PROMPT :::: ((a) What central argument is Ibram X. Kendi making in HOW TO BE AN
ANTIRACIST? (b) In what ways does Kendi make a strong argument? In what ways does Kendi
make a weak argument? Take a position on the work as a whole and argue either in defense of
it, or against it. Make certain to cite appropriate text evidence when making your points.
Remember that you are NOT simply writing a book review. You should also include two (2)
academic article within your analysis. The final product should be a minimum of 1250 words.
(DO NOT include the prompt on your paper.)
______________________________________________________________________________
NOTES ON GOOD ACADEMIC WRITING (aka, Evidence-based argument)
Good evidence-based argument writing (i.e., good academic writing) consists of a thesis (a clear
statement of your argument), claims (the smaller steps of the logical argument), evidence (text in
support) and explanation. That’s it.
Thesis: overall argument about the text
Claims: smaller statements that, if proven, add-up to or support your thesis
Evidence: showing – not just telling – where the text is that supports your claims & Explanation:
of how evidence can be read in a way that supports your claims
The idea is to move away from both (a) simply expressing opinion or your feelings, into making
arguments about text that can be substantiated with evidence/text (and debated with other
arguments according to an examination of text); or (b) writing summaries of texts that simply
restate what they already say, rather than make an argument that analyzes what they say and how
they say it.
The easiest way to make sure that your thesis is an appropriate argument is to make sure that it
answers a question (the prompt), and one that can be argued for with evidence from the text in
support.
INTRODUCTIONS
Intro paragraphs in a paper this short should still do the job that Intros do, but should do so
briefly and with no wasted words:
(1) identify the topic and the potential site of debate or impetus for interpretation;
and (2) then get quickly to a statement of a thesis that is clear and which answers the prompt.
A good THESIS answers the prompt, provides its reasoning, and gives some sense of what will
follow in the body paragraphs.
BODY PARAGRAPHS
Body paragraphs should focus on making your argument – that is, presenting evidence for your
thesis from the text and explaining how and why it can be interpreted in the ways that you are
arguing for.
ANTIRACIST? (b) In what ways does Kendi make a strong argument? In what ways does Kendi
make a weak argument? Take a position on the work as a whole and argue either in defense of
it, or against it. Make certain to cite appropriate text evidence when making your points.
Remember that you are NOT simply writing a book review. You should also include two (2)
academic article within your analysis. The final product should be a minimum of 1250 words.
(DO NOT include the prompt on your paper.)
______________________________________________________________________________
NOTES ON GOOD ACADEMIC WRITING (aka, Evidence-based argument)
Good evidence-based argument writing (i.e., good academic writing) consists of a thesis (a clear
statement of your argument), claims (the smaller steps of the logical argument), evidence (text in
support) and explanation. That’s it.
Thesis: overall argument about the text
Claims: smaller statements that, if proven, add-up to or support your thesis
Evidence: showing – not just telling – where the text is that supports your claims & Explanation:
of how evidence can be read in a way that supports your claims
The idea is to move away from both (a) simply expressing opinion or your feelings, into making
arguments about text that can be substantiated with evidence/text (and debated with other
arguments according to an examination of text); or (b) writing summaries of texts that simply
restate what they already say, rather than make an argument that analyzes what they say and how
they say it.
The easiest way to make sure that your thesis is an appropriate argument is to make sure that it
answers a question (the prompt), and one that can be argued for with evidence from the text in
support.
INTRODUCTIONS
Intro paragraphs in a paper this short should still do the job that Intros do, but should do so
briefly and with no wasted words:
(1) identify the topic and the potential site of debate or impetus for interpretation;
and (2) then get quickly to a statement of a thesis that is clear and which answers the prompt.
A good THESIS answers the prompt, provides its reasoning, and gives some sense of what will
follow in the body paragraphs.
BODY PARAGRAPHS
Body paragraphs should focus on making your argument – that is, presenting evidence for your
thesis from the text and explaining how and why it can be interpreted in the ways that you are
arguing for.
Claims
Claims are the smaller steps of your argument – they are like mini arguments that, taken together,
“add- up” to your overall thesis, while also introducing the kinds of evidence from the text that
you’ll be working through.
*It is a good habit to start paragraphs with a claim statement. Paragraph breaks should come
when you shift from claim to claim (thus helping to signal the organization of your argument
itself).
*One good test of your writing is to PULL OUT your claims and put them side-by-side to see if
they make a kind of mini-version of the logic of your argument. They should be arranged in a
meaningful order as well. Here is an example from the sample of that test:
Evidence
The evidence, of course, is the text that you are presenting in support of your claims. What
counts is that you present evidence from the TEXT itself, either quoted or in paraphrase.
**Whether quoted directly or paraphrased, evidence must always be cited
parenthetically.**
Explanation
Finally, you need to explain how/why the evidence you’ve given can be read or interpreted as
supporting your claims. NOTE that in the example above (as is quite common), it often requires
more writing in explanation than it does in cited evidence (i.e., quotations) to make a good
argument.
Conclusion
The main goal of the conclusion is to tie your work back to the thesis. How does everything
relate back. Don’t simply restate what you wrote in your introduction. You have made an
argument that ties back to your thesis. Lead us there and “Wow” us in the end.
See also the RUBRIC below._____________________
General: Thesis:
Claims:
Use of evidence:
Explanation: of evidence
Writing Assignment Grading Checklist – In Order of Priority
□ Meets the assignment criteria for length, argument type, deadline, etc.
□ No arguable thesis
□ Minimal attempt to state an arguable thesis
□ Arguable but problematic thesis
□ Arguable, sound thesis with statement of reasons
□ Arguable, sophisticated thesis with statement of reasons
□ Paragraphs aren’t unified under clearly stated claims
□ Governing claims are identifiable but problematic
□ Claims are identifiable, work to unify paragraphs, and relate to the overall thesis
□ No, or minimal, relevant evidence
□ Some valid, relevant evidence presented and cited □ Adequate relevant evidence presented and
cited
Claims are the smaller steps of your argument – they are like mini arguments that, taken together,
“add- up” to your overall thesis, while also introducing the kinds of evidence from the text that
you’ll be working through.
*It is a good habit to start paragraphs with a claim statement. Paragraph breaks should come
when you shift from claim to claim (thus helping to signal the organization of your argument
itself).
*One good test of your writing is to PULL OUT your claims and put them side-by-side to see if
they make a kind of mini-version of the logic of your argument. They should be arranged in a
meaningful order as well. Here is an example from the sample of that test:
Evidence
The evidence, of course, is the text that you are presenting in support of your claims. What
counts is that you present evidence from the TEXT itself, either quoted or in paraphrase.
**Whether quoted directly or paraphrased, evidence must always be cited
parenthetically.**
Explanation
Finally, you need to explain how/why the evidence you’ve given can be read or interpreted as
supporting your claims. NOTE that in the example above (as is quite common), it often requires
more writing in explanation than it does in cited evidence (i.e., quotations) to make a good
argument.
Conclusion
The main goal of the conclusion is to tie your work back to the thesis. How does everything
relate back. Don’t simply restate what you wrote in your introduction. You have made an
argument that ties back to your thesis. Lead us there and “Wow” us in the end.
See also the RUBRIC below._____________________
General: Thesis:
Claims:
Use of evidence:
Explanation: of evidence
Writing Assignment Grading Checklist – In Order of Priority
□ Meets the assignment criteria for length, argument type, deadline, etc.
□ No arguable thesis
□ Minimal attempt to state an arguable thesis
□ Arguable but problematic thesis
□ Arguable, sound thesis with statement of reasons
□ Arguable, sophisticated thesis with statement of reasons
□ Paragraphs aren’t unified under clearly stated claims
□ Governing claims are identifiable but problematic
□ Claims are identifiable, work to unify paragraphs, and relate to the overall thesis
□ No, or minimal, relevant evidence
□ Some valid, relevant evidence presented and cited □ Adequate relevant evidence presented and
cited
□ Superior use of valid, relevant evidence
□ Evidence presented is not explained relative to claims and argument
□ Evidence is explained relative to claims and argument but not sufficiently, or not in an
integrated fashion
□ Adequate explanation of evidence relative to claims integrated into body paragraphs
□ Superior explanation of presented evidence, and/or superior integration with claims/evidence
Organization:
Audience:
POSSIBLE DEDUCTIONS:
□ Poor construction/organization
□ Structure and organization relatively clear and sensible □ Clear and sensible structure and
organization□ Language and ideas of the paper are not appropriately directed toward the
intended audience □
Language and ideas of the paper address the appropriate audience
Mechanics/style:
Format:
□ Quotation marks (double/single, placement, etc.) □ Quotations introduced, integrated, and
punctuated correctly
□ Page layout (font, margins, page numbering)
□ Parenthetical citations where appropriate
□ Works cited page format (if required)
□ Mechanical and/or stylistic issues serious enough to impede comprehensibility of argument □
Frequent mechanical and/or stylistic issues; generally problematic or awkward writing
□ Some mechanical and/or stylistic issues, but generally clear
□ Negligible mechanical and/or stylistic errors
□ Clear and sophisticated writing
Sentence structure is varied and their content is clear at first reading.
Word choice establishes a credible voice or tone for the essay.
Sentences written in a clear and concise style even when presenting complex ideas.
□ Essay title and heading format
□ Evidence presented is not explained relative to claims and argument
□ Evidence is explained relative to claims and argument but not sufficiently, or not in an
integrated fashion
□ Adequate explanation of evidence relative to claims integrated into body paragraphs
□ Superior explanation of presented evidence, and/or superior integration with claims/evidence
Organization:
Audience:
POSSIBLE DEDUCTIONS:
□ Poor construction/organization
□ Structure and organization relatively clear and sensible □ Clear and sensible structure and
organization□ Language and ideas of the paper are not appropriately directed toward the
intended audience □
Language and ideas of the paper address the appropriate audience
Mechanics/style:
Format:
□ Quotation marks (double/single, placement, etc.) □ Quotations introduced, integrated, and
punctuated correctly
□ Page layout (font, margins, page numbering)
□ Parenthetical citations where appropriate
□ Works cited page format (if required)
□ Mechanical and/or stylistic issues serious enough to impede comprehensibility of argument □
Frequent mechanical and/or stylistic issues; generally problematic or awkward writing
□ Some mechanical and/or stylistic issues, but generally clear
□ Negligible mechanical and/or stylistic errors
□ Clear and sophisticated writing
Sentence structure is varied and their content is clear at first reading.
Word choice establishes a credible voice or tone for the essay.
Sentences written in a clear and concise style even when presenting complex ideas.
□ Essay title and heading format