Reading Response Paper Prompt Description: The Oxford English Dictionary (OED), which is accessible when using Pace University credentials, defines the adjective overworn, when used figuratively, as “figurative. Of a word, phrase, etc.: spoilt by too much use; hackneyed, stale” (See: Entry 1b). A prime candidate for an overworn phrase is the excessively used possessive phrase — the power of language or, its variant, the power of words. A writer’s choice of words, or broader choice of language, must metaphorically pack a punch for the phrase the power of language or, its variant, the power of words to hold true with respect to that writer’s message(s), or the subject of the text in question (the subject of a text might be different from any message a writer wishes to communicate), or both. Students are invited to explore how the overworn possessive phrase — the power of language or, its variant, the power of words is anything but stale when applied to one or two of the assigned works.
Students wishing to cite the OED’s definition of overworn in their Works Cited page can do so, as follows:
“overworn, adj.” OED Online, Oxford University Press, December 2022,
www.oed.com/view/Entry/135391. Accessed 24 February 2024.
To engage this prompt, students may work with one or two of the following readings:
Baldwin, James. “If Black English Isn’t a Language, Then Tell Me, What Is?” The New
York Times Archive, 29 July 1979. https://archive.nytimes.com/www.nytimes.com/books/98/03/29/specials/baldwin-english.html?source=post_page—————————.
Douglass, Frederick. “What to the Slave is the Fourth of July?” 5 July 1852.
Massachusetts Foundation for the Humanities.
https://masshumanities.org/files/programs/douglass/speech_abridged_med.pdf.
Gates Jr., Henry Louis. “What’s in a Name.” Excerpt. Loose Canons
http://www.cana1.com/uploads/1/2/0/8/120881056/whats_in_a_name_copy_2.pages.pdf. Accessed 20 Feb. 2024
Kincaid, Jamaica. “Girl.” 1983. WordPress.
https://macmedplacebo.files.wordpress.com/2015/12/girl-jamaica-kincaid.pdf.
Morrison, Toni. “On to Disneyland and the Real Unreality.” The New York Times Archive, 20 Oct.
1973. https://www.nytimes.com/1973/10/20/archives/on-to-disneyland-and-the-real-unreality.html.
Tan, Amy. “Mother Tongue.” 1990. University of Missouri-St. Louis.
https://www.umsl.edu/~alexanderjm/Mother%20Tongue%20by%20Tan.pdf. Accessed 23 Feb. 2024.
Rules to remember:
Paragraphs must comprise at least three sentences.
Avoid contractions (don’t, wouldn’t, etc.)
Avoid personal pronouns (I, we, us, etc.) unless tasked with writing a Reflection Paper.
For an elaboration of points 2. and 3., review the formal writing voice link; it briefly covers avoiding personal pronouns (you) and contractions (e.g. don’t) as well as colloquialism (check out this link for examples of Academic vs. Colloquial Writing) and other informalities. See here, for a more in-depth discussion about colloquialisms.
Be mindful to use transitional words and phrases.
While the passive voice (e.g. The fish was caught by the seagull.) should be used sparingly, it can sometimes lend formality to one’s writing.
Do not introduce new content in the concluding paragraph.
When writing your thesis statement, do not be afraid to use language that clearly denotes your purpose, e.g. ‘This paper/essay argues/endeavors to demonstrate/takes the position/puts forward the contention/reasons that/aims to demonstrate.’
Many aspects of comma usage are strictly style-driven. Moreover, there is the matter of different rules for American, British, Australian and so-called, Global English. I am indifferent about the Oxford Comma (notice that I did not use it in the prior sentence). I am, however, interested in your command of transitional commas, including in subordinate conjunctions (between my two commas, I have a subordinate clause), and in transitioning (See #4) at large, as that impacts the efficacy of your argument. I place a high emphasis on transitions because if your paper lacks a flow to it, the glue that binds your thesis together is not sturdy enough.
Avoid the verbs, show, explain and especially prove. The language of the academy is argumentative. The above words are definitive and have minuscule qualifying characteristics. States or notes are acceptable substitutes for shows. Depending on the nature of your sentence, describes or posits are useful substitutes for explains; similarly, indicates or argues could be used in place of proves.
