Section GA: Monday/Wednesday, 11:00 am�12:15 pm
South 109/South 110
Bradley Hall, Y-16 (Placement Office)
516-572-7185, ext. 25686
e-mail: [email protected]
|
ENG 101: Composition I, Spring 2017 Section GA: Monday/Wednesday, 11:00 am�12:15 pm South 109/South 110 |
Bradley Hall, Y-16 (Placement Office) e-mail: [email protected] |
 |
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. |
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Print-friendly (MS
Word) course syllabus here.
Other printable documents:
Model for Evaluation of Student Writing
Works Cited page (Instructions & Sample
Cover Page for Research Essays (Sample)
Standard MLA Format for Essays
Revision and Editing Checklist
Incorporating Sources
Paragraph Outline
Essay Outline
DESCRIPTION:
This course prepares students to produce clear,
well-developed, well-organized, grammatically correct writing. The curriculum is
designed to give students guided practice in drafting, revising, and editing
essays. The course is also designed to develop the skills that enable students
to interpret and analyze published texts. In addition to readings assigned in
class, students respond to texts they locate themselves through research and
write at least one documented or research essay.
Prerequisites: ENG 001, ENG 030 or placement by Department, RDG 001, concurrent enrollment in RDG 030 or placement by Department.
COURSE GOALS AND OUTCOMES:
|
Course Goals |
Learning Outcomes |
|
Writing Literacy: to produce precise, clear, grammatically-correct, well-developed, and well-organized writing appropriate to academic, social, and occupational fields |
Produce coherent texts within common college level forms Revise and improve such texts |
|
Critical Thinking: develop critical thinking skills |
Identify, analyze, and evaluate arguments as they occur in their own and others� work Develop well-reasoned arguments |
|
Informational Literacy: to develop skills to locate, evaluate, and incorporate relevant source materials into the construction and expression of an informed point of view |
Access and utilize basic computer and internet functions, demonstrating appropriate and effective utilization of programs and functions Use basic research techniques, demonstrating appropriate, effective research skills Locate, evaluate, organize, and synthesize information from a variety of sources, demonstrating the ability to implement an effective search strategy to obtain reliable information Apply ethical and legal standards for use of source information, demonstrating the application of accepted ethical and legal restrictions on the use of published works |
|
Cultural Literacy: to develop exposure to literary texts that reflect the diversity of the human experience in a variety of historical and cultural frameworks |
Demonstrate understanding of the various influences that shape perspectives, values, and identities Recognize the roles and responsibilities of citizens in a diverse world |
1. Respond orally and in writing to texts, primarily nonfiction.
2. Write as a way of exploring, developing, and confirming ideas in a process of communicating them
3. Compose essays that support and develop a point of view, using a variety of composing strategies.
4. Self-evaluate using a vocabulary specific to the discipline in order to discuss, revise, and edit one�s own writing and the writing of others.
5. Revise in order to substantially improve the focus, organization, and development of ideas.
6. Locate, evaluate, and cull information from archival and/or electronic sources.
7. Summarize, paraphrase, quote, and use MLA-style citations to document course reading and materials found through research in the construction and expression of a point of view.
8. Edit and proofread for usage and correctness of grammar, spelling, and punctuation.
9. Produce approximately 4,000�6,000 words across a series of written assignments and essays subject to evaluation, at least one of which is an essay of 1,000�1,500 words.
After completing this course, students will be able to
1. Annotate and summarize texts; consider viewpoints other than one�s own; discuss details as support.
2. Use brainstorming techniques to create outlines/freewriting/mapping; write preliminary drafts; develop thesis statement awareness to include multiple perspective possibilities; create thesis statements.
3. Modify/narrow thesis in subsequent drafts; consider & try out additional methods of development; respond to varied prompts on a topic; discuss language choices in a piece of writing.
4. Refer to specific elements of a reading to support general observations during a class discussion; discuss plagiarism; annotate & summarize class reading and research; write documented essays; cite sources according to MLA guidelines; create a �Works Cited� list.
5. Respond to local & global revision prompts; cut extraneous material; add specificity to improve support; read & evaluate other students� writing; discuss drafts with peers.
6. Read and evaluate one�s own writing; correct errors of usage, grammar, punctuation, spelling; clarify sentences through phrase and clause use; consult a dictionary, thesaurus, & writer�s handbook; revise drafts.
TEXTS:
(see also Additional Textbook Options,
below)
Required:
Bullock, Richard.
The Norton Field Guide to Writing, 4 ed.
New York: W. W. Norton, 2016.
ISBN 9780393264357.
College bookstore options:
Buy new: $62.65
Buy eBook: $40.00
Also, available used, on Kindle, or for rent
starting at $23.38 at Amazon.com
*
Note:
The Norton Field Guide to Writing, 3 ed. is also acceptable, and much
less expensive.
(Available
used, on Kindle, or for rent starting at $9.39 at Amazon.com***)
A good college-level
(paperback) dictionary (Available
used starting at $0.01 at Amazon.com***).
Other materials:
A thumb drive or other portable storage device.
Pens (blue or black ink only) and a notebook and/or supply of 8
Recommended additional texts:**
Bloom, Harold. How to Read and Why. New York: Scribner, 2000. (Available starting at $1.00 at Amazon.com)***
Bryce, Robert. Gusher of Lies: The Dangerous Delusions of "Energy Independence". [New York?]: PublicAffairs, 2009. (Available starting at $00.01 at Amazon.com)�
Cain, Susan. Quiet: The Power of Introverts in a World That Can't Stop Talking. New York: Random House, 2012, 2013. ( Available stating at $3.88 at Amazon.com)
Casagrande, June. Grammar Snobs Are Great Big Meanies: A Guide to Language for Fun and Spite. New York: Penguin, 2006. (Available starting at $3.94 at Amazon.com)
---. Mortal Syntax: 101 Language Choices That Will Get You Clobbered by the Grammar Snobs�Even If You�re Right. New York: Penguin, 2008 (Available used starting at $6.61 at Amazon.com).
Cathcart, Thomas and Daniel Klein. �Logic.� Plato and a Platypus Walk into a Bar...: Understanding Philosophy Through Jokes. New York: Abrams Image, 2006. 27-49. (Available used starting at $6.73 at Amazon.com)
---. Aristotle and an Aardvark Go to Washington: Understanding Political Doublespeak through Through Philosophy and Jokes. New York: Abrams Image, 2007. 27-49 (Available used starting at $10.85 at Amazon.com).
Coontz, Stephanie. Marriage, a History: How Love Conquered Marriage. New York: Penguin, 2005. (Available used starting at $2.98 at Amazon.com).
Crystal, David. Words, Words, Words. New York: Oxford U P, 2006 (Available used starting at $9.28 at Amazon.com).
Garvey, Mark. Stylized" A Slightly Obsessive History of Strunk & White�s The Elements of Style.. New York: Touchstone/Simon & Schuster, 2009. (Available starting at $14.48 at Amazon.com).�
Guzman, Andrew. Overheated: The Human Cost of Climate Change. New York: Oxford UP, 2013 (Available starting at $20.15 at Amazon.com).
Klein, Naomi. This Changes Everything: Capitalism vs. The Climate. New York: Simon & Schuster, 2014. (Available starting at $10.50 at Amazon.com).
Kozol, Jonathan. Letters to a Young Teacher. New York: Crown, 2007 (Available starting at $12.15 at Amazon.com).
---. The Shame of the Nation: The Restoration of Apartheid Schooling in America. New York: Crown, 2005 (Available starting at $10.17 at Amazon.com).
Lamotte, Anne. Bird by Bird: Some Instructions on Writing and Life. New York: Anchor, 1995. (Available starting at $3.09 at Amazon.com)
Lederer, Richard. Anguished English: An Anthology of Accidental Assaults Upon Our Language. Charleston, SC: Wyrick & Company, 1987 (Available used starting at $0.01 at Amazon.com).
---. More Anguished English: An Expose of Embarrassing Excruciating, and Egregious Errors in English. New York: Dell, 1994 (Available used starting at $0.01 at Amazon.com).
Levitin, Daniel J. A Field Guide to Lies: Critical Thinking in the Information Age. New York: Dutton/Penguin, 2016. ( Available new starting at $9.53 at Amazon - cheaper than used!)***
Miller, Frank, et al. Batman vs. Superman: The Greatest Battles. Burbank, CA: DC Comics, 2015. (Available used starting at $3.99 at Amazon.com)
Morrison, Grant. Supergods: What Masked Vigilantes, Miraculous Mutants, and a Sun God from Smallville Can Teach Us About Being Human. New York: Spiegel and Grau, 2011. (Available used starting at $2.15 at Amazon.com).
Postman, Neil. Amusing Ourselves to Death: Public Discourse in the Age of Show Business. New York: Penguin, 1985, 2005. (Available used starting at $6.74 at Amazon.com).
Shamalyan, M. Knight. I Got Schooled: The Unlikely Story of How a Moonlighting Movie Maker Learned the Five Keys to Closing America�s Education Gap. New York: Simon & Schuster, 2013. (Available used starting at $0.01 at Amazon.com).
Truss, Lynne. Eats, Shoots & Leaves: The Zero Tolerance Approach to Punctuation. New York: Gotham Books, 2004 (Available used starting at $2.70 at Amazon.com).
*Note: Many of the essays to be read and discussed are available online; these are indicated on the schedule (below) as hyperlinks. However, students are still strongly cautioned that they will need to purchase the textbook, both for important information and instructions on the various rhetorical modes and also for several essays not available online.
** Recommended additional texts are not required purchases, and have not been ordered for the course; however, they provide�depending on the course� alternative readings, historical and cultural backgrounds, criticism, personal literary responses, or entertaining (irreverent, possibly sacrilegious) revisions. Students who find themselves becoming deeply interested in one or more of the required readings may find these interesting and/or useful. When indicated with a dagger (�), texts are only provisionally recommended, as I have not read these works yet, although they have received excellent reviews or recommendations.
*** Prices listed at Amazon.com do not include shipping, and are accurate as of original posting date only; no guarantees of prices or availability are express or implied�.
Attendance:
As per the Nassau Community College
attendance policy, �Students
are expected to attend all classes. Absences due to illness or for other serious
reasons may be excused at the discretion of the instructor. Students are advised
that absences in excess of 10% of the total class meetings may result being
dropped from the course.� Students
must not only attend every class but also arrive on time, be prepared, and take an active part in class
(see Participation, below); students
may be required to sign in each class session to verify their attendance.
Excessive absences or latenesses will adversely affect your
grade: Students may miss no more than
three classes; further absences will result in a reduction of
the final grade by one full letter grade for each additional absence. Students unable to attend class should contact the
instructor regarding their absence;
in addition, students are responsible for submitting all work on time regardless
of absences. In addition,
once students get to class, they are expected to stay in the classroom until the
class is over. Leaving class early or getting up in the middle of class is
considered disruptive behavior and should happen only in extreme emergencies.
Classroom Behavior:
Students are expected to be present, prepared,
attentive, and active participants in the learning process. As such, any
distracting or inappropriate behavior or unauthorized use of electronic devices*
is strictly prohibited. Students who wish to use a laptop for note-taking
may be allowed to do so at the instructor�s
discretion, but will be required to sit in the front row and to submit a copy of
their notes to the professor at the end of each class; failure to do so will
result in being recorded as absent. Eating, sleeping, texting, or other inappropriate
behavior may result in your being asked to leave the class and will adversely
affect your final grade. According to
the �Student
Code of Conduct,� �The College is committed to providing an
atmosphere in which students have freedom to learn and engage in the search for
truth, knowledge, and reason in accordance with the standards set forth by the
academic community. Conduct that adversely affects a student�s responsible
membership in the academic community shall result in appropriate disciplinary
action.� Appropriate disciplinary action may include but is not limited to
probation, suspension, and expulsion from the college. See the Nassau Community College
�Classroom
Management Policy� and
�Student
Code of Conduct� in
the college catalog.
*On cell phone use in class, see Andrew Lepp, Jacob E. Barkley, and Aryn C. Karpinski.
�The Relationship between Cell Phone Use and Academic Performance in a Sample of U.S. College Students.� SAGE Open 19 Feb. 2015.Plagiarism and Cheating:
Plagiarism includes copying or paraphrasing another�s words, ideas, or facts
without crediting the source; submitting a paper written by someone else, either
in whole or in part, as one�s own work; or submitting work previously submitted
for another course or instructor. Plagiarism, cheating, or other forms of
academic dishonesty on any assignment will
result in failure (a grade of zero) for that assignment and may result in further disciplinary
action, including but not limited to failure for the course and expulsion from
the college. See the Nassau Community College
policy on
�Academic
Dishonesty & Plagiarism.�
Homework/Essay Submission:
All writing assignments must be
received by the instructor on or before the due date, by the beginning of the
class period, as indicated on the
schedule, below. Students may
also be required to submit an electronic copy of their work via
TurnItIn.com;
details to be announced.
Essays submitted by email will
not be accepted, and late work if accepted will be penalized 10%
for each day it is late; see below. All at-home work must be typed (in
12-point Times New Roman), double-spaced, with one-inch margins, and
stapled when submitted.
In-class work must be neatly printed in blue or black ink on loose-leaf
composition paper or in bluebooks provided by the instructor and double-spaced�.
All essays must also include a proper heading (see
Purdue Online
Writing Lab�s Formatting and Style Guide), including Word Count; have an
appropriate, original title; contain a clear, explicit, assertive,
objectively worded thesis statement (thesis statements must be
underlined); and (unless otherwise indicated) avoid use of I or you
throughout. Finally, all work should be grammatically correct,
free of errors in mechanics, grammar, usage,
spelling, and documentation, and will be evaluated according to the
Model for Evaluation of Student Writing.
Please refer to the Paragraph Outline or
Essay Outline and
Revising and Editing Checklist for
additional assistance.
� On format, handwriting, and neatness, see Chase, Clinton I. �Essay Test Scoring: Interaction of Relevant Variables.� Journal of Educational Measurement 23.1 (1986): 33-41; and Marshall, Jon C. and Jerry M. Powers. �Writing Neatness, Composition Errors, and Essay Grades.� Journal of Educational Measurement 6.2 (1988): 306-324.
Revisions:
All failing essays may be revised and
resubmitted by the due dates announced when the graded essays are returned.
Essays receiving a passing grade
may also be revised and resubmitted, but only after the student has met with
the instructor during office hours (by appointment only) to discuss
revisions. Revisions must be substantially revised, not merely
�corrected� versions of the original essay (revisions should be based upon the
Revising and Editing Checklist
and relevant information from class and the textbooks), and must be
submitted with the original graded essay and/or draft(s) attached as well as
one full typed page detailing the changes made, in the following pattern:
Paragraph 1: Changes in content. What was added, deleted, or modified.
Paragraph 2: Changes in organization. What sentences, ideas, or paragraphs were moved, how things were rearranged, and why.
Evidence of substantial revision may result in a better grade for the assignment. If you did not submit a completed essay on time, or if you submit a plagiarized essay, you will receive a grade of zero and may not submit a �revision.�
Make-up Exams/Late Work:
All assignment deadlines and scheduled exam dates are provided at the
beginning of the semester; therefore, no make-up opportunities will be offered
or late work accepted, except under
extraordinary circumstances with appropriate documentation, and
late work will be penalized 10% for each day or portion thereof it
is submitted after the due date.
Note: As all work is due at the beginning of the class period,
this includes work submitted after class has begun on the due date.
Excuses such as �crashed computers,� �lost flash drives,� or �empty printer ink cartridges� will not be accepted. All essays or work should be saved both on your computer�s hard drive and again on removable storage device as well as uploaded to cloud storage. (OneDrive, et cetera) Students should also keep backup copies of all work submitted.
*See also, Mike Adams, �The Dead Grandmother/Exam Syndrome.�
Disabilities and
Accommodations:
If you have a physical, psychological, medical, or learning disability that
may impact on your ability to carry out the assigned coursework, I urge you to
contact the staff at the Center for Students with Disabilities (CSD), Building U
(516 572-7241), TTY (516) 572-7617. The counselors at CSD will review your
concerns and determine to what reasonable accommodations you are entitled as
covered by the Americans with Disabilities Act and Section 504 of the
Rehabilitation Act of 1973. All information and documentation pertaining to
personal disabilities will be kept confidential.
Additional Assistance:
Students should avail themselves of the Writing Center and Help Centers
available in the English and Reading/BEP departments, located at Bradley and
North Halls and the Library, as part of this course. These services can be
considered an integral part of the course work and will help the student to
master the necessary knowledge and skills for Composition I.
ASSIGNMENTS:
Attendance and
Participation (5%):
As this class will combine both lecture
and discussion, students are expected both to attend every session and to take
an active part in class�joining
in discussions and raising questions. Discussion is one of the best ways to
clarify your understandings and to test your conclusions. Open discussion always involves personal exposure, and thus the taking of
risks: your ideas may not be the same as your fellow students� or even the
instructor�s. Yet as long as your points are honest and supportable, they will be respected. Questions, discussion,
disagreement, and laughter are all encouraged.
Taking an active part
also means being prepared: students should bring pens, a notebook and/or
loose-leaf paper, and the textbook to every class. In addition, all reading or writing assignments must
be completed in advance, according to the schedule (below).
Diagnostic Essay (ungraded):
Students will complete an in-class
Diagnostic Essay
at the beginning of the semester on
a topic provided; this essay will be read and returned, but will not
receive a grade, nor will it affect your final average. Students should retain
this and all other essays until the end of the semester.
Quizzes and
Online Exercises (10% total):
With the exception of the first
week, class may begin with a short (five-minute) quiz on the readings for the
day, at the instructor�s discretion.
Quizzes cannot be made up; if you miss a quiz due to absence or
lateness, that grade will be regarded as a zero. At the end of the semester, the
lowest quiz grade will be dropped.
Exercises reviewing essential grammar
and/or writing skills will also be
assigned, to be completed in class, or to be done online as homework and submitted electronically.
Total number of quizzes and exercises during the semester will determine the
point value of each; that is, if 11 assignments are assigned (lowest quiz grade will be dropped), each is worth up to one-half point.
In-Class Writing (10% total):
Students will also complete various
shorter in-class writing assignments during the semester, including short summaries,
mini-essays, and response papers. Total number of assignments during the semester will determine the point value of each; that is, if
10 assignments are required, each is worth up to one full point.
Essays (2 @ 10 %, 2 @ 15%):
Students will complete four
essays during the semester
in a variety of rhetorical modes, including
Narration/Description (combined), Process,
Comparison/Contrast (Midterm), and
Persuasion/Argumentation.
Topics must be selected from the list of suggestions provided (see
Essay Topics) or developed in consultation
with the instructor. Essays must be at least three
to four (3-4)
pages (750 to 1000 words, minimum) and correctly formatted; see
above.
Research Essay (25%):
Students will also complete an argumentative (persuasive) Research Essay of
at least five to seven pages (at least 1250-1500 words), using a minimum of three
to five primary or secondary sources
(sources must be reliable: scholarly criticism or
analysis, not summaries, reviews, or �analysis� from sites such as
e-Notes, SparkNotes, Wikipedia*, 123HelpMe, or
Gradesaver.com), correctly documented utilizing
MLA format, with a
cover page
and
Works Cited page (cover page
and
Works Cited
do not count toward the six-page requirement).
The final draft of the
research paper must be submitted in a folder, including copies of all sources
used.
Extra
Credit (possibly various opportunities, at 1�2
points each):
Students may be notified of opportunities for
extra credit during the semester, including attendance at various cultural events related to the
class (�Recommended Field Trips�). If students attend one or more of these
events, and provide evidence of attendance (ticket stub, program, unretouched
digital image, et cetera)
along with a typed one- to two-page personal response (review, analysis,
reflection, critique, et cetera), they can receive additional points: a
single event and written response is usually worth 2 points extra credit; attendance at
additional events will earn one additional point each.
Note: you may not attend the same workshops two or more times for
additional extra credit!
Note: As a general rule, extra credit only helps if you have already completed all of the assigned work, and will not make up for missing an essay (or two, or three). Extra credit opportunities will be announced in class, and they will also be posted here as well as on the class Announcements page, so do not ask at the end of the semester for �extra credit� to bring your average up.
Extra credit opportunities to date:
Introduction to Blackboard
The Office of Distance Education is holding on-campus open
demonstrations for students in G Building, Room 149:Thursday, January 19, 2:30�3:45 pm
Friday, January 20, 2:00�3:15 pm
Monday, January 23, 3:30�4:45 pm
Tuesday, January 24, 11:30 am�12:45 pm
No sign-up needed! First-come-first-serve basis!
For questions, please call the Office of Distance Education
516.572.7883
Writing Center Grammar Review Workshops (1 point each)
Sentence Building and Avoiding Run-ons, Comma Splices, and Fragments
Using Correct Punctuation: Commas, Semicolons, and Colons
Subject-Verb Agreement, Verb Formation, Tense UsageTuesday/Thursday Club Hour Series: 11:30 am to 12:45 pm
Thursday, March 2
Library L 233-A Building Compound Sentences
Tuesday, March 7 Library L 233-A Building Complex Sentences
Tuesday, March 7 Bradley Hall Ballroom Building Compound Sentences
Tuesday, March 14 Bradley Hall Ballroom Building Complex Sentences
Tuesday, March 21 Library L 233-A Understanding and Using Verb Tense
Thursday, March 23 Bradley Hall Ballroom Subject-Verb Agreement
Tuesday, March 28 Library L 233-A Using Correct Punctuation
Tuesday, March 30 Bradley Hall Ballroom The Verb Phrase
Wednesday Afternoon Series: 2:00 pm to 3:15 pm, Bradley Hall Ballroom
Wednesday, March 1
Bradley Hall Ballroom Building Compound Sentences
Wednesday, March 8
Bradley Hall Ballroom Building Complex Sentences
Wednesday, March 15
Bradley Hall Ballroom Subject-Verb Agreement
Wednesday, March 22
Bradley Hall Ballroom The Verb Phrase
Tuesday Evening Series
Tuesday, Feb.14
5:30-6:50 pmG 233 Building Compound Sentences
Tuesday, Feb. 28
5:30-6:50 pmLibrary L 233-A Building Complex Sentences
Tuesday, March 21
7:00-8:20 pmG (Room TBD) Using Correct Punctuation
Tuesday, March 28
7:00-8:20 pmLibrary L 233-A Using Correct Punctuation
The Writing Centers are located in Bradley Hall (Bldg. Y) and on the second floor of the Library, room L233
572-7195 or 572-3595
[email protected] www.ncc.edu/writingcenter
Writing Center MLA Research and Documentation Workshops (1 point)
Topics include: Locating and Evaluating Sources
Integrating Sources into an Essay
Creating and Formatting a Works Cited List
Wednesday, April 5
w/Prof. D�Angelo
2:00 pm�
3:15 pmBradley Ballroom
Tuesday, April 18
w/Prof. Posillico
8:30 pm�9:50 pm
G Building (Room TBA)
Evening Activity Hour*Thursday, April 20
w/Prof. D�Angelo
11:30 am�to 12:45 pm
Bradley Ballroom
Thursday, April 27
w/Prof. D�Angelo
11:30 am�12:45 pm
Bradley Ballroom
Tuesday, May 2
w/Prof. Posillico
11:30 am�12:45 pm
Library L233A
Wednesday, May 3
w/Prof. D�Angelo
11:00 am�12:15 pm
Bradley Ballroom
Tuesday, May 9
w/Prof. Posillico
5:30 pm�6:50 pm
Library L233A
*Evening Activity Hour (Classes are canceled; check with your instructor.)
Seating is limited! Sign up now by calling or visiting the Writing Center.
The Writing Centers are located in Bradley Hall (Bldg. Y) and on the second floor of the Library, room L233
572-7195 or 572-3595
[email protected] www.ncc.edu/writingcenter
Academic Success Workshops and Learning Skills Workshops (1 point each)
NCC Center for Educational and Retention CounselingIt's �About Time�: Managing Time, Self, & College
February 7, 11:30am - 12:45pm - M206
February 14, 11:30am - 12:45pm - M206Being Successful in an Online Class
March 23, 11:30am -12:45pm - G149Learning Skills Workshops
It is recommended that students attend all four of the following)
(
Listening/Note-Taking
March 7, 11:30am - 12:45pm Bldg. M206Studying and Organizing For Classes
March 14, 11:30am - 12:45pm Bldg. M206Reading College Textbooks
March 21, 11:30am - 12:45pm Bldg. M206Test-Taking
March 28, 11:30am - 12:45pm Bldg. M206Managing Test Anxiety
April 18, 11:30am - 12:45pm Bldg. M206
April 25, 11:30am - 12:45pm Bldg. M20For questions, call 516-572-7141
CERC Office, Nassau Hall, M19
GRADING:
Final average will be calculated as follows:
| Attendance and Class Participation | 5% |
| Quizzes/Online Exercises | 10% |
| In-Class Writing | 10% |
|
10 % |
|
| Essay 2: Process |
10% |
| Essay 3: Comparison/Contrast | 15% |
| Essay 4: Persuasion/Argumentation | 15% |
|
Research Paper: |
25 % |
|
Total |
100 % |
|
Extra
Credit points earned (if any) |
|
Final average will determine the grade received for the course, as follows:
|
Final Percentage |
Final Grade |
|
90�100+ |
A |
|
85�89 |
B+ |
| 80�84 | B |
|
75�79 |
C+ |
|
70�74 |
C |
|
65�69 |
D+ |
| 60�64 | D |
|
0�59 |
F |
|
Note: Percentages ending in .5 or greater are rounded up. Therefore, 79.5 rounds to 80, a B, but 79.4 rounds to 79, a C+. |
|
SCHEDULE AND PROJECTED OUTLINE:
|
important dates: SPRING 2017 SEMESTER |
|
| Mon. 16 Jan. | Martin Luther King, Jr. � COLLEGE HOLIDAY � offices closed |
| Tue. 17 Jan. | Day, Evening & Distance Education classes begin |
| Fri.20 Jan. | Weekend College classes begin |
| Mon. 23 Jan. | Full, 1st half semester &
Distance Education classes last day drop/add; 1st half semester classes last day drop without a W grade |
| Mon. 6 Feb. | Full semester classes last day drop without a W grade |
| Tue. 14 Feb. | Evening Activity Hour: 5:30 p.m. class will not meet; all other classes follow a regular schedule |
| Fri. 17 Feb. | Evening classes do not meet (classes beginning after 5:01 p.m.) |
| Sat.-Thu. 18-23 Feb. | Classes do not meet |
| Mon. 20 Feb. | Presidents� Day � COLLEGE HOLIDAY � offices closed |
| Fri. 24 Feb. | Day classes do not meet; Evening classes meet on a regular schedule (classes beginning after 5:01 p.m.) |
| Fri. 10 March | 1st half semester classes last day automatic W |
| Mon. 20 March | 1st half semester classes end |
| Tue. 21 March | 2nd half semester classes begin; Evening Activity Hour: 7:00 p.m. class will not meet; all other classes follow a regular schedule |
| Wed. 22 March | 2nd half semester classes last day drop/add |
| Mon. 27 March | 2nd half semester classes last day drop without a W grade |
| Sat. 1 Apr. | Classes do not meet; MW � if necessary, WEEKEND COLLEGE classes will meet |
| Sun. 2 Apr. | Classes do not meet |
| Fri. 7 Apr. | Full semester classes last day automatic W |
| Mon.�Sun. 10-16 Apr. | Classes do not meet |
| Tue. 11 Apr. | Passover � COLLEGE HOLIDAY � offices closed |
| Fri. 14 April | Good Friday � COLLEGE HOLIDAY � offices closed |
| Tue. 18 April | Evening Activity Hour: 8:30 p.m. classes will not meet; all other classes follow a regular schedule |
| Wed. 3 May | Evening classes extended by 5 minutes for final exams |
| Mon. 8 May | 2nd half semester classes last
day automatic W; Evening classes extended by 5 minutes for final exams |
| Tue. 9 May | Evening classes extended by 5
minutes for final exams; Evening classes end |
| Wed. 10 May | ME � if necessary EVENING classes will meet if a Monday or Wednesday is being made up |
| Thu. 11 May | ME � if necessary, EVENING classes will meet if a Tuesday or Thursday is being made up |
| Sun. 14 May | Weekend College ends |
| Mon. 15 May | Day, 2nd half semester & Distance Education classes end |
|
NOTE: All dates subject to change. |
|
Note: All readings below are required, and must be completed by the session indicated; the only exceptions are those indicated with an asterisk (*), which are recommended additional readings or resources.
Readings from The Norton Field Guide to Writing (Bullock) are identified below by page number or by author and title as well as page numbers, e.g., �Arguing a Position� (Bullock 156-161) or Foer, �My Life as a Dog� (Bullock 245-248). Readings from the Norton Online Handbook are identified below by title and section number; e.g., �Sentence Fragments� (Norton S-2). Additional readings, including handouts or online texts, will also be assigned.
Red text indicates due dates or links to assignments; Blue text indicates links to assignments, resources, or online versions of texts. (Note: While every effort is made to verify the accuracy and usefulness of these links and their contents, no guarantees are made. Please notify me of any broken or outdated links at [email protected].)
Note: This schedule is subject to revision according to the instructor�s discretion, the academic calendar for the semester, school closings due to inclement weather or other reasons, and the progress of the class. Additions or changes will be announced in class, and they will also be posted here as well as on the class Announcements page.
| Readings and Assignments: | |
|
Tue., |
Day, Evening & Distance Education classes begin |
|
Wed., |
Course Introduction: Syllabus, texts, policies, assignments, web page |
|
Mon., |
Diagnostic Essay |
|
Wed., |
�Writing
in Academic Contexts,� �Rhetorical
Situations� (Bullock 1-9, 55-70);
�Generating Ideas and Text,� �Drafting� ( |
|
Mon., |
�Reading in Academic Contexts� (Bullock
10-32), �Analyzing Texts� (Bullock 94-128);
*See also, Parker-Pope,
Tara. �Valuable
Lessons in Learning.�
New York Times 7
Oct. 2014: D4. (published online as �Better
Ways to Learn.� |
|
Wed., |
Narrative/Descriptive
Writing:
*See also, Lamotte, Anne.
�School Lunches.� Bird by Bird: Some
Instructions on Writing and Life. New York: Anchor, 1995. 33-38. |
|
Mon., |
�Describing� (Bullock
399-407);
Wells, �A
Riddle Wrapped in a Tortilla (Restaurant
Review: Javelina in Gramercy Park)� (Handout); *See also, Wells, Pete. �Highbrow Cocktails that Aim Too High .� New York Times 8 Oct. 2014: D1+. (published online as �Restaurant Cocktails that Aim Too High.� Online Exercises due:
Sentence Elements,
Clauses,
Phrases; |
|
Wed., |
Bragg, �All Over but the Shoutin�� (Bullock 216-220), also here. |
|
Mon., |
Process Writing:
*See also, Mitford, �Behind
the Formaldehyde Curtain [Microsoft Word document]�; Essay 1 Due: Narrative/Descriptive Online Exercises due: S-V Agreement Review, S-V Separated, Compound Subjects, Subject after Verb, Collective Nouns, Indefinite Pronouns, Who, That, Which |
|
Wed., |
O�Keeney, �How to Make It in College, Now that You�re Here� (Handout; also here in Microsoft Word) |
|
Mon., |
No classes: Winter Break |
|
Wed., |
No classes: Winter Break |
|
Mon., |
Roberts,
�How
to Say Nothing in 500 Words� (Handout) �Adjectives and Adverbs� (Norton W-5) *See also, Orwell, �Politics and the English Language� Narrative/Descriptive Revisions Due (Optional) Online Exercises due: Adjectives and Adverbs - 1, Adjectives and Adverbs - 2, Modifier Placement |
|
Wed., |
Revising and Editing: �Assessing Your Own Writing,� �Getting Response and Revising,� �Editing and Proofreading� (Bullock 301-317) *See also, Revision and Editing Checklist |
|
Mon., |
Comparison and Contrast Writing: *See also, on Batman: Andrew, Danielle. �How Much Would It Cost to Be Batman?� IFLScience.com 30 Sep. 2015. Web. Miller, Frank, et al. Batman vs. Superman: The Greatest Battles. Burbank, CA: DC Comics, 2015. Morrison, Grant. Supergods: What Masked Vigilantes, Miraculous Mutants, and a Sun God from Smallville Can Teach Us About Being Human. New York: Spiegel and Grau, 2011.
Zehr, E. Paul.
Becoming Batman: The Possibility of a Superhero. Baltimore: Johns
Hopkins UP, 2008.
on advertising:
Arthur Asa Berger, �How
to Analyze an Advertisement�
(from the Center for Media Literacy)
Jib Fowles, �Advertising's
Fifteen Basic Appeals�
Scott A. Lukas, �How
to Read Ads�
(from the Gender Ads Project)
on Cinderella:
Six different versions of the story:
Charles Perrault, �Cinderella�
Jakob and Wilhelm Grimm, �Ashputtle�
(a slightly edited version)
Tuan Ch'�ng-shih, �Yeh-Hsien
(A Chinese 'Cinderella')�
�The
Maiden, the Frog, and the Chief's Son (An African 'Cinderella')�
�Oochigeaskw�The
Rough-Faced Girl (A Native American 'Cinderella')�
Sexton, Anne. �Cinderella�
and, some responses to fairy tales in popular culture:
Jane Yolen, �America's 'Cinderella.'� (Children's
Literature in Education 8.1 (1970): 21-29.) (here
in .pdf)
Rafferty, Terrence. �The
Better to Entertain You With, My Dear.�
New York Times 25 March 2012. Narrative/Descriptive Revisions Due (Optional) In-class writing: Compare-Contrast Online Exercises due: |
|
Wed., |
Fallows,
�Throwing
Like a Girl� (Bullock
137-141) *See also, Tannen, �Squeaky Wheels and Protruding Nails (a.k.a. How to Give Orders Like a Man)� |
|
Mon., |
Britt, �Neat
People vs. Sloppy People� (Handout); �Taking
Essay Exams� (Bullock
428-432); *See also, Questions on Suzanne Britt, here. Online Exercises due: Appropriate Words - 1, Appropriate Words - 2, Precise Words Commonly Confused Words - 1, Commonly Confused Words - 2, Commonly Confused Words - 3 Empty Words and Expletives, Wordy Phrases and Redundancies In-class writing: Compare-Contrast |
|
Wed., |
Essay 3: Comparison/Contrast (In-class Essay) Note: As previously announced, class will meet in Y-A/B, the computer lab in the Writing Center, Bradley Hall |
|
Mon., |
Using Words Effectively: �Audience,� �Genre� (
*See also,
Orwell,
�Politics
and the English Language� (and
Orwell in America
under Extra Credit, above.)
Process
Revisions Due (optional) Online Exercises due:
Additional, optional exercises: *Commas: Independent Clauses, Commas: Introductory Words, Commas: Series, Commas: Nonrestrictive Clauses, Commas: Parenthetical, Commas: Quotations etc, Commas: Addresses & Dates *Semicolon: Independent Clauses, Semicolons: Series *Quotation Marks: Quotations, Quotation Marks: Titles, Double and Single Quotation Marks *Apostrophes: Possessives, Apostrophes: Contractions, Apostrophes: Possessives & Plurals *Capitals: Proper Nouns, , Capitals: Titles & Sentences *Italics: Titles, Italics: Non-English Words *Colons, Dashes, Parentheses, and Brackets |
|
Wed., |
Leonard, �Black Friday: Consumerism Minus Civilization� (Bullock 164-168) |
|
Mon., |
Persuasion/Argument Writing: |
|
Wed., |
MacKay, �Organ
Sales Save Lives� (Bullock
156-161)
Midterm
Essay Revisions Due |
|
Mon., |
�Doing Research�: Finding and Evaluating Sources (Bullock
445-472) Electronic Databases, CARS Checklist for Evaluating Sources
*See also,
DHMO.org Homework (TBA) |
|
Wed., |
�Doing Research� continued: �Documentation� and �MLA Style� (Bullock 496-548), �MLA format�
*See also,
�MLA
Formatting and Style Guide.�
Purdue Online
Writing Lab Homework Due: One paragraph each (typed, 12-point Times New Roman, double spaced) evaluating DHMO.org and MartinLutherKing.org. In addition, complete the Information Literacy Tutorial on the NCC Library page, then print out and submit the last page with your results. |
|
Mon.,
|
Segal, �The
Dog Ate My Flashdrive, and Other Tales of Woe� (Handout)
*See also, Mike
Adams, �The
Dead Grandmother/Exam Syndrome� |
|
Wed., |
Model Research Essay: Borchers, �Against the Odds: Harry S Truman and the Election of 1948� (Bullock 540-548) |
|
Mon., |
Model
Research Essay:
Harba,
�What's
for Dinner? Personal Choices vs. Public Health�
(Handout)
*See also, How to Incorporate Sources
(MS Word document) |
|
Wed., |
�Doing Research� continued: �Quoting, Paraphrasing, and Summarizing,� �Acknowledging Sources, Avoiding Plagiarism�
(Bullock 478-495)
*See also, How to Incorporate Sources
(MS Word document) |
|
Mon., |
Essay 4: Argument �Revision� Due Model Research Essay: Shankar, �The
Case of the Missing Kidney: An Analysis of Rumor� (Handout) |
|
Wed., |
Critique, including Harlan, �A Critique of Charles Krauthammer's 'The Moon We Left Behind'� (Handout) |
|
Mon., |
Synthesis
(Handout) Essay 4: Argument Due (Resubmission): NO SOURCES TO BE USED Annotated Bibliography (2) Due |
|
Wed., |
Research Essay Due (Draft): Peer Review and Research Essay �Workshop� |
|
Mon., |
Research Essay Due (Final) Course wrap-up, Final conferences |
|
|
For each of the assigned essays and projects, a topic or list of topic choices will be provided. Your work must be on one of the assigned topics for that assignment or developed in consultation with the instructor, or it will receive a grade of �F�. All work must be submitted on or before the due date, by the beginning of the class period; late work will not be accepted (see above). Failure to bring the required essay will result in a zero for the assignment, without opportunity for revisions.
For each of the essays, select one of the topics to discuss in a well-developed, coherent, and thoughtful essay. Be sure to focus carefully on the topic, and remember that these are formal essays: they must have an appropriate, original title; contain an introduction, body, and conclusion; have a clear, explicit, assertive, objectively worded thesis statement (thesis statements must be underlined); and (unless otherwise indicated) avoid use of I or you throughout. Be sure to use appropriate topic sentences and transitions to guide the reader. Remember that you are not summarizing the works, but responding to them in a critical manner. Be sure to include evidence or examples from the specific text(s) that you are writing about, but do not retell the story, and do not copy directly from the textbook except when quoting. Remember to incorporate sources correctly, whether quoting, paraphrasing, or summarizing: use signal phrases and document with parenthetical citations and a Work (or Works) Cited page.
Diagnostic Essay: In-class essay, Session 2 (Mon. 23 Jan.)
Select one of the following topics, and compose a formal essay. Your essay will not receive a grade, nor will it affect your final average; this is for evaluative purposes only. You will have approximately one hour to complete this essay. (Use of �I� is allowed for all three choices.)
1. What is your favorite text�however you may define the term �text� (novel, short story, graphic novel, and so on)�or who is your favorite author, and why? Defend your choice with specific examples.
2. The late Steve Jobs, former CEO of Apple, once notably claimed that �people don�t read anymore� (see �The Passion of Steve Jobs�). Was he correct? Consider: With radio, television, cable, personal computers, smart phones, web-books, and tablets, we are living in a post-literate world, one in which people merely skim, browse, or surf rather than engaging in deep, meaningful reading for any prolonged periods of time. That is, sustained, concentrated reading*�for pleasure or for knowledge�is no longer necessary or important. Do you agree or disagree? Why or why not?
3. Why are you here? That is, what is your objective or goal? How do you anticipate achieving it, and how will this class, or your education at Nassau Community College, help you to achieve this goal?
*On reading, see also:
Note:
Due to the nature of this assignment, use of I is appropriate for any of the three topic choices.
Essay 1: Narrative/Descriptive Essay
Due
Monday, February 13; Revisions due Monday, Feb. 27
After reading �Narrating� (Bullock 419-427), �Describing� (Bullock
399-407), and the assigned descriptive and narrative essays, select one of the following topics and compose a narrative essay. Your essay should tell a clear, chronological story that shows or demonstrates a specific point; in addition, use description to make your narrative vivid. Your reader should be able to visualize clearly the objects/settings/people involved in your story.Essays must have an appropriate, original title; contain an introduction (with an explicit, assertive thesis, underlined), several body paragraphs supporting the thesis, and an appropriate concluding paragraph; and avoid use of you throughout. Be sure to use appropriate topic sentences and transitions to guide the reader.
Your essay will be evaluated in terms of Main Idea, Organization, Support, and Mechanics (Words and Sentences). Therefore, make certain your essay is not only well organized and developed, but also grammatically correct, free of errors in mechanics, grammar, usage, and spelling.
Note:
This is not a research essay. While you may use secondary sources to provide a hook or to enhance your introduction or conclusion, unnecessary or excessive use of secondary sources should be avoided.Topics:
1.) Write a narrative account of a time you enjoyed a �moment of glory� other than completing high school or your GED, getting your driver�s license, or participating in a sports- or competition-related event. Explain what happened, how you reacted, and why you reacted the way that you did. Be sure to explain both the immediate and the long-term significance of this event, and use specific, detailed descriptions.
2.) Write a narrative account of a time you experienced a �life-changing event� (as above, other than high school graduation, earning a GED, getting your license, or winning some sports event). This may be something you only later came to realize had significantly changed your life, or one that you immediately recognized as life-changing when it happened. Again, explain what happened, how you reacted, and why you reacted the way that you did, as well as both the immediate and the long-term significance of this event, and be descriptive.
3.) Select an important personal item or treasured object that you own, and explain the object, its significance to you, and how you came to acquire it. You may also explain how it has affected your life since acquiring it. As above, do not focus on the obvious, such as your diploma, license, or trophy; instead, consider the love letters your great-grandmother kept, the stuffed animal you have had since your were four, a coin you have carried as a good luck charm since middle school, and so on. Be sure to both describe the object and to tell its story.
Note: Due to the nature of this assignment, use of I is appropriate for any of the three topic choices.
Essay 2: Process, �Draft� In-class essay, Wed. 27 February; Final Essay due Wed. 8 March
After reading �Explaining a Process� (Bullock 414-418) and the assigned process analysis essays, select one of the following topics and compose a clear, well-written directive process analysis. Your reader should be able to understand and complete the process successfully by following your instructions. While use of the second person (�you�) may be appropriate in your introduction and/or conclusion, use the indefinite pronoun (�Next, one should make sure that...�) or the imperative mood (�Next, close the door...�) in the body of your essay, and be consistent: do not switch back and forth between �one� and �you,� either explicit or implied. Note: your essay should have a title, ideally one more creative or original than �How to Do X.,� In addition, you must assert something significant about the subjects, that it is important or even pleasurable to learn this process, and use appropriate topic sentences. For example,
Thesis:
An assertion concerning the process being explained, indicating the importance or benefit of the process, and the major steps necessary to complete the process.For example:
Although [process] may seem intimidating to the beginner, one can save time and money by [step 1], [step 2], and [step 3].
Topic sentence 1:
A sentence utilizing an appropriate chronological transition (time marker), indicating the first major step (your first major division), and emphasizing the main idea from your thesis (the process and its importance, ease, interest, or value).For example:
The first step in [process] is to [name and define Step 1].
Topic sentence 2:
A sentence utilizing an appropriate chronological transition, indicating the next major step, and emphasizing the main idea from your thesis.For example:
Next, to [process], be sure to [Step 2]
Topic sentence 3:
A sentence with an appropriate transition, indicating what the step is, et cetera.For example:
After that, [Step 3].
Topic sentence 4 (if necessary):
and so on.You may include individual phrases or substeps in outline form under each topic sentence, but this is recommended, not required.
Topic Choices:
1.) How to perform a specific process associated with an unusual hobby or interest: for example, how to groom a horse, evaluate the worth of a baseball card, stretch and prep a canvas, et cetera. Do not attempt to explain an entire hobby, however; focus on just one process. Additionally, this should be an unusual hobby, not something like playing videogames or soccer.
2.) How to cope with a specific, unusual emergency situation: not how to administer CPR or how to administer first aid to someone badly cut, but what to do if pursued by an alligator or if your car goes off the Whitestone or George Washington Bridge, for example.
3.) How to master one specific important academic survival skill: taking notes, finding materials in the college library, registering for classes, and so on, but not how to study, write an essay, or read critically. Be sure to include your own, specific ideas, and be sure that your process analysis is written in such a way that it is genuinely useful to a new student.
The version due in class on March 8, a finished, typed revision, must be submitted with the �draft� attached, even if you have changed your original topic.
Essay 3, Comparison�Contrast: Midterm Essay Exam, Wed. 15 March
After reading �Comparing and Contrasting� (Bullock 380-387) and the assigned comparison-contrast essays, compose a persuasive contrast essay. Note: your essay should have a title, ideally one more creative or original than �A vs. B.� In addition, you must assert something about the subjects, indicating the specific significant difference between the two. Be sure not to state merely that one �is better than� or �superior to� the other; rather, define a specific, significant difference, one that all of your details support. So, for example, �A is funnier than B because...� or �A is both simpler and more economical than B because...� . For example:
Thesis: An assertion concerning the two subjects chosen for your essay, indicating the specific significant difference between the two and the major divisions of your essay.
For example:
Although A and B are (similar in some way or ways), A (is
in some particular way different than or superior to) B because of (major criteria: the divisions of your essay).
Although Batman and Superman are both internationally famous superheroes,
Batman is a human being and therefore a far better superhero than Superman;
Bruce Wayne�s intelligence, his self-developed skills, and his much cooler toys
make him more believable and realistic than the alien, Superman.
Topic sentence 1: An assertion about how one single criterion, your first major division, distinguishes the two subjects.
For example:
The first way in which A (is superior in some way to) B is (first major
criterion).
First, while Superman is undoubtedly stronger than Batman, due to his
extraterrestrial origin, Bruce Wayne is far more intelligent than his
Metropolis-based competitor.
Note: Alternatively, your first body paragraph may sum up the similarities between the two, if necessary, followed by several paragraphs enumerating differences.
For example:
Obviously, both Superman and Batman are
costumed superheroes fighting crime and confronting a variety of enemies in
their respective cities, Metropolis and Gotham City, while maintaining secret
identities as �normal� humans.
Topic sentence 2:
An assertion about how one single criterion,
your second major division, distinguishes the two subjects.
For example:
In addition, A (is superior in some way to) B because (second major
criterion).
Topic sentence 3:
An assertion about how one single criterion,
your third major division, distinguishes the two subjects.
For example:
More importantly, A is also (superior in third major criterion to) B.
In addition, since Superman came from Krypton, his powers are merely a
seemingly magical result of his extraterrestrial origin, whereas Bruce Wayne has
developed his own strength, agility, and crime-fighting abilities through
constant training and practice.
Superman is completely dependent on the powers he receives from Earth�s yellow
sun, and is totally helpless when confronted with Kryptonite, whereas Bruce
Wayne as Batman has an almost unlimited supply of wonderful weapons, devices,
and means of transportation he has developed.
Andrew, Danielle. �How Much Would It Cost to Be Batman?� IFLScience.com 30 Sep. 2015. Web.*See also,
Miller, Frank, et al. Batman vs. Superman: The Greatest Battles. Burbank, CA: DC Comics, 2015.
Morrison, Grant. Supergods: What Masked Vigilantes, Miraculous Mutants, and a Sun God from Smallville Can Teach Us About Being Human. New York: Spiegel and Grau, 2011.
Zehr, E. Paul. Becoming Batman: The Possibility of a Superhero. Baltimore: Johns Hopkins UP, 2008.
Essays must be at least three to four (3-4) pages (750 to 1000 words, minimum) and correctly formatted. Be sure to focus carefully on the topic, and remember that these are formal essays: they must have an appropriate, original title; contain an introduction, body, and conclusion; have a clear, explicit, assertive, objectively worded thesis statement (thesis statements must be underlined); and (unless otherwise indicated) avoid use of I or you throughout. Be sure to use appropriate topic sentences and transitions to guide the reader. Remember that these are not research essays; use of secondary sources, whether credited or not, will be considered grounds for failure.
Topic choices:
1.) Two similar television shows; for example, two specific situation comedies, two news broadcasts, two police procedurals, and so on. You may not use The Simpsons or Family Guy, or television programs about superheroes, nor should you focus on just a single character or figure from each show.
2.) The print and movie versions of the same story. (The print version of the story can be a novel, graphic novel, short story, play, and so on). How does the movie adapt, revise, or alter the story, what is changed or left out, and why? How do all of these individual changes contribute to a different interpretation of the text; that is, what is the significant difference between the versions?
3.) Two different versions of the same film, but be careful not to confuse reboots with remakes. That is, something like Rise of the Planet of the Apes (2011) is not another version of Planet of the Apes (1968, 2001), nor is Batman Begins (2005) or The Dark Knight Rises (2012) the same story as Batman (1989). As above, how does each version adapt, revise, or alter the story? What is changed or left out, and why?
4.) Two ads for similar products that were published (or broadcast) between 25�75 years apart. (Some research required.) Consider shifts in cultural attitudes toward gender, race, romance, politics, consumerism, �success� (whatever that means), et cetera. Your assertion should refer to the significant changes or shifts in appeal, effectiveness, audience, and so on.
Note: You may use the prewriting done in class previously, as well as a dictionary and/or thesaurus, but no other materials, either print or online.
Essay 3 Revisions: Due Wed. 29 March
Essay 3 revisions must be at least three to four (3-4) pages (750 to 1000 words, minimum), typed (in 12-point Times New Roman), double-spaced, with one-inch margins and the proper heading, and stapled when submitted, just like all essays completed at home. You must also submit the original essay, the prewriting, and a one-page explanation of your changes. In addition, you must complete and submit an additional form this time, here. Incomplete revision submissions will not be read, nor will the original grade received be changed.
Topic Selection and Preliminary Thesis, Due Wed. 5 Apr.
Your work should take the following
form:
Topic: the topic selected
from the list provided.
For example:
Select one of the following broad topics. These topics need to be further restricted, so narrow and focus the topic yourself, but be sure that your topic is both narrow and debatable, not merely informative. Then, compose your assertive thesis statement, as above.
one specific proposal, for example. improving readings scores on standardized tests in K-12, increasing student retention rates in college, streamlining remedial coursework, and so on)TOPICS:
Education reform (
Election reform (one specific proposal, for example, abolishing the Electoral College, restricting PAC funding, and so on)
Immigration reform (one specific proposal, for example, building a wall, �extreme vetting,� and so on)
Tax reform (one specific proposal, for example, replacing income taxes with a consumption tax, implementing a flat tax rate, and so on)
OR any topic appearing in a New York Times editorial published Wednesday, March 29 through Tuesday, April 4 (for example, The Supreme Court, Brexit, NC's transgender restroom law, and so on). You must attach a copy of the editorial to your assignment.
Annotated Bibliography due Mon. 17 Apr.
Utilizing the library databases, specifically Academic Search Complete, find a minimum of three to five scholarly or professional sources on the topic you have selected for your Argument Topic. Then, after reading the articles, create an Annotated Bibliography including a correct citation for each source along with a one-paragraph description or summary of the source, at least two to three sentences each.
After reading
�Arguing� (Bullock 355-375), �Arguing a Position� (Bullock 156-182), and the assigned persuasive essays, compose a formal, final persuasive thesis statement and at least three to five topic sentences for the body of your argument. Your thesis should be argumentative (making a claim), rather than purely informative. Be sure to include in your topic sentences appropriate evidence, examples, data, or other support for your assertion; remember, however, that these are not research essays.As always, your �draft� should be correctly formatted and correct, free of errors in mechanics, grammar, usage, and spelling. In addition, you should have an appropriate title, ideally one more creative or original than �Argument Essay,� and underline your thesis.
Your submission must be typed, 12-point Times new Roman, double-spaced, and adhere to the following format:
A formal, specific, clear, and assertive statement on the actual debate or issue, adopting one side or favoring a single proposal. It must include your topic, the claim or assertion, and the major divisions of your essay.Thesis statement:
Topic sentence 1: The first major point or argument in favor of your claim.
Topic sentence 2: The second point supporting your argument.
And so on.
For example:
Thesis statement: Voluntary physician-assisted suicide should be a legal option for terminally ill patients, to alleviate prolonged physical and emotional suffering and to avoid unnecessary expense.
Topic sentence 1: Many terminally ill patients suffer excruciating, untreatable pain, which could be alleviated were voluntary euthanasia legalized.
Topic sentence 2: In addition to physical suffering, emotional suffering takes a toll on both the patient and his or her family.
Topic sentence 3: Perhaps most important, the financial cost of long-term health care for the terminally ill could be greatly reduced were these patients allowed to terminate their lives legally.
Argument �Revision�: Due
Wed. 26 Apr.Mon. 1 MayYour �revision� should be a completed essay of at least three to four (3-4) pages (750 to 1000 words) based upon your �draft� previously submitted:
Add an introductory device (a �hook�) and transitional sentence, if necessary, to expand your thesis statement into a proper introduction.
Add support for each of your topic sentences; include appropriate evidence, examples, data, or other support for your assertion. Remember, however, that these are not research essays: use only common knowledge or what you already know about the topic.
In the body of your essay, be sure to anticipate and refute opposing viewpoints or possible objections to your position.
Add an appropriate conclusion.
You must include with your essay the �draft� and pre-writing previously submitted. As always, your essays should be correctly formatted, and should be grammatically correct, free of errors in mechanics, grammar, usage, spelling, and documentation. In addition, your essay should have an appropriate title, ideally one more creative or original than �Argument Essay�! And underline your thesis!
You must include with your essay the �draft� and pre-writing previously submitted. As always, your essays should be correctly formatted, and should be grammatically correct, free of errors in mechanics, grammar, usage, spelling, and documentation. In addition, your essay should have an appropriate title, ideally one more creative or original than �Argument Essay�! And underline your thesis!
Note: If you did not write on one of the approved topics, wrote on a topic from a news article in the Times instead of an editorial, failed to include a copy of the editorial with your submission, or chose a topic of your own without prior permission for your topic selection, annotated bibliography, or argument �draft,�<; do not bring a source or submit your revision on that topic; instead, choose one of the four assigned topic choices, and be sure to narrow and focus it appropriately:
After reading �Doing Research� (Bullock 433-548), compose a clear, well-written, properly documented (MLA format) argumentative essay of at least five to seven pages (1250-1500 words minimum), with a cover page and Works Cited page (cover page and Works Cited do not count toward the five- to seven-page requirement).
The research paper must be argumentative (persuasive), with a clear, explicit, and assertive thesis statement, and must use a minimum of three to five secondary sources; secondary sources must be scholarly/professional criticism or analysis, not summaries, reviews, or �analysis� from sites such as e-Notes, SparkNotes, Wikipedia*, 123HelpMe, or Gradesaver.com. Instead, use the library resources, including the available electronic databases such as Academic Search Complete, InfoTrac General OneFile, Lexis-Nexis Academic, Opposing Viewpoints in Context, Points of View Reference Center, and CQ Researcher, to locate appropriate sources. To access the databases from home, click on the individual database link. Then, when prompted, enter your username (N #) and password (PIN). You must include at least one short quotation, one long�block�quotation, and one paraphrase, and these sources must be properly documented (utilizing MLA format), and integrated into your writing smoothly and correctly.
* On use of Wikipedia in college-level research, see Wikipedia founder Jimmy Wales on PBS NewsHour, here: �I don�t think at a university level it makes sense to cite any encyclopedia in an academic paper. That�s just not what an encyclopedia�s role is in the research process. Maybe if you�re in junior high, you know? If some kid out there is twelve years old and they wrote something and they put in a footnote, we should be thrilled, right? That�s his first start on the idea of crediting other people with ideas and things like that, but at the university level? No, it�s a bit junior high to cite an encyclopedia.�
Topics to be announced
Annotated Preliminary Bibliography, Due
Wed. 26 Apr.Mon. 8 MayUtilizing the library databases as before, specifically Academic Search Complete or appropriate subject-specific databases, find a minimum of three to five additional scholarly or professional sources on the topic you have selected for your Argument Topic. These sources must be opposed to the view you presented in your argument essay, contradicting or attempting to disprove your assertions. Then, after reading the articles, create an Annotated Bibliography of at least seven to ten sources (including both your original three to five and the new three to five), correctly documented in MLA format,along with a one-paragraph description or summary of the source, at least two to three sentences each.
For additional information on Annotated Bibliographies, see the Purdue University Online Writing Lab (OWL)
�s Annotated Bibliographies, as well as �Sample Annotated Bibliography� and Ebel, Kimberly, �Class and Gender in Cinderella: Annotated Bibliography.�You might also find the following additional resources useful:
Works Cited page (Instructions & Sample) (Microsoft Word document: OLD format)
Preliminary Draft: Due Wed. 10 May
A finished, typed draft of the completed research essay must be brought to class for peer review, evaluation, and comments. This should be a complete draft of your research essay, using a minimum of three to five secondary sources, five to seven pages, and including both a cover page and Works Cited page. This draft is worth 5% of your final grade; failure to bring the required essay will result in a zero for the assignment. Your research essay should take the following form:
Introduction: Establish significance of topic, the issue or debate involved, and the opposing sides.
Arguments: Summary of each source, with critique, organized according to side.
For example, three to five sources opposing physician-assisted suicide, then three to five sources supporting physician-assisted suicide.Conclusion: A thoughtful analysis of the relative merits of each side of the debate, according to the positions presented in your sources, followed by a logical conclusion.
You must include at least one short quotation, one long�block�quotation, and one paraphrase, and these sources must be properly documented (utilizing MLA format), and integrated into your writing smoothly and correctly. Note: You do not need to submit the folder containing copies of your sources at this time.
Final Draft: Due Mon. 15 May
The final research paper must be submitted in a research folder, including your Preliminary Draft and copies of all sources used. Be sure to print out or photocopy all secondary sources, and highlight all relevant passages, whether quoted, paraphrased, or summarized. Failure to submit a complete research essay in a folder according to these instructions will be grounds for failure on the assignment. In addition, plagiarism, either in whole or in part, will result in automatic failure (a grade of zero) for the assignment, just as for any essay, and therefore likely failure for the course as well.
Please refer to the following as well:
You might also find the following additional resources useful:
*Note: Students must obtain prior approval for independent topics; speak to me before or after class or email me to set up an appointment during my office hours.
Last Revised: Friday, 5 May 2017
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