Support Paragraph Model This essay is 4 paragraphs in length. You may use the glassware quotes and topic sentence from the above support paragraphs. As you

Support Paragraph Model This essay is 4 paragraphs in length. You may use the glassware quotes and topic sentence from the above support paragraphs. As you see, you can analyze several of the quotes in the same way. The name change quotes can be both metaphor and literal, too. write about the quote that is modeled above, write one support paragraph with the provided topic sentence, which we discussed in class, using the glassware quote; analyze it as metaphor. write the second support paragraph with the provided topic sentence, which we discussed in class, using the glassware quote; analyze it literally. Your support paragraphs may be the same; your introductions and conclusions must be different. SUPPORT PARAGRAPH MODEL – AN ANALYSIS THAT FOCUSES TO THE LITERAL TEXT/QUOTE
SHOULD YOU WISH TO TRY THIS HIGHLY CHALLENGING SUPPORT PARAGRAPH, YOUR
ANALYSIS MUST BE UNIQUELY YOURS. I WILL ALLOW YOU TO HAVE SOME SIMILARITIES WITH
THESE MODELS. MAKE SURE THAT AT LEAST 60% IS YOUR OWN WORK. IF MOST OF YOUR
WORK IS ONLY REWORDING WHAT IS PRESENTED BELOW, THE GRADE WILL,
UNFORTUNATELY BE A FAILING GRADE.
Maya Angelou in one of her short story, “My Name is Margaret” explains the societal
belief in which beauty is defined by features of white people. The Caucasian standards of how
one should look make ten-year old Margaret believe her Black appearances are not beautiful.
When describing the biracial Coleman girls, Margaret says, “Those girls, who could have been
her daughters, were beautiful. They didn’t have to straighten their hair. Even when they were
caught in the rain, their braids still hung down like tamed snakes. Their mouths were pouty little
cupid’s bows”(246). (1) In order for Margaret to have straight hair she had to straighten her hair;
this was her norm, and from the tone of the quote, it seems to be the norm of most Black people.
(2) However, the Coleman girls hair remained straight “like tamed snakes”(26) even when it got
wet in the rain. (3) The White society controlled what the idea of “beauty” was supposed to look
like, such as pouty lips and straight hair, and featured only women with these features as icons of
beauty in the media. (4) These images Margaret would have seen made it seem as if you had
African American features, like Margaret, with thicker lips and curly hair you wouldn’t be
considered as beautiful. (5) For instance, Marilyn Monroe was considered one of the most
beautiful women of the mid 1950s. (6) She had wavy hair and pouty lips like the Coleman
sisters, while black people who had thick, fuller lips and curly hair weren’t considered beautiful
in the time period of this story.
NOTES FOR ABOVE SUPPORT PARAGRAPH.
1. This writer begins by mentioning Maya Angelou because the thesis of the research paper
does not specify particular writers.
2. After, this writer follows with the topic sentence.
3. Next, this writer adds context about the Coleman girls and the quote itself.
4. The analysis is 6 nicely developed sentences in length. Recall that any sentence joined by
a semi-colon is considered one sentence.
5. This writer is addressing the quote literally. Straight hair really is straight hair. It has a
meaning, which is this is a physical trait of white people. Straight hair in this analysis
does not signify injustice, for example. Had this writer discussed straight hair as injustice,
this would be an example of metaphor and symbol.
6. Had this writer chosen not to use the semi-colon, the analysis would be 8 sentences.
7. NOTE: Keep the analysis 5-9 sentences in length. Don’t overwrite.
SUPPORT PARAGRAPH MODEL – AN ANALYSIS THAT FOCUSES TO THE METAPHOR/SYMBOL
OF THE TEXT/QUOTE
Maya Angelou in one of her short story, “My Name is Margaret” explains the societal
belief in which beauty is defined by features of white people. The Caucasian standards of how
one should look make ten-year old Margaret believe her Black appearances are not beautiful.
When describing the biracial Coleman girls, Margaret says, “Those girls, who could have been
her daughters, were beautiful. They didn’t have to straighten their hair. Even when they were
caught in the rain, their braids still hung down like tamed snakes. Their mouths were pouty little
cupid’s bows”(246). (1) When we observe the dynamics of beauty and self-acceptance, we must
address power. (2) For example, in 2019, we see that even many White women and men award
power to actors and actresses, such as Chris Hemsworth and Scarlett Johansson. (3) However, by
awarding them this power, they give up their own power and see themselves as unattractive, and
thus inferior. (4) This is, sadly, far more true for young Black girls, such as Margaret., especially
in the time of this story. (5) The Coleman girls serve as metaphor and symbol for White power
over Black people. (6) In Margaret’s time, movies and magazines heavily promoted beautiful
White women, such as Grace Kelly and Vivian Leigh, and this gave power to White
appearances. (7) When reviewing photographs of these actresses, they have refined lips and
straight or mildly wavy hair, features the Coleman girls have which Margaret does not. (8) When
we extend the metaphor to include Margaret herself, we see her surrender her power in the tone
of her admiring voice for only two features she sees as “beautiful”(26), features which are White,
not Black. (9) In this power structure, Margaret’s fuller lips and curly hair prevent her from
seeing her own beauty as anything but unattractive.
NOTES FOR ABOVE SUPPORT PARAGRAPH.
1. This writer begins by mentioning Maya Angelou because the thesis of the research paper
does not specify particular writers.
2. After, this writer follows with the topic sentence.
3. Next, this writer adds context about the Coleman girls and the quote itself.
4. The analysis is 9 nicely developed sentences in length.
5. This writer is addressing the quote by describing power and beauty. Straight hair has a
potent meaning because it is something icons of White beauty had and which gave them
power.
6. Some of this analysis does address literal ideas and facts, such as describing Grace Kelly
and Vivian Leigh. A large part of this analysis is metaphor and symbol, so it does not
argue power and stop there. It states what this power does to Margaret.
7. NOTE: Keep the analysis 5-9 sentences in length. Don’t overwrite.
“MY NAME IS MARGARET” ESSAY WE WILL START IN CLASS. DUE DATE WILL
BE DETERMINED.
I show 2 modeled paragraphs. The first looks at the metaphor and analyzes the quote as
metaphor. The second support paragraph is like the support paragraph for the previous essay. It
analyzes the literal. Please feel free to discuss connotations in either of these paragraphs.
THE ESSAY FORMAT FOLLOWS THE MODELED EXAMPLES. MAKE SURE YOU
READ TO THE END OF THIS HANDOUT.
GROUP WORK: Yes, you may work in groups. Your support paragraphs may be the same;
your introductions and conclusions must be different. Should you work in groups, at the end of
your essay write TEAM MEMBERS and write the full names of each team member as in the
previous essay.
MODELED METAPHOR AND SYMBOL SUPPORT PARAGRAPH FOR “MY NAME
IS MARGARET”
In Angelou’s story, the text informs us that the White employer, Mrs. Cullinan, does not see her
Black employees, Margaret and Miss Glory, as her social equals. Margaret looks at Mrs.
Cullinan’s glassware in its cabinet. She then states, “There were goblets, sherbet glasses, icecream glasses, wine glasses, green glass coffee cups with matching saucers, and water glasses. I
had a glass to drink from, and it sat with Miss Glory’s on a separate shelf from the others” (172).
In this quote, Mrs. Cullinan separates her glasses from those of her workers. The quote also
displays Mrs. Cullinan’s views, and these views reflect how the glasses symbolize their users.
Mrs. Cullinan owns a variety of glasses that are extravagant, lavish, and upscale, while Margaret
and Miss Glory’s glasses are quite simple and ordinary. The sharp contrast between the glasses is
parallel to the differences between Mrs. Cullinan and her employees. Mrs. Cullinan’s glasses
represent her sophisticated lifestyle, while Margaret and Miss Glory’s reflect their impoverished
way of life. Therefore, Margaret and Miss Glory are viewed as socially inferior in the eyes of
Mrs. Cullinan.
NOTE: I redacted parts of this modeled support paragraph, and I did not include some of the
specific details.
MODELED SUPPORT PARAGRAPH FOR “MY NAME IS MARGARET” THAT
FOCUSES MORE ON THE LITERAL MEANING
In Angelou’s story, the text informs us that the White employer, Mrs. Cullinan, does not see her
Black employees, Margaret and Miss Glory, as her social equals. Margaret describes Mrs.
Cullinan’s glassware. She observes, “There were goblets, sherbet glasses, ice-cream glasses,
wine glasses, green glass coffee cups with matching saucers, and water glasses. I had a glass to
drink from, and it sat with Miss Glory’s on a separate shelf from the others” (245). In this quote,
Mrs. Cullinan’s glassware is on a “separate shelf” from Margaret and Miss Glory’s glasses. Mrs.
Cullinan’s glassware is elegant and magnificient. Each glass is labeled for a particular purpose.
On the other hand, Margaret and Miss Glory have one simple glass for every beverage. This
contrast reveals how Mrs. Cullinan views them. Much like their glasses, Margaret and Miss
Glory are simple compared to the elegant Mrs. Cullinan. Additionally, Mrs. Cullinan does not
allow Margaret and Miss Glory’s glasses to mix with hers. She sees them as not worthy or
privileged enough to place their glass on the same shelf as hers. Therefore, Mrs. Cullinan doesn’t
view Margaret and Miss Glory as her social equals.
NOTE: I redacted parts of this modeled support paragraph, and I did not include some of the
specific details.
ASSIGNMENT FOR TOMORROW
1. This essay is 4 paragraphs in length.
2. You will work on this in class tomorrow, so bring paper and pen or your devices to do so.
3. You may use the glassware quotes and topic sentence from the above support paragraphs.
4. As you see, you can analyze several of the quotes in the same way. The name change
quotes can be both metaphor and literal, too.
a. Should you choose to write about a different quote than the one modeled above,
please do so. INFORM ME TOMORROW THOUGH.
5. You will write one support paragraph with the provided topic sentence, which we
discussed in class, using the glassware quote; analyze it as metaphor.
6. You will write the second support paragraph with the provided topic sentence, which we
discussed in class, using the glassware quote; analyze it literally.
7. You may begin work on it tonight and before class. We will discuss this in class should
you have any questions.
GRADING
1. I will grade this A – F. An F means you did not turn the essay in and did not have a
verifiable emergency, or it means that what you did turn in did not follow the guideline
below in FORMAT FOR THE ESSAY.
2. Do not stray. Strays will negatively impact your grade.
3. Proof your essays. Sentence structure errors and grammatical errors will also negatively
impact your grade. Unclear areas will have a negative effect on your grade as will vague
and general language, so make sure to use specifics and details.
TURNING IN THE ESSAY
1. Turn this in as a PDF doc by the time and day we determine. You must email this to me.
When I successfully download it, I will reply with REC (received).
2. Name your PDF doc: Last_First_M1
a. DO NOT NAME YOUR DOC “MARGARET” OR “PAPER.” I cannot sort
essays with these types of names.
3. The essay must follow MLA 8 rules, be double-spaced, use 12 pt. font size, and Times
New Roman.
FORMAT FOR THE ESSAY – USING THE RESEARCH PAPER THESIS – CITE ALL
SOURCES
PARAGRAPH 1 – INTRODUCTION
Present the thesis in 5 – 7 sentences.
Begin with a quote. Cite this.
V
V
THESIS (last sentence/underline/you must use this). an expansive history and
cultural narrative that reveals current fallacies and includes the contributions of the diverse
peoples in the United States will help us understand each other.
PARAGRAPH 2 – THE LITERAL SUPPORT PARAGRAPH
Topic sentence (underline/first sentence: You may use the topic sentence in the modeled
example above. Should you choose a different quote, please discuss your topic sentence with me.
Quote: Text from the story. You may use the quote from the modeled example.
Analysis: Explain why/how the quote supports the topic sentence. Don’t stray. This analysis is 59 sentences in length.
PARAGRAPH 3 – THE METAPHOR SUPPORT PARAGRAPH
Topic sentence (underline/first sentence: You may use the topic sentence in the modeled
example above. Should you choose a different quote, please discuss your topic sentence with me.
Quote: Text from the story. You may use the quote from the modeled example.
Analysis: Explain why/how the quote supports the topic sentence. Don’t stray. This analysis is 59 sentences in length. Make sure you focus as much as possible on the metaphors you see in the
quote.
PARAGRAPH 4 – CONCLUSION
RESTATE THE THESIS (first sentence/underline/you must use this). an
expansive history and cultural narrative that reveals current fallacies and includes the
contributions of the diverse peoples in the United States will help us understand each other.
Add 2-4 ending comments/questions that make the readers think about your thesis in 2019.

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