Hello I have homework about check the paperBasically there is one of my friend he has a paper I have to check if there is any mistake on his paper that’s my professor told me there is more information if you want to know more about it name of file is ENGLand there is my friend paper name of file is entryWriter’s Name:
Reviewer’s Name:
Peer Review 1 Worksheet
Race Narrative
One of the threshold concepts framing our class is that writing (in addition to being a cognitive activity) is a
social and rhetorical activity (Roozen, 2015, p. 17). In other words, writing always takes place in a set of social
relationships. It is a complex act of creating and negotiating meaning between different agents (writers,
readers/audiences), and is shaped by things like context/moment, genre, media, and mode. In academic writing
contexts, one of the best illustrations of the social and rhetorical nature of writing is peer review, where you
both give and receive feedback to/from a peer toward improving each other’s writing. In this particular
rhetorical situation, the text is the assignment at hand, your audience is your peer review partner, and your
purposes are to create resonance with your reader, demonstrate a clear understanding of assignment criteria,
and give/receive suggestions for improvement.
We do peer review activities for a few different reasons. Some of these reasons are outlined by the subconcepts in threshold concept 4. As Shirley Rose (2015) points out, “all writers always have more to learn about
writing” (p. 59). Regardless of our level of expertise and experience as writers, we can always improve and learn
more toward enhancing our own reading/writing processes and knowledge bases.
In addition, we understand that while our identities and the ways we write are inextricable, and that to change
the ways we write is to change something about ourselves (Bawarshi & Pelkowski, 1999), the texts we produce
externalize our thoughts, allowing us to more objectively evaluate if our writing is doing what it needs to do to
meet the needs of our audience—that is, “Text is an object outside of oneself that can be improved and
developed” (Bazerman & Tinberg, 2015, p. 51).
Bearing these principles in mind, you’ll conduct peer review so that as class members navigating a shared
experience, you can get perspective from each other on how successfully you attend to the expectations
outlined for Project 1, while building community in the process.
Once you’re placed in your breakout rooms, exchange Stetson email addresses with your partner and email your
papers to each other. After reading through your partner’s draft and making necessary annotations—fill out this
worksheet. Use full sentences, be as detailed as possible, and refer to individual assignment criteria where
necessary. You will lose credit for the task if you provide surface-level responses. Do not focus on grammar,
mechanics, usage, or other sentence-level concerns. Your responses must be thoughtful, tactful, and charitable.
Foreground praise, and make sure that any critique is constructive and adheres to our Class Culture Statement.
Please use a different color/style of font to differentiate between your responses and the questions.
Try to get through as much of the task as you can during class. If you don’t finish in that time, the completed
worksheet must be uploaded to Blackboard and emailed to your partner by end-of-day today (11:59 PM). Be
sure to exchange Stetson email addresses with your partner before leaving class.
Race Narrative Criteria (Below, check Y for “yes”; N for “no”; S for “sort of”)
1) The essay is an engaging, creative, and thoughtful narrative that successfully contrasts the
way(s) the writer was asked to think/talk/write about race at home with how they have been
asked to think/talk/write about race in their college classrooms, following the structure outlined
the Expected Content & Structure section of the assignment guidelines.
2) The writer uses descriptive details and a selection of examples appropriate to their rhetorical
3) The essay demonstrates the writer’s understanding of key concepts from course readings/
texts, putting them in direct conversation with the writer’s own experience. The writer
is selective with their use of source summary, paraphrase, and/or direct quotations and avoids
excessive source use and block quotations (40+ words for APA; 4+ lines for MLA).
4) The essay is coherent and cohesive—with clear idea development, and transitioning organically
between sentences, paragraphs, and topics.
5) The essay features an appropriate tone and style for a wide academic audience.
6) The essay is professional in its construction and appearance. It follows MLA or APA formatting
7) The essay is at least 5-7 double-spaced pages in length (5 full page minimum, excluding Works
Cited/ References page.
8) The essay is adequately proofread and uses correct (MLA or APA) in-text citation and
documentation (Works Cited/References Page) for all quotations, paraphrased and borrowed
material/ideas, non-common knowledge, music, images, etc.
Short Response
1) What are your first impressions of the writer’s narrative?
2) In a few sentences, summarize the crux (primary/central concern) of the writer’s narrative. Where in the
paper does the crux become visible?
3) Which aspects of the project come across as being the most effective to you as a reader, and why?
4) What suggestions can you make to strengthen the rhetorical effectiveness of the narrative (the ways it
encounters, adapts, and creates meaning for its audience through language)?
On the following page, write a double-spaced, full-page letter to the writer, providing both general and specific
feedback about their narrative.
In your letter, first identify what you liked about the way they’ve written their narrative. Then, identify what
you’d like to know more about.
Move on to include suggestions you can make to strengthen the narrative overall and ensure a successful
finished paper. Refer to the assignment criteria while making suggestions. Consider their provided context, level
of detail/description, clarity, cohesion, structure, and rhetorical/creative choices. What directions might they
take their paper in? What additional resources might they find useful? How might they flesh it out further? Be
sure to cite specific passages, examples, and details that can help guide them as they revise. Follow a letter
format, i.e., salutation, body, complimentary close, etc.
Dear (Writer’s Name),
(Reviewer’s Name).
Brown 1
Jamani Brown
Dr. Johnson
Bonilla-Silva Journal Entry
After reading Bonilla-Silva I believe the author’s thesis to be based on the uncomfortableness
within discussing race including bias/preference on the topic. The author is trying to get us to
understand the linguistics behind color blind racism. “A common way of stating racial views
without opening yourself to the charge of racism is apparently taking all sides on an issue.”
(Bonilla-Silva, 50) In a society where usage of the word racist is not acknowledged, the dialect
used about black people and terminology was not properly addressed as it should have been.
Within the article the author uses a linguistic study upon whites that haven’t lived in a
more racially diverse area. Her intended audience is for all races, mainly black and white, but to
showcase a naïve ignorance in the way that is was taught and unconsciously examined by their
immediate family members. “Color blind racism’s racetalk avoids racist terminology and
preserves its myth through semantic moves such as “I am not a racist, but,” “Some of my best
friends are : : :,” “I am not black, but,” and “Yes and no”.” (Bonilla-Silva,61) The method behind
writing this article is to change the course of action within the white community.
“Our assumptions about language are guided more often by a rhetoric that feeds on our
unconscious racism than they are by our intellectual understanding of linguistic fact. (The
unconscious emotional impulses driving racist beliefs may explain why many people, when
confronted with the seemingly mundane observations of linguists, react with extreme skepticism,
disbelief, and even anger.)” (Greenfield, 2) When reading about Bonilla-Silva article and study
Brown 2
on the language used concerning color bling racism, it brought me back to another text we read
called Greenfield. This quote fits almost perfectly into the point that Bonilla-Silva was trying to
get across in her studies. How the language, terms and dialect used came from a racist view but
wasn’t considered that from the people who it was used from. It often showed a point that the
world is black and white and that there is no “color” which stems from the difference in each
I make this claim do to the fact that in the article a lot of the terminology used is from
past times and not the modern times in which this study was done. Bonilla- Silva did a great job
in digging deep into why it is that color blind racism is a popular tactic used when discussing
race. This particular article is one that would recommend any race to read because I feel that it
not only applies to the white community but others as well who use the color blind racism tactic
but in terms of culture.
Brown 3
Works Cited
Bonilla-Silva,Eduardo. “The Linguistics of Color Blind Racism:How to Talk Nasty about
Blacks without Sounding “Racist”:Pages from 42-64. Print

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