help with engl due in 24 hours

NAME

Instructor Cobbs

ENGL- 101

02 March 2024

COMPARISON/CONTRAST ESSAY

During the 19th and 20th centuries, African Americans faced racial discrimination in various aspects such as employment, criminal justice system, healthcare, and education. The American Constitution was amended to eliminate discrimination and enhance equality. The stories “Finishing School” by Maya Angelou and “What’s in a Name?” by Henry Louis Gates, Jr. were written at a time when racial discrimination was rampant. Although both “Finishing School” by Maya Angelou and “What’s in a Name?” by Henry Louis Gates, Jr. explore the theme of racial discrimination and the renaming of blacks, their settings, characters, and outcomes are different.

In both “Finishing School” by Maya Angelou and “What’s in a Name?” by Henry Louis Gates, Jr., people of color experience racial segregation and discrimination. The U.S. Supreme Court bans racial segregation in real estate, housing, and public schools; however, people of color still face discrimination. Gates writes that “prejudice and discrimination against African Americans were the norm in many communities, including those outside the South” (1). Blacks are not provided with the same opportunities as whites. Public places are segregated. Blacks are not allowed to enter some stores. Comment by douglashill1: + I like the use of this reference as it shows the problem persists even though laws are in place to try and prevent discrimination showing how potent the issue is. Comment by douglashill1: - Perhaps something like “Public places are segregated resulting in Blacks not being allowed to enter certain stores” might flow better.

In the story “What’s in a Name?”, black girls face racial discrimination. Black girls perform domestic work in white women’s homes due to the lack of opportunities. Employment is limited to domestic service for black women and farm work for black men. Mary performs domestic work for Miss Cullinan. Even though she wants to quit the job, her mother discourages her because it is the only available option for survival. “I had to quit the job, but the problem was going to be how to do it” (Angelou 3). The fact that black girls perform domestic jobs for survival indicates the existing economic inequalities caused by racial discrimination. Comment by douglashill1: - This sentence seems like it could fit well with the second sentence in this paragraph, as there is some repetition of “women doing domestic work” in sentences 2-4.

The change of characters’ names in both stories indicates the existing discriminatory beliefs and attitudes towards blacks. In “What’s in a Name?”, Mr. Wilson avoids calling blacks by their real names. “He calls all colored people George” (Gates 2). Using one name indicates ignorance and disregards the unique identities, backgrounds, and experiences of black people. It suggests the disregard for blacks’ diversity. In the story “Finishing School”, Mrs. Cullinan decides to change Margaret’s name because she cannot pronounce it. She claims that the name is “too long, She’s Mary from now on” (Angelou 3). Miss Cullinan lacks cultural sensitivity. She avoids remembering or learning the names of black people. Comment by douglashill1: + I like how you broke this down, defining almost what all a name is made of, shows the importance of respecting it.

The stories “Finishing School” by Maya Angelou and “What’s in a Name?” by Henry Louis Gates, Jr. takes place in different places and periods. Whereas the story “What’s in a Name?” takes place in a cut-rate drug store in the 1950s, “Finishing School” takes place at the home of Miss Cullinan. “Angelou recalls a difficult incident that occurred when she was growing up in racially segregated Stamps in the late 1930s” (1). Gates explains his childhood experience that occurred in the mid-1950s while Angelou explains her experience that occurred in the late 1930s.

The characters in the story “Finishing School” include Mary, Miss Cullinan, and Miss Glory. Miss Cullinan is a white woman who changes Margaret’s name to Mary. Miss Glory’s name was Hallelujah, but a white woman changed the name for her convenience. On the other hand, the characters in “What’s in a Name?” are Gates himself, his father, and Mr. Wilson. Mr. Wilson is a white man who avoids calling all black people by their names. Gates describes his experience as the white man calls his father George. Comment by douglashill1: - Perhaps this could be a good spot to put a quote from the story where Miss Glory explains this.

The stories “Finishing School” by Maya Angelou and “What’s in a Name?” by Henry Louis Gates, Jr. have different outcomes. Whereas Gates’ father reacts politely when the white man calls him George, Mary reacts angrily. Gates’ father knows that he cannot do anything about the matter. He ends the conversation by saying “Nobody hits better in a clutch than Jackie Robinson” (Gates 3). On the other hand, Mary stands up for herself. She reacts angrily and breaks dishes. “As she rounded the kitchen door, I let them fall on the tiled floor” (Angelou 4). Mary decides to act when the white woman fails to call her by her name while Gates’ father does not act.

Maya Angelou and Henry Gates Jr. explain their experiences growing up in a society filled with racial segregation and discrimination. Both stories indicate that black people experienced a lot of challenges in the past. The stories have different characters, settings, and outcomes; however, they both explore the topic of racial discrimination against blacks. Comment by douglashill1: + I like the clear relation you made between the two stories and how you carried it from intro to conclusion in an understandable way.

Works Cited

Gates, Jr., Henry Louis. “What’s in a Name?” Patterns for College Writing

Angelou, Maya. “Finishing School” A Rhetorical Reader and Guide

 Is the paper long enough? Count the paragraphs and make sure before you even start reading.  If it's not, be thinking about suggestions to give the writer on how the paper can be lengthened and provide them with those suggestions after reading the entire paper. 

Yes, the paper is long enough as it has eight paragraphs.

 Is there an effective title? Is it interesting? If not, suggest another title after you have read the paper. 

There is a title but it could be a little more effective. I would recommend a title that has to do with the stories to possibly give a little foresight to what the essay is about.

 Is there a hook? Is it interesting? If not, is there another way the writer can add a more interesting hook? If so, give him or her a suggestion as to how.

Yes there is an interesting hook that engages a reader to read more.

 Is there an effective bridge? If not, what can they do to make it more effective? Does the bridge introduce the stories being discussed? If not, you need to make a note on the paper to make sure the writer knows to introduce the stories in the bridge. 

Yes there is an effective bridge that connects the hook into what stories are going to be compared throughout the essay.

 Underline the thesis. (NOTE: You must underline the last sentence of the intro paragraph since this must be the thesis!) Is this the thesis that we came up with as a class? If not, be sure to let the writer know that they MUST use the thesis we decided on as a class. 

Yes I believe the thesis is sufficient.

 Now read the topic sentences only in order. Do these sentences follow the order of the points presented in the thesis? Do they provide you with the story/stories title(s), the topic, and the one reason from the thesis that the paragraph discusses? Can you read that one sentence and know exactly what that paragraph is about? 

Yes the sentences follow in order of the thesis. The sentences provide a clear layout of the following paragraph and can give you an accurate description of what you’re about to read.

 Now read each body paragraph separately. Do they follow TEAL? Is there at least one piece of evidence in each paragraph? Is there analysis after each piece of evidence or quote? Is there a clear link to the thesis at the end that clearly ends the paragraph and sums up how the point in the topic sentence has been proven? 

Yes I believe the body paragraphs provide support for the thesis and the evidence in them is explained thoroughly. All but one paragraph provides a quote that is included in the referenced stories, which each quote is then supported fully.

 Now look at the conclusion. Is the thesis restated in a way to show that the idea has been proven? Is the paper ended effectively for you as a reader? Is the "so what question" answered (it must be answered for anyone who would read that paper, not just the class as the audience)?

In the conclusion its clear the thesis is brought back and has been supported, the paper answers the “so what question” effectively with plenty of reasoning for anyone to understand. Whether in the class, or not.

 Are all citations done correctly? Is there a Works Cited page? Do the entries on the Works Cited match the in-text citations? 

There are citations in the paper which I believe are correct but their might be some information missing from the works cited page but there is a page nonetheless.

 Go into the paper and mark THREE places with a plus sign to show where the writer used good, effective detail or examples.  Then, tell the writer what you liked about what they did after each plus mark.

 Go into the paper and mark THREE places with a minus sign to show the writer where improvement is needed.  Then, tell the writer what might be done to improve that section. 

 Last, tell the writer the one thing that you liked most about the paper.  Please be as specific as possible! Remember, the more help you give them, the better their paper will be!

I really like how simple the points were to follow, I struggled trying to make points I was going for in my paper without over explaining. I liked how it was clear for me to understand and see the supporting evidence to each claim.