Apply “Inventing|Legit essays

Posted: January 29th, 2023

 I’ve attached the discussion and journal you wrote earlier for reference, btw the discussion part about amber is kind of wrong, she isn’t a confident person. Please make sure to read carefully, There will be an  outline and an es.say draft following this one.

The assigned reading, “Inventing Your Argument” details several ways to go about developing and testing your argument for an ess.ay before you get into the middle of writing the ess.ay and realize then that it’s not working. From passing English 1A, you should have had some training in the writing process and the general steps we take to create a solid piece of writing. (If not take a moment to learn a bit about the writing process on Purdue OWL Links to an external site.). Acheson’s chapter on invention, concerns itself largely with developing and supporting an argument by “charting” evidence. This is similar to an outline, except that it takes on a more visual form. The fourth version of Acheson’s chart is so detailed that is looks a bit like a well organized spreadsheet in which arguments connect similar to how formulas might manipulate numbers (93).

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Create a chart in which you brainstorm, select, and categorize evidence from the play Actually into a chart like what Acheson developed for her argument about This Is Just to Say by William Carlos Williams. For your chart, list the major portions of your ess.ay at top, and at left your chart should include rows for each character. It might look like this:

Ess.ay 1Characteristics (quotes, pg. #s)Important Quotes in Favor (pg. #s)Important Quotes Against (pg. #s)AmberTom

Clearly my chart is a bit empty, but yours should be 100% chock-full of stuff. Include at least three pieces of evidence/quotes for each box. Most importantly, make sure to include page numbers in your chart. I want this to be a useful visual organizer that you can quickly refer to as you’re constructing your outline and ess.ay.

After constructing your chart, please provide

  • a one-paragraph description of the items in your chart and
  • a second paragraph reflecting on the process of creating the chart

Journal assignments should be 1-2 pages in length.

Student Example

This assignment is a bit tricky, so here’s an example from a previous class Download example from a previous class. Please use this as a model, not something to plagiarize.

Running head: Name of Assignment 1


Name of Assignment 2







Assignment Name

Student Name

Instructor Name

Course ID

Date of Submission









Amber is high-strung and confident because she is playing the game very confidently. Initially, she presented different lies in such a confident way that Tom could not find the lie among other truths. An example of this characteristic is the quote in which Amber claimed, “I have never excelled at any sport”. Tom could not detect that Amber excelled at sports due to her bad performance. Tom thought that Amber was into me, but she made it clear that it was not true. She is confident and does not depend on others to share her feelings. Moreover, Amber does not feel bad about talking about race and gender. She said, “You had to beat out a shit ton of other black kids to get in. I just had to beat out some other mediocre squash players”.

Instead of feeling bad for black kids, she was motivating Tom to beat black kids just like her. It has become clear that Amber’s main concern is getting into the team, and gender and race inequality is not a major concern for her. According to Amber, black kids are stupid, which Jewish people have to face a lot. She mentioned, “We all fill some stupid niche, which reduces us to something much less than what we are, but that’s the way it goes. Has it been very hard for you, being black?” I have learned different things about Amber from play; however, the most important include Amber is not only confident but also a racist person who found that she is better than black kids.

Qu 3


ZhengXiao Qu (Maston)

Daniel Staylor

English 1B



Tom is wandering around aimlessly, looking for a specific room. He is feeling lost and alone. He is looking for a sense of solitude, which he believes he can find with a piano. He is also a music lover, as he likes one of Mozart’s Piano Concerto No.9, a fact that is revealed when he hears his name and meets Sunil, who is listening to the same piece of music. The play describes Tom as feeling “depleted” and “disconnected,” which might suggest that he is struggling with some form of emotional or mental turmoil (pg. 21). He is looking for something to fill this void, whether it be food, connection with his mother, or finding a piano to play. He is also described as wandering “like a jackass,” which might suggest that he feels aimless and directionless. He struggles to find a sense of purpose or meaning in his life.

Tom is a character who is deeply affected by the presence and guidance of Sunil. He deeply reveres and admires Sunil, and he follows him around like a “cat in heat.” He sees Sunil as his spirit guide, maestro, first base coach, and brother. This suggests that Tom values friendship and mentorship highly and looks up to those he perceives as wise and knowledgeable. Tom also loves music (pg. 23). He has a deep emotional connection with music and sees it as a way to understand his feelings and that it happens all the time. This suggests that Tom is a person who is highly emotional, and music is a medium for him to express his emotions. He is also a person who can relate to Sunil, despite their apparent differences because Sunil understands his love for music.

Additionally, Tom is a person who grew up feeling alone, and he is only realizing this now that he is in college (pg. 29). He is grateful that he didn’t realize how alone he was growing up, which suggests that Tom is a person who is resilient and has a positive outlook on life. He can find positivity under challenging situations.



Ziegler, Anna. Actually. Oberon Books Ltd, 2018.


Major Portions of Essay:

  • Introduction
  • Character Analysis
  • Theme Analysis
  • Conclusion

Character: Amber

  • Evidence: She is a Princeton student and is dealing with issues of race, sexual identity, and privilege
  • Analysis: Amber’s character highlights the theme of identity and the struggles that come with trying to navigate and understand one’s own identity in the context of societal expectations and biases.

Character: Tom

  • Evidence: He is also a Princeton student, and is dealing with issues of privilege and power dynamics in his relationships
  • Analysis: Tom’s character highlights the theme of power dynamics and how they play out in personal relationships, particularly in the context of privilege.

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