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.

Syllabus and Schedule.

English 102 (Fall ’09)
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

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