Once you’ve gotten familiar with your assignment, considered your audience, and completed some pre-writing work, it’s probably a good time to start creating a draft. There is a lot of pre-drafting work that can be useful for building and connecting ideas, but eventually it becomes important to flesh those ideas out into paragraphs and see how they work together as a more complete piece of writing.
. . . . . . . . . . . . . . .
Once you have generated a good range of ideas, your next step will be to look through the ideas you’ve come up with. Which ones are most interesting to you to research and write about? You will, ideally, find several topics in your idea generation process that are interesting to you and robust enough that you will be able to clearly support them (and potentially also locate strong sources to help you do that).
So, how do you figure out which, out of all these good ideas you’ve come up with, is THE idea you want to work with?
What kind of writing is the assignment asking you to do? Is this a review? A summary? An argumentative piece?
Will you need to do research and cite sources? If this is the case, you can probably set aside ideas that will be difficult to do research for, such as a story about a personal experience. These might be better suited to a different assignment.
Once you have narrowed your ideas to ones that fit the assignment parameters, look for connections between the remaining ideas. Does one support another? Are a few of them different ways of looking at the same thing? Can two combine to make a stronger, more complete topic? Does one spark your interest in a way the others don’t?
If you complete these steps and find you have no topics left that have passed these tests, you will want to generate new ideas, maybe with a different generation method. If you want to look at or review some ways to do this, revisit from the “Strategies for Getting Started ” section (in the “Prewriting” portion of this text). Now that you know what kinds of tests those ideas will be put to, it will likely be easier to generate ideas that will make it all the way through this process!
If you are still looking at several potential topics after this process, pick just one of them, or one tightly-connected group of them, to work with for this project.
CC0 Public Domain Image from Max Pixel
Now that you have a topic and/or a working thesis, you have several options for how to begin writing a more complete draft.
Just write. You already have at least one focusing idea. Start there. What do you want to say about it? What connections can you make with it? If you have a working thesis, what points might you make that support that thesis?
Make an outline. Write your topic or thesis down and then jot down what points you might make that will flesh out that topic or support that thesis. These don’t have to be detailed. In fact, they don’t even have to be complete sentences (yet)!
Begin with research. If this is an assignment that asks you to do research to support your points or to learn more about your topic, doing that research is an important early step (see the section on “Finding Quality Texts ” in the “Information Literacy” section). This might include a range of things, such as conducting an interview, creating and administering a survey, or locating articles on the Internet and in library databases.
Research is a great early step because learning what information is available from credible sources about your topic can sometimes lead to shifting your thesis. Saving the research for a later step in the drafting process can mean making this change after already committing sometimes significant amounts of work to a thesis that existing credible research doesn’t support. Research is also useful because learning what information is available about your topic can help you flesh out what you might want to say about it.
Essay Structure
You might already be familiar with the five-paragraph essay structure, in which you spend the first paragraph introducing your topic, culminating in a thesis that has three distinct parts. That introduction paragraph is followed by three body paragraphs, each one of those going into some detail about one of the parts of the thesis. Finally, the conclusion paragraph summarizes the main ideas discussed in the essay and states the thesis (or a slightly re-worded version of the thesis) again.
This structure is commonly taught in high schools, and it has some pros and some cons.
Pros
It helps get your thoughts organized.
It is a good introduction to a simple way of structuring an essay that lets students focus on content rather than wrestling with a more complex structure.
It familiarizes students with the general shape and components of many essays—a broader introductory conversation giving readers context for this discussion, followed by a more detailed supporting discussion in the body of the essay, and ending with a sense of wrapping up the discussion and refocusing on the main idea.
It is an effective structure for in-class essays or timed written exams.
Cons
It can be formulaic—essays structured this way sound a lot alike.
It isn’t very flexible—often, topics don’t lend themselves easily to this structure.
It doesn’t encourage research and discussion at the depth college-level work tends to ask for. Quite often, a paragraph is simply not enough space to have a conversation on paper that is thorough enough to support a stance presented in your thesis.
So, if the five-paragraph essay isn’t the golden ticket in college work, what is?
That is a trickier question! There isn’t really one prescribed structure that written college-level work adheres to—audience, purpose, length, and other considerations all help dictate what that structure will be for any given piece of writing you are doing. Instead, this text offers you some guidelines and best practices.
Things to Keep in Mind about Structure in College-Level Writing
Avoid the Three-Point Structure
Aim for a thesis that addresses a single issue rather than the three-point structure. Take a look at our example from the previous section, “Finding the Thesis ”:
“Katniss Everdeen, the heroine of The Hunger Games, creates as much danger for herself as she faces from others over the course of the film.”
This thesis allows you to cover your single, narrow topic in greater depth, so you can examine multiple sides of a single angle of the topic rather than having to quickly and briefly address a broader main idea.
There’s No “Right” Number of Supporting Points
There is no prescribed number of supporting points. You don’t have to have three! Maybe you have two in great depth, or maybe four that explore that one element from the most salient angles. Depending on the length of your paper, you may even have more than that.
There’s More than One Good Spot for a Thesis
Depending on the goals of the assignment, your thesis may no longer sit at the end of the first paragraph, so let’s discuss a few places it can commonly be found in college writing.
It may end up at the end of your introductory information—once you’ve introduced your topic, given readers some reasonable context around it, and narrowed your focus to one area of that topic. This might put your thesis in the predictable end-of-the-first-paragraph spot, but it might also put that thesis several paragraphs into the paper
Some college work, particularly work that asks you to consider multiple sides of an issue fully, lends itself well to an end-of-paper thesis (sometimes called a “delayed thesis”). This thesis often appears a paragraph or so before the conclusion, which allows you to have a thorough discussion about multiple sides of a question and let that discussion guide you to your stance rather than having to spend the paper defending a stance you’ve already stated.
These are some common places you may find your thesis landing in your paper, but a thesis truly can be anywhere in a text.
Writing Beginnings
Beginnings have a few jobs. These will depend somewhat on the purpose of the writing, but here are some of the things the first couple of paragraphs do for your text:
They establish the tone and primary audience of your text—is it casual? Academic? Geared toward a professional audience already versed in the topic? An interested audience that doesn’t know much about this topic yet?
They introduce your audience to your topic.
They give you an opportunity to provide context around that topic—what current conversations are happening around it? Why is it important? If it’s a topic your audience isn’t likely to know much about, you may find you need to define what the topic itself is.
They let you show your audience what piece of that bigger topic you are going to be working with in this text and how you will be working with it.
They might introduce a narrative, if appropriate, or a related story that provides an example of the topic being discussed.
Take a look at the thesis about Katniss once more. There are a number of discussions that you could have about this film, and almost as many that you could have about this film and its intersections with the concept of danger (such as corruption in government, the hazards of power, risks of love or other personal attachments, etc.). Your introduction moving toward this thesis will shift our attention to the prevalence of self-imposed danger in this film, which will narrow your reader’s focus in a way that prepares us for your thesis.
The most important thing at this point in the drafting process is to just get started, but when you’re ready, if you want to learn more about formulas and methods for writing introductions, see “Writing Introductions , ” presented later in this section of the text.
Writing Middles
Middles tend to have a clearer job—they provide the meat of the discussion! Here are some ways that might happen:
If you state a thesis early in the paper, the middle of the paper will likely provide support for that thesis.
The middle might explore multiple sides of an issue.
It might look at opposing views—ones other than the one you are supporting—and discuss why those don’t address the issue as well as the view you are supporting does.
Let’s think about the “multiple sides of the issue” approach to building support with our Hunger Games example. Perhaps Katniss may not see a particular dangerous situation she ends up in as being one she’s created, but another character or the viewers may disagree. It might be worth exploring both versions of this specific danger to give the most complete, balanced discussion to support your thesis.
Writing Endings
Endings, like beginnings, tend to have more than one job. Here are some things they often need to do for a text to feel complete:
Reconnect to the main idea/thesis. However, note that this is different than a simple copy/paste of the thesis from earlier in the text. We’ve likely had a whole conversation in the text since we first encountered that thesis. Simply repeating it, or even replacing a few key words with synonyms, doesn’t acknowledge that bigger conversation. Instead, try pointing us back to the main idea in a new way.
Tie up loose ends. If you opened the text with the beginning of a story to demonstrate how the topic applies to average daily life, the end of your text is a good time to share the end of that story with readers. If several ideas in the text tie together in a relevant way that didn’t fit neatly into the original discussion of those ideas, the end may be the place to do that.
Keep the focus clear—this is your last chance to leave an impression on the reader. What do you want them to leave this text thinking about? What action do you want them to take? It’s often a good idea to be direct about this in the ending paragraph(s).
How might we reconnect with the main idea in our Hunger Games example? We might say something like, “In many ways, Katniss Everdeen is her own greatest obstacle to the safe and peaceful life she seems to wish for.” It echoes, strongly, the original thesis, but also takes into account the more robust exploration that has happened in the middle parts of the paper.
As mentioned about writing introductions above, the most important thing at this point in the drafting process is to just get started (or in this case, to get started concluding), but when you’re ready, if you want to learn more about formulas and methods for writing conclusions, see “Writing Conclusions ,” presented later in this section of the text.
A summary is a short overview of the main points of a text. The purpose of a summary is to quickly give the reader or listener an idea of what this material is saying. You may find it helpful to create summaries of your own work, but more often, you will create summaries of material by other authors, such as articles, plays, films, lectures, stories, or presentations.
Why Summarize?
At some point in your classes, you will likely be given an assignment to summarize a specific text, an assignment in which summary is the sole intent. You will also use summaries in more holistic ways, though, incorporating them along with paraphrase, quotation, and your own opinions into more complex pieces of writing. You might summarize for several reasons, both in your time as a student and in your life outside of education.
Here are some common ones:
A summary can show your understanding of the main points of an assigned reading or viewing, so your instructor might ask you to summarize in order to know that you’ve understood the material.
You might summarize a section from a source, or even the whole source, when the ideas in that source are critical to an assignment you are working on and you feel they need to be included, but they would take up too much space in their original form.
You might also summarize when the general ideas from a source are important to include in your work, but the details included in the same section as those main ideas aren’t needed for you to make your point. For example, technical documents or in-depth studies might go into much, much more detail than you are likely to need to support a point you are making for a general audience. These are situations in which a summary might be a good option.
Summarizing is also an excellent way to double-check that you understand a text–if you can summarize the ideas in it, you likely have a good grasp on the information it is presenting. This can be helpful for school-related work, such as studying for an exam or researching a topic for a paper, but is also useful in daily life when you encounter texts on topics that are personally or professionally interesting to you.
What Makes Something a Summary?
When you ask yourself, after reading an article (and maybe even reading it two or three times), “What was that article about?” and you end up jotting down–from memory, without returning to the original article to use its language or phrases–three things that stood out as the author’s main points, you are summarizing. Summaries have several key characteristics.
You’re summarizing well when you:
Use your own words.
Significantly condense the original text.
Provide accurate representations of the main points of the text they summarize.
Avoid personal opinion.
Summaries are much shorter than the original material—a general rule is that they should be no more than 10% to 15% the length of the original, and they are often even shorter than this.
It can be easy and feel natural, when summarizing an article, to include our own opinions. We may agree or disagree strongly with what this author is saying, or we may want to compare their information with the information presented in another source, or we may want to share our own opinion on the topic. Often, our opinions slip into summaries even when we work diligently to keep them separate. These opinions are not the job of a summary, though. A summary should only highlight the main points of the article.
Focusing on just the ideas that best support a point we want to make or ignoring ideas that don’t support that point can be tempting. This approach has two significant problems, though:
First , it no longer correctly represents the original text, so it misleads your reader about the ideas presented in that text. A summary should give your reader an accurate idea of what they can expect if we pick up the original article to read.
Second , it undermines your own credibility as an author to not represent this information accurately. If readers cannot trust an author to accurately represent source information, they may not be as likely to trust that author to thoroughly and accurately present a reasonable point.
How Should I Organize a Summary?
Like traditional essays, summaries have an introduction, a body, and a conclusion. What these components look like will vary some based on the purpose of the summary you’re writing. The introduction, body, and conclusion of work focused specifically around summarizing something is going to be a little different than in work where summary is not the primary goal.
Introducing a Summary
One of the trickier parts of creating a summary is making it clear that this is a summary of someone else’s work; these ideas are not your original ideas. You will almost always begin a summary with an introduction to the author, article, and publication so the reader knows what we are about to read. This information will appear again in your bibliography, but is also useful here so the reader can follow the conversation happening in your paper. You will want to provide it in both places.
In summary-focused work, this introduction should accomplish a few things:
Introduce the name of the author whose work you are summarizing.
Introduce the title of the text being summarized.
Introduce where this text was presented (if it’s an art installation, where is it being shown? If it’s an article, where was that article published? Not all texts will have this component–for example, when summarizing a book written by one author, the title of the book and name of that author are sufficient information for your readers to easily locate the work you are summarizing).
State the main ideas of the text you are summarizing—just the big-picture components.
Give context when necessary. Is this text responding to a current event? That might be important to know. Does this author have specific qualifications that make them an expert on this topic? This might also be relevant information.
So, for example, if you were to get an assignment asking you to summarize Matthew Hutson’s Atlantic article, “Beyond the Five Senses ” (found at www.theatlantic.com) an introduction for that summary might look something like this:
In his July 2017 article in The Atlantic , “Beyond the Five Senses,” Matthew Hutson explores ways in which potential technologies might expand our sensory perception of the world. He notes that some technologies, such as cochlear implants, are already accomplishing a version of this for people who do not have full access to one of the five senses. In much of the article, though, he seems more interested in how technology might expand the ways in which we sense things. Some of these technologies are based in senses that can be seen in nature, such as echolocation, and others seem more deeply rooted in science fiction. However, all of the examples he gives consider how adding new senses to the ones we already experience might change how we perceive the world around us.
However, you will probably find yourself more frequently using summary as just one component of work with a wide range of goals (not just a goal to “summarize X”).
Summary introductions in these situations still generally need to:
Name the author.
Name the text being summarized.
State just the relevant context, if there is any (maybe the author has a specific credential that makes their work on this topic carry more weight than it would otherwise, or maybe the study they generated is now being used as a benchmark for additional research).
Introduce the author’s full name (first and last names) the first time you summarize part of their text. If you summarize pieces of the same text more than once in a work you are writing, each time you use their text after that initial introduction of the source, you will only use the author’s last name as you introduce that next summary component.
Presenting the “Meat” (or Body) of a Summary
Again, this will look a little different depending on the purpose of the summary work you are doing. Regardless of how you are using summary, you will introduce the main ideas throughout your text with transitional phrasing, such as “One of [Author’s] biggest points is…,” or “[Author’s] primary concern about this solution is….”
If you are responding to a “write a summary of X” assignment, the body of that summary will expand on the main ideas you stated in the introduction of the summary, although this will all still be very condensed compared to the original. What are the key points the author makes about each of those big-picture main ideas? Depending on the kind of text you are summarizing, you may want to note how the main ideas are supported (although, again, be careful to avoid making your own opinion about those supporting sources known).
When you are summarizing with an end goal that is broader than just summary, the body of your summary will still present the idea from the original text that is relevant to the point you are making (condensed and in your own words).
Since it is much more common to summarize just a single idea or point from a text in this type of summarizing (rather than all of its main points), it is important to make sure you understand the larger points of the original text. For example, you might find that an article provides an example that opposes its main point in order to demonstrate the range of conversations happening on the topic it covers. This opposing point, though, isn’t the main point of the article, so just summarizing this one opposing example would not be an accurate representation of the ideas and points in that text.
Concluding a Summary
For writing in which summary is the sole purpose, here are some ideas for your conclusion.
Now that we’ve gotten a little more information about the main ideas of this piece, are there any connections or loose ends to tie up that will help your reader fully understand the points being made in this text? This is the place to put those.
This is also a good place to state (or restate) the things that are most important for your readers to remember after reading your summary.
When your writing has a primary goal other than summary, your conclusion should
Include an in-text citation, if appropriate. (To learn how to do this correctly, see the discussion of in-text citation in “Crediting and Citing Your Sources ,” part of the “Using Sources Correctly” section of this text.)
Discuss the summary you’ve just presented. How does it support, illustrate, or give new information about the point you are making in your writing? Connect it to your own main point for that paragraph so readers understand clearly why it deserves the space it takes up in your work. (Note that this is still not giving your opinion on the material you’ve summarized, just making connections between it and your own main points.)
Paraphrasing is another way of presenting ideas from source material in your own words, but without the condensing that happens in a summary. Instead, paraphrases stay approximately the same length as the original source material being paraphrased.
Why paraphrase?
To Demonstrate Understanding
Paraphrasing can demonstrate your understanding of a text, including its more complex details and connections between its main points, and can also help you double-check the depth of your understanding of a text.
To Provide Support
You might paraphrase a section from a source (unlike summary, it is unlikely that you will ever need to paraphrase an entire source) when an idea or point in that source is important to an assignment you are working on and you feel it needs to be included, but you can rephrase it in a way that fits your work without losing any key information.
Use paraphrase instead of direct quote unless you have compelling reasons to preserve the exact language of the original text. Often, the reason to preserve the original text in a direct quote is because that text uses specialized language that you can’t easily rephrase. As much of your work as possible should be in your own voice.
For example, let’s look at the last paragraph of the Scientific American article (found at www.scientificamerican.com) “Are you a Magnet for Mosquitoes? ,” about why mosquitoes are more attracted to some humans than others. The sentence, “Scientists that study human odors and genetics have previously suggested scent cues associated with genetics are likely controlled via the major histocompatibility complex (MHC) genes” could be a good candidate for a direct quote because I wouldn’t know how to paraphrase the part about MHC genes.
The sentence that follows, though, says this:
“Those genes appear to play a role in odor production and also in mammals’ mating choices—because humans and mice alike appear to prefer mates that smell less similar to themselves, which scientists have theorized may be a natural control against inbreeding.”
Since there isn’t particularly specialized or original language in here that must be preserved, this second sentence is a good candidate for paraphrase. One way (of many possibilities!) this might look is like this:
These same genes that might be attracting mosquitoes more to some of us than to others could also be helping us choose partners that we aren’t likely to be related to.
What Makes Something a Paraphrase?
A paraphrase:
Is in your own words.
Is not condensed.
Avoids personal opinion.
Is completely rephrased from the original.
Like summary, a paraphrase is someone else’s ideas rewritten in your own words. Unlike summary, though, paraphrase should not be condensed—the ideas as you write them should take up about the same amount of space as they do in the original text. A paraphrase should not include your own opinions about the topic, what the author of the text is saying about it, or how that author is presenting their point
It can be easy, when writing a paraphrase, to rely on some of the original author’s phrasing or direct synonyms for the author’s original words. Remember that a paraphrase must be entirely your own writing, not just phrases or words substituted in the same sentence structure, length, etc. used by the original text. Write paraphrases in sentence structures that are natural to you and true to your own writing voice. The only job of a paraphrase is to accurately and completely represent the relevant idea presented in the text you are paraphrasing.
How Should I Organize a Paraphrase?
It is not likely that you will encounter an assignment that solely requires you to paraphrase a text. Instead, you will use paraphrase to support your own points and ideas in work with a wide range of goals. That said, there are still some guidelines for incorporating paraphrase into your work:
Introduce the author and original text, just as you would for a summary.
If there is relevant context, mention that as well.
Then, restate the part of the original text that you want to use into your own original language and sentence structures.
Include a parenthetical citation (if appropriate) at the end of the paraphrased material. (To learn how to do this correctly, see the discussion of in-text citation in “Crediting and Citing Your Sources ,” part of the “Using Sources Correctly” section of this text.)
After delivering and citing the paraphrased material, reconnect that information to your own topic and point.
Check Your Understanding: Creating a Paraphrase
Here is a brief passage from Sarah Boxer’s article in The Atlantic, “An Artist for the Instagram Age ”: “The fact that some folks have managed to make the scene while others get left out in the cold is integral to the excitement of participatory art. The thrill is akin to exotic travel, or getting to see Hamilton. Because not everyone who wants the experience actually gets the experience, these works, even if their intentions and messages are democratic, tend to become exclusive affairs.”
Which of the following is an appropriate paraphrase of this passage? Why is that one “good” and the other one less functional as a paraphrase?
The truth that many people have been able to attend these events as others have been shut out of them is key to what makes this kind of art appealing. The excitement is similar to visiting foreign countries or attending a showing of a sold-out musical. Since some people who wish to attend can’t do so, these art forms, despite not necessarily wanting to, often end up denying access to many would-be attendees.
Boxer notes that this kind of art only maintains its appeal as long as there are more people clamoring to view it than can possibly actually view it. This reliance on scarcity means these artists are ultimately relying on elitist principles to find their success and remain in demand.
A quotation (sometimes called a direct quotation) is when you use the exact language from a source and place that language into your own paper. This is significantly different from both paraphrase and summary, as you do not rephrase any part of the original language into your own words—in fact, it is important when directly quoting a source to be careful to exactly copy the source’s original language word for word.
Why Quote?
To retain the powerful, specialized, or unique language of the original
To demonstrate authority
To present an opposing view
If the original text is phrased in a way that is particularly powerful and paraphrasing it would be likely to weaken it, direct quotation is a good option. This is also true when the language of the original source is so special or unique that it can’t be reasonably rephrased.
Direct quotation can demonstrate that existing authoritative sources support a point you are making. It can also present an opposing view to your own for you to then discuss. It can be useful to present opposing views as direct quotes to avoid the risk of personal bias affecting the language of a paraphrase.
Why It’s Important to Limit Quotes
It is generally a good idea to limit quotes—don’t rely too heavily on them in a paper. Remember that most of your paper should be in your own words and in your own voice. It’s also a good rule of thumb to avoid using unnecessarily long quotes. If a quote is longer than a sentence or two, it is a good idea to examine whether the full quote is needed or if a summary, paraphrase, or just part of the quote would do the job you need done.
If you do find you need to use only part of a quote, it is very important to make sure that the part of the quote you are using doesn’t change the meaning of the quote. Be careful to retain the parts of the quote that accurately represent what the author was originally saying.
How Should I Organize a Quote?
Like paraphrase, quotation will only play a supporting role in your written work. Many of the guidelines for incorporating quotation into your written work will look familiar if you have already read the summary and paraphrase sections of this text, but quotation does have some special rules.
Introduce
Introduce the author and original text (and potentially context), just as you would for a summary or paraphrase. Often this introduction is only an introductory phrase, in which case it would be followed by a comma and the quote would begin immediately after this phrase as part of the same sentence. Example: According to Amelia Smith, a researcher affiliated with Harvard, “[insert quote here].”
Deliver
After introducing the author and text, you will deliver the quote. This is often as simple as copying and pasting the relevant material from the original text. Direct quotes need to have quotation marks (“”) around them, the first quotation mark just before the first word of the quote and the end quotation mark just after the last word of the quote.
The only exception to the requirement of quotation marks is when using a block quote. A block quote is quoted material that takes up space on four or more consecutive lines of your paper. This kind of quote has a significantly different set of formatting rules, but should also be used very sparingly because it takes up so much valuable space in your paper. If you’re interested in learning more about what block quotes do differently, have a look at the “MLA Formatting Quotations ” article from the Purdue OWL (at owl.english.purdue.edu); scroll down a bit to find the section titled “Long Quotations”.
Cite
Include a parenthetical citation (if appropriate) at the end of the quote. (To learn how to do this correctly, see the discussion of in-text citation in “Crediting and Citing Your Sources ,” part of the “Using Sources Correctly” section of this text.)
Reconnect
After delivering and citing the quote, reconnect that information to your own topic and point.
Check Your Understanding: Work with Quotation
What the reconnection component of using a quote looks like is going to vary depending on the type of essay you’re writing, your intended audience, and how you’re presenting the information to that audience. Introduction, delivery, and citation tend to look pretty similar regardless of those factors, so let’s practice those components here.
Using the same article as in the “Paraphrasing ” section (see the section just before this one), written by Sarah Boxer and published online in The Atlantic , I’m going to quote just the third sentence of the passage we looked at in the paraphrasing activity: “Because not everyone who wants the experience actually gets the experience, these works, even if their intentions and messages are democratic, tend to become exclusive affairs.”
Which of these uses of that sentence would be a correct way to use it as a quote in my own essay? There may be more than one correct answer.
As Sarah Boxer observes in her article about Yayoi Kusama’s “Infinity Mirrors” exhibit, “Because not everyone who wants the experience actually gets the experience, these works, even if their intentions and messages are democratic, tend to become exclusive affairs.”
Because not everyone who wants the experience actually gets the experience, these works, even if their intentions and messages are democratic, tend to become exclusive affairs (Boxer).
Carrying these ideas into the art world, Sarah Boxer notes, “everyone who wants the experience actually gets the experience…their intentions and messages are democratic.”
One article published recently in The Atlantic addresses this directly, stating, “Because not everyone who wants the experience actually gets the experience, these works, even if their intentions and messages are democratic, tend to become exclusive affairs” (Boxer).
“Because not everyone who wants the experience actually gets the experience, these works, even if their intentions and messages are democratic, tend to become exclusive affairs.”
(adapted, in part, from The Word on College Reading and Writing by Carol Burnell, Jaime Wood, Monique Babin, Susan Pesznecker, and Nicole Rosevear. This OER text is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.)