Chris as though his blackness is a fascinating artifact, with their obsession over his physical traits and cultural background. Similarly, in *American Fiction*, the publishing industry fetishizes Monk’s racial identity, urging him to write stereotypical stories that fit their expectations of Black culture, reducing him to a caricature of "Blackness."

2. **Superficial Support for Black Struggles**: *Get Out* shows the Armitages' fake allyship, as Dean Armitage insists he "would have voted for Obama a third time," using it to assert his "wokeness" without truly engaging in any meaningful way with the real struggles African Americans face. In *American Fiction*, liberal elites gush over surface-level, sensationalized depictions of Black suffering, while ignoring deeper, authentic narratives that would challenge their comfort zones.

3. **Performative Progressivism**: Both films show white liberals who outwardly embrace progressive values but ultimately perpetuate harmful racial dynamics. In *Get Out*, the Armitages host a party where guests, though polite, casually commodify Black people’s bodies and experiences for their benefit. *American Fiction* mirrors this as the publishing world demands Monk write the “right kind” of Black stories, ones that will make white readers feel good about themselves rather than challenge their preconceptions.

4. **Cultural Appropriation**: In *Get Out*, white characters like Jim Hudson covet Black bodies and talents, symbolizing a deeper desire to appropriate Black culture while stripping it of its humanity. *American Fiction* highlights a similar theme as white publishers commodify Black trauma for profit, pushing Monk toward a hyperbolic, exaggerated narrative they deem acceptable for their liberal audiences.

5. **Invisibility of Authentic Black Voices**: In *Get Out*, Chris's discomfort is repeatedly ignored or downplayed by white characters who are too busy projecting their own fantasies onto him. Likewise, in *American Fiction*, Monk’s authentic writing is dismissed as not “Black enough,” demonstrating how white liberal institutions silence or distort genuine Black perspectives to fit their own narratives.

6. **Exploitation of Black Pain**: Both films illustrate how Black pain becomes a spectacle for white liberal consumption. In *Get Out*, the Armitages and their friends exploit Chris’s existence for personal gain, literally hijacking his body for their desires. *American Fiction* critiques the literary world’s obsession with Black trauma, rewarding stories that focus on Black suffering, as long as it fits a palatable formula that keeps white readers entertained and reassured.

7. **Patronizing Control over Black Narratives**: In *Get Out*, the Armitages exert control over Black bodies under the guise of benevolent paternalism, deciding who deserves to be “saved” or uplifted. *American Fiction* reflects this dynamic in the publishing industry, where white editors and publishers dictate what kinds of Black stories get told, maintaining control over the narrative and relegating Black authors to fulfilling stereotypes rather than telling complex, nuanced stories.

Both films starkly reveal how white liberalism, despite its outward proclamations of support, often perpetuates a deeper, more insidious form of condescension and control over African Americans.

Why Do We Study African-American History?

• We’re in a state of spiritual warfare.
• The war is spiritual; it’s not theoretical or intellectual theories and intelligence have a lot to do with this war.
• I don’t teach theories; I teach narratives because narratives are what move us. When I was a kid, Alex Haley's book-turned-into TV series Roots made us talk about African-American history during school recess. As a kid, reading biographies of African-American baseball players who lived in Jim Crow possessed my mind with American history. 
• Narratives are what move us. 
• The spiritual war today is about a clash of narratives and what these narratives say about people of color. There are racist trolls who live on various social media platforms. They say that people of color are the blame of all of society's ills--crime, immigration, unemployment, low wages, crumbling education, etc. On the other hand, there are the voices of real history that show people of color in a different light: For examples, we can look to Frederick Douglass, Rosa Parks, and Hercules Posey who represent individual excellence, toughness in the face of brutal obstacles, dignity, and the struggle for justice. This clash of narratives defines the spiritual warfare we live in. 
• You won't find trolls having podcasts or posting on social media about Hercules Posey because he is the antithesis of the trolls' racist propaganda. 
• When it comes to African-American history, there is a clash of narratives, which has intensified since the advent of social media.
• There are authentic AA voices that give their history (Jordan Peele, Isabel Wilkerson, David Pilgrim, Donald Glover, Malcolm X, Martin Luther King, Frederick Douglass) and there are troll voices that spread the misinformation of The Lost Cause ("slavery wasn't so bad"), Replacement Theory (white dominance is withering and must be met with grievance and rage), and Scapegoating (blame people of color for economy, jobs, inflation, immigration, education, and crime).
• We can say the Lost Cause, Replacement Theory, and Racial Scapegoating narratives exist deep on the social media grids. These narratives are sucking people into their rabbit holes at rapid speed and we are losing people to these false narratives. 
• Trolls using the Internet perpetuate these false narratives.
• The false narratives, racist memes, and tropes of today are nothing new to African-Americans. Many of my students have grandparents and great-grandparents who lived in the Jim Crow South. Their lives were immersed in these false narratives day and night. Many of my students’ families packed their bags, left the South, and moved to Los Angeles and other places in what has been called The Great Migration. 
• Like a recurring cancer, these Jim Crow narratives have returned because of trolls working in various social media platforms.
• There are troll voices that give false race narratives, which appeal to people with racist appetites. These trolls include SB, TC, AJ, QAnon, 4Chan, and the Proud Boys. 
• The trolls have normalized racism and false narratives about race. Successful politicians are friendly with these trolls and they are not canceled. Just the opposite is happening. They’re doing well. These politicians have a base hungry for racist narratives and racist dog whistles. 
• The spiritual warfare tends to be college educated on the side of authentic AA voices and the non-college educated on the troll voices.
• The spiritual warfare has gotten worse since social media scaled around 2009. 
• Since 2009, as the business model for YouTube, Facebook, Twitter, and other platforms makes money by sucking people into the rabbit holes of extremism, people’s brains have been hijacked by extremism and conspiracy doctrines while those same people have rejected legacy media and major institutions such as the CDC. These same people refer to the United States government as "the deep state."
• People with an appetite for troll narratives and conspiracy theories probably won't like Frederick Douglass' Narrative, Donald Glover's YouTube video "This Is America," or Jordan Peele's movie Get Out, which they will accuse of being an expressions of "Critical Race Theory."
• America is polarized with college-educated living in their information silos and the non-college educated living in their silos. The latter tend to gravitate toward SB, TC, AJ, QAnon, 4Chan, the Proud Boys, etc. Many of these trolls' followers have been arrested for their role in the January 6 Insurrection at the Capitol. 
• There are politicians, including state governors, who have outlawed the teaching of African-American history because they claim that such a history is part of a false doctrine called “Critical Race Theory” even when these very politicians push the same troll-driven narratives of The Lost Cause, Replacement Theory, and Racial Scapegoating. The Lost Cause rewrites slavery as "good thing"; Replacement Theory says that white people will no longer be the dominant race; Racial Scapegoating blames people of color for everything--the economy, inflation, education, jobs, immigration, crime, etc. 
• By studying African-American history in the context of authentic African-American voices on one hand and racist trolls on the other, we are taking part in today's spiritual warfare.

***

Why do we study Jim Crow?

• To resist the rewriting of history, which is designed to oppress the very people who suffered under Jim Crow.
• Because rewriting history is morally abhorrent and always has malevolent designs. 
• Because people are still rewriting history with malevolent intent today.
• Because the racist ideas that fuel Jim Crow are alive today in an international cult of white nationalists who are dedicated to using social media to spread weaponized misinformation.
• Because denying representation and silencing voices is morally bankrupt and denies us the truth about ourselves and about people who have been historically oppressed. 
• Because Jim Crow gave inspiration and instruction to racists throughout the world, for example, Hitler learned segregation techniques from America’s Confederacy creator Jefferson Davis. 
• Because a moral inventory is essential for society’s moral reform, a process that the Germans have successfully done in the aftermath of World War II. 
• Historical revisionism kills democracy and inverts morality. For example, the revisionist history of The Lost Cause results in over 200 public schools being named after America's worst racist Jefferson Davis, and millions of Americans praise the criminals involved with the January 6 Insurrection as "American Patriots."
• Because Jim Crow is built on troll culture and we need to build a society on critical thinking culture.

 

What Is Jim Crow 1.0?

Jim Crow was born of white southern resentment to losing the Civil War, losing slavery, and being told by the northerners that their way of life was evil. 

Full of resentment, white southerners scapegoated black people by crushing them with a series of cruel and often ridiculous laws that were enforced by violence. These oppressive laws in the words of Isabel Wilkerson constituted a “feudal caste system” with the privileged and servant classes. 

Jim Crow was a sneaky way white southerners brought back slavery “off the books” by making black people subject to violence and exploitation with no protection from the law. In other words, slavery was illegal but Jim Crow brought it back under another name. 

In other words, the Civil War did not end slavery; it merely shifted slavery into another form called Jim Crow. This shift is chronicled in Douglas A. Blackman’s book Slavery By Another Name: The Re-Enslavement of Black Americans from the Civil War to World War II. 

Perhaps the best book ever written about Jim Crow from the point of view of African Americans is Isabel Wilkerson’s award-winning The Warmth of Other Suns: The Epic Story of America’s Great Migration in which six million African Americans fled the south to escape Jim Crow.

Wilkerson interviewed over 1,000 black Americans who lived in the terror of Jim Crow and fled for their lives to the Northern and Western states between 1915 and 1970. 

Over six decades, six million African Americans fled the Jim Crow south not knowing what was in store for them. By the end of the Great Migration, almost half of all the black Americans in the south were gone. They had no job, no place to live, no assurance of the means to survive, but they went anyway.

That should tell us just how bad Jim Crow was. “I don’t know what’s in store for me, but I’m getting the hell out.” Jim Crow was a 24/7 Torture Chamber. 

All they knew was one thing: Whatever they faced, it couldn’t be worse than living in the Jim Crow states. 

Characteristics of Jim Crow

One. Jim Crow didn’t allow black people to flourish.

In 1953, a black doctor Robert Joseph Pershing Foster got out of Monroe, Louisiana, and headed for California. Why? Because even though he was qualified in the highest medical procedures, the whites wouldn’t let him practice surgery. 

In the Jim Crow south, whites didn’t like to grant any rights to blacks that suggested that blacks were equal to them. Allowing a black man to practice surgery was just too much for the whites to bear. The mere suggestion that blacks were talented and intelligent was a scandal to white southerners and a threat to their carefully curated racist paradigm, so Dr. Foster got in his car and headed for California. 

Two. Jim Crow was a living hell.

Jim Crow was so hellish that it created The Great Migration, the greatest migration ever recorded in America, a migration that far exceeded the California Gold Rush of the 1850s, and yet the Great Migration, Isabel Wilkonson points out, is underreported. Not much is known about a migration that completely changed America, sending black people to urban cities in Chicago, New York, Los Angeles, and other major cities. 

Three. Jim Crow was a danger to black lives.

Isabel Wilkinson makes an astute observation: A lot of black people that we know about would not have existed except that their parents got out of the deadly Jim Crow south. She points out that James Baldwin, Michelle Obama, Miles Davis, Toni Morrison, Spike Lee, and Denzel Washington were “all products of the Great Migration” and might not exist but for the fact that their parents fled for their lives. 

Four. Jim Crow celebrated the myth of The Lost Cause.

The Lost Cause is a re-imagining of slavery as “a good thing” in which slave owners and slaves were happy in a bucolic paradise where whites and blacks “knew their place” and were blessed by God. Such heinous chicanery was embraced by the United Daughters of the Confederacy who published propaganda books to brainwash children in the Jim Crow public schools. 

The myth of the Lost Cause is so strong that to this day the great military heroes of the North who brought an end to slavery--Ulysses Grant, William Tecumseh Sherman, George Henry Thoms, David Farragut are to this day hated and reviled in the south. 

Five. Jim Crow is a stain on American History that America has tried to sweep under the carpet.

Wilkinson understood that you couldn’t really understand the hell of Jim Crow unless you saw how black people reacted to it: Fleeing for their lives in a mass migration. She was astonished that before her book virtually nothing was written about the mass escape from Jim Crow. It’s as if historians are too ashamed of this chapter or not interested in it. Wilkinson has remedied that by writing a 550-page masterpiece about the subject. 

Six. Jim Crow’s tentacles reached into the smallest areas of black lives to create daily humiliations. Here are some:

• Black children had to learn in separate schoolhouses, always rundown with no resources.
• Black people had to sit in filthy waiting rooms at doctors’ offices while whites enjoyed clean waiting rooms.
• When black people walked opposite direction a white person on the sidewalk, the black people had to step off the sidewalk and walk on the curb.
• Black people had to give all the good parking spaces to white people. Whites parked close to stores. Blacks parked far away.
• No matter how slowly a white driver was going in a car, a black driver was never allowed to pass the white person’s car. 
• When a white person was at fault for a car accident involving a black driver, the fault always was assigned to the black driver. “You’re black so it’s your fault.”
• Blacks and whites couldn’t play chess or checkers together because such a game suggested they were equal.

Seven. Jim Crow violated the Consitution.

As Wilkinson writes: “The South began acting in outright defiance of the Fourteenth Amendment of 1868, which granted the right to due process and equal protection to anyone born in the United States and it ignored the Fifteenth Amendment of 1870, which guaranteed all men the right to vote” (38). 

The North tried to grant rights to blacks in the south, but by the mid-1870s, Wilkinson observes, the North bailed on the south and stopped their oversight. 

Eight. Hostility towards blacks in the South was so acute that white politicians who fomented racism against blacks enjoyed popularity, which they leveraged for self-gain. 

When political leaders spoke of black people deserving violence, the white masses saw this as “open season” to commit any violence they wanted against blacks with impunity.

Nine. Lynchings of black people became an epidemic that was normalized and glorified by white southerners. 

In one of the most painful chapters to read in Wilkinson’s book, we read that a black man who was merely accused of looking at a white woman would be lynched. Petty crimes were always worthy of a lynching. 

These lynchings, which included beatings, hangings, and being burned alive, were watched by “festive crowds” who brought their children and let their toddlers sit on their shoulders to enjoy the spectacle. 

I’m reading this, and I’m thinking I’d be part of the Great Migration myself. I would be urgent to leave the south. 

How frequent were these lynchings?

Wilkinson writes: “Across the South, someone was hanged or burned alive every four days from 1889 to 1929, according to the 1933 book The Tragedy of Lynching.”

According to Dr. David Pilgrim, there were 4,730 lynchings that we know about but no doubt many more. 

***

6 causes of the Sunken Place

1. Physical abuse and violence 
2. Docile role or persona
3. Pseudo religious definition as subhuman designed to to serve whites
4. Erasure of culture and history
5. Severed from family
6. Erasure of language

Three Phases of Racism as a Tool of Oppression:

1. Cynical Use of Religion: Pseudo-Religious Phase: a theory to justify slavery
2. Propaganda Phase: nonstop weaponized misinformation to reinforce segregation
3. Revisionist Phase, retell the history; say it wasn't so bad if it existed. Turn it into the Lost Cause. 

Frederick Douglass Notes 9-14-24: 6 Causes of Sunken Place and 3 Phases

Frederick Douglass’ writings show us the 6 causes of the Sunken Place:

 

6 causes of the Sunken Place

 

1. Physical abuse and violence 
2. Docile role or persona
3. Pseudo religious definition as subhuman designed to to serve whites
4. Erasure of culture and history
5. Severed from family
6. Erasure of language

 

Three Phases of Racism as a Tool of Oppression:

1. Cynical Use of Religion: Pseudo-Religious Phase: a theory to justify slavery
2. Propaganda Phase: nonstop weaponized misinformation to reinforce segregation
3. Revisionist Phase, retell the history; say it wasn't so bad if it existed. Turn it into the Lost Cause. 

Follow Your Passion Lecture #3 Fall 2025

Finding Your Authentic Voice: The Brawler vs. The Peacemaker in Argumentative Writing

When we write, we strive to connect with our readers on an emotional level, and this connection is often achieved through our tone or rhetorical style. Just as musicians choose a genre that best expresses their identity—whether it’s jazz, rock, or hip hop—writers develop their unique style to convey their message effectively. But what if you’re still discovering your voice as a writer? How do you choose the style that best suits you?

If you’re unsure of your writing style, a good starting point is to consider two basic archetypes: The Brawler and The Peacemaker.

#### The Brawler: Bold, Bombastic, and Entertaining

The Brawler is a writer who doesn’t shy away from drama. They are bold, assertive, and often confrontational. The advantage of being a Brawler is that you’re more likely to grab the reader’s attention with your powerful, no-holds-barred approach. Famous Brawlers in writing include H.L. Mencken, Christopher Hitchens, and Molly Ivins—writers known for their sharp wit and unrelenting critiques.

However, being a Brawler has its drawbacks. You risk coming across as arrogant, pompous, or even dismissive. The desire to dominate the argument can sometimes overshadow the need for nuance and fairness, making your writing more about self-aggrandizement than clarity or insight. Social media, particularly platforms like Twitter, are teeming with Brawlers whose relentless pursuit of attention often wears thin over time.

Despite these pitfalls, a disciplined Brawler can be highly effective, delivering compelling and entertaining arguments that resonate with readers.

#### The Peacemaker: Calm, Reasonable, and Persuasive

In contrast, the Peacemaker takes a more measured approach. This writer is calm, clear-eyed, and fair-minded. The Peacemaker’s strength lies in their ability to build credibility through reasoned arguments and thoughtful consideration of opposing views. Writers like Jill Lepore, Elizabeth Kolbert, and Hua Hsu exemplify this style—persuading not through confrontation, but through clarity and subtlety.

Yet, the Peacemaker also faces challenges. Their writing can sometimes come across as too cautious, even bland. The desire to avoid conflict can result in arguments that lack the emotional punch needed to keep readers engaged. When taken too far, the Peacemaker’s gentleness can dilute the message, making it seem insipid or overly conciliatory.

However, when done well, the Peacemaker’s style can be deeply persuasive, offering a balanced and nuanced perspective that resonates with readers seeking thoughtful, well-rounded arguments.

#### Choosing Your Style: The Brawler or the Peacemaker?

So, which style is better? The answer is neither. The key is authenticity. Your writing should reflect who you are. If you’re naturally bold and assertive, the Brawler style may come naturally to you. If you’re more introspective and reasoned, the Peacemaker’s approach might be a better fit. In a world full of superficiality and noise, finding your authentic voice is what will ultimately connect with your readers.

### Argumentation in Action: The Brawler vs. The Peacemaker in Counterarguments

Let’s see how these styles play out in practice, particularly in the context of a counterargument-rebuttal section, a critical component of any strong argumentative essay.

#### Sample #1: The Brawler’s Take-No-Prisoners Approach

If you’re a fighter at heart, you might frame your counterargument-rebuttal like a UFC match, where you aim to knock out your opponents:

*"Cheerleaders for the mantra to ‘follow your passion’ will be appalled by my support of Cal Newport’s argument that encouraging students to follow their passion is a disservice, leading them down a dead-end path of disappointment and failure. ‘How dare you steal the love and passion from those students?’ they will cry. ‘How dare you encourage them to become soulless mercenaries chasing the money trail? You’re nothing but a capitalist pig!’ But these critics have invested so much emotion into the Passion Myth that they’ve become as dangerous as the myth itself. They misconstrue Newport’s argument, wrongly claiming that he’s against passion when, in fact, Newport advocates for a passion rooted in hard work and preparation. The biggest tragedy is that basing a career on fleeting adolescent passions prevents people from finding authentic, meaningful passion—the kind cultivated over time through trial, error, and the mastery of one’s craft. Let’s dismiss these Passion Cheerleaders and embrace Newport’s craftsman mindset to find a passion that truly matters."*

#### Sample #2: The Peacemaker’s Kind, Well-Mannered Approach

If you’re more inclined toward diplomacy, your counterargument-rebuttal might look like this:

*"It’s unfortunate that my opponents don’t share my support of Cal Newport’s argument that we should replace the Passion Hypothesis with the Craftsman Mindset. However, I believe I can alleviate their concerns by emphasizing that passion remains a key ingredient in the career search. What I’d like to clarify is the definition of passion—not as a fleeting emotion, but as something cultivated through trial and error, hard work, and focus over time. I hope we can come to a common understanding that Newport isn’t against passion, but rather advocates for replacing immature passion with a more mature, sustainable version."*

### Crafting a Strong Thesis: The Importance of Referencing the Author and Text

An effective thesis does more than just state an opinion; it ties your argument to the text and the author you’re discussing. This not only strengthens your credibility but also provides a clear foundation for your argument.

#### Poor Thesis Example Without Reference to Author or Text:

*"The mantra ‘follow your passion’ is dangerous because the definition of passion is vague, simplistic, and suggests an easy path to success."*

#### Improved Thesis Example With Author and Text Reference:

*"In his blog article ‘The Passion Trap,’ Georgetown computer science professor Cal Newport argues that the mantra ‘follow your passion’ is dangerous not because passion is bad, but because its vague, simplistic definition suggests an easy path to success."*

### Conclusion: Finding Your Voice in Argumentative Writing

Whether you’re a Brawler or a Peacemaker, the key to effective argumentative writing is to be authentic. Your style should reflect your personality, allowing you to connect with your readers in a way that feels true to who you are. By grounding your arguments in strong thesis statements, engaging with opposing views through well-crafted counterarguments, and choosing a rhetorical style that suits you, you’ll be well-equipped to write persuasive, compelling essays that resonate with your audience.

***

Understanding and Utilizing Signal Phrases in Academic Writing

What is a Signal Phrase?

A signal phrase is a tool that transitions your reader smoothly from your own writing to a credible source, ensuring a seamless integration of external information into your essay. These phrases are crucial for introducing quotes, paraphrases, or summaries, and they help maintain the flow of your argument while providing clear attribution to the original source.

Why Are Signal Phrases Important?

Signal phrases are vital for several reasons:

1. **Smooth Transitions**: They guide your reader from your voice to the voice of your source, making the transition natural and avoiding any abrupt "jolts" in the flow of your essay.

2. **Establishing Credibility**: By using signal phrases, you not only show that you’re incorporating reputable sources but also emphasize that your writing meets the rigorous standards of academic scholarship.

3. **Contextualizing Information**: Signal phrases help to clarify why you’re including the cited material, whether it’s to agree, disagree, or present a nuanced perspective. This clarity makes your argument stronger and more persuasive.

#### How Do Signal Phrases Strengthen Your Essay?

Signal phrases do more than just transition smoothly—they also:

- **Establish Authority**: By introducing a source with a signal phrase, you can highlight the credentials of the author, enhancing the credibility of your argument.
- **Provide Context**: Signal phrases allow you to set up the citation by explaining its relevance to your argument, whether it's to support, refute, or expand on your points.
- **Enhance Clarity**: They ensure that your readers understand when you are presenting your own ideas and when you are referencing someone else’s work.

#### Examples of Signal Phrases in Action

**To Show Disagreement:**

"Contrary to Yuval Noah Harari's assertion that foragers lived superior lives to farmers, culture critic Will Day Brosnan counters: 'Elsewhere, I wondered the extent to which Harari was projecting an idealistic (even Rousseauian) vision of a noble savage on pre-state peoples.'"

**To Show Agreement:**

"Echoing my assertion that Harari’s Noble Savage mythology is misguided, Will Day Brosnan writes: 'Harari’s depiction of a foraging lifestyle, unencumbered by the complexities and worries of civilization, could be seen as reactionary atavism.'"

**To Show Added Support:**

"Further strengthening the argument that not all calories are equal, Gary Taubes in *Good Calories, Bad Calories* presents compelling statistics showing…"

**To Bridge a Quotation with Your Own Claim:**

"We are mistaken if we believe our purpose on Earth is to pursue happiness. As John Mellencamp starkly observes: 'I don’t think we’re put on this earth to live happy lives. I think we’re put here to challenge ourselves physically, emotionally, intellectually.'"

**To Present a Cautionary Point:**

"Futurist Yuval Noah Harari cautions that in the coming century, we may evolve from Homo sapiens into a kind of robot sapien, raising ethical questions about our future."

#### Where to Place Your Signal Phrase

Varying the placement of your signal phrase can add sophistication to your writing:

- **Beginning**: "Yale Law professor Daniel Markovits argues in his essay 'How Life Became an Endless Terrible Competition' that privilege, not merit, is the dominant force in acquiring power."
- **Middle**: "Racism, sexism, and worker exploitation were rampant during the Agricultural Revolution, claims futurist Yuval Noah Harari, who boldly states that 'the Agricultural Revolution was the greatest crime against humanity.'"
- **End**: "Harari provocatively declares that 'the Agricultural Revolution is the greatest crime against humanity' (144)."

#### Following Up on Your Signal Phrase

After introducing a quotation or paraphrase, it's essential to explain its significance:

- "Harari is essentially arguing that the Agricultural Revolution marked a turning point that led to widespread human suffering."
- "In other words, Markovits is making the case that the notion of a meritocracy is largely a myth perpetuated by those in power."

#### Key Takeaways for Using Signal Phrases Effectively

1. **Vary Your Language**: Avoid overusing phrases like "says" or "writes." Instead, use a variety of verbs to introduce your sources (e.g., asserts, argues, contends).
2. **Place Strategically**: Experiment with placing your signal phrases at different points in the sentence to keep your writing dynamic.
3. **Establish Credibility**: Include the credentials of your sources in the signal phrase to bolster the authority of your essay.
4. **Cite Correctly**: Ensure you are following MLA format for in-text citations, which you can find through resources like Purdue Owl.
5. **Analyze What You Cite**: Don’t just drop in a quotation—follow it up with your analysis to show how it supports your argument.

By mastering the use of signal phrases, you can elevate your writing, making it more engaging, authoritative, and persuasive in any academic context.

Here’s a list of 10 effective signal phrases, each followed by an example sentence that demonstrates its use:

1. **According to [Author/Source]**
- *According to historian Yuval Noah Harari, the Agricultural Revolution was "the greatest crime against humanity."*

2. **[Author/Source] argues**
- *Daniel Markovits argues that meritocracy is a myth, as wealth, not talent, often determines success.*

3. **As [Author/Source] explains**
- *As sociologist Sherry Turkle explains, our reliance on technology has diminished our ability to engage in meaningful face-to-face conversations.*

4. **[Author/Source] observes**
- *Psychologist Carol Dweck observes that a growth mindset, rather than fixed intelligence, leads to long-term success.*

5. **[Author/Source] asserts**
- *Journalist Malcolm Gladwell asserts that mastery of a skill requires at least 10,000 hours of practice.*

6. **[Author/Source] contends**
- *Economist Thomas Piketty contends that income inequality is the defining challenge of our time.*

7. **[Author/Source] suggests**
- *Cultural critic Susan Sontag suggests that our obsession with photography has altered the way we experience reality.*

8. **In the words of [Author/Source]**
- *In the words of Albert Einstein, "Imagination is more important than knowledge."*

9. **[Author/Source] emphasizes**
- *Environmental scientist Rachel Carson emphasizes the urgent need to protect our planet from pollution.*

10. **[Author/Source] points out**
- *Philosopher Peter Singer points out that our moral obligations extend beyond our immediate communities to include the global poor.*

These signal phrases are versatile tools that help integrate quotes, paraphrases, and summaries smoothly into your writing, establishing credibility and providing context.

Review of Signal Phrases:

### Understanding and Using Signal Phrases

Signal phrases are essential tools in academic writing. They help transition the reader smoothly from your own voice to the voice of an expert or source you’re citing. By using signal phrases effectively, you establish credibility, provide context, and maintain the flow of your argument. Here’s how you can master the use of signal phrases.

#### What is a Signal Phrase?

A signal phrase introduces a quotation, paraphrase, or summary from another source. It indicates to the reader that you’re about to reference someone else’s work, which helps create a smooth transition between your ideas and the evidence you’re presenting.

#### Why Use Signal Phrases?

Signal phrases are crucial because they:
1. **Establish Authority:** By mentioning the source’s credentials, you reinforce the reliability of the information.
2. **Provide Context:** Signal phrases often include details that help the reader understand why the cited material is relevant.
3. **Smooth Transitions:** They prevent the reader from feeling jarred when moving from your voice to the cited material.

### Examples of Signal Phrases

**1. As a counterpoint to X,**
- *Example:* As a counterpoint to the optimistic view of social media’s benefits, John Smith argues that these platforms often exacerbate loneliness and anxiety.

**2. As a counterargument to my claim that X,**
- *Example:* As a counterargument to my claim that technology always enhances productivity, Jane Doe suggests that constant connectivity can actually decrease focus and efficiency.

**3. Giving support to my rebuttal that Writer A makes an erroneous contention, Writer B observes that . . .**
- *Example:* Giving support to my rebuttal that John Locke’s theory is flawed, Samuel Johnson observes that Locke’s assumptions about human nature are overly simplistic.

**4. Concurring with my assertion that X,**
- *Example:* Concurring with my assertion that education reform is necessary, Dr. Sarah Lee points out that current policies are outdated and fail to address the needs of modern students.

**5. Further supporting my contention that X,**
- *Example:* Further supporting my contention that climate change is accelerating, Professor James Green cites recent data showing a significant rise in global temperatures over the past decade.

**6. Writer X chronicles in her book. . . . As she observes:**
- *Example:* Historian Mary Davis chronicles in her book *The Fall of Empires* the factors that led to Rome’s decline. As she observes: “The overexpansion and lack of fiscal discipline were key contributors to the empire’s collapse.”

**7. The acclaimed best-selling writer, history professor, and futurist Yuval Noah Harari excoriates the Agricultural Revolution as "the greatest crime against humanity."**
- *Example:* The acclaimed best-selling writer, history professor, and futurist Yuval Noah Harari excoriates the Agricultural Revolution as "the greatest crime against humanity," arguing that it led to social hierarchies and widespread suffering.

**8. Lamenting that his students don't enjoy his music playlist in the writing lab, college English instructor Jeff McMahon observes in his blog *Obsession Matters*:**
- *Example:* Lamenting that his students don't enjoy his music playlist in the writing lab, college English instructor Jeff McMahon observes in his blog *Obsession Matters*: "Two-thirds of my students in writing lab don't hear my chill playlist over classroom speakers because they are hermetically sealed in their private earbud universe content to be masters of their own musical domain."

**9. "The Agricultural Revolution is the greatest crime against humanity," claims celebrated author and futurist Yuval Noah Harari in his best-selling book *Sapiens* (144).**
- *Example:* "The Agricultural Revolution is the greatest crime against humanity," claims celebrated author and futurist Yuval Noah Harari in his best-selling book *Sapiens* (144).

**10. Racism, sexism, worker exploitation, and pestilence afflicted the human race during the Agricultural Revolution, claims celebrated futurist Yuval Noah Harari, who goes on to make the bold claim that "the Agricultural Revolution was the greatest crime perpetrated against humanity."**
- *Example:* Racism, sexism, worker exploitation, and pestilence afflicted the human race during the Agricultural Revolution, claims celebrated futurist Yuval Noah Harari, who goes on to make the bold claim that "the Agricultural Revolution was the greatest crime perpetrated against humanity."

### Purpose of Credentials in Signal Phrases

Including credentials in your signal phrases helps establish the authority of your sources. By referencing an author’s background or expertise, you give more weight to the information being presented. For instance:

- *Example:* The acclaimed best-selling writer, history professor, and futurist Yuval Noah Harari excoriates the Agricultural Revolution as "the greatest crime against humanity."

This phrasing not only introduces Harari’s statement but also highlights his credibility as an expert in history and futurism.

### Placement of Signal Phrases

Signal phrases can be placed at the beginning, middle, or end of a sentence. Varying the placement helps avoid monotony and keeps your writing engaging.

- **Beginning:** “The Agricultural Revolution is the greatest crime against humanity,” claims celebrated author and futurist Yuval Noah Harari.
- **Middle:** Racism, sexism, worker exploitation, and pestilence afflicted the human race during the Agricultural Revolution, claims celebrated futurist Yuval Noah Harari.
- **End:** "The Agricultural Revolution is the greatest crime against humanity," claims celebrated author and futurist Yuval Noah Harari in his best-selling book *Sapiens* (144).

### Explaining the Cited Material

After presenting the quoted, summarized, or paraphrased material, it’s essential to explain its significance to your argument. Use transitions like:

- **Example:** “Writer X is essentially saying that...”
- **Example:** “In other words, X is arguing that...”
- **Example:** “By using these statistics, X is making the point that...”

### Conclusion

Mastering the use of signal phrases enhances your writing by establishing credibility, providing context, and ensuring smooth transitions between your ideas and your sources. By varying the placement and style of your signal phrases, you can create more dynamic and persuasive essays.

An excellent video on signal phrases and MLA in-text citations:

 

Crafting a Strong Thesis: The Importance of Referencing the Text and Author

When writing a thesis, it’s crucial to reference the author and text to establish authority and context. A thesis that lacks these references often falls flat, failing to convey the necessary depth and credibility. Let’s explore how you can strengthen your thesis by incorporating references to both the author and the text.

Example of a Weak Thesis

**Weak Thesis:**
The mantra “follow your passion” is dangerous not because passion is bad but because the definition of passion is vague, simplistic, and suggests an easy path to success.

This statement lacks context and fails to engage with the broader conversation about passion and career choices. It doesn’t tell the reader who is making this argument or why it matters.

#### Improved Thesis with Author and Text Reference

**Improved Thesis:**
The mantra “follow your passion,” Georgetown computer science professor Cal Newport argues in his blog article “The Passion Trap,” is dangerous not because passion is bad but because the definition of passion is vague, simplistic, and suggests an easy path to success.

By mentioning Cal Newport and his specific work, this thesis gains clarity, authority, and relevance. It signals to the reader that the argument is grounded in established research and positions the writer within an academic conversation.

#### Another Example of an Improved Thesis

**Another Example:**
In his best-selling book *So Good They Can’t Ignore You*, Georgetown computer science professor Cal Newport argues persuasively that the mantra “follow your passion” is dangerous not because passion is bad but because the definition of passion is vague, simplistic, and suggests an easy path to success.

This thesis further strengthens the argument by referencing both the author and the specific text, making it clear that the writer is engaging with Newport’s ideas in a substantive way.

### Sample Thesis Statements with Author and Text References

**Sample #1:**
While it should be self-evident that the over-simplistic mantra “follow your passion” for a career choice is fatuous, dangerous, and inaccurate, Cal Newport does us a great service by disemboweling this odious cliché because its sheer popularity has wreaked havoc on many college students, steering them away from the craftsman mindset and the complex, convoluted path that finding a true passion often requires—a path paved with blood, sweat, and tears.

**Sample #2:**
My issue with Cal Newport’s argument isn’t that it’s wrong; rather, my concern is that he has simply eviscerated one cliché and replaced it with another, presenting a self-help book filled with predictable platitudes about hard work, tenacity, and focus, which merely swaps out the passion myth for a new set of oversimplified ideals.

**Sample #3:**
Of course, “follow your passion” is a brainless, inane, and worthless slogan, which Newport rightly skewers with his rapier wit, but his roadmap to success fosters a false optimism about mastering a career—a path that requires the kind of privilege, educational foundation, and economic support that only a small fraction of Americans possess. His approach ignores the systemic inequalities that often derail even the most determined individuals.

**Sample #4:**
While the above writer correctly acknowledges that privilege and economic support can increase one’s chances of success, this truth doesn’t negate Newport’s argument that anyone, regardless of their socioeconomic status, can benefit from embracing the craftsman mindset over the empty notion of “following your passion.”

**Sample #5:**
Cal Newport offers a timely corrective to a society addicted to dopamine and superficial “passion” by dismantling the dangerous idea that we need to find a passion that perfectly aligns with our personality. Instead, he advocates for a more reliable path to success—discovering what we’re good at, elevating those skills to the realm of excellence, and having the patience to navigate the inevitable trial-and-error process before truly finding our footing.

### Conclusion

Incorporating the author and text into your thesis not only clarifies your argument but also anchors it within the context of an ongoing academic conversation. This approach enhances your essay’s credibility and helps you engage more deeply with the material, ultimately leading to a more compelling and persuasive argument.

 

Understanding the Difference Between Fake Passion and Real Passion

As I was discussing Cal Newport’s critique of the "Follow Your Passion" mantra with some of my students, I realized just how challenging this topic can be. It’s taken me five years of teaching this concept to truly grasp its depth, and today, I want to share that understanding with you.

When Newport warns against "following your passion," it’s important to recognize that he’s not dismissing passion altogether. Instead, he’s urging us to distinguish between fake passion and real passion.

#### Fake Passion

So, what exactly is fake passion?

- **Fake passion** is the fleeting interest that fades away after a few weeks.
- **Fake passion** is claiming you're passionate about something but never putting in the time or effort to make it a reality.
- **Fake passion** is like the person who says they love their spouse but forgets their anniversary.

Fake passion is all talk and no action. It’s a shallow commitment that lacks the substance needed to fuel true success.

#### Real Passion

On the other hand, what defines real passion?

- **Real passion** is showing up and doing the work consistently, even on days when you don’t feel like it.
- **Real passion** is continuously investing time in refining your skills and making constant improvements.
- **Real passion** is preparing yourself to achieve mastery in your craft.

Real passion understands the high stakes of life and is guided by mentors who provide the wisdom to succeed and avoid self-sabotage.

In this context, one student brought up Beyoncé as an example. There’s no doubt that Beyoncé is passionate about her art, but her passion is backed by relentless preparation. She’s not just passionate in theory—she’s committed to her craft through rigorous training, voice lessons, nutrition, dance, choreography, and marketing. Her success is no accident; it’s the result of real passion paired with professional-level preparation.

### Your Life Is About Constant Preparation

#### Building Momentum

When you consistently prepare and work hard, you create momentum. It’s like feeling the wind at your back—not because you’re lucky, but because you’ve set yourself up for success. Comedian Ron Funches once told Joe Rogan that his late-night comic inspiration only comes after a full day of writing. Without that day of drudgery, the spark of creativity wouldn’t have happened.

Hard work gives you a sense of control, confidence, and pride. It attracts like-minded people into your life and helps you avoid the “energy vampires” who drain your motivation. This mindset, once established, builds momentum that propels you forward.

But beware of complacency. If you relax for too long, entropy will set in. Entropy—a philosophical concept—refers to the natural tendency for things to fall apart, for order to give way to chaos, and for our highest selves to devolve into our lowest forms. This is why it’s crucial to stay focused, disciplined, and prepared. Entropy should serve as a constant reminder of the dangers of self-neglect and the importance of continuous effort.

### Conclusion

Remember, passion is an essential part of happiness and fulfillment, but without hard work and preparation, passion is just a paper tiger. As one of my students aptly put it, "Preparation is the true voice of passion." Well said.

This is the key takeaway: Real passion isn’t just about what you feel; it’s about what you do, how you prepare, and the effort you consistently put in to achieve mastery.

***

 

ChatGPT Response to Essay Prompt #1

### The Danger of "Follow Your Passion": Why the Craftsman Mindset is a Better Path to Success

In today’s society, the mantra "follow your passion" is often heralded as the ultimate career advice. Countless motivational speakers, career coaches, and even celebrities champion this idea, suggesting that if you simply find and pursue your passion, success and fulfillment will naturally follow. However, as Cal Newport argues in his YouTube video "Core Idea: Don't Follow Your Passion," his article “The Passion Trap,” and "The Career Craftsman Manifesto," this well-meaning advice can be dangerously misleading. Newport’s critique is further supported by Ali Abdaal in his video "Follow Your Passion Is Bad Advice. Here's Why," where he echoes Newport’s concerns and advocates for a shift towards the craftsman mindset—a focus on developing skills and creating value over the pursuit of passion alone. While some may argue that passion is essential to drive one’s career, a closer examination reveals that the craftsman mindset provides a more reliable and sustainable foundation for long-term success and satisfaction.

### The Myth of Passion as a Career Compass

The idea that we should "follow our passion" suggests that each of us has a pre-existing, clearly defined passion just waiting to be discovered and that this passion should dictate our career choices. However, as Newport points out, this belief is not only simplistic but also potentially harmful. Newport argues that the concept of a singular passion is a myth for most people. He cites research indicating that very few people have a clear passion from a young age, and those who do often find that their interests change over time. This reality contradicts the notion that passion is a stable foundation upon which to build a career.

Moreover, the emphasis on finding a passion before starting a career can lead to paralysis and dissatisfaction. Many individuals become so focused on identifying their "true passion" that they fail to take meaningful steps towards career development. Newport calls this the "passion trap," where the search for passion becomes a hindrance rather than a help. Instead of exploring various interests and developing skills, individuals may waste valuable time waiting for a passion that may never materialize.

### The Craftsman Mindset: A Superior Alternative

In contrast to the passion-driven approach, Newport advocates for what he calls the craftsman mindset. This mindset prioritizes the development of rare and valuable skills over the pursuit of pre-existing passions. Newport argues that by focusing on becoming exceptionally good at something, individuals are more likely to find fulfillment and success in their careers. The craftsman mindset encourages people to take a proactive approach to their work, seeking opportunities to improve and excel, rather than waiting for passion to strike.

Ali Abdaal supports this view by highlighting how mastery and expertise can lead to passion, rather than the other way around. He explains that as individuals develop competence and receive positive feedback in their field, they often begin to feel passionate about their work. This process of cultivating passion through skill development is more reliable and grounded in reality than the pursuit of a nebulous, pre-existing passion.

The craftsman mindset also emphasizes the importance of creating value in the workplace. Newport argues that instead of asking "What can the world offer me?" individuals should ask "What can I offer the world?" This shift in perspective encourages people to focus on how they can contribute meaningfully to their field, which in turn makes them more valuable to employers and more satisfied with their work. By cultivating expertise and providing value, individuals are more likely to secure job opportunities and achieve long-term success.

### Counterargument: The Role of Passion in Motivation

Critics of Newport’s argument might contend that passion is a crucial motivator in achieving excellence and that without passion, work can become monotonous and uninspiring. They may argue that passion drives individuals to overcome obstacles, persevere through challenges, and achieve greatness in their chosen field. Without passion, they claim, one might excel technically but lack the emotional engagement needed to innovate and push boundaries.

### Rebuttal: Passion as a Byproduct of Mastery

While it is true that passion can be a powerful motivator, Newport and Abdaal suggest that this passion does not need to precede skill development. Instead, passion can emerge as a byproduct of mastery. When individuals invest time and effort into developing their skills, they often find that their work becomes more engaging and fulfilling. This growing competence and the recognition that comes with it can ignite a passion that is far more sustainable and deeply rooted than the fleeting emotions often associated with the pursuit of a pre-existing passion.

Furthermore, the craftsman mindset does not disregard the importance of passion altogether. Instead, it redefines how passion is cultivated. By focusing on skill acquisition and creating value, individuals can build a career that is both meaningful and motivating. This approach ensures that passion is based on tangible achievements and real-world contributions, rather than abstract desires.

### Conclusion

Cal Newport’s argument that "follow your passion" is dangerous career advice is a necessary corrective to the oversimplified and potentially harmful messages that dominate popular culture. While passion is often seen as essential for career success, Newport and Abdaal make a compelling case that passion should not be the starting point. Instead, they advocate for the craftsman mindset, which prioritizes skill development, value creation, and the cultivation of passion through mastery. This approach offers a more realistic and effective path to career success, one that is rooted in hard work, dedication, and a commitment to excellence. By adopting the craftsman mindset, individuals can build careers that are not only successful but also deeply fulfilling.

***

Strengths and Weaknesses of the Essay

Weaknesses

1. **Overused, Stock Expressions and Language Choices:**
The essay relies heavily on phrases and expressions that are commonly used in writing generated by AI models like ChatGPT. Examples include "a more reliable and sustainable foundation," "focus on developing skills and creating value," and "a necessary corrective." These expressions, while not incorrect, are generic and lack the originality and personal touch that distinguishes high-quality student writing. This language often comes across as formulaic, making the essay feel more like a well-crafted template rather than a piece of writing with a unique voice.

**Why This Matters:**
Overused expressions can make an essay seem impersonal and disconnected from the writer's true voice. They can also make the writing appear superficial, as if the writer is relying on pre-packaged phrases rather than deeply engaging with the material. To elevate the essay, students should strive to use language that reflects their own thinking and perspective, avoiding clichés and stock phrases whenever possible.

2. **Lack of Evidence Using Quotations, Paraphrases, and In-Text Citations:**
The essay presents ideas and arguments that align with Cal Newport’s views but fails to back these points up with concrete evidence from Newport’s works or from the supporting video by Ali Abdaal. There are no direct quotations, paraphrases, or in-text citations that anchor the arguments in the original texts. This absence of specific evidence weakens the essay’s credibility and makes it less persuasive.

**Why This Matters:**
In academic writing, especially at the college level, it is crucial to demonstrate engagement with the sources being discussed. This not only shows that the writer has done their research but also allows the reader to verify and understand the basis of the writer’s arguments. Without quotations or paraphrased material that are properly cited, the essay reads like a summary rather than a critical analysis. Students should incorporate specific references to Newport’s articles, videos, and other relevant sources to strengthen their arguments.

3. **Generic Engagement with Cal Newport:**
The essay engages with Cal Newport’s ideas in a manner that is somewhat generic and surface-level. It outlines his main points but does not delve into a deeper analysis or critique. The writing lacks a strong authorial presence, meaning the writer’s own insights and interpretations are not as prominent as they should be. This makes the essay feel more like a Wikipedia entry, summarizing Newport’s work rather than critically engaging with it.

**Why This Matters:**
A college-level essay should go beyond simply summarizing an author’s work. It should engage with the material in a way that showcases the writer’s unique perspective, offering critical analysis, interpretation, and sometimes even questioning the author’s conclusions. This deeper engagement not only demonstrates a higher level of thinking but also makes the essay more compelling and original. Students should aim to bring their own voice and critical insights into the discussion, rather than simply echoing the ideas of the author.

### Conclusion

While the essay provides a clear overview of Cal Newport’s argument against following one’s passion, it falls short in several key areas. The use of generic, overused language, the lack of concrete evidence and citations, and the superficial engagement with Newport’s ideas all contribute to an essay that, while structurally sound, does not reach its full potential in terms of depth, originality, and academic rigor. To improve, students should focus on developing their own voice, incorporating specific evidence from their sources, and engaging more deeply with the material they are analyzing.

***

The Useful Purposes Achieved by the Essay

1. **The Response Provides a Good Outline:**
The essay serves as a strong framework for organizing ideas and arguments. It clearly delineates the main points: introducing the topic, discussing the myth of passion as a career compass, presenting the craftsman mindset as a superior alternative, addressing counterarguments, and concluding with a reaffirmation of Newport's stance. This structure is essential for developing a well-organized and coherent essay. Students can use this outline to build their own essays, ensuring that they cover all necessary aspects of the argument in a logical sequence.

2. **The Response is an Effective Pre-Writing Exercise:**
The essay functions as an excellent pre-writing exercise by helping to crystallize the main arguments and supporting points before diving into the more detailed writing process. It allows students to think through their position on Newport's argument and the supporting evidence they will need to incorporate. By engaging with the material in this way, students can better prepare themselves for the actual drafting process, reducing the likelihood of writer's block and ensuring that their final essay is more focused and persuasive.

3. **The Response Provides a Clear Summary of Newport's Argument:**
The essay effectively summarizes Cal Newport’s argument against the "follow your passion" mantra and in favor of the craftsman mindset. It distills the core ideas from Newport’s videos and articles, making them accessible and easy to understand. This clarity is crucial for readers who may not be familiar with Newport’s work. The essay serves as a helpful introduction to his ideas, which can then be expanded upon with more detailed analysis and evidence in the final essay.

4. **The Prose Shows the Importance of Clarity of Expression:**
The essay’s prose is straightforward and clear, demonstrating the importance of communicating ideas in a way that is easy for readers to follow. Clarity of expression is vital in academic writing, as it ensures that complex ideas are conveyed without confusion. This essay models how to present arguments in a direct and accessible manner, which is particularly useful for students who are learning to write more sophisticated essays. Clear writing not only helps the reader understand the argument but also strengthens the writer's credibility.

### Conclusion

The essay response serves multiple valuable purposes in the context of essay writing. It provides a well-structured outline that can guide the writing process, acts as a pre-writing exercise to clarify ideas, offers a concise summary of Newport's argument, and exemplifies the importance of clear and effective communication. These elements are crucial for developing a strong, persuasive argumentative essay, making the response a useful tool for students as they prepare to engage more deeply with their writing assignments.

***

I rewrote the ChatGPT prompt:

Write an argumentative essay that defends, refutes, or complicates Cal Newport’s claim from his YouTube video "Core Idea: Don't Follow Your Passion," his online article “The Passion Trap” and "The Career Craftsman Manifesto" and Ali Adbaal's YouTube video "Follow Your Passion Is Bad Advice. Here's Why" that the career advice to follow your passion is dangerous and should be replaced by the craftsman mindset. Be sure to have a counterargument-rebuttal paragraph before your conclusion. For the above writing prompt, use my writing style as a college writing instructor, use in-text citations and signal phrases, and give valid URLs for external sources used. Try to avoid stock phrases. 

This is an example of cheating on a college essay. I don't give you these instructions to cheat for college writing. I give you these instructions to help you effectively use ChatGPT for business, personal, and money-making enterprises, not college. For college writing, ChatGPT is a great editing and rewriting machine; it's a dishonest and ineffective "writing out of thin air machine."

ChatGPT Response:

 

### The Danger of "Follow Your Passion": Why the Craftsman Mindset is a More Reliable Path to Success

The phrase “follow your passion” has become a ubiquitous piece of career advice, promoted by motivational speakers, career counselors, and even celebrities as the key to achieving success and happiness. However, this well-meaning guidance can be dangerously misleading, as argued by Cal Newport in his YouTube video "Core Idea: Don't Follow Your Passion," his article “The Passion Trap,” and "The Career Craftsman Manifesto." Ali Abdaal, in his video "Follow Your Passion Is Bad Advice. Here's Why," supports Newport’s critique and advocates for a more sustainable approach: the craftsman mindset. This mindset emphasizes the development of skills and the creation of value over the pursuit of passion alone. While some may argue that passion is essential for driving one's career, a closer examination reveals that the craftsman mindset offers a more reliable and practical foundation for long-term success and satisfaction.

### The Myth of "Passion" as a Career Compass

The popular belief that we should "follow our passion" suggests that each person has a pre-existing, clearly defined passion waiting to be discovered and that this passion should dictate career choices. However, as Newport argues in "The Passion Trap," this belief is both simplistic and potentially harmful. He asserts that the notion of a singular, lifelong passion is a myth for most people, supported by research showing that very few individuals have a clear passion from a young age, and those who do often see their interests evolve over time (Newport, 2012). This reality undermines the idea that passion is a stable foundation on which to build a career.

Moreover, the emphasis on finding a passion before starting a career can lead to paralysis and dissatisfaction. Newport terms this the "passion trap," where the search for passion becomes a hindrance rather than a help. Instead of taking meaningful steps toward career development, individuals may waste valuable time waiting for a passion that may never materialize (Newport, 2012). This is further supported by Ali Abdaal, who points out that waiting for a passion can prevent people from exploring various interests and developing the skills necessary for success (Abdaal, 2021).

### The Craftsman Mindset: A Superior Alternative

In contrast to the passion-driven approach, Newport advocates for what he calls the craftsman mindset. This mindset prioritizes the development of rare and valuable skills over the pursuit of pre-existing passions. Newport argues that by focusing on becoming exceptionally skilled at something, individuals are more likely to find fulfillment and success in their careers (Newport, 2012). The craftsman mindset encourages a proactive approach to work, where individuals seek opportunities to improve and excel, rather than waiting for passion to strike.

Abdaal echoes this sentiment, emphasizing that mastery and expertise can lead to passion, rather than the other way around (Abdaal, 2021). He explains that as individuals develop competence and receive positive feedback in their field, they often begin to feel passionate about their work. This process of cultivating passion through skill development is more grounded in reality than the pursuit of a nebulous, pre-existing passion.

The craftsman mindset also stresses the importance of creating value in the workplace. Newport suggests that instead of asking "What can the world offer me?" individuals should ask "What can I offer the world?" This shift in perspective encourages people to focus on how they can contribute meaningfully to their field, making them more valuable to employers and more satisfied with their work (Newport, 2012). By cultivating expertise and providing value, individuals are more likely to secure job opportunities and achieve long-term success.

### Counterargument: The Role of Passion in Motivation

Critics of Newport’s argument may contend that passion is a crucial motivator in achieving excellence and that without passion, work can become monotonous and uninspiring. They might argue that passion drives individuals to overcome obstacles, persevere through challenges, and achieve greatness in their chosen field. Without passion, they claim, one might excel technically but lack the emotional engagement needed to innovate and push boundaries.

### Rebuttal: Passion as a Byproduct of Mastery

While it is true that passion can be a powerful motivator, Newport and Abdaal argue that this passion does not need to precede skill development. Instead, they suggest that passion can emerge as a byproduct of mastery. As individuals invest time and effort into developing their skills, they often find their work becomes more engaging and fulfilling (Newport, 2012; Abdaal, 2021). This growing competence and the recognition that comes with it can ignite a passion that is far more sustainable and deeply rooted than the fleeting emotions often associated with the pursuit of a pre-existing passion.

Furthermore, the craftsman mindset does not disregard the importance of passion altogether. Rather, it redefines how passion is cultivated. By focusing on skill acquisition and creating value, individuals can build a career that is both meaningful and motivating. This approach ensures that passion is based on tangible achievements and real-world contributions, rather than abstract desires (Newport, 2012).

### Conclusion

Cal Newport’s critique of the "follow your passion" mantra is a necessary corrective to the oversimplified and potentially harmful messages that dominate popular culture. While passion is often seen as essential for career success, Newport and Abdaal make a compelling case that passion should not be the starting point. Instead, they advocate for the craftsman mindset, which prioritizes skill development, value creation, and the cultivation of passion through mastery. This approach offers a more realistic and effective path to career success, one that is rooted in hard work, dedication, and a commitment to excellence. By adopting the craftsman mindset, individuals can build careers that are not only successful but also deeply fulfilling.

### References

Abdaal, A. (2021). *Follow Your Passion Is Bad Advice. Here's Why.* YouTube. https://www.youtube.com/watch?v=lHsOQT9f6XE

Newport, C. (2012). *The Passion Trap.* calnewport.com. http://calnewport.com/blog/2010/10/16/the-passion-trap-how-the-search-for-your-lifes-work-is-making-your-working-life-miserable/

Newport, C. (2012). *The Career Craftsman Manifesto.* calnewport.com. http://calnewport.com/blog/2012/09/18/the-career-craftsman-manifesto/

Newport, C. (2016). *Core Idea: Don't Follow Your Passion.* YouTube. https://www.youtube.com/watch?v=qwOdU02SE0w

 

 

 

 

 

 

Follow Your Passion Lecture #2 Fall 2024

Learning to Rewrite with ChatGPT:

If you want to learn how ChatGPT can effectively elevate your writing, copy and paste either a paragraph or an essay and then write the following instructions to ChatGPT:

Instruction #A:

Rewrite the above and correct for grammar, sentence structure, usage, diction, and use an academic tone suitable for a college-level essay. 

Then copy and paste the same text of your own writing again and put the following instructions for ChatGPT:

Instruction #B

Rewrite the above and correct for grammar, sentence structure, usage, diction, and use rigorous argumentation and salient rhetoric suitable for a college-level essay. 

 

***

 

Did ChatGPT produce significantly different revisions? Did you notice any significant revisions from your original version? Did ChatGPT make the revision process fun by adding a sense of surprise and discovery? 

***

 

Here are four counterarguments and rebuttals to the claim that Cal Newport's critique of the Passion Hypothesis is persuasive:

Counterargument 1: Passion is Essential for Motivation
**Argument:** Critics might argue that passion is a crucial motivator in achieving excellence and without it, work can become monotonous and uninspiring. They may contend that passion drives individuals to overcome obstacles, persevere through challenges, and achieve greatness in their chosen field. Without passion, one might excel technically but lack the emotional engagement needed to innovate and push boundaries.

**Rebuttal:** While passion can be a powerful motivator, Newport suggests that passion does not need to precede skill development. Instead, passion can emerge as a byproduct of mastery. When individuals invest time and effort into developing their skills, they often find that their work becomes more engaging and fulfilling. This growing competence and the recognition that comes with it can ignite a passion that is far more sustainable and deeply rooted than the fleeting emotions often associated with the pursuit of a pre-existing passion.

Counterargument 2: The Passion Hypothesis is Valid for Some Careers
**Argument:** Some critics might argue that the Passion Hypothesis is valid for certain careers, particularly in creative fields where passion and personal expression are crucial to success. For instance, artists, writers, and musicians often cite passion as the driving force behind their work, suggesting that without it, their creativity and innovation would suffer.

**Rebuttal:** Newport acknowledges that passion can play a role in certain careers, but he argues that even in creative fields, the craftsman mindset is more important. Mastery of one’s craft often leads to a deeper, more enduring passion. Newport's critique of the Passion Hypothesis is not about dismissing passion altogether but about challenging the notion that it should be the starting point for career decisions. He suggests that regardless of the field, developing rare and valuable skills should take precedence over a vague sense of passion.

 Counterargument 3: Passion is Necessary for Long-Term Fulfillment
**Argument:** Another counterargument might be that passion is necessary for long-term fulfillment in a career. Critics could argue that without passion, individuals might eventually burn out or feel unfulfilled, leading to a lack of satisfaction in their work. They may claim that passion is what sustains individuals through difficult times and keeps them engaged over the long haul.

**Rebuttal:** Newport counters this by arguing that long-term fulfillment is more reliably achieved through the craftsman mindset. When individuals focus on building and honing their skills, they gain a sense of achievement and purpose that is more enduring than the fleeting emotions associated with passion. Moreover, Newport suggests that passion can develop over time as a result of deep engagement with one's work, rather than being the initial spark. This cultivated passion, grounded in expertise and value creation, is likely to be more sustainable and fulfilling in the long run.

Counterargument 4: The Craftsman Mindset Ignores the Importance of Personal Values
**Argument:** Critics might argue that the craftsman mindset places too much emphasis on skill development and value creation while ignoring the importance of personal values and alignment with one's work. They may claim that without a passion-driven approach, individuals risk becoming highly skilled in areas that do not align with their core values, leading to a disconnect between their work and personal identity.

**Rebuttal:** Newport does not dismiss the importance of personal values but rather emphasizes that alignment with one's work can emerge through the process of mastering a craft. By developing expertise and creating value, individuals can find or even create roles that align with their values and personal identity. Newport argues that the craftsman mindset actually allows for a deeper connection between work and values because it focuses on doing meaningful work that contributes to something larger than oneself. This approach ensures that personal fulfillment is tied to real accomplishments and contributions rather than the elusive pursuit of a pre-existing passion.

Enhancing Cal Newport’s Argument: Distinguishing Between Types of Passion

Cal Newport compellingly argues that the advice to “follow your passion” can be perilous when charting a successful career path. However, his argument could be strengthened by clarifying what we mean by "passion." Not all passions are created equal. Some forms of passion lay a solid foundation for success, while others can lead to disastrous outcomes.

Introducing Two Types of Passion

To refine Newport’s perspective, let’s distinguish between two distinct types of passion:

1. **Ferocious Passion**
2. **Hakuna Matata Passion**

Ferocious Passion: A Foundation for Success

**Ferocious Passion** is deeply rooted in a love for family and driven by ideals larger than oneself. It embodies resilience, purpose, and a commitment to something greater. Let me share two powerful examples of Ferocious Passion.

**Example 1: Kong’s Journey**

In 1991, I met Kong, a straight-A pre-med student with a remarkable story. As a child in Cambodia, Kong endured the horrors of the Khmer Rouge. At eight years old, he survived a harrowing ordeal when his father, a professor, pushed him onto a raft to save his life. While drifting to Thailand, Kong witnessed his father’s execution in the distant forest. Despite these traumatic experiences, Kong moved to Texas with relatives and later to California to pursue his education.

What stood out about Kong was his ferocious ambition and genuine kindness. He was profoundly grateful to be alive and inspired by his father’s courage. Kong’s relentless drive to honor his father’s sacrifice and his unwavering determination to succeed exemplify Ferocious Passion. His character repels negative traits like laziness and vanity, making him a beacon of resilience and purpose.

**Example 2: Evelyn’s Dedication**

In 2010, I taught Evelyn, an eighteen-year-old from South Korea. Evelyn possessed the maturity and poise of someone much older. Her parents had sacrificed everything—homes, lucrative jobs, and luxury cars—to provide her and her sister with an American education. Evelyn felt a profound sense of duty to honor her parents’ sacrifices by excelling academically.

Evelyn’s unwavering focus and deep sense of responsibility highlight her Ferocious Passion. Her strength of mind and mature dedication ensure that her career will continue to advance, driven by a purpose larger than herself.

#### Hakuna Matata Passion: The Dangerous Myth

In contrast to Ferocious Passion, there exists an inferior type of passion that Cal Newport warns against. Let’s call this **Hakuna Matata Passion**, inspired by the Swahili phrase meaning “no worries.” This myth suggests that life should be easy and stress-free, encapsulated in slogans like “Follow your bliss” and “Follow your passion.”

**Why Hakuna Matata Passion Is Dangerous:**

1. **Unrealistic Expectations:** Hakuna Matata Passion fosters unrealistic ideas about happiness and success. Believing that passion alone can lead to effortless happiness often results in frustration and failure.

2. **Embracing Reality:** Renowned therapist Phil Stutz advises that to overcome inertia and depression, one must leave the comfort zone—the "Warm Bath" of Hakuna Matata. Instead, we must accept three harsh truths:
- **Life is Pain:** Struggles and hardships are inherent to existence.
- **Life is Uncertainty:** The future is unpredictable and ever-changing.
- **Life Requires Constant Work:** Success demands continuous effort and dedication.

**The Paradox of Embracing Reality:**

Surprisingly, accepting these harsh realities replaces the illusion of Hakuna Matata Passion with Ferocious Passion. By acknowledging that life involves pain, uncertainty, and hard work, we develop a deeper, more resilient form of passion. This shift leads to genuine happiness and success, grounded in reality rather than unrealistic expectations.

Conclusion: Embrace Ferocious Passion for True Success

Cal Newport’s critique of “following your passion” is insightful, but distinguishing between Ferocious Passion and Hakuna Matata Passion enhances his argument. Ferocious Passion, rooted in love, purpose, and resilience, provides a robust foundation for a successful career. In contrast, Hakuna Matata Passion, with its naive expectations of effortless happiness, can lead to disappointment and failure.

By cultivating Ferocious Passion—embracing challenges, building strong character, and committing to meaningful goals—we pave the way for true fulfillment and success. Let us move beyond simplistic notions of passion and adopt a more nuanced understanding that fosters lasting achievement.

***

1A Essay 1 Building Block 2

Write a 200-word counterargument-rebuttal paragraph to gain credibility with your readers by showing them you have considered opposing views to your thesis or claim. Use at least one signal phrase to address quoted or paraphrased material. 

Crafting a Strong Counterargument-Rebuttal Section

In any well-constructed argumentative essay, simply providing compelling support for your thesis is not enough. To truly persuade your reader, you must also engage with opposing viewpoints through a counterargument-rebuttal section. This demonstrates that your argument has been rigorously tested and has withstood scrutiny from multiple perspectives.

### Why Is the Counterargument-Rebuttal Section Necessary?

A counterargument-rebuttal section is essential for two key reasons:

1. **Credibility:** Addressing potential objections to your argument shows that you’ve considered multiple angles and are not simply presenting a one-sided view. This enhances your credibility as a writer.

2. **Strengthening Your Argument:** By anticipating and refuting counterarguments, you not only defend your thesis but also reinforce it, making your overall argument more persuasive.

### How to Structure a Counterargument-Rebuttal

Here’s a step-by-step approach using tried-and-true templates:

1. **Introduce the Counterargument:** Start by acknowledging the opposing view. Use a sentence structure like, “Some people may object to my point X, but they fail to see Y,” or “It is true as my opponents say that my argument fails to acknowledge the possibility that Y, but I would counter-argue by observing that….”

2. **Concede Where Necessary:** Sometimes, it’s strategic to concede a small part of the counterargument to show fairness and depth. For example, “Some people will take issue with my argument X, and I will concede their point to some degree. However, on balance, my argument X still stands because…”

3. **Refute the Counterargument:** After acknowledging the opposing view, present a well-reasoned rebuttal. This is where you dismantle the counterargument, showing why your thesis still holds stronger merit.

### Example of a Counterargument-Rebuttal Paragraph

Let’s apply this structure to a debate about the dangers of following the “Follow your passion” mantra:

**Counterargument:** My opponents might argue that dismissing the idea of “following your passion” could lead to a life of drudgery and soulless work, where individuals choose careers purely for financial gain, thereby becoming “soulless robots” who are disconnected from their true selves. They may claim that passion is essential for personal fulfillment and without it, people might lead empty, unfulfilled lives.

**Rebuttal:** While it’s true that passion plays a crucial role in personal satisfaction, this perspective overlooks the importance of developing passion through mastery and hard work. Following a fleeting passion without considering the reality of skill development and market demand often leads to frustration and failure. By cultivating a craftsman mindset—where one focuses on acquiring valuable skills—individuals can build a sustainable career that not only fulfills their financial needs but also fosters genuine passion and purpose over time. Therefore, the idea that we should abandon the craftsman mindset in favor of a passion-first approach is not only misguided but also potentially harmful.

### Crafting Counterarguments and Rebuttals to Cal Newport's Critique of the Passion Hypothesis

When building a persuasive argument, it’s essential to anticipate and address counterarguments. This practice not only strengthens your position but also demonstrates that your argument has been thoroughly tested against opposing views. Let’s explore some common counterarguments to Cal Newport’s assertion that “following your passion” is misguided and dangerous, and how we can effectively rebut them.

#### Counterargument #1: “Steve Jobs is a Success Story Because He Followed His Passion”

**Rebuttal:**
Contrary to popular belief, Steve Jobs’ success did not stem from simply following his passion. As Cal Newport argues, Jobs became successful because he seized an opportunity and developed a unique set of skills that made him valuable. The passion Jobs later exhibited wasn’t the starting point; it was the result of years of hard work, mastery, and honing his craft.

Let’s be clear:

- **Following your passion is a lie.**
- **Following your passion is a canard.**
- **Following your passion is the kiss of death.**
- **Following your passion is an empty cliché spewed by sanctimonious, brain-dead mediocrities.**

Newport’s key point is that Steve Jobs became passionate *after* he mastered his craft, *after* he honed his talent, *after* he developed unique skills that allowed him to lead a world-dominating tech company. Passion wasn’t the spark that ignited his career; it was the flame that grew from the fuel of relentless effort and skill development.

#### Counterargument #2: “You Need Passion as a Motivating Spark to Achieve Greatness”

**Rebuttal:**
Cal Newport challenges this idea by pointing out that most people don’t know what their passion is from the outset. True passion is not something that magically appears; it’s something that evolves over time as you become more skilled and proficient in your work. Newport emphasizes that passion takes time—it’s cultivated through “deep work,” which involves focused, undistracted effort on your craft.

In other words, passion isn’t a starting point; it’s a byproduct of mastery.

#### Counterargument #3: “Without a Dream Job, You’ll Become a Soulless Cog in a Machine”

**Rebuttal:**
The notion of finding a “dream job” is a fallacy, according to Newport. Happiness in a career is not about landing a dream job but about achieving mastery in your work. Newport’s research suggests that it’s the time spent on the job and the mastery of your craft that leads to job satisfaction, not the pursuit of a so-called dream position.

The idea that finding your passion will lead you directly to happiness is a childish myth. The reality, as Newport explains, is that passion follows mastery—not the other way around. The pursuit of a dream job without the foundation of hard-earned skills and experience is more likely to lead to disappointment than fulfillment.

#### Counterargument #4: “Passion is the Seed That Grows Into Mastery”

**Rebuttal:**
Cal Newport argues that this belief is fundamentally flawed. You don’t start with passion and build mastery; rather, you build mastery and then, perhaps, passion follows. Newport’s insight is that passion is a side effect of mastering your craft, not the precursor to it.

This echoes the wisdom of Viktor Frankl, who advised against aiming for happiness directly. Instead, he suggested pursuing a life of purpose and meaning, with happiness as an unintended byproduct. Similarly, Newport advises us to replace the pursuit of passion with a focus on preparation and deep work.

### A Defense of Newport’s Position Against Critics

Critics may argue that Newport’s rejection of the Passion Hypothesis is merely replacing one set of clichés with another. They might say that Newport’s emphasis on hard work, tenacity, and the craftsman mindset is just another self-help mantra. However, this critique misses the mark.

While it’s true that privilege and economic support can play a role in one’s career success, Newport’s point is that these factors don’t diminish the value of cultivating expertise through deep work. Regardless of one’s starting point, adopting a craftsman mindset—focused on skill development and mastery—offers a more reliable path to career satisfaction than the hollow pursuit of passion.

Another criticism is that Newport’s approach ignores systemic inequalities that can hinder success. While it’s undeniable that privilege can provide a leg up, Newport’s principles of mastery and deep work remain valuable across different economic and social backgrounds. The craftsman mindset empowers individuals to maximize their potential, regardless of external circumstances.

### Conclusion: The Importance of Testing Your Argument Against Opposing Views

In any strong argumentative essay, a counterargument-rebuttal section is essential. It shows that your thesis has been rigorously tested and that you have considered opposing views. By thoughtfully addressing counterarguments and providing well-reasoned rebuttals, you demonstrate the robustness of your position. Whether you adopt the bold, assertive style of the Brawler or the calm, reasoned approach of the Peacemaker, the key is to engage with opposing views in a way that strengthens your argument and persuades your audience.

Final Thoughts

A well-executed counterargument-rebuttal section doesn’t just neutralize opposing views; it actively strengthens your own argument. By thoughtfully engaging with counterarguments, you showcase the robustness of your thesis and enhance the overall persuasiveness of your essay. Remember, the stronger and more credible the counterargument you address, the more powerful your rebuttal will be, leading to a more convincing and compelling essay overall.

***

### Crafting a Persuasive Thesis: Insights from Cal Newport's Critique of the Passion Myth

When developing a thesis, it's crucial to ensure that it possesses several key qualities. A successful thesis should avoid the obvious, steer clear of clichés, be instructive, and elevate the reader to a higher level of understanding. It should also demonstrate ambition, be supportable with evidence, and have a clear purpose that passes the “So What?” test. Additionally, a well-crafted thesis must be appropriately scaled for the essay’s length and have the power to unify the entire argument.

#### Examples of Effective and Ineffective Thesis Statements

Let’s consider some examples of thesis statements, ranging from weak to strong, in response to Cal Newport’s critique of the “Follow Your Passion” mantra:

1. **Weak Thesis Examples:**
- *"I’m done with Cal Newport."*
- **Why it’s weak:** This statement is vague and lacks depth. It doesn’t provide a clear direction or purpose.
- *"Why should I take career advice from a dude who teaches computer science?"*
- **Why it’s weak:** This is dismissive and doesn’t engage with Newport’s arguments. It’s more of a personal gripe than a thoughtful critique.

2. **Moderate Thesis Examples:**
- *"I’m a huge Cal Newport fan."*
- **Why it’s moderate:** While it shows a clear stance, it’s too broad and lacks specificity.
- *"After reading Cal Newport’s essays about the danger of passion, I’m drinking the Kool-Aid."*
- **Why it’s moderate:** This has more engagement but still lacks depth and clarity in terms of argument.

3. **Stronger Thesis Examples:**
- *"I support Cal Newport’s rejection of the Passion Myth."*
- **Why it’s strong:** This statement is clear and shows a definite stance, but it could benefit from more specificity.
- *"I am offended by Cal Newport’s rejection of ‘follow your passion’ as the main impetus for forging your career."*
- **Why it’s strong:** This is a clear counter-stance but needs further development to explain why.

4. **Advanced Thesis Examples:**
- *"I support Cal Newport’s rejection of the Passion Myth because _____________, ______________, ___________, and _________________."*
- **Why it’s advanced:** This format lays the groundwork for a well-structured essay, outlining the reasons that will be explored.
- *"I am offended by Cal Newport’s rejection of ‘follow your passion’ as the main impetus for forging your career because _______________, ______________, ________________, and ____________________."*
- **Why it’s advanced:** Similar to the previous example, this thesis prepares the reader for a detailed exploration of the writer’s reasons.

5. **Comprehensive Thesis Example:**
- *"While I concede that Newport’s critique of superficial passion has many true points, I find that Cal Newport’s argument that we replace passion with the craftsman mindset is saddled by several problems. First, he passionately argues that we should be passionate about being craftsmen—thereby contradicting himself. Second, deeply rooted passion often propels us into the craftsman mindset, a scenario Newport fails to acknowledge. Third, Newport creates a false binary by suggesting we must choose between passion and the craftsman mindset, when in fact, both can coexist. Finally, if Newport is serious about being a craftsman in his own arguments, he needs to better define ‘passion,’ as not all passion is equal. Passion from an immature person is inferior to that from someone with maturity and a strong work ethic. Newport should practice what he preaches and be more precise in his definitions."*
- **Why it’s comprehensive:** This thesis is nuanced, acknowledges counterpoints, and sets up a detailed argument that will guide the essay.

6. **Balanced Support for Newport’s Argument:**
- *"While Newport could better define passion to improve his argument, he generally does a service by disavowing people of the infantile illusions of the passion myth and advocating for a craftsman mindset. First, he is correct that success is not a simple, straight path—career trajectories are often zigzagged and influenced by passion, failure, ambition, and opportunity. Second, he rightly points out that the passion myth can lead to unrealistic expectations about careers and happiness. Third, he emphasizes the importance of becoming a ‘dream employee’ over endlessly searching for a ‘dream job.’"*
- **Why it’s effective:** This thesis supports Newport’s argument while acknowledging areas for improvement, making it balanced and insightful.

### Conclusion

Crafting a powerful thesis requires clarity, ambition, and a strong sense of purpose. Whether you agree with Cal Newport’s critique of the Passion Myth or not, your thesis should set the stage for a well-structured argument that engages with opposing viewpoints and leads the reader through a logical, persuasive exploration of the topic. By refining your thesis to include specific claims and counterarguments, you ensure that your essay will not only inform but also resonate with your audience.

***

### Finding Your Authentic Voice: The Brawler vs. The Peacemaker in Argumentative Writing

When we write, we strive to connect with our readers on an emotional level, and this connection is often achieved through our tone or rhetorical style. Just as musicians choose a genre that best expresses their identity—whether it’s jazz, rock, or hip hop—writers develop their own unique style to convey their message effectively. But what if you’re still discovering your voice as a writer? How do you choose the style that best suits you?

If you’re unsure of your writing style, a good starting point is to consider two basic archetypes: The Brawler and The Peacemaker.

#### The Brawler: Bold, Bombastic, and Entertaining

The Brawler is a writer who doesn’t shy away from drama. They are bold, assertive, and often confrontational. The advantage of being a Brawler is that you’re more likely to grab the reader’s attention with your powerful, no-holds-barred approach. Famous Brawlers in writing include H.L. Mencken, Christopher Hitchens, and Molly Ivins—writers known for their sharp wit and unrelenting critiques.

However, being a Brawler has its drawbacks. You risk coming across as arrogant, pompous, or even dismissive. The desire to dominate the argument can sometimes overshadow the need for nuance and fairness, making your writing more about self-aggrandizement than clarity or insight. Social media, particularly platforms like Twitter, are teeming with Brawlers whose relentless pursuit of attention often wears thin over time.

Despite these pitfalls, a disciplined Brawler can be highly effective, delivering compelling and entertaining arguments that resonate with readers.

#### The Peacemaker: Calm, Reasonable, and Persuasive

In contrast, the Peacemaker takes a more measured approach. This writer is calm, clear-eyed, and fair-minded. The Peacemaker’s strength lies in their ability to build credibility through reasoned arguments and thoughtful consideration of opposing views. Writers like Jill Lepore, Elizabeth Kolbert, and Hua Hsu exemplify this style—persuading not through confrontation, but through clarity and subtlety.

Yet, the Peacemaker also faces challenges. Their writing can sometimes come across as too cautious, even bland. The desire to avoid conflict can result in arguments that lack the emotional punch needed to keep readers engaged. When taken too far, the Peacemaker’s gentleness can dilute the message, making it seem insipid or overly conciliatory.

However, when done well, the Peacemaker’s style can be deeply persuasive, offering a balanced and nuanced perspective that resonates with readers seeking thoughtful, well-rounded arguments.

#### Choosing Your Style: The Brawler or the Peacemaker?

So, which style is better? The answer is neither. The key is authenticity. Your writing should reflect who you are. If you’re naturally bold and assertive, the Brawler style may come naturally to you. If you’re more introspective and reasoned, the Peacemaker’s approach might be a better fit. In a world full of superficiality and noise, finding your authentic voice is what will ultimately connect with your readers.

### Argumentation in Action: The Brawler vs. The Peacemaker in Counterarguments

Let’s see how these styles play out in practice, particularly in the context of a counterargument-rebuttal section, a critical component of any strong argumentative essay.

#### Sample #1: The Brawler’s Take-No-Prisoners Approach

If you’re a fighter at heart, you might frame your counterargument-rebuttal like a UFC match, where you aim to knock out your opponents:

*"Cheerleaders for the mantra to ‘follow your passion’ will be appalled by my support of Cal Newport’s argument that encouraging students to follow their passion is a disservice, leading them down a dead-end path of disappointment and failure. ‘How dare you steal the love and passion from those students?’ they will cry. ‘How dare you encourage them to become soulless mercenaries chasing the money trail? You’re nothing but a capitalist pig!’ But these critics have invested so much emotion into the Passion Myth that they’ve become as dangerous as the myth itself. They misconstrue Newport’s argument, wrongly claiming that he’s against passion when, in fact, Newport advocates for a passion rooted in hard work and preparation. The biggest tragedy is that basing a career on fleeting adolescent passions prevents people from finding authentic, meaningful passion—the kind cultivated over time through trial, error, and the mastery of one’s craft. Let’s dismiss these Passion Cheerleaders and embrace Newport’s craftsman mindset to find a passion that truly matters."*

#### Sample #2: The Peacemaker’s Kind, Well-Mannered Approach

If you’re more inclined toward diplomacy, your counterargument-rebuttal might look like this:

*"It’s unfortunate that my opponents don’t share my support of Cal Newport’s argument that we should replace the Passion Hypothesis with the Craftsman Mindset. However, I believe I can alleviate their concerns by emphasizing that passion remains a key ingredient in the career search. What I’d like to clarify is the definition of passion—not as a fleeting emotion, but as something cultivated through trial and error, hard work, and focus over time. I hope we can come to a common understanding that Newport isn’t against passion, but rather advocates for replacing immature passion with a more mature, sustainable version."*

### Crafting a Strong Thesis: The Importance of Referencing the Author and Text

An effective thesis does more than just state an opinion; it ties your argument to the text and the author you’re discussing. This not only strengthens your credibility but also provides a clear foundation for your argument.

#### Poor Thesis Example Without Reference to Author or Text:

*"The mantra ‘follow your passion’ is dangerous because the definition of passion is vague, simplistic, and suggests an easy path to success."*

#### Improved Thesis Example With Author and Text Reference:

*"In his blog article ‘The Passion Trap,’ Georgetown computer science professor Cal Newport argues that the mantra ‘follow your passion’ is dangerous not because passion is bad, but because its vague, simplistic definition suggests an easy path to success."*

### Conclusion: Finding Your Voice in Argumentative Writing

Whether you’re a Brawler or a Peacemaker, the key to effective argumentative writing is to be authentic. Your style should reflect your personality, allowing you to connect with your readers in a way that feels true to who you are. By grounding your arguments in strong thesis statements, engaging with opposing views through well-crafted counterarguments, and choosing a rhetorical style that suits you, you’ll be well-equipped to write persuasive, compelling essays that resonate with your audience.

 

 

Fall 2024 Essay Prompts and Building Blocks, 6-26-24

Fall 2024 1A Essay Prompts

 

1A Essay 1: Is Following Your Passion Bad Career Advice?

The Purpose of Essay 1:

The purpose of your first essay is to explore the potential dangers and weaknesses of following your passion at the exclusion of other factors to achieve success. In what ways is following your passion dangerous? In what ways is the notion of passion a meaningless cliche? Why do such meaningless cliches become influential? What kind of audience hunger

 for these empty platitudes? How is Cal Newport’s idea of the craftsman mindset offered as an antidote to the dangers of following your passion? What moral considerations should be factored into cultivating a craftsman mindset? 

To explore these questions, you can choose from one of the following 2 prompts:

Choice A:

In a 1,200-word essay that adheres to current MLA format and provides a minimum of 4 sources for your Works Cited page, write an argumentative essay that defends, refutes, or complicates Cal Newport’s claim from his YouTube video "Core Idea: Don't Follow Your Passion," his online article “The Passion Trap” and "The Career Craftsman Manifesto" and Ali Adbaal's YouTube video "Follow Your Passion Is Bad Advice. Here's Why" that the career advice to follow your passion is dangerous and should be replaced by the craftsman mindset. Be sure to have a counterargument-rebuttal paragraph before your conclusion. Be sure to have a Works Cited page in MLA format with 4 sources. 

Choice B:

In a 1,200-word essay, address the claim that the Netflix movie The Founder, about McDonald’s Fast-Food King Ray Kroc's rise is a cautionary tale about following Cal Newport’s notion of the craftsman mindset without a moral compass. Be sure to have a Works Cited page in MLA format with 4 sources.  

 

1A Essay 2: Frederick Douglass Champions the Real Version of African-American History 

The Purpose of Essay 2:

You will examine Frederick Douglass as the Northstar of African-American history to address the claim that teaching African-American history is a form of anti-American, “woke” indoctrination by examining Frederick Douglass’ rigor in presenting the truth of American history. By studying Frederick Douglass’ life, you can interrogate common assumptions about freedom, democracy, and social justice. You can study Frederick Douglass’ witness to slavery as an antidote to the American revisionist myth of the Lost Cause, which perversely celebrates slavery as a blessing by God ruined by “Northern aggression against state rights.” You can also study Frederick Douglass’ life as an exemplar of discipline, literacy-fueled transformation, continual self-improvement, and commitment to helping others overcome what Jordan Peele calls the Sunken Place. In sum, the life of Frederick Douglass is a repudiation of false claims and Strawman arguments that depict African-American history in a derogatory manner to silence African American voices.  

For Essay 2, choose one from the following:

Choice A: Frederick Douglass Lifted Others Out of the Sunken Place

In recent years, there have been critics of teaching slavery, Jim Crow, and racial injustice in the classroom. These critics claim that such teachings have degenerated into biased and extremist political ideology that is intended to indoctrinate students into an anti-American mindset with America painted as the unredeemable devil; that this anti-American mindset encourages helplessness and victimization, and that this mindset has corrupted educational institutions so that rather than teach critical thinking, they foster “Woke” political indoctrination. However, some will counter-argue that such renditions of African-American history are a perversion of real African-American history, which through ignorance or malice twist the essence of African-American history in order to attack it and silence African-American voices. These defenders of African-American history will posit that while it's true there are political dimensions to the study of African-American history, there are also spiritual, psychological, and spiritual dimensions. To truly understand African-American history, we are well advised to look to Frederick Douglass whose writings were designed to uplift the oppressed from what Jordan Peele calls The Sunken Place. Based on the Narrative of the Life of Frederick Douglass, American Slave (available as a PDF online) and Clint Smith’s essay “Monuments to the Unthinkable,” write a 1,200-word essay that addresses the claim that teaching about the life of Frederick Douglass and learning about Germany’s post-World War II moral reform is a way of learning about racial injustice that avoids the aforementioned pitfalls because Douglass’ life and Germany’s moral reform embody the importance of helping others rise above the Sunken Place, bearing witness to the truth, embracing individual self-agency to resist societal injustice, fighting to redeem a society’s past racial sins, and championing the wisdom of the Ancients for our continual self-improvement. Be sure to have a Works Cited page in MLA format with 4 sources. For this assignment, I recommend two excellent books for further reading: Frederick Douglass: Prophet of Freedom by David W. Blight and The Pursuit of Happiness by Jeffrey Rosen. I also recommend the 2022 documentary Becoming Frederick Douglass. 

 

Choice B: Frederick Douglass and the movie Black Panther Point to a Way Out of the Sunken Place

In recent years, there have been critics of teaching slavery, Jim Crow and racial injustice in the classroom. These critics claim that such teachings have degenerated into biased and extremist political ideology that is intended to indoctrinate students into an anti-American mindset with America painted as the unredeemable devil; that this anti-American mindset encourages helplessness and victimization, and that this mindset has corrupted educational institutions so that rather than teach critical thinking, they foster “Woke” political indoctrination. However, some will counter argue that such renditions of African-American history are a perversion of real African-American history, which through ignorance or malice twist the essence of African-American history in order to attack it and silence African-American voices. These defenders of African-American history will posit that while it's true there are political dimensions to the study of African-American history, there are also spiritual, psychological, and spiritual dimensions. To truly understand African-American history, we can compare the themes in the 2018 Ryan Coogler movie Black Panther and Frederick Douglass whose writings were designed to uplift the oppressed from what Jordan Peele calls The Sunken Place. In this context, write an essay that compares the way we can learn the essence of African-American history in the movie Black Panther and the writings of Frederick Douglass. This comparison should address the importance of helping others rise above the Sunken Place, bearing witness to the truth, embracing individual self-agency to resist societal injustice, fighting to redeem America, and championing the wisdom of the Ancients for our continual self-improvement so that we can find our “Inner Wakanda.” Be sure to have a Works Cited page in MLA format with 4 sources. For this essay, I recommend the following YouTube videos: “Black Panther: Symbolism Explained” and “Black Panther--Creating an Empathetic Villain.”

Choice C. Glory Vs. The Lost Cause

The Lost Cause is a perversion of African-American history, a fabrication that claims that slavery was blessed by God and that in the system of slavery, whites and blacks lived in peaceful harmony, but the evil North ruined this harmony through “Northern aggression” and the “violation of state rights.” Write an essay that addresses the claim that the 1989 movie Glory provides an effective counter-narrative to the heinous mythologies behind The Lost Cause. Be sure to have a Works Cited page in MLA format with 4 sources. 

Choice D. Misinformation Is the Enemy of the People 

Write an essay that addresses the claim that the misinformation that fuels The Lost Cause as interrogated by Clint Smith’s essay “Why Confederate Lies Live On” and the the lies of Alex Jones evident in the HBO Max documentary The Truth Vs. Alex Jones makes a persuasive case that misinformation is the enemy of moral decency and a liberal democracy. Be sure to have a Works Cited page in MLA format with 4 sources. 

Choice E. Condescension and Stereotyping

Comparing Jordan Peele’s movie Get Out with Cord Jefferson’s movie American Fiction, write a 1,200-word essay that analyzes the way both films are a critique of white liberal condescension toward African Americans and how this condescension can be a subtle cause of the Sunken Place.  Be sure to have a Works Cited page in MLA format with 4 sources. 

 

1A Essay 3: Is Social Media Manipulating Us?

The Purpose of Essay 3:

The purpose of Essay 3 is to interrogate the claim that social media is manipulating us and turning us into “thirsty” social media addicts. Is this claim true? Or is social media not the cause of our downfall? Is social media merely exposing the pathologies and mental frailties that are already there? Could it be that we are in the beginning stages of a Social Media Learning Curve and that our mental strain in the face of social media is both natural and predictable? 

To examine social media more critically, choose one of the following 3 prompts:

Choice A

Using as your sources the Netflix documentary The Social Dilemma, Jonathan Haidt's essay "Why the Past 10 Years of American Life Have Been Uniquely Stupid," and Sherry Turkle’s Ted Talk video “Connected But Not Alone," write a 1,200-word essay that explains the "nosedive" or mental breakdown of Lacie Pound in the Black Mirror episode "Nosedive." Did social media cause her “nosedive” or merely expose the “nosedive” that would have happened regardless? Be sure to have a Works Cited page in MLA format with 4 sources. 

Essay 4: Groupthink, Moral Compromise and Mass Hysteria

 

Choice A: Comparing two works of fiction, movies, or media content, develop a thesis about the connection between Groupthink, moral compromise and mass hysteria. 

 

For paragraph 1, define Groupthink and write about yourself or someone you know who succumbed to Groupthink resulting in a degree of self-destruction and moral compromise. 

 

For paragraph 2, your thesis, compare two works of fiction, movies, or media content. Be sure your thesis is demonstrable in that it presents at least 5 points of comparison so you can have at least 5 body paragraphs. 

 

Paragraphs 3-7 are your body paragraphs.

 

Paragraph 8 is your conclusion, a powerful restatement of your thesis. 

 

Your last page is your Works Cited page in MLA format. It should have a minimum of 5 sources. 

 

Here are a list of stories and movies you can use for your comparison:

 

1. “The Lottery” by Shirley Jackson
2. "The Ones Who Walk Away from Omelas" by Ursula K. Le Guin 
3. “The Country of the Blind” by H.G. Wells
4. The 1976 movie Network
5. The 1998 movie The Truman Show
6. The 2019 documentary FYRE: The Greatest Party That Never Happened
7. The Twilight Zone episode “The Monsters Are Due on Maple Street”

Fall 2024 1A Building Blocks

 

1A Essay 1 Option A Building Block 1 

 

In a 200-word paragraph, write about the conflict you have between passion and practicality in the context of your college major. Use at least two signal phrases to address content from the recommended online articles for Option A. 

 

1A Essay 1 Option B Building Block 1

 

In a 200-word paragraph, write a psychological profile of Ray Kroc based on your viewing of the Netflix movie The Founder. Use at least two signal phrases to address dialogue that is pertinent to your profile. 

 

1A Essay 1 Option A Building Block 2

 

Write a 200-word counterargument-rebuttal paragraph to gain credibility with your readers by showing them you have considered opposing views to your thesis or claim. Use at least one signal phrase to address quoted or paraphrased material. 

 

1A Essay 1 Option B Building Block 2

 

Write a 200-word paragraph, which will be your second paragraph, write your thesis or claim: This is the paragraph that addresses the claim that the Netflix movie The Founder, about McDonald’s Fast-Food King Ray Kroc's rise is a cautionary tale about following Cal Newport’s notion of the craftsman mindset without a moral compass. 

 

1A Essay 2 Option A Building Block 1

 

Write a 200-word paragraph that defines Jordan Peele’s Sunken Place in the context of Frederick Douglass’ interrogation of slavery’s inhumanity as rendered in his memoir. Be sure to use at least two signal phrases that address Douglass’ memoir. 

 

1A Essay 2 Option B Building Block 1

 

Write a 200-word paragraph that defines Jordan Peele’s Sunken Place in the context of Frederick Douglass’ interrogation of slavery’s inhumanity as rendered in his memoir. Be sure to use at least two signal phrases that address Douglass’ memoir. 

 

1A Essay 2 Option C Building Block 1

Write a 200-word paragraph that defines The Lost Cause. Be sure to cite credible articles in your definition and use no fewer than two signal phrases and quote or paraphrase credible sources for your definition. 

 

English 1A Essay 2 Option D Building Block 1

 

Write a 200-word paragraph that defines The Lost Cause. Be sure to cite credible articles in your definition and use no fewer than two signal phrases and quote or paraphrase credible sources for your definition. 

 

English 1A Essay 2 Option E Building Block 1

 

Write a 200-word paragraph that defines Jordan Peele’s Sunken Place in the context of the movie Get Out. Be sure to use at least two signal phrases that quote or paraphrase dialogue from the movie. 

 

English 1A Essay 2 Option A Building Block 2

 

Write your thesis paragraph and be sure to have at least 4 reasons in your paragraph that you’ll show support your claim. 

 

English 1A Essay Option B Building Block 2

 

Write your thesis paragraph and be sure to have at least 4 reasons in your paragraph that you’ll show support your claim. 

 

English 1A Essay Option C Building Block 2

 

Write your thesis paragraph and be sure to have at least 4 reasons in your paragraph that you’ll show support your claim. 

 

English 1A Essay Option D Building Block 2

 

Write your thesis paragraph and be sure to have at least 4 reasons in your paragraph that you’ll show support your claim. 

 

English 1A Essay Option E Building Block 2

 

Write your thesis paragraph and be sure to have at least 4 reasons in your paragraph that you’ll show support your claim. 

English 1A Essay 3 Option A Building Block 1

 

Write a 300-word paragraph that compares how the Netflix documentary The Social Dilemma and Jonathan Haidt's essay "Why the Past 10 Years of American Life Have Been Uniquely Stupid” interrogate how social media manipulates us into a condition of stupidity, tribalism, and political polarization. 

 

Essay 1A Essay 3 Option A Building Block 2

 

Write your thesis paragraph and be sure to have at least 4 reasons in your paragraph that you’ll show support your claim. 

 

Essay 1A Essay 4 Option A Building Block 1

 

Write a 300-word introduction paragraph that defines Groupthink and write about yourself or someone you know who succumbed to Groupthink resulting in a degree of self-destruction and moral compromise. 

 

Essay 1A Essay 4 Option A Building Block 2

 

For your thesis paragraph, your thesis, compare two works of fiction, movies, or media content. Be sure your thesis is demonstrable in that it presents at least 5 points of comparison so you can have at least 5 body paragraphs.

 

*******

 

English 1C Essay Prompts                                                                                                               

1C Essay 1: How People Are Persuaded and Manipulated by Clever Storytelling

The Purpose of Essay 1: 

With subjects as varied as weight-loss management, tabloid misogyny, and the Silicon Valley Tech Grift, we want to interrogate the claim that people without critical thinking skills are all too easily persuaded and manipulated by clever storytelling, tropes, and memes. With this in mind, choose one of the following prompts for Essay 1:

Choice A: Is Losing Weight Based on a Fiction?

Consider the difficulty of losing weight as argued in Johann Hari’s “A Year on Ozempic Taught Me We’re Thinking About Obesity All Wrong,” Harriet Brown’s essay “The Weight of the Evidence” and Sandra Aamodt’s essay “Why You Can’t Lose Weight on a Diet”; consider the advantages of having disposable income to have access to Ozempic and similar drugs. Then write a 1,200-word argumentative essay that addresses the claim that losing weight and keeping it off is based on an over-simplistic narrative about self-agency, nutrition literacy, and self-discipline, regardless of our economic standing. Is this story of “staying in shape” based on truth or a myth that obscures inconvenient facts? Does the story of free will and healthy eating obscure society’s capitalistic machine that conspires to get you sucked into the addictive Industrial Food Complex and then transition to the Diabetes-Management Complex? Be sure to have a Works Cited page in MLA format with 4 sources. 

Choice B: Interrogating Fantasy Narratives of Amanda Knox and Elizabeth Holmes

Analyze the witch-hunt-like persecution in the Netflix documentary Amanda Knox in which a young woman is victimized by a misogynistic legal system and a media enterprise that relies on misogynistic fantasies to sell a murder trial as salacious entertainment. Then analyze the rise and fall of grifter Elizabeth Holmes in the HBO Max documentary The Inventor: Out for Blood in Silicon Valley in which Holmes manipulates others and sells herself as a Steve Jobs-like super tech savior who comes to save the world. Then write a 1,200-word essay titled, “Fantasies of the Femme Fatale Archetype and the Tech Super Savior" in which you explore the way fantasies misled the public, resulting in mass deception, chaos, injustice, and ruined lives. Be sure to have a Works Cited page in MLA format with 4 credible sources. You can include the assigned movies as 2 of the sources.

 

Essay 1 Option A Building Block 1:

Two Paragraphs:

Introduction Paragraph 

Based on your reading of Johann Hari’s “A Year on Ozempic Taught Me We’re Thinking About Obesity All Wrong,” Harriet Brown’s essay “The Weight of the Evidence” and Sandra Aamodt’s essay “Why You Can’t Lose Weight on a Diet,” write a 250-word paragraph that explains why losing weight and keeping it off is so fraught with difficulty. Be sure to use at least three signal phrases that introduce quoted or paraphrased material from your readings. 

Thesis Paragraph

Write your thesis that addresses the claim the claim that losing weight and keeping it off is based on an over-simplistic narrative about self-agency, nutrition literacy, and self-discipline, regardless of our economic standing. Is this story of “staying in shape” based on truth or a myth that obscures inconvenient facts? Does the story of free will and healthy eating obscure society’s capitalistic machine that conspires to get you sucked into the addictive Industrial Food Complex and then transition to the Diabetes-Management Complex? Be sure to have at least four reasons to support your thesis. 

Essay 1 Option B Building Block 1:

Two Paragraphs:

Introduction Paragraph 

Using credible sources, research the idea behind the Femme Fatale and how it ascribes both power and menace to women as the Femme Fatale in the context of the documentaries Amanda Knox and The Inventor. Based on your research, write a 250-word paragraph that defines the Femme Fatale in the context of the two documentaries. Be sure to have no fewer than three signal phrases that introduce quoted or paraphrased material for your paragraph. 

Thesis Paragraph

Write a thesis that addresses the claim that fantasies in Amanda Knox and The Inventor misled the public, resulting in mass deception, chaos, injustice, and ruined lives.

Essay 1 Option A Building Block 2

Write a 200-word counterargument-rebuttal paragraph that presents a compelling oppositional view to your thesis and interrogate that oppositional view with a rebuttal. 

Essay 1 Option B Building Block 2

Present a 200-word conclusion paragraph that explains how gender informed the myth-making behind the deception that surrounded the persecution of Amanda Knox and the aggrandizement of Elizabeth Holmes. 

 

1C Essay 2: Interrogating the False Avatars of Personal Transformation

 

Choice A “The Overcoat” and the 1988 movie Big

 

Gogol’s famous short story “The Overcoat” is about a marginalized isolated man, Akaky, whose new overcoat magically transforms him into another being. He becomes the object of envy and desire. Wearing the magical coat, Akaky is showered with maudlin enthusiasm and treated like a celebrity. He internalizes this sycophantic enthusiasm so that his giddiness and exuberance become unbridled and disconnect him from his powers of reason. Akaky’s transformation proves to be a double-edged sword. On one hand, the coat gives him hope, self-confidence, and a renewed love of life. On the other hand, the coat instills in him an unexamined enthusiasm that makes him unhinged and demonstrates that the radical change that thrust him into public life was a change he was not ready for. Perhaps slower change accompanied by hard-fought wisdom would have been more in his self-interests. But this relatively rapid metamorphosis that Akaky enjoys as the result of a new overcoat seems to be a metaphor for the rapid change that afflicts many people. Some win millions in a lottery or an inheritance. Some take weight-loss drugs like Ozempic and get a new slender body. There are those suffering a midlife crisis who assuage their malaise by buying a new sports car. We can conclude therefore that the magical garment in Gogol’s “The Overcoat” represents a chimera for radical change and the hope for a new life, but upon interrogation this supposed change and hope is based more on a fever swamp of delusion than reality. In this context, write a 1,200-word essay that compares the false avatar of change in Gogol’s “The Overcoat” to the transformation in the 1988 movie Big. You might consider the following points of comparison: the hunger for transformation and identity; the loss of innocence; leaving the sheltered womb and confronting a brutal reality that contradicts our ideal image of happiness; and the unintended consequences of fulfilling our dreams. Be sure to have a Works Cited page in MLA format with a minimum of 3 sources. You can use the story, the movie, and my Canvas lessons for your sources. 

Choice B “The Overcoat” and “Winter Dreams”

 

Gogol’s famous short story “The Overcoat” is about a marginalized isolated man, Akaky, whose new overcoat magically transforms him into another being. He becomes the object of envy and desire. Wearing the magical coat, Akaky is showered with maudlin enthusiasm and treated like a celebrity. He internalizes this sycophantic enthusiasm so that his giddiness and exuberance become unbridled and disconnect him from his powers of reason. Akaky’s transformation proves to be a double-edged sword. On one hand, the coat gives him hope, self-confidence, and a renewed love of life. On the other hand, the coat instills in him an unexamined enthusiasm that makes him unhinged and demonstrates that the radical change that thrust him into public life was a change he was not ready for. Perhaps slower change accompanied by hard-fought wisdom would have been more in his self-interests. But this relatively rapid metamorphosis that Akaky enjoys as the result of a new overcoat seems to be a metaphor for the rapid change that afflicts many people. Some win millions in a lottery or an inheritance. Some take weight-loss drugs like Ozempic and get a new slender body. There are those suffering a midlife crisis who assuage their malaise by buying a new sports car. We can conclude therefore that the magical garment in Gogol’s “The Overcoat” represents a chimera for radical change and the hope for a new life, but upon interrogation this supposed change and hope is based more on a fever swamp of delusion than reality. In this context, write a 1,200-word essay that compares the false avatar of change in Gogol’s “The Overcoat” to the transformation Dexter Green seeks in “Winter Dreams.” You might consider the following points of comparison: the desire to feel whole and complete; ambition and social mobility; the hunger for transformation and identity; the unexamined appetite for validation, recognition, and veneration; the unintended consequences of fulfilling our dreams; the failure of the avatar (the overcoat and Judy Jones as the embodiment of Dexter’s “winter dreams”) to cure us of our essential loneliness, alienation, and brokenness.  Be sure to have a Works Cited page in MLA format with a minimum of 3 sources. You can use the two stories and my Canvas lessons for your sources. 

Choice C: “Winter Dreams” and “Gooseberries”

 

Addressing the quest for a happy and moral soul, Cicero in his Tusculan Disputations observes that the soul must be “tranquilized by restraint and consistency.” In such a state, the soul “neither pines away in distress, nor is broken down by fear, nor consumed with a thirst of longing in pursuit of some ambition, nor maudlin in the exuberance of meaningless eagerness--he is the wise man of whom we are in the quest, he is the happy man.” Therefore, we can conclude that unhappiness and misery are the result of the maudlin disposition, which we can define as having the “exuberance of meaningless eagerness”--investing our emotions in the false avatars of personal transformation: idolizing people, things, and pleasure and investing our hopes in false cures or fraudulent panaceas for our ailments. The maudlin person invests so much emotion and thought in these meaningless enthusiasms that they cannot engage and connect in the real world with any meaning or coherence. Disconnected from life and others, the maudlin person seeks refuge in fantasies of the perfect life. The therapist and author Phil Stutz calls this imagined perfect life a “Moment Frozen in Time.” Constantly craving these Moments Frozen in Time, the maudlin person becomes drunk and intoxicated by these fantasies of perfection while real life passes them by. Unable to engage in the real world or find meaningful connections with others, the maudlin person retreats into a world of excessive, drunken, and foolish sentimentality for anything that has been elevated to something undeserving of such excessive emotion. Therefore, to be a maudlin person is to be fragile, weak, immature, and unhinged because to be maudlin is to be disconnected from reality and other people. To be in this state of disconnection and loneliness, maudlin people rely on their excessive sentimentality and misguided affections to compensate and escape from their miserable loneliness and disconnection. Another egregious flaw of the maudlin person is that they confuse the object or idea of their maudlin emotions with reality when in fact the cause of their sentimentality is a mirage or a chimera. Therefore, we can conclude that maudlin people are disoriented, unhinged, weak, fragile souls who console themselves feebly with their hollow sentimentality, anguish, and regret. All the while, they retreat more and more into Moments Frozen in Time. In the context of the maudlin personality type, write a 1,200-word essay that addresses the claim that the two fictional characters Dexter Green in F. Scott Fitzgerald’s short story “Winter Dreams” and Nicholai Ivanich in Anton Chekhov’s short story “Gooseberries” have squandered their time on Earth, have retreated into Moments Frozen in Time, aggrandized themselves into vainglorious narcissists, and disconnected themselves from the meaningful relationships that are necessary for a happy and fulfilled life because they have succumbed to the maudlin condition in which they have lavished excessive emotion for false idols, be they people or things. Be sure to have a Works Cited page in MLA format with a minimum of 3 sources. You can use the two stories and my Canvas lessons for your sources. 

 

Essay 2 Option A Building Block 1

 

Addressing the short story “The Overcoat,” write a 300-word paragraph that analyzes Akaky’s journey into madness as a result of pursuing the overcoat as a false avatar of change. What contradictions does he encounter? What is the double-edged sword of his transformation? Be sure to use at least 3 signal phrases to introduce quoted or paraphrased material from the story. 

 

Essay 2 Option B Building Block 1

 

Addressing the short story “The Overcoat,” write a 300-word paragraph that analyzes Akaky’s journey into madness as a result of pursuing the overcoat as a false avatar of change. What contradictions does he encounter? What is the double-edged sword of his transformation? Be sure to use at least 3 signal phrases to introduce quoted or paraphrased material from the story. 

 

Essay 2 Option C Building Block 1

 

Addressing the short story “Winter Dreams,” write a 300-word paragraph that analyzes Dexter Green’s journey into madness as a result of pursuing Judy Jones as a false avatar of change. How does he fixate on maudlin and self-aggrandizing emotions rather than engage with reality? How does he squander time? How is he emotionally crippled by his fixation on Moments Frozen in Time? Be sure to use at least 3 signal phrases to introduce quoted or paraphrased material from the story. 

 

***

 

Essay 2 Option A Building Block 2

 

For paragraph 2, write your thesis that compares the false avatar of change in Gogol’s “The Overcoat” to the transformation in the 1988 movie Big. You might consider the following points of comparison: the hunger for transformation and identity; the loss of innocence; leaving the sheltered womb and confronting a brutal reality that contradicts our ideal image of happiness; and the unintended consequences of fulfilling our dreams. 

 

Essay 2 Option B Building Block 2

 

For paragraph 2, write your thesis that compares the false avatar of change in Gogol’s “The Overcoat” to the transformation Dexter Green seeks in “Winter Dreams.” You might consider the following points of comparison: the desire to feel whole and complete; ambition and social mobility; the hunger for transformation and identity; the unexamined appetite for validation, recognition, and veneration; the unintended consequences of fulfilling our dreams; the failure of the avatar (the overcoat and Judy Jones as the embodiment of Dexter’s “winter dreams”) to cure us of our essential loneliness, alienation, and brokenness. 

 

Essay 2 Option C Building Block 2

 

For paragraph 2, write your thesis that addresses the claim that the two fictional characters Dexter Green in F. Scott Fitzgerald’s short story “Winter Dreams” and Nicholai Ivanich in Anton Chekhov’s short story “Gooseberries” have squandered their time on Earth, have retreated into Moments Frozen in Time, aggrandized themselves into vainglorious narcissists, and disconnected themselves from the meaningful relationships that are necessary for a happy and fulfilled life because they have succumbed to the maudlin condition in which they have lavished excessive emotion for false idols, be they people or things.

1C Essay 3: The Manipulation of Young People

The Purpose of Essay 3:

You will be evaluating social influencers who peddle paranoid notions of “anxiety” and “trauma” and fashion companies who peddle FOMO and body dysmorphia to manipulate, control, and exploit young people. 

Choice A: FOMO and the Manipulation of Young People

Read Derek Thompson’s essay “How Anxiety Became Content” and watch the documentary Brandy Hellville and the Cult of Fast Fashion (HBO Max). Then 1,200-word essay that addresses the way Derek Thompson’s essay and the documentary show how young people are manipulated by FOMO (fear of missing out), a pathologized notion of anxiety, a pathologized notion of fashion, herd behavior, peer pressure, social status, and how the marketing of extremes is used to exploit, manipulate, and abuse young people. Be sure to have a Works Cited page in MLA format with 4 credible sources. You can use my Canvas modules as sources.   

For paragraph 1, write about how you were once manipulated into doing something as a result of desiring belonging, social status, and FOMO. 

For paragraph 2, summarize the major points in Thompson’s essay and the documentary.

For paragraph 3, your all-important thesis paragraph, write a claim that compares how social influencers market exaggerated maladies and Brandy Melville markets pathologized fashion resulting in a toxic, self-destructive culture. 

In terms of structure, your thesis might look something like this: 

“How Anxiety Became Content” and Brandy Hellville expose a toxic culture that manipulates and exploits young people by unscrupulously relying on _________________, _________________, _________________, and _____________________________, _________________________ 

Your body paragraphs, 4-8, would expound on the mapping components represented by the blank spaces that follow the above thesis structure. 

Because this essay analyzes the causes of a toxic culture and is more of an analysis essay than it is argumentative, there is no counterargument-rebuttal section.

Paragraph 9, your conclusion, is a powerful restatement of your thesis. 

Your last page is your Works Cited page in MLA format. You need 4 sources, the documentary, Thompson’s essay, and at least one of my modules from Canvas.

Choice B Consumer Body Shaming

Comparing the documentaries Brandy Hellville and the Cult of Fast Fashion (HBO Max) and White Hot: The Rise and Fall of Abercrombie & Fitch (Netflix), write 1,200-word essay that addresses the claim that both documentaries expose the way young people are manipulated by a cult-like culture of toxicity, body shaming, racially-biased beauty standards, and exploitation. Be sure to have an MLA-format Works Cited page with 4 sources. 

Essay 3 Choice A Building Block 1

Write a 250-word paragraph about how you were once manipulated into doing something as a result of desiring belonging, social status, and FOMO. This will be your introduction paragraph.

Essay 3 Choice B Building Block 1

Write a 250-word paragraph that summarizes the documentaries Brandy Hellville and the Cult of Fast Fashion (HBO Max) and White Hot: The Rise and Fall of Abercrombie & Fitch (Netflix). Be sure to use at least three signal phrases to introduce quoted or paraphrased material from the documentaries.

Essay 3 Choice A Building Block 2

Write a thesis that addresses the way Derek Thompson’s essay and the documentary show how young people are manipulated by FOMO (fear of missing out), a pathologized notion of anxiety, a pathologized notion of fashion, herd behavior, peer pressure, social status, and how the marketing of extremes is used to exploit, manipulate, and abuse young people.

Essay 3 Choice B Building Block 2

Write a thesis that addresses the claim that both documentaries Brandy Hellville and the Cult of Fast Fashion (HBO Max) and White Hot: The Rise and Fall of Abercrombie & Fitch (Netflix) expose the way young people are manipulated by a cult-like culture of toxicity, body shaming, racially-biased beauty standards, and exploitation.

 

1C Essay 4 Cultural Appreciation Vs. Cultural Appropriation

The Purpose of Essay 4:

We will explore the idea that when we embrace cultural appreciation, such as the deep love for Mexican food, inevitably that appreciation will cross the line into appropriation. 

Choice A

For choice A, our fourth essay will be a 1,200-word argumentative essay that defends, refutes, or complicates food and culture writer Gustavo Arellano’s claim in his essay “Let White People Appropriate Mexican Food” and elsewhere that in the realm of food, especially Mexican food, we must step away from the Cult of Authenticity and embrace the idea that the greatness of Mexican food is related to its constant evolution from stealing, borrowing, synthesizing, and even culturally appropriating from one ethnic culture to another and that cuisines that fail to evolve lack relevance and vitality. 

Sample Outline:

Paragraph 1: Summarize the main ideas in the article by Gustavo Arellano titled “Let White People Appropriate Mexican Food.” Or summarize the main ideas in the YouTube video “Cultural Appropriation Tastes Damn Good.”

Paragraph 2: Then transition to an argumentative claim in which you show support or repudiation of Arellano’s main ideas.

Paragraphs 3-6 would be your supporting paragraphs.

Paragraphs 7 and 8 would be your counterargument-rebuttal.

Paragraph 9 would be a powerful restatement of your thesis, which is your conclusion.  

Your last page would be your Works Cited page in MLA format and a minimum of 4 sources. 

 

Choice B: American Chinese Food

Based on the Ian Cheney documentary The Search for General Tso and the essays “Who’s Afraid of Chop Suey” by Charles W. Hayford, “More Than ‘Just Takeout’” by Cathy Erway, “‘Not Real Chinese’: Why American Chinese Food Deserves Our Respect” by Kelley Kwok, and “Searching for America with General Tso” by Jiayang Fan, write a 1,200-word argumentative essay that addresses the claim that to scorn American Chinese food as a betrayal of authentic Chinese food is an oversimplification that overlooks the complications and contradictions of American Chinese food, which is a story about surviving racism and xenophobia, overcoming economic struggle, and establishing a strong and pervasive cultural influence.  

 

Essay 4 Choice A Building Block 1

 

Two Paragraphs

For paragraph 1, summarize the main ideas in the article by Gustavo Arellano titled “Let White People Appropriate Mexican Food.” Use at least two signal phrases to introduce quoted or paraphrased material from Arellano’s essay. 

 

For paragraph 2, write your thesis in which you support, refute, or complicate Arellano’s claim. 

 

Essay 4 Choice B Building Block 1

 

Two Paragraphs

 

In paragraph 1, summarize the reasons American Chinese food is sometimes held in low esteem. Use at least two signal phrases to introduce quoted or paraphrased material from the readings mentioned in the essay prompt. 

 

In paragraph 2, write your thesis in which you address the claim that to scorn American Chinese food as a betrayal of authentic Chinese food is an oversimplification that overlooks the complications and contradictions of American Chinese food, which is a story about surviving racism and xenophobia, overcoming economic struggle, and establishing a strong and pervasive cultural influence.  

 

Essay 4 Choice A Building Block 2

 

Write a 200-word counterargument-rebuttal paragraph that addresses your thesis. 

 

Essay 4 Choice B Building Block 2

 

Write a 200-word counterargument-rebuttal paragraph that addresses your thesis.