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ENG 100: Enhanced Composition I, Spring 2016 Section J1: Monday/Wednesday, 12:30�1:45 pm, South 216; Wednesday 2:00�2:50 pm, L233A (Lab) Section K3: Tuesday/Thursday, 1:00�2:15 pm, G221; Tuesday 2:30�3:20 pm, L233A (Lab)   |
Bradley Hall, Y-203 e-mail: [email protected] |
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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 is equivalent to ENG 101, the first credit-bearing course in
composition. ENG 100, created for underprepared students with marginal writing
skills, offers an extra hour for necessary developmental writing instruction and
individualized support toward the creation of college-level essays. Exactly as
does ENG 101, the course prepares students to produce clear, well-developed,
well organized, grammatically correct writing. The curriculum is designed to
give students guided practice in pre-writing, drafting, revising, and editing
essays, with the addition of time for review and instruction in basic grammar,
punctuation, sentence boundaries and structural and developmental issues related
to basic composition. The course is also designed to develop 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. Students who take
ENG 100 do not take ENG 001 or ENG 101. Success in ENG 100 indicates movement to
ENG 102, the next course in the composition sequence.
Prerequisites: Score on the Placement essay of 5.5 or placement by Department
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, 3 ed.
New York: W. W. Norton, 2013.
ISBN 9780393919561.
(Available
used, on Kindle, or for rent starting at $14.86 at Amazon.com
***)
MindTap English Handbook. Cengage Learning, 2016.
A good college-level
(paperback) dictionary (Available
used starting at $0.01 at Amazon.com***).
Other materials:
A thumb drive or 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***)�
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***).
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***).
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 and lab meeting, 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 or lab meetings; 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. 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 and 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.
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 Enhanced 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 pen and 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 may 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 (20%):
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 Fieldtrips�). 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:
Meet and Greet and Lunch
The English Department and the Ad Hoc Seminar Hours Committee
welcome students who have signed up for mentoring during Spring 2016
as well as those potentially interested in the program.Tuesday, February 2, 2016
Bradley Hall Ballroom
11:30-12:45The event will help students who have signed up to feel more comfortable with the program;
we hope this will encourage and make it easier for students to build relationships with faculty.The event will feature pizza and refreshments.
Superheroes in Gotham
New York Historical Society and Museum
170 Central Park West
New York, NY 10024Oct. 9, 2015�Feb. 21, 2016
Phone: (212) 873-3400
TTY: (212) 873-7489
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 Club Hour Series: 11:30 am to 12:45 pm, Library L233 A
February 23
Building Compound Sentences
March 8 Building Complex Sentences
March 29
Using Correct Verb Tense
Wednesday Afternoon Series: 2:00 pm to 3:15 pm, Bradley Hall Ballroom
February 24
Building Compound Sentences
March 2
Building Complex Sentences
March 9
Subject-Verb Agreement
March 16
The Verb Phrase
Thursday Club Hour Series: 11:30 am to 12:45 pm, Bradley Hall Ballroom
February 25
Building Compound Sentences
March 3 Building Complex Sentences
March 10
Subject-Verb Agreement
March 17
The Verb Phrase
Tuesday and Thursday Evening Series: 5:30 to 6:50 pm
February 9, G-223
Building Compound Sentences
March 17, L233 A Building Complex Sentences
March 31, L233 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 ListTuesday Club Hours: 11:30 am to 12:45 pm
Tuesday, April 12
w/Prof. PosillicoLibrary L233A Tuesday, May 3
w/Prof. D�AngeloBradley Ballroom Wednesday Afternoons: 2:00 pm to 3:15 pm
Wednesday, April 27
w/Prof. D�AngeloBradley Ballroom Thursday Club Hours: 11:30 am to 12:45 pm
Thursday, April 14
w/Prof. D�AngeloBradley Ballroom Thursday, April 21
w/Prof. D�AngeloBradley Ballroom Tuesday and Thursday Evenings:
Tuesday, April 19
w/Prof. PosillicoCCB*
Evening Activity Hour 8:30pm to 9:45pm* Classes are cancelled but check with your teacher. Room location will be posted in the CCB that evening.
Thursday, May 5
w/Prof. PosillicoLibrary L233A
5:30pm to 6:45pmSeating 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
Learning Skills Workshops (1 point each)
NCC Center for Educational and Retention Counseling
Listening/Note-Taking
Feb. 23, 11:30
am�12:45
pm,
M 206
Feb. 23, 4:00�5:15
pm,
M 222
Studying for Classes
March 1, 11:30
am�12:45
pm,
M 206
March 1, 4:00�5:15
pm,
M 222
Reading College Textbooks:
March 8, 11:30
am�12:45
pm,
M 206
March 8, 4:00�5:15
pm,
M 222
Test-Taking:
March 15,
11:30
am�12:45
pm,
M 206
March 15, 4:00�5:15
pm, M 222
For 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% |
| Midterm: 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 2016 SEMESTER |
|
| Tue. 19 Jan. | Day, Evening & Distance Education classes begin |
| Fri.,22 Jan. | Weekend College classes begin |
| Mon. 8 Feb. | Last Day Drop/Add |
| Tue. 9 Feb. | Evening Activity Hour: 5:30 pm class will not meet |
| Fri. 12 Feb. | Evening Classes do not meet (classes beginning after 5:01 pm) |
| Sat.�Thu. 13�18 Feb. | Classes do not meet |
| Mon. 15 Feb. | Presidents� Day � COLLEGE HOLIDAY � offices closed |
| Tue. 16 Feb. | COLLEGE HOLIDAY � offices closed |
| Fri. 19 Feb. | Day classes do not meet |
| Tue. 15 March | Evening Activity Hour: 7:00 pm class will not meet |
| Mon.�Sun. 21�27 March | Classes do not meet |
| Fri. 25 March | Good Friday � COLLEGE HOLIDAY � offices closed |
| Fri. 1 Apr. | Last Day Automatic W |
| Tue. 19 Apr. | Evening Activity Hour: 8:30 pm classes will not meet |
| Sat. 23 April | Passover � COLLEGE HOLIDAY � offices closed |
| Sun. 24 Apr. | Classes do not meet |
| Tue.�Thu. 3�5 May | Evening Classes extended by five minutes for Final Exams |
| Mon. 9 May |
Evening Classes extended by
five minutes for Final Exams Evening Classes End |
| Sun. 15 May | Weekend Classes End |
| Mon. 16 May | Day & Distance Education Classes End |
|
NOTE: All dates subject to change. |
|
Readings and Assignments
See also,
Lab Schedule
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 119-149) or Foer, �My Life as a Dog� (Bullock 214-218). Readings from MindTap English Handbook are identified below by title and chapter number; e.g., �Taking Notes and Avoiding Plagiarism� (MindTap 12). Additional readings, including handouts or online texts, may 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 and the lab schedule are 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.
| Date: | Readings and Assignments: |
|
Tue. 19 Jan./ |
Course Introduction: Syllabus, texts, policies, assignments, web page |
|
Thu. 21 Jan./ |
Diagnostic Essay |
|
Tue. 26 Jan./ |
�Rhetorical
Situations� (Bullock
1-24);
�Generating Ideas and Text,� �Drafting� ( In-class assignment: The Writing Process |
|
Thu. 28 Jan./ |
�Reading Critically� (Bullock
396-413)
*See also, Parker-Pope,
Tara. �Valuable
Lessons in Learning.�
New York Times 7
Oct. 2014: D4. (published online as �Better
Ways to Learn.� |
|
Tue. 2 Feb./ |
Narrative/Descriptive Writing: �Narrating� (Bullock 387-395); �Beginning and Ending� (Bullock 299-306); Bearman, �My Half-Baked Bubble� (Handout) Lab: In-Class Writing Exercise: Introductions and Conclusions �Fragments� (MindTap 24), �Comma Splices and Fused Sentences� (MindTap 25) (HW)
*See also:
Subjects and Predicates,
Classifying Sentences,
Sentence Fragments 1,
Sentence Fragments 2; |
|
Thu. 4 Feb./ |
�Describing� (Bullock 367-375); 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+.
|
|
Tue. 9 Feb./ |
Essay
1 Due: Narrative/Descriptive, 10 Feb. (J1)
Bragg,
�All Over
but the Shoutin��
(Bullock
183-187),
also
here. |
|
Thu. 11 Feb./ |
Essay
1 Due: Narrative/Descriptive 11 Feb. (K3)
Process Writing: *See also, Mitford, �Behind the Formaldehyde Curtain [Microsoft Word document]� |
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Tue. 23 Feb./ |
O�Keeney, �How to Make It in College, Now that You�re Here� (Handout; also here in Microsoft Word) |
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Thu. 25 Feb./ |
Roberts, �How to Say Nothing in 500 Words� (Handout) |
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Tue. 1 Mar./ |
Revising and Editing:
�Assessing Your Own
Writing,�
�Getting Response and Revising,�
�Editing and Proofreading�
(Bullock
269-286), �Revising� (MindTap 3) *See also, Revision and Editing Checklist |
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Thu. 3 Mar./ |
Comparison and Contrast Writing:
*See also,
Andrew, Danielle. �How
Much Would It Cost to Be Batman?�
IFLScience.com 30 Sep. 2015. Web.
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
and Andrew, Danielle. �How
Much Would It Cost to Be Batman?�
IFLScience.com 30 Sep. 2015. Web. |
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Tue. 8 Mar./ |
Essay
2 Due: Process: Tue. 8 March (K3), Wed. March (J1) Fallows, �Throwing Like a Girl� (Bullock 100-105) In-class writing: Compare-Contrast (Lab) *See also, Tannen, �Squeaky Wheels and Protruding Nails (a.k.a. How to Give Orders Like a Man)� |
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Thu. 10 Mar./ |
Britt, �Neat People vs. Sloppy People� (Handout); �Taking Essay Exams� (Bullock 414-418) *See also, Questions on Suzanne Britt, here. |
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Tue. 15 Mar./ |
Midterm Essay (Comparison/Contrast) |
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Thu. 17 Mar./ |
Persuasion/Argument Writing: �Arguing� (Bullock 323-341), �Arguing a Position� (Bullock 119, 135-149); �Critical Thinking and Argumentation� (MindTap 5) |
| Mon. 21 Mar.�Sun. 27 Mar. | Spring Break: No Classes |
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Mon. 28 Mar. |
Persuasion/Argument Writing: �Arguing� (Bullock 323-341), �Arguing a Position� (Bullock 119, 135-149); �Critical Thinking and Argumentation� (MindTap 5) |
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Tue. 29 Mar./ |
Using Words Effectively: �Audience,� �Genre� (
In-class exercise: TBA
*See also,
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Thu. 31 Mar./ |
Midterm
Essay Revisions Due Monday, 4 Apr. (J1) See additional required form, here, and instructions, here.
Leonard, �Black Friday: Consumerism Minus Civilization�
(Bullock
131-135) |
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Tue. 5 Apr./ |
Midterm
Essay Revisions Due Tuesday, 5 Apr. (K3) See additional required form, here, and instructions, here.
Lessig, �Some Like
It Hot� (Bullock
127-131)
In-class exercise: TBA
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Thu. 7 Apr./ |
�Doing
Research�: Finding and Evaluating Sources
(Bullock
421-456),
�Finding
and Evaluating Sources�
(MindTap
11)
*See also, DHMO.orgMartinLutherKing.org |
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Tue. 12 Apr./ |
�Doing Research� continued: �Documentation� and �MLA Style� (Bullock 480-532), �MLA Style� (MindTap 16) *See also, Works Cited page (Instructions & Sample) (MS Word document) |
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Thu. 14 Apr./ |
Douglas, �The Dark Side of Science� (Bullock 124-127) *See also, Bryan Nelson, �7 Real-Life Human Cyborgs�https://syntheticbiology.org/ |
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Tue. 19 Apr./ |
Segal, �The Dog Ate My Flash Drive, and Other Tales of Woe� (Handout) *See also, Mike Adams, �The Dead Grandmother/Exam Syndrome� |
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Thu. 21 Apr./ |
Essay
4 Due: Argument �Revision� Due Mon. 25 Apr. (J1) Model Research Essays: Borchers, �Against the Odds: Harry S Truman and the Election of 1948� (Bullock 524-532);Harba, �What's for Dinner? Personal Choices vs. Public Health� (Handout) |
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Tue. 26 Apr./ |
Annotated Bibliography Due Wed. 27 Apr. (J1) �Doing Research� continued: Incorporating Sources (Bullock 457-479), �Organizing and Writing Research Projects� (MindTap 13)*See also, How to Incorporate Sources (MS Word document)Practice incorporating sources into your work |
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Thu. 28 Apr./ |
Research Bibliography Due Thu. 28 Apr. (K3)
Model Research Essays:
Shankar, �The
Case of the Missing Kidney: An Analysis of Rumor� (Handout) |
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Tue. 3 May/ |
Research Essay Due (Draft): Peer Review and Research Essay �Workshop� |
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Thu. 5 May/ |
�Literary Analysis� (Bullock 81-86); �Writing about Literature� (MindTap 8) |
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Tue. 10 May/ |
Research Essay Due (Final), Exit Survey, Final Conferences |
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Thu. 12 May/ |
Conferences (by appointment only), Y-203 |
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.
Feel free to communicate any concerns or questions to me before the essays are due; I will be available to meet with any student who needs assistance or additional instruction. Speak to me before or after class or email me to set up an appointment during my office hours.
Diagnostic Essay: Thu. 21 Jan./Mon. 25 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.)
Topics:
Many students begin their college careers anxious about how a particular weakness, handicap, disadvantage, or �difference� will keep them from prospering academically and/or socially. Discuss one personal characteristic that you suppose will present challenges to your academic success and/or social contentment, and then discuss a realistic strategy that will help you work your way through or around these challenges.
Use the following as your thesis: I�m proud of being_______________________, but it�s not without its
problems.
You should try to think of something you are genuinely proud of, but
something that comes with complications as well. This is a personal narrative
in a way, but the second half, about the problems, requires you to consider
opposite sides of an issue.
What is your favorite text�however you may define the term �text��or who is your favorite author, and why? Defend your choice with specific details and examples.
Essay 1: Narrative/Descriptive Essay, Due Thu. 11 Feb./Wed. 10 Feb.
After reading �Narrating� (Bullock 387-395), �Describing� (Bullock 367-375), 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 G.E.D., 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 G.E.D., 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.
Essay 2: Process, Draft due in class, Tue. 23 Feb. (K3 Lab), Mon. 29 Feb. (J1 Homework); Final Essay Due Tue. March 8 (K3)/Wed. March 9 (J1)
After reading �Explaining a Process� (Bullock 382-386) 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.
2.) How to cope with a specific, unusual emergency situation: 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.
.
Midterm Essay, Comparison�Contrast, Tue. 15 Mar./Wed. 16 Mar. (in class)
After reading �Comparing and Contrasting� (Bullock 348-355) and the assigned comparison-contrast essays, select one of the following topics and 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 significant about the subjects, that one of the two is in some way �superior� to the other (for example, �A is funnier than B because...�), and use appropriate topic sentences. 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 superior
in some way 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.
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):
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.
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:
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,
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 and Andrew, Danielle. �How Much Would It Cost to Be Batman?� IFLScience.com 30 Sep. 2015. Web.
Instructions: You have approximately seventy-five minutes to compose a persuasive compare contrast on one of the following topics. Before you begin to write, take time to plan your essay carefully. Essays should focus on the selected topic and contain a clear beginning (an introduction, with a thesis statement, underlined), a middle (three to five body paragraphs), and end (conclusion), and should use appropriate topic sentences and transitions to guide the reader. Your thesis must be an assertion concerning the two subjects chosen for your essay, indicating the specific significant difference between the two, that one of the two is in some way �superior� to the other, as well as the major divisions of your essay (for example, �A is funnier than B because...� or �A is both simpler and more economical than B because...�). Be sure to include evidence, examples, or other support for your assertions; the more support you include, the stronger and more convincing your essay will be.
Your essay will, as always, be evaluated in terms of Main Idea, Organization, Support, and Mechanics (Words and Sentences), using the standard Evaluation of Essays form. 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: You may use the prewriting previously done in class; however, you must attach the prewriting to your bluebook when you submit it at the end of the period. You may also use a dictionary and/or thesaurus (print or online), but no other notes, materials, or sources.
Topic choices:
1.) Two similar television shows; for example, two specific situation comedies, two news broadcasts, two police dramas, and so on. You may not use The Simpsons or Family Guy, nor should you focus on just a single character or figure from each show.
2.) The movie and book versions of the same story (the book version of the story can be a novel, short story, or play). How does the movie adapt, revise, or alter the story, what is changed or left out, and why?
3.) Two different approaches to studying, for example the suggestions in �Reading Critically� (Bullock 396-413), O�Keeney, �How to Make It in College, Now that You�re Here� (Handout), and Parker-Pope, Tara. �Valuable Lessons in Learning.� New York Times 7 Oct. 2014: D4. (published online as �Better Ways to Learn.�) What are the differences in these approaches, and which method is simpler, more effective, or most time-saving?
2.) Two ads for similar products 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.
Essay 4: Persuasion/Argumentation, �Draft� due Tue. 12 Apr./Wed. 13 Apr. Thursday 14 April(K3)/Monday 18 April (J1)
After reading �Arguing� (Bullock 323-341), �Arguing a Position� (Bullock 119-149), �Critical Thinking and Argumentation� (MindTap 5), and the assigned persuasive essays, select one of the three topics on which you have already done prewriting (a preliminary thesis and ideas) and 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:
Thesis statement: 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.
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 Monday 25 April (J1)/Tuesday 26 April (K3)
Your �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 should 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!
After reading �Doing Research� (Bullock 419-574), 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 TBA
Annotated Preliminary Bibliography, Due
Mon. 25 Apr. (J1), Tue. Apr. 26 (K3)Wed. 27 Apr. (J1)/Thu. Apr. 28 (K3)
You must submit an annotated preliminary bibliography with a minimum of five to seven sources correctly cited according to MLA style. As per the instructions above, sources must be scholarly or professional criticism or analysis; use the library resources, including the available electronic databases to locate appropriate sources.
In addition to a correct citation for each source, you must include a description or summary of the source, at least two to three sentences, and an explanation of how you foresee incorporating it into your essay. 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)
MLA format (Purdue
university�s Online Writing Lab)
Preliminary Draft: Due Tue. 3 May/Wed. 4 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. Failure to bring the required essay will result in a zero for the assignment.
Note: you do not need to submit the folder containing copies of your sources at this time.
Final Draft: Due Tue. 10 May/Wed. 11 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:
Incorporating
Sources (class handout)
Class Plagiarism Policy (on syllabus), as well as
the Nassau Community College Policy on Academic Dishonesty and Plagiarism
(in
the college
catalog).
You might also find the following additional resources useful:
Works Cited page (Instructions & Sample)
(Microsoft Word document)
Avoiding Plagiarism (Houghton-Mifflin web site)
Practice Incorporating Sources into Your Work (Houghton-Mifflin web site)
MLA format
(Purdue university�s Online Writing Lab)
*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.
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Grammar, Writing, and Research Papers: |
Last Revised: Friday, 13 May 2016
