Clear your desk of everything except:  a writing utensil  a piece of paper

Reflecting on Post-Draft B, list the steps in a paragraph.

Step by Step:  Identify the sentence(s) that are part of that step  Bracket them  Write the step in the margin near the bracketed sentence(s).

One way that language illustrates its limitations is when it is written down rather than spoken. Topic Sentence

This limitation comes from the fact that written words lack emphasis and tone. Orient to Sub-Topic

To further this point, Gloria Naylor writes in her essay “A Question of Language” that “the written word is inferior to the spoken” (1) which means that spoken words have more power over written words. Orient to Source Introduce Evidence Explain Evidence

A reason this may be true is because spoken words include tone, whereas you need to assume the tone when reading written language. Analysis 1: How the Quote Connects to Sub- Topic

When I wrote the word “bitch” to my friend, I wasn’t able to emphasize my anger to her with any tone or inflection. Intro Anecdotal Evidence Analysis 1: Connect Evidence to Sub-Topic

Selzer would respond to this by saying it doesn’t really matter if it’s written or spoken because “all the pomp of language falls short” (5), meaning that language is never able to actually convey an idea. Connect Anecdote to Source Introduce Evidence Explain Evidence

However, Selzer is wrong because my anecdote shows that when I wrote this note to my friend it somewhat conveyed my ideas about how I felt (believe me, she got the message) but if I had said it to her in person like the boy called Naylor a “nigger” then the words would have been more significant. Refute Source Using Anecdote Further Refute by Connecting another Source to Anecdote

If I said it to her, then she would have heard my tone and that would help to convey the full meaning behind why I called her that name. Further Analysis – Critical Thinking about Anecdote and Sub-Topic

In general, people rely on the written word to convey their point of view, but this method of communication is not effective because you cannot accurately connect the writer’s feelings to the words on the page. Analysis Part 1 – Connection back to Topic Sentence

By putting too much emphasis on the written word, people often create a meaning that best suits their individual needs and are unable to understand the true meaning behind the text, thereby limiting the power of language. Analysis part 2 – Connection to the Larger Significance of the Concept / Main Claim.

 Now, bracket & label your Post- Draft B paragraph  Make notes on which steps are missing (if any)  Name steps that you took which are not on the Post-Draft B list.

 Select 1 of the following focus areas:  Disagreeing, with Reasons  Multiple Sources in the Same Paragraph  Counter-Arguments & Responses  Then, select one template you think might be helpful to work with  Write the template in your own words

 Include the ‘missing’ step(s)  Use the template you reworded to  Explain a disagreement you have with a source that would be relevant, OR  Introduce a second source within the paragraph OR  Identify and address a counter-argument to the concept within your paragraph

 Meet in W – 6 – 47  5-page revision  Printed, Stapled, with Instructor Copy of Draft  Revision must include:  Anecdote & all 3 sources  Complication / counter-argument  Two sources within a paragraph  Use Revision Guideline as you write