I have an English 101 essay due tonight. I need an outline and the final essay by midnight tonight. I need four reliable sources with quotes. NO plagiarism. Instructions below.

Directions: Write your paper in MLA format with the correct font, margins, heading, and spacing—you are encouraged to use the MLA 8 Format Document Template in this week’s module as a guide, and to watch this TLC Instructional video (click here) on how to set up MLA format in Microsoft Word document. Follow the guidelines below for advice on each part of your paper: intro, body, & conclusion paragraphs. For a strong example of a rhetorical analysis paper, please read the Sample Student Paper in this week’s module, noting how the student followed the structure and advice below. INTRODUCTORY PARAGRAPH: Use your introduction to establish the rhetorical situation (see Tuesday’s handout!) and to provide a brief summary of Abdurraqib’s essay. Think of your audience as people who are interested in the general subject of his essay, but who have not read his work; thus, they need you to establish some pertinent facts and information before they can understand your rhetorical analysis. A well-developed introduction paragraph should be at least 6-8 sentences in length and include following components: 1. hook 2. important background information 3. thesis statement I. HOOK Start the essay with a catchy “hook” to engage the reader. A hook is like an appetizer that the whets the appetite of the reader for the main course. Be clever or interesting. Don’t start the essay with the thesis. The following are strategies for starting the essay in an engaging way—make sure you use one of these methods to start off your paper. Ø Description: Vividly describe a scene with sense details (sight, sound, smell). Create a vivid image like quick snapshot of people, places or things relevant to your topic Ø Narration: Tell a brief story or anecdote, like a 3-4 sentence news clip or a short personal experience. Rather than a snapshot, narration is more like a short video relevant to your topic. Ø Rhetorical Question: Ask 1-2 thought-provoking questions of your reader that relate to your thesis. Make sure the questions are not easily answered by a yes or no. Ø Quotation: Find a relevant or particularly poignant quote from a literary source such as the text you are analyzing. II. BACKGROUND Add “Background Information” linking the hook to the thesis. Ø Give the reader some general background about Abdurraqib as a writer and music critic (relevant info can be found on the book’s cover); the name of the book goes in italics. Ø Introduce the essay you will be analyzing in your paper. Individual essay titles go in quotation marks. Ø Make sure to establish the rhetorical context and to provide a brief summary of Abdurraqib’s essay, touching on his main point or purpose for writing it. Think of your audience as people who are interested in the general subject of his essays, but who have not read his work; thus, they need you to establish some pertinent facts and information before they can understand your rhetorical analysis. III. THESIS STATEMENT End your intro paragraph with the thesis. The thesis is the claim or the assertion that you are presenting in your paper and is generally stated at the end of the introduction. It should be a complete sentence that asserts an opinion. It should not be a fact or question. Overview: What Is a Thesis Statement? The thesis statement is the main point you will make in your paper. It should tell readers what your paper is about and provide your perspective on the topic. It makes a debatable claim that needs to be proved throughout the course of the essay. Think of it this way—someone else could read your chosen Abdurraqib essay and have a completely different interpretation of what the topic and main point is. Your thesis is your original interpretation of what makes the essay important. If your paper could only be one sentence long, that sentence should be your thesis. Characteristics of Strong Thesis Statements: Debatable The thesis statement should make an argument that readers could agree or disagree with. Clear and Specific Readers should be able to understand the thesis statement the first time they read it; avoid vague language and narrow the topic to a manageable scope. Focused (but not too focused) The thesis should focus on one specific argument. However, it should not be so focused that it is a single statement of fact. Your thesis should be focused enough that the rest of the paper can thoroughly explain and support your argument. Predictive The thesis should give readers a strong idea of the topic of the entire paper; plan to review (and possibly revise) your thesis once you’ve completed your paper. Grammatically Correct Because your thesis is such an important sentence, it will receive extra attention from readers. Proofread carefully to ensure that it is grammatically correct—the thesis makes a strong impression! For example: · Be specific: “He writes about race” is too broad of a thesis; something better would be, “He uses his own experiences and relevant current events to show how black men are treated in predominately white public spaces, such as pop and rock concerts.” · Feel free to use the above sample thesis as a template for your own. He uses ___[summary of prominent rhetorical appeal(s)]________ to show _____[topic]_____________. Make sure your thesis is debatable, clear, specific, & focused: Not Debatable: The minimum wage is the lowest hourly rate an employer can pay its employees. Debatable: A higher minimum wage will help reduce income inequality. Not Clear and Specific: Homework is bad for students. Clear and Specific: Children in the primary grades (K-3) should be assigned no more than 30 minutes of homework per day. Too Focused: Fashion models should have a waist size of at least 22 inches. Focused: Fashion models should represent a healthy body shape and size; they should not be excessively or unhealthily thin. BODY PARAGRAPHS: Your paper should have at least 4 body paragraphs, and they should all be under one page in length. In your body paragraphs, analyze the ways in which Abdurraqib supports his claims and the moves or strategies he employs to advance these claims. Although the terms we have introduced are important for understanding rhetoric, I am more interested in you demonstrating your understanding of these concepts rather than merely deploying the vocabulary. “Abdurraquib uses ethos” doesn't tell me you understand the concept, nor does it tell me how he uses ethos. It is better to say something like this: “Early on Abdurraquib develops his authority as a music critic in order to gain the trust of his audience. When he references ______ and ______, his readers can tell he is experienced on the subject.” Much of the following instruction was on last week’s Journal #2: Diagnostic assignment sheet; I’ve built on it a little here, but feel confident that you’ve already practiced body paragraphs last week. Of course, you are encouraged to incorporate any of the quotes & writing from previous Unit 1 assignments into your paper if it helps support your thesis statement. A strong paragraph will do the following, in this order: 1. Begin with a Topic Sentence that plainly states the subject of the entire paragraph. A topic sentence should detail one main idea, and should support the claim(s) you’ve made in your thesis statement. 2. Next, develop the topic sentence with additional details, description, or context. Provide a “lead-in” to your quote, which will come next. You can use any of the helpful Signal Verbs listed on pages 40-41 in They Say I Say. 3. Incorporate a quote from your chosen essay (AKA “source material”) that helps illustrate your topic sentence. Please watch this TLC Instructional Video on using the Hamburgers Method of embedding quotes. You can use any of the helpful templates on Introducing Quotations on pages 40-41 & 47 in They Say I Say. 4. Next, include your commentary on the Quote: show readers how the quote supports and illustrates your topic sentence. This is the “rhetorical analysis” portion of your paragraph, and so this should be the longest part of your paragraph. You can use the Explaining Quotations templates on page 48 in They Say I Say. 5. Feel free to repeat #3 &4 (Quote/Commentary) as necessary, bringing in more than one quote per body paragraph to support your topic sentence if you have several examples available from the assignments thus far. 6. End your paragraph by summing up the importance of what was said--show readers how the entire paragraph supports your thesis. 7. Throughout your paragraph, use transitional words and phrases: help readers make connections between your ideas. Transitional Words & Phrases: Ø Transitions to pass from paragraph to paragraph: First, second, third, firstly, secondly, finally Ø Transitions to pass from one major point to another within paragraphs: For one thing, first of all, next, then, also, in addition, besides, furthermore, subsequently, eventually, in the same vein, likewise, by the same token, again, moreover. Ø Transitions to pass from one specific example/detail to another: For example, for instance, thus, as an illustration, to illustrate, namely, specifically, in response, as a result. Ø Transitions that indicate summary or restatement: In short, in brief, in summary, in conclusion, on the whole, hence, to sum up, to reiterate, again, once again. CONCLUSION PARAGRAPH: Conclusion paragraphs are difficult because they come at the end of the paper. By this time, it’s probably late at night, you’re likely tired of writing, and you just want to finish. It is also the paragraph that has the least amount of revision because it’s the last paragraph written. Make sure to budget enough time to write a strong conclusion because it is the last paragraph your readers are left with, so ending on a strong, high note is important. Here are some strateg