Sunday, November 8, 2009
Final Presentation.
So, here is some info about your final presentation. You do not have to use this exact order. Nor do you have to include all of this information; these are merely guidelines.
-5-7 minutes in length.
-You can use notes, but do not just read from a paper.
-Tell us why you chose your topic and why it's important.
-Tell us about your writing process.
-Tell us how you formulated your thesis statement.
-Summarize the main ideas in your paper. Give us examples.
-Tell us what sources you used, why you picked them, how they supported your argument, and how you knew they were reliable sources.
-Tell us anything else you think we should know in order to understand your project and its significance.
*The presentations will be on Dec. 8th and 10th. Sign up in class for a time slot.
-5-7 minutes in length.
-You can use notes, but do not just read from a paper.
-Tell us why you chose your topic and why it's important.
-Tell us about your writing process.
-Tell us how you formulated your thesis statement.
-Summarize the main ideas in your paper. Give us examples.
-Tell us what sources you used, why you picked them, how they supported your argument, and how you knew they were reliable sources.
-Tell us anything else you think we should know in order to understand your project and its significance.
*The presentations will be on Dec. 8th and 10th. Sign up in class for a time slot.
Wednesday, October 28, 2009
Annotated Bibliography.
Your final research paper requires an annotated bibliography. For this part of the assignment (Due. Nov. 12), you will list 5 sources and annotate each. The paper should have an MLA heading that includes your name, my name, the class, and date. Your title will be your research topic, then a colon, then the words "An Annotated Bibliography." For example:
"Stem Cell Research: An Annotated Bibliography"
Then you will begin your 5 entries. Each entry should be formatted according to MLA, which looks like this. The annotation under each entry should address two issues:
1. How the source is relevant to your thesis (how you will use the information in the source)
2. The quality and/or accuracy of the source
"Stem Cell Research: An Annotated Bibliography"
Then you will begin your 5 entries. Each entry should be formatted according to MLA, which looks like this. The annotation under each entry should address two issues:
1. How the source is relevant to your thesis (how you will use the information in the source)
2. The quality and/or accuracy of the source
Wednesday, October 14, 2009
Characteristics of a Good Thesis Statement.
1. Contains stance, position
2. Supportable yet arguable (not something that everyone will agree with)
3. Contains some kind of reason
4. Something important is at stake
5. Simple, clear, concise, forceful
6. Specific
7. Not too broad, not too narrow (it won’t lead us to try to accomplish too much within the scope of the paper)
8. Not too factual
Final Research Paper.
For your final research paper, I want you to write about something that interests you. I am not giving you any topic or issue. However, if you would rather me give you a topic, you can use the Peter Singer assignment detailed below.
You are following the same guidelines you used for your synthesis paper, but a few requirements are different: This paper will be 5-7 pages and will require at least 5 sources. You can use one or more sources from your textbook, but only one source from your textbook can count toward your 5-source total. That means you will need to find and use at least 4 other sources. At least two of these sources must be a periodical (newspaper, magazine, or scholarly journal). At least one source must be from a book or anthology.
If you want to write an expansion of your Synthesis Paper as your Final Research Paper, you can do this, but you must write at least 8 pages total.
A few additional requirements:
-Annotated bibliography (worth 10% of the assignment) (Due Nov. 12) (We'll talk about this in class.)
-Peer review session (Dec. 3) (Your participation is optional, but you will receive 5 extra points for participating.) (Your attendance that day, however, is not optional.)
-E-mail me a draft of your thesis by Nov. 10th for approval. (This counts as part of your grade. It is also important for me to see that your research scope is adequate. Remember that you don't want a topic that is too broad, i.e. giraffes, and you don't want one too narrow, i.e. the color of giraffes' tongues in south eastern Nigeria--we'll talk about this in class.)
-Final paper is due Dec. 8th
-Presentations (which are graded as a separate assignment) will be on Dec. 8th and 10th.
**************************************************************
Possible topic you can use:
Read Peter Singer's Famine, Affluence, and Morality. Then write a paper in which you describe and support your opinion on the role of the US government in regard to foreign aid to impoverished countries. Your thesis should state your position, but doesn't necessarily have to include your solution. (See me if you are unsure of the difference between these two things). Your opening paragraphs should make clear the issue, the problem, key terms, how your paper will be organized (main points of your reasoning), and your thesis, among other things.
The purpose of this assignment is for you to survey the literature on this issue, and, through critical reading and thinking, develop your own well-reasoned, well-supported solution to the problem.
Requirements:
A successful paper will:
1.) Have well-supported and well-developed ideas.
2.) Be clear, focused, and unified.
3.) Use an engaging and appropriate style.
4.) Have a strong, clear thesis statement. This will guide the rest of your paper.
5.) Anticipate and respond to objections others will make to your argument.
6.) Progress from idea to idea in a logical manner.
7.) Have very few errors in grammar, spelling, and punctuation.
You are following the same guidelines you used for your synthesis paper, but a few requirements are different: This paper will be 5-7 pages and will require at least 5 sources. You can use one or more sources from your textbook, but only one source from your textbook can count toward your 5-source total. That means you will need to find and use at least 4 other sources. At least two of these sources must be a periodical (newspaper, magazine, or scholarly journal). At least one source must be from a book or anthology.
If you want to write an expansion of your Synthesis Paper as your Final Research Paper, you can do this, but you must write at least 8 pages total.
A few additional requirements:
-Annotated bibliography (worth 10% of the assignment) (Due Nov. 12) (We'll talk about this in class.)
-Peer review session (Dec. 3) (Your participation is optional, but you will receive 5 extra points for participating.) (Your attendance that day, however, is not optional.)
-E-mail me a draft of your thesis by Nov. 10th for approval. (This counts as part of your grade. It is also important for me to see that your research scope is adequate. Remember that you don't want a topic that is too broad, i.e. giraffes, and you don't want one too narrow, i.e. the color of giraffes' tongues in south eastern Nigeria--we'll talk about this in class.)
-Final paper is due Dec. 8th
-Presentations (which are graded as a separate assignment) will be on Dec. 8th and 10th.
**************************************************************
Possible topic you can use:
Read Peter Singer's Famine, Affluence, and Morality. Then write a paper in which you describe and support your opinion on the role of the US government in regard to foreign aid to impoverished countries. Your thesis should state your position, but doesn't necessarily have to include your solution. (See me if you are unsure of the difference between these two things). Your opening paragraphs should make clear the issue, the problem, key terms, how your paper will be organized (main points of your reasoning), and your thesis, among other things.
The purpose of this assignment is for you to survey the literature on this issue, and, through critical reading and thinking, develop your own well-reasoned, well-supported solution to the problem.
Requirements:
- Refer to Singer's argument (citation required). Also, use at least four other sources. At least two of these sources must be a periodical (newspaper, magazine, or scholarly journal). At least one source must be from a book or anthology. There is an article by Garret Hardin (I'm sure you can find it on the Internet somewhere) that opposes Singer's position. Feel free to use this.
- Formulate and propose your own solution to the problem. Be sure to make it clear why you agree or disagree with Singer.
- Mention the role of the individual in your solution.
A successful paper will:
1.) Have well-supported and well-developed ideas.
2.) Be clear, focused, and unified.
3.) Use an engaging and appropriate style.
4.) Have a strong, clear thesis statement. This will guide the rest of your paper.
5.) Anticipate and respond to objections others will make to your argument.
6.) Progress from idea to idea in a logical manner.
7.) Have very few errors in grammar, spelling, and punctuation.
Monday, October 12, 2009
Examples of Specific Titles.
Argumentative Synthesis.
*Note that you will be writing an argumentative synthesis, not an explanatory synthesis. (Both types are discussed in your book.)
Choose a chapter in your book (excluding chapters 1-3) according to your interests. You will see that each chapter contains readings categorized by subject, e.g., education, nature, history, etc. Read through the essays in the chapter and become familiar with the gist of each argument (you do not have to read every word of each argument to get a sense of its gist.) After you are familiar with the essays in your chosen chapter, formulate your own position or claim (this will be your thesis) on an issue discussed in the chapter.
After you have your own position, choose at least two essays in the chapter that you can use in your synthesis. Note that you do not need to choose only essays that support your claim; you can also choose an essay that argues against your claim so long as you show why that argument is weak in your synthesis. Now re-read these essays that you will use. Take notes, highlight words, circle phrases, underline important concepts, etc. Be a critical reader. It's important that you absorb every facet of these essays and record your findings, reactions, observations.
Now write. Your purpose is to persuade the reader of your position (thesis). Your opening paragraphs should make clear the issue, key terms, how your paper will be organized (main points of your reasoning), your thesis, and perhaps some background. In your body paragraphs, you will integrate quotes, paraphrases, and/or summaries from the essays you read in order to bolster your argument. Be sure to explain every integration in your own words and/or explain how it fits into your paper. Do not simply quote a few sentences and call it a paragraph. Also, remember that you need both in-text citations and a works-cited page.
You may want to refer to pages 129-132 in your book for guidance.
Requirements:
1.) Have well-supported and well-developed ideas that support your thesis.
2.) Have a strong, clear thesis statement. (This will guide the rest of your paper.)
3.) Effectively integrate and document material from at least two sources.
4.) Be clear, focused, and unified.
5.) Anticipate and respond to objections others will make to your argument.
6.) Progress from idea to idea in a logical manner. (Use transitions.)
7.) Have very few errors in grammar, spelling, and punctuation.
Choose a chapter in your book (excluding chapters 1-3) according to your interests. You will see that each chapter contains readings categorized by subject, e.g., education, nature, history, etc. Read through the essays in the chapter and become familiar with the gist of each argument (you do not have to read every word of each argument to get a sense of its gist.) After you are familiar with the essays in your chosen chapter, formulate your own position or claim (this will be your thesis) on an issue discussed in the chapter.
After you have your own position, choose at least two essays in the chapter that you can use in your synthesis. Note that you do not need to choose only essays that support your claim; you can also choose an essay that argues against your claim so long as you show why that argument is weak in your synthesis. Now re-read these essays that you will use. Take notes, highlight words, circle phrases, underline important concepts, etc. Be a critical reader. It's important that you absorb every facet of these essays and record your findings, reactions, observations.
Now write. Your purpose is to persuade the reader of your position (thesis). Your opening paragraphs should make clear the issue, key terms, how your paper will be organized (main points of your reasoning), your thesis, and perhaps some background. In your body paragraphs, you will integrate quotes, paraphrases, and/or summaries from the essays you read in order to bolster your argument. Be sure to explain every integration in your own words and/or explain how it fits into your paper. Do not simply quote a few sentences and call it a paragraph. Also, remember that you need both in-text citations and a works-cited page.
You may want to refer to pages 129-132 in your book for guidance.
Requirements:
- MLA format
- Length: 3-4 pages (not including works-cited page)
- Show me a preliminary thesis and your potential sources during our conference.
- Due: Nov. 5, 2009.
1.) Have well-supported and well-developed ideas that support your thesis.
2.) Have a strong, clear thesis statement. (This will guide the rest of your paper.)
3.) Effectively integrate and document material from at least two sources.
4.) Be clear, focused, and unified.
5.) Anticipate and respond to objections others will make to your argument.
6.) Progress from idea to idea in a logical manner. (Use transitions.)
7.) Have very few errors in grammar, spelling, and punctuation.
Wednesday, September 30, 2009
Monday, September 28, 2009
Monday, August 31, 2009
First-Week Writing Sample.
According to an article published recently in The New York Times, a genetic test will soon be marketed in the United States that claims to predict athletic ability in children. Specifically, the test analyzes the ACTN3 gene, which studies have shown is linked to an individual’s aptitude for speed and power sports versus endurance sports. Individuals inherit one copy of the gene, which comes in two forms called variants, from each of their parents. Individuals with two copies of the R variant tend to perform better at speed and power sports, while individuals with two copies of the X variant tend to perform better at endurance sports.
The article goes on to give the opinions of various people regarding this genetic test. The parents who were interviewed were excited about this opportunity to gain information that could help them make the best possible decisions for their children. Athletic ability is considered to be a valuable asset in our society and is rewarded by benefits such as college scholarships. Scientists, however, have raised a number of concerns. For example, at least 200 genes have been found to contribute to athletic ability. Further, individuals do not always exhibit the aptitude that their genetic makeup predicts. Besides the question of whether the genetic test is valid, there are questions about whether it is a good idea to use genetic information in this fashion. Parents might be disappointed in a child who doesn’t measure up to their hopes or might pressure a child to focus on a particular sport too early in life, before the child could participate in the decision. On the positive side, though, having this knowledge might help parents form more realistic expectations about their children’s lives.
Do you think genetic testing to determine athletic ability is a good idea? Do the benefits outweigh the potential problems? What would you recommend in terms of guidelines and/or restrictions for use of this test and the information it provides? In an essay, summarize the issue, explain your position and your reasoning, and present your recommendation. Use examples from your experience, observations, or reading to back up your argument, identifying your sources as appropriate.
The information above is from “Born to Run? Little Ones Get Test for Sports Gene,” by Juliet Macur, The New York Times, November 30, 2008, p. A1.
The article goes on to give the opinions of various people regarding this genetic test. The parents who were interviewed were excited about this opportunity to gain information that could help them make the best possible decisions for their children. Athletic ability is considered to be a valuable asset in our society and is rewarded by benefits such as college scholarships. Scientists, however, have raised a number of concerns. For example, at least 200 genes have been found to contribute to athletic ability. Further, individuals do not always exhibit the aptitude that their genetic makeup predicts. Besides the question of whether the genetic test is valid, there are questions about whether it is a good idea to use genetic information in this fashion. Parents might be disappointed in a child who doesn’t measure up to their hopes or might pressure a child to focus on a particular sport too early in life, before the child could participate in the decision. On the positive side, though, having this knowledge might help parents form more realistic expectations about their children’s lives.
Do you think genetic testing to determine athletic ability is a good idea? Do the benefits outweigh the potential problems? What would you recommend in terms of guidelines and/or restrictions for use of this test and the information it provides? In an essay, summarize the issue, explain your position and your reasoning, and present your recommendation. Use examples from your experience, observations, or reading to back up your argument, identifying your sources as appropriate.
The information above is from “Born to Run? Little Ones Get Test for Sports Gene,” by Juliet Macur, The New York Times, November 30, 2008, p. A1.
Syllabus and Schedule.
English 102 (Fall ’09)
T/Th 12:30-1:50pm
T/Th 12:30-1:50pm
Instructor: Ryan Flanagan
Office Hours: See me for appointment
Class Web Site: http://english102atCSN.blogspot.com
Course Description:
English 102 is a continuation and extension of Eng 101 and equivalents with attention to analytical reading and writing, critical thinking, and research methodologies, while emphasizing interpretation, analysis, synthesis, and argument.
Course Outcomes:
-Develop writing that demonstrates critical reading and analytical thinking skills
-Use the writing process to create well-developed research-based essays
-Create an argumentative and/or exploratory thesis supported by textual evidence
-Summarize, evaluate, synthesize, and document source material
-Use appropriate technologies to prepare written assignments
-Control conventions of language, mechanics, and MLA format
Required Textbooks:
Muller, Gilbert H. The McGraw-Hill Reader, 10th edition, New York: McGraw-Hill, 2008. ISBN: 978-0-07-353313-1
Online resource:
http://www.mhhe.com/mhreader10
Course Content & Instructional Methodology
The class will consist of lectures, discussions, activities, and presentations. Students are expected to contribute to class discussions and engage in activities that demonstrate a careful reading of assigned texts.
Students will be required to generate five significant pieces of writing during the semester as well as participate in numerous informal writings (reading responses, in-class exercises, etc.). The writing assignments will require that students brainstorm topics, organize ideas, submit a best final draft (rough draft), undergo peer editing, and then submit a final paper. Students will also be required to do an oral presentation. More specifics for each writing assignment will be given as it is assigned.
All papers must follow MLA guidelines, which means that all papers must be typed, double-spaced, 1” margins, 12 point font. All papers should include a header in the upper left-hand corner with student’s name, instructor’s name, course name, and date. All sources must be properly cited.
General Expectations:
--Attendance does count. Missing class will affect your grade. Missing more than four classes is grounds for failing the class.
–Students are expected to participate in activities and discussions.
–Students are expected to keep up with reading requirements.
–Students are aware in advance of all due dates for assignments; therefore, the teacher expects assignments to be turned in on time.
–The grade on late papers will drop 5 points for every day they are late. No papers will be accepted after two weeks past the due date.
–No assignments will be accepted via e-mail without instructor approval.
Grading Policy:
Grades for the semester are determined by dividing the total points each student earns by the number of points possible.
Writing Sample = 25 pts
Paraphrase = 75 pts
Summary Paper = 100 pts
Critique Paper = 150 pts
Synthesis Paper = 200 pts
Research Paper = 250 pts
Oral Presentation = 50 pts
Attendance and Participation = 150 pts
TOTAL = 1000 PTS
Paraphrase = 75 pts
Summary Paper = 100 pts
Critique Paper = 150 pts
Synthesis Paper = 200 pts
Research Paper = 250 pts
Oral Presentation = 50 pts
Attendance and Participation = 150 pts
TOTAL = 1000 PTS
Re-writes are required on some papers and must be turned in within one week.
Grades for this course will be determined based on completion of the course assignments and regular participation.
900 to 1000 pts = A
800 to 900 pts = B
700 to 800 pts = C
600 to 700 pts = D
Below 600 pts = F
Plagiarism
Directly quoting, summarizing, or paraphrasing the ideas of others without specific identification of the sources, and handing the work, which is not the student’s own, all constitute plagiarism. Although in cooperative study and peer editing, students may ask for criticism, such aid must be limited. The individual student is responsible for the preparation and presentation of assignments. An instance of plagiarism may result in a failing grade for the course.
Disability Resource Center
Students who have a documented disability that may require assistance, will need to contact the Disability Resource Center located in the Student Services Center on each campus. CY: 651-4045 WCH: 651-5089 HN: 651-3086
Human Relations Component
English 102 satisfies the Communication requirement for related instruction for many Certificates offered at CSN. Please check the College Catalog or your degree sheet to determine whether or not this course fulfills that requirement. In this course, students will learn to organize and prepare written assignments and oral presentations for specific audiences, to use standard written and spoken English, to be attentive listeners and analytical readers, and to apply the principles of critical thinking in identifying subjects, understanding content, and solving problems.
Other Resources to Help You
CCSN has a variety of services to help students be more successful:
The Writing Center has trained writing assistants to help you at any stage of the writing process. It is not an editing service but they can help you improve your written work by showing you strategies and techniques used by successful writers. Computers are available to type and print your assignments. Call for more information 651-7402. Students are encouraged to take advantage of the writing center.
From the Office of Retention you can work with Student Coaches who offer free tutoring; E-Alert is CSN’s academic warning system and will identify those students who need help early on; the Office of Retention will also provide free Success Planning Appointments. Call for more information 651-2626.
Smarthinking.com FREE online resource that helps students become stronger writers. Students receive a detailed, personalized critique of any written assignment, such as an essay, report, personal statement, cover letter, resume, or creative story.
New User - Log-in Directions
1. Go to the Smarthinking web site.
2. You will be prompted to enter a log-in id and password.
3. Use the following log-in id and password:
Log-in Id: CSNT109 Password: Silver
4. Once you have successfully logged in you will need to create a unique user id and password
5. Please use the same log-in id and password that you use for CSN email.
6. This will ensure that you will have a unique user id and password within Smarthinking.
7. You will then use your unique user id and password for all future log-ins to Smarthinking.
8. If you have any questions please call (702) 651-561
-Email me for course calendar and assignment schedule*
* dates, readings, and assignments are subject to change
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