ENWR105 College Writing I: Intellectual Prose s1

ENWR105-section # College Writing I: Intellectual Prose Fall 2013 Created by Gerrie Logan Professor’s name and email address Office location and office hours Location of classroom, meeting days, and time

Faculty – the information in red ink contains notes for your use only. The comments may offer options or outline program policy. Please make sure you remove these before finalizing your syllabus. Remember that the required policies you include in your syllabus (attendance, grading, plagiarism) are parts of a contract between you and your students. These cannot be changed once the course begins. Also note that the page numbers for the Hacker text included below need to be double-checked according to updated editions of the MSU edition of the Hacker Handbook. The 7th edition of Hacker will be updated in 2013 (ISBN 978-1-4576-6996-5).

Required Texts Hacker, Diana and Nancy Sommers. A Writer’s Reference. 7th ed. Montclair State University custom edition. New York: Bedford/St. Martin’s, 2012. Morales, Aaron Michael. American Mashup. New York: Pearson, 2012. Urrea, Luis Alberto. The Devil’s Highway. New York: Back Bay-Little, 2005.

You will need a notebook for notes and in-class writings along with access to a good college level dictionary (or a website like www.m-w.com, www.dictionary.com)

Helpful Websites MSU First-Year Writing http://www.montclair.edu/chss/english/first-year-writing/ Re: Writing (Bedford/St. Martin’s site with writing aids) http://bedfordstmartins.com/rewriting Center for Writing Excellence http://www.montclair.edu/cwe Writing Exercises from Diana Hacker: http://www.hackerhandbooks.com/writersref

Why College Writing I? (Course Objectives) Most students have been writing in some form for well over ten years, so the main purpose of this course is not really to teach the mechanics of writing. Instead, the goal is to introduce students to the world of academic discourse and thought. Discourse starts with thinking critically about our experiences, encountering other people’s ideas, comparing them to what we think and what our own life experience has taught us so far, analyzing the assumptions of others and ourselves, and then synthesizing all of these ideas into coherent patterns we can use and communicate to others. Academic and professional discourse is an exciting network of ideas and connection that forms the background of what educated, actively involved adults experience on a daily basis.

Our course title, Intellectual Prose, starts with the concept of thinking, and our reader title, American Mashup, reflects the emphasis on American popular culture as a rich medium for intellectual inquiry. Much of the time in class and in front of computers will be spent encountering, considering, and generating ideas. Often writing in the form of online discussion, guided writing, and drafting will be a tool to help generate ideas.

However, thinking is just the necessary first step. No matter how deep and insightful our thoughts are, unless we can communicate them to others in a meaningful, organized, and understandable way, they remain locked in our minds. In order to have thoughts impact the world, students will practice strategies 1 that help them learn to write in ways that can interest and engage other people—and that can have an effect on their environment. Active reading, active listening, active thinking, and deliberate writing will help students remain open to new ideas while remaining in control of their reactions to them. Through the process of drafting, receiving feedback, redrafting, and revising, students will hone skills and leave class as more effective thinkers and writers. Being able to communicate ideas through writing will make students confident participants, not just observers, at the university level.

Expectations: Course expectations are articulated in the prefatory chapter (the chapter that precedes the “first” chapter) of the Montclair State University edition of A Writer’s Reference; pages MSU-13-16 are specific to ENWR 105 students. Please read this chapter fully as it is an essential supplement to the syllabus. Here are a few points of elaboration.

Plagiarism: The First-Year Writing Program at Montclair State University values students’ honest efforts in the classroom and as writers. Plagiarism is strongly discouraged and this class will educate you about what it is and how to avoid it. Should you choose to plagiarize—turning in written work as your own that you have copied from some other source, whether a website, print media, or even another student— [Your professor/I] will submit your plagiarized paper and the source materials from which you have plagiarized to the Student Conduct office and you will face disciplinary action from the University. [Your professor, I] additionally reserve(s) the right, when plagiarism is proven with documentation, to fail you for the semester. Should you be accused of plagiarism, you have the right to appeal the decision and also to request a meeting with your professor and the First-Year Writing program director, Dr. Jessica Restaino. In an effort to avoid this serious offense, please visit the First-Year Writing Program website to learn more about plagiarism and how you can avoid it, and be certain to ask [your professor/me] about any aspects of the issue that you do not understand.

Attendance and Class Participation: Note: This is the official policy of FYW for attendance and must appear in your syllabus. The Program standard is that more than 5 absences will result in failure of the class. Faculty members have the option of allowing either two or three absences. As a member of this class, your input is valued, and your regular attendance is expected. In-class writing, discussion, and occasional lectures provide information and processes essential to understanding the texts and writing strong essays. In order to cover any emergencies—illness, family issues, for example, or academic obligations for other classes such as field trips—students are allowed two absences in this class: excuses are neither needed nor accepted. Every absence after the allowed two results in a half letter reduction of the final grade. For example, if you achieve a B as your final grade but have an additional absence over the allowed limit, your final grade becomes a B-. Any student who enters the classroom after class has begun will be marked as late. Coming in to class late three times equals one absence. More than five absences will result in a failing grade for the class. It’s really simple: you are either here or you are not. You cannot get credit for contributing to a class discussion or activity if you are not here to participate. Additionally, you are expected to come to class prepared for the day's work (readings completed, proper number of drafts, etc.). If you arrive to class without the necessary materials to participate and engage in the learning process, your attendance may not be counted for that day. If there are severe circumstances, such as a prolonged illness or another serious situation, please let me know as soon as possible and we can negotiate the situation with the Dean of Students. Students can expect to spend about ten hours a week on the work for this class.

Class Etiquette/Netiquette It is suggested that you include a statement about your expectations as

2 regards classroom/online behavior. Your statement does not have to be as elaborate as this one; choose what is important to you in maintaining your classroom.

How we treat others demonstrates our respect for them. Our classroom and our shared Bb site are collaborative spaces and the home of our writing community. In all communication with each other, respect is the order of the day. We will often disagree with one another but always respect the right of the other to hold a different opinion. However, even as regards opinions, no form of intolerance or hostility is allowed to enter our environment, including but not limited to racism, sexism, or religious intolerance. Occasionally, although not often, immature “high-school” type behavior surfaces in the form of shared looks, eye-rolling, giggling, or otherwise making fun of someone in class. This type of behavior has no place in the college environment, and I will not ever tolerate it. We are all adults and colleagues and have the right to be treated as such.

Further, the following rules are in place to keep our space safe and foster an atmosphere of intellectual growth and curiosity:

o Food and drink (except water) are not allowed in the classroom unless you bring enough for everyone to share or unless it is announced in advance. o Cellphones and other electronic devices are to be stored out of sight and turned to silent once our class begins. o Arriving late to class is disruptive. If you feel you cannot make it to class on time given your other obligations (classes, transportation, etc.), please find a section that is better suited to your schedule. o Always come to class prepared to discuss the readings or to work on drafts. This means having your course text(s) and other required materials with you (pen/pencil/highlighter, peer review sheets, handouts, etc.). o Know the names of your classmates! We will practice in the beginning but, if you find you do not know some names, please make the effort to find out. We will address each other by name in class and online. o Exchange phone numbers with a classmate so that if you are absent, you can catch up on any announcements or changes discussed in class. I cannot respond to emails asking what was missed. o Emails to me must contain your last name and subject in the section line (Example: Jones, Bb Issue). They must also demonstrate the respect we will always show each other: a salutation, which can be informal (Hello,” “Dear Prof.,” etc.) and your name as signature. Beginning or ending an email without these conventions is impolite. o Talking to another while I am speaking or another student is speaking is blatantly rude. Please do not do it. o Do not pack up to leave before the class has ended.

Grades: Students must submit all major writing assignments in order to pass the class. See page MSU-8-9 of A Writer’s Reference for grading rubric (what is expected) as well as descriptions of A, B, C, D, and F essays. Faculty members have some individual discretion regarding the weighting of course work; however it's expected that 75-90% of the grade consist of the portfolio and essays. Portfolios should be worth 10 - 20% of grade and essays 55- 80% of the grade. The remaining 10% - 25% should be allotted for other course work such as homework, peer review and/or class participation. Following is one example. 3 Course Requirements: Participation, Homework, Peer Review, Notebook 15% [some instructors assign blogs, homework, peer review or other exercises instead] 4 Interpretive Essays 50% Documented Essay 20% Writing Portfolio 15%

Explanation of Course Requirements:

Class Participation, Homework, Peer Review, and Notebook (15%) You are expected to come to class prepared, willing to be an active discussant and listener, and willing to read from your own writing. As you can see from the Course Outline section, for every class period there is a reading and/or writing assignment due. It is imperative that you keep up with the schedule and demands of this course. Late homework assignments will not be accepted and there will be no extensions given on any assignment. I will, however, accept unit essays one class session after the essay is due, but a full grade will be deducted. No unit essays will be accepted beyond this point. Absence is not an excuse for late assignments or missing work. It is your responsibility to find out what you have missed from a fellow student and/or checking class notes on Blackboard.

4 Interpretive Essays (10%, 10%, 15%, 15%) Each of these essays will develop an argument derived from analysis of a combination of texts. Each essay will undergo revision and rewriting; with the assistance of peer review and instructor feedback (quality of both revision and peer review will be factored into the final grade for each essay). Specifics of the writing process are on MSU-3-5 and general essay criteria are found on MSU-8-9. All essays will adhere to MLA format for research papers (including documentation), which can be found on MSU-6 under formatting. Instructors need to demonstrate that the minimum word requirement (6000) words of revised prose have been met in the page lengths of final drafts. You may choose to outline that here—Example: Essay 3 (4-5 pages); Essay 4 (5 pages) etc.—or may choose to reveal page lengths in the individual units on the schedule).

Documented Essay (20%) See page MSU-6 for specifics on the documented essay. [Instructors: add your own criteria for the documented essay. Sample: Students will develop their own research projects for the final paper and will write an essay based on their findings. Consider the kinds of questions that our class reader, American Mash up, raises. There will be a formal description of the Documented Essay later in the semester, but do not wait until then to think about possible topics for the project. Instructor samples of this assignment can be viewed: http://www.montclair.edu/writing/teachingwriting/assignments/index.html FYW website) Blackboard under Community/First Year Writing under 105.]

Writing Portfolio (15%) See MSU-10-11 for specifics on the writing portfolio. [Sample wording: Students will submit a portfolio of writing at the end of the semester. This will include a selection of the exercises and essays will have written over the semester. Students will be given a detailed description of how to assemble and organize the portfolio well in advance of the due date. Important: save and carefully label each piece of work as a separate data file for the Portfolio; do not “write over” any existing files when drafting, and be sure to BACK UP work consistently.

4 [Instructor samples can be viewed on the MSU website: http://www.montclair.edu/writing/teachingwriting/assignments/index.html or on Blackboard under Community/First Year Writing under 105.]

Center for Writing Excellence Students are encouraged to take advantage of the services offered by the Center for Writing Excellence, located on the first floor of the library. At the CWE, trained writing consultants offer free tutoring on all aspects of the writing process. Students benefit most from making regular appointments, but drop-ins are also available. Please note: the CWE is not a place to drop off essays to get them fixed! For more information, please go to http://www.montclair.edu/cwe. For more on the CWE, see MSU-10-11. [Some instructors require FYW students to attend at least one tutoring session at the CWE. I suggest that that you have your students fulfill this requirement early in the semester (possibly for essay one or two) so that they experience the benefits of the CWE and take further advantage throughout the semester.]

Accommodations If students need accommodations in the classroom to fully participate in this class, please visit the Disability Resource Center (DRC) in Morehead Hall, room 305, x5431. They will write a letter to the instructor listing the required accommodations.

Final Note: Please email the instructor immediately with any questions about the class or visit during office hours.

COURSE OUTLINE This schedule is subject to minor change.

“Read” and “write” activities listed for each day are to be completed FOR that day.

Instructors: While it is important to use the exact language used here in your syllabus, you will need to replace the generic wording of the placement unit with specifics of the Fall 2013 placement assignment. Make sure you are using the exact calendar for due dates/collection of drafts in the first unit. Unit One – Placement Assignment / Essay 1 Placement Assignment: Place the Fall 2013 Assignment here.

Class 1 - Come in with 2 paper copies of your first draft of Essay 1 based on the placement assignment and readings students were sent in mid-August by the Writing Program coordinator. One copy will be collected at the start of class; students will use the 2nd copy for group work and discussion. Have an electronic backup saved in an accessible place (not just at home) for easy revision. [Some in-class exercises that instructors have used for the first day placement assignment include: a discussion on the difference between analysis and summary, how to incorporate quotes, small group work with assigned discussion questions for the college novel. See the FYW website for additional in class writing exercises.] HW: Based on the class discussion and group work, revise and expand the first rough draft substantially. Follow the assignment link to submit one copy to Blackboard and bring a paper copy to class on Day 2. Label your file LastnameFirstinitialEssay1RD2 (SmithJEssay1RD2). Also, read the handbook preface (MSU-1-11, 13-16, 18-20) and bring the Hacker guide to class.

5 Class 2 Note: Faculty should identify the place that they have set up on Bb for submission of the draft. For example, some call it “Assignments” while some put the links in specific unit folders. Make sure your students can find the link you have set up.

Due: Draft 2 of Essay 1. In class: In light of discussion and activities from the first day and from your own rereading and reflecting on the assigned essays, revise – rewrite – your essay for submission of the second draft. Bring in a hard copy and also put an electronic copy in the Assignments section of our Blackboard class community (if you have trouble with Bb, e-mail it to me at ______). Label the electronic copy of your file LastnameFirstinitialEssay1RD2 (SmithJEssay1RD2). Be sure to include your email, phone number, and student ID on the draft.

Please Note: the second draft will serve two purposes: assessment and learning. Your draft will be reviewed by a faculty committee with the goal of identifying students who would benefit from supplementary help with their writing. If needed, you will receive additional writing support, outside of class, to help you to be successful in ENWR105. For more information about the placement process in general, please see the following website: http://www.montclair.edu/chss/english/first-year- writing/first-year-writing-program-students/writing-placement/.

The hard copy of the second draft will be reviewed by me and returned to you next class with commentary to direct your further revision for the final draft of this essay, which will be graded.

HW: Print a copy of the peer review form.

Class 3 Bring another copy of the second draft of Essay 1 for peer review. Large group peer review of a student essay. [Instructors should have access to an electronic copy of Draft two. Select a sample of a student draft for the large group peer review. If you are in a classroom with technology then it will be easy to display the sample draft. However, if you do not have access to technology you can either make copies of a student draft or sign out a data projector located in the English Department Office. ] Small group peer review of second drafts. HW: Based on the peer review and my comments, as well as re-reading, begin to revise the second draft.

Class 4 In class: Discussion: Revision—work with drafts; what changed and why? What still needs work? How did the new reading affect the ideas in the new draft? Read: Hacker, A Writer’s Reference, on central claims (14-18) and on plagiarism (MSU-9-10, 357-368). Note any questions about plagiarism and academic honesty. Bring the Hacker guide to class. HW: Write Final Draft of Essay 1, (3.5 to 4 pages) with reference to assigned readings.

UNIT TWO: ALCOHOL AND DRUGS IN TODAY’S CULTURE

Class 5 Final Draft of Essay 1 (3.5-4 pages) is due.

6 Read: Annotated reading Chapter 8 “Alcohol and Drugs” (362). [Read a section together as a large group; discuss ways in which students should read critically and annotate the text. Identify the central claim of the essay and the subtopics within the text]. In class writing assignment (ICW): What does it say about our society that we have engrained alcohol and drugs so deeply into our social fabric? [Have students free write their response for five minutes. Then ask students to pair up and discuss their response. The student pair should then rewrite a collaborative response to the same question. Then ask students to pair up with another pair and respond collaboratively to the following question.] Analyze the Mike Keefe cartoon on page 366. After taking into account the cartoon, take a minute to consider your opinion on the issue of underage drinking and alcohol’s role in the college culture. Drinking is so synonymous with college that many people see it as a part of the college experience. What does it say about our culture that college and drinking seem to go hand-in-hand? [Small group: Discuss possible responses and collaboratively draft a response for these questions and then share responses with the large group.] Homework (HW)1: Read “Lessons for a Young Drinker” by Tom Chiarella (369-372) and “Quicker Liquor: Should We Lower the Drinking Age?” (373-377). Under Learning Units on Blackboard, go to the HW1 folder and click on the youtube link provided. Watch the video “The Ultimate Drunk People Compilation Ever.” http://www.youtube.com/watch?v=tZmDWltBziM. Each student will be assigned a specific question (1-4 and #6 on page 372). Under the “Blogs” link provide a 350-word response to your assigned question. All students must post their response by midnight tonight. Then select a question and respond to your colleague’s post (150 words). All responses must be completed by 6:00 p.m. the day prior to class.

Class 6 In class: Discuss HW1. Discuss the assignment directions for Essay Two. ICW: Devise an introduction and outline based on the topic option you selected for essay two (see Description of Course Assignments-Unit Essay Two). HW: Use the intro and outline from today’s class and write a first draft of Essay 2. Print two copies of this first draft, along with the peer review form, which can be found on Bb under “Course Documents.” Bring the Hacker handbook to the next class.

Class 7 First Draft of Essay 2. In class: Activity on Devising a Central Claim and Effective Introductions [Refer to First Year Writing website or Bb for possible suggestions]. How to conduct a peer review. [Review expectations and the peer review form]. Large group peer review of one student draft. [I usually have half the class post their first drafts on Blackboard. I review the draft and provide comments and suggestions, which I post on Bb. The rest of the students will post their mid-process drafts and I will do the same thing. For the large group peer review exercise, select one or two for large group discussion. Small group peer review. HW: After taking into account the comments made by the peer reviewer and our discussion in class, make the necessary changes for the mid-process draft, print two copies, and bring to class. [Again, at this point, I have the other half of the students send me their mid-process drafts for my review and comments].

Class 8 Mid-process draft of Essay 2 is due. In class: Activity on incorporating quotes. [Hacker pp. 364-5 is great.] Large group: Peer review of one or two student drafts. Small group: Peer review

7 Class 9 In class: Drafts returned with instructor comments. Editing activity from Hacker handbook. Writing activity on paragraph development. HW: After taking into account the peer reviewers’ comments and today’s class discussion write the final draft of Essay 2, write the final draft of Essay 2.

UNIT THREE: IDENTITY CONSTRUCTION – AMERICA THE MELTING POT?

Class 10 Final Draft of Essay 2 (4 pages) is due. In class: What does being American mean to you? How might race or economic background factor into your definition? [Have students free write their responses for a few minutes and then share their response with the large group]. If you were to draw a cartoon of a stereotypical American, what might the “text” of the person say about him? [Give students five minutes to draw their cartoon and add a text bubble that represents their stereotype; then, ask volunteers to share with the large group.] Read “Objectif Lune” by Charles Dantzig (69-71). How many of Dantzig’s stereotypes are represented in cartoons drawn by the class? HW2: Read “American: the Multinational Society” by Ishmael Reed (73-77) and “Friday Night Lights: Rural Mojo” by David Masciotra (78-81). Post a response under HW2 for the two questions assigned during today’s class. The response for each question must be 250-300 words and must be posted on BB prior to the start of our next class. [Assign one question for Reed’s essay, which can be found on page 77 and one for Masciotra, which can be found on page 82.]

Class 11 In class: Discuss HW 2. Read “Stirring the Nation’s Melting Pot” by Sean Alfano (83-86). Small group work. [Split the class in five groups and assign each group two of the questions listed on p. 86-87. Give each group 15 minutes to discuss and respond to the questions. Have each group share their response with the rest of the class]. HW3: Read “A More Perfect Union” by Barack Obama (92-102). What do you believe Obama is trying to accomplish with the following quotation?

We perfect our union by understanding that we may have different stories, but we hold common hopes, that we may not look the same and we may not come from the same place, but we all want to move in the same direction—towards a better future for our children and our grandchildren. (Obama 103)

Please post your 350-word response prior to the start of our next class under HW3 on BB. [The Obama essay is the unit’s mashup essay. Have students identify the various genres Obama uses in this essay (persuasive, research, compare/contrast, narrative, cause/effect, argument and counterargument. Ask the students how setting, tone, and descriptive imagery are effective approaches used by the writer to engage his reader.

Class 12 In class: Discuss HW 3. Activity on paraphrase, summary, and direct quotes (Hacker, pp. 361-363). Discuss directions for unit essay three. Select a topic option and free write for five minutes on your selected topic.

8 HW: Based on the free write done in class today, write a letter to your professor that answers the following questions:  What is the topic of your essay?  What is the main issue or point of your essay?  What is the purpose of your essay (what will you attempt to prove in the writing of this essay)?  Who is this important to and why?  What specific evidence will you use to prove your point?  What questions might your reader have about this topic?  What conclusions do you want your reader to draw based on the evidence provided in your essay? This letter will serve as a first draft for unit essay three.

Class 13 First draft of Essay 3 due. In class: After reviewing your letter, develop an introduction, central claim and an outline that drafts potential topic sentences and supporting evidence. HW: Write a mid-process draft of Essay 3.

Class 14 Mid process draft due. In class: Writing activity – Reverse Outline [The writers will read their drafts. Using an outline format they will highlight the main issue of each paragraph and how it ties back to their central claim]. Peer revision of mid-process draft. HW: After taking into account today’s class discussion, my comments, and the comments made by your peer review partner, make the necessary corrections and revisions while writing your final draft.

UNIT FOUR: HEROES AND CELEBRITIES

Class 15 Final draft of Essay 3 (4-5 pages) due. In class: How would you define a hero? How is a hero different than a celebrity? Which would you rather meet and why? [Have students freewrite their responses to these three questions for five minutes. Then discuss the free write responses as a large group. Ask students to make a list of heroes they would like to meet; then make a list of celebrities they would like to meet. Why is our society so obsessed with celebrity?] Read “Seals Who Killed Bin Laden Remain Secret Heroes in Hometown” by William Selway (489-492). Discuss. HW4: Read “Miracle on the Hudson” (MSNBC.com) on page 493-497 and “The Tillman Story” by Andrew O’Hehir (498-501). Write a (400-500 word) response to one of the two questions below [I suggest assigning one of the two questions to each student, so that you have a variety of responses]: 1. Research the whereabouts of Chesley “Sully” Sullenberger since his emergency landing on the Hudson River. Where is he now and in what ways did he use his celebrity status for either his own good or for the good of his community? Was his celebrity status ultimately a positive or negative occurrence in his life, and why? How does his status compare to other celebrities and what are your thoughts on the merits of this type of recognition? Use quotes from your research to support your findings. How are the two heroes (Sully and Tillman) different? 2. Research the writings of Noam Chomsky and explain why it is a relevant detail for O’Hehir to include when speaking about the many contradictions that make up Tillman’s identity. In other words, why would it matter that Tillman was a fan of Chomsky’s writing but also decided it was

9 his duty to serve in the military? Include examples and quotes from Chomsky’s own writing to back your opinion on why his work is relevant to the discussion of Tillman’s life. How are the two heroes (Sully and Tillman) different?

Class 16 In class: Review HW 4 and discuss readings. Read “Here We Are Now” by Jeff Gordinier (537-539). Small group discussion. [Break out students in four groups and assign each group Questions 3, 4, 7, or 8, which can be found on page 540. Give each group five minutes to discuss and compare their responses, then have each group share their responses in a large group discussion.] HW 5: Read “The Airplane Thief” by Jason Kersten (518-533). Based on the information given in Kersten’s article, do you consider Colton to be a hero or a criminal? Post a 350-word response that explains your reasons with textual evidence from Kersten’s article.

Class 17 In class: Discuss the reading and HW5. Review directions and brainstorm possible topics for essay 4. ICW: In two or three sentences write a central claim that introduces a possible argument for your essay. [If there is enough time have students share central claims.] HW: Write a first draft of Essay 4. Print two copies of this draft and bring to our next class.

Class 18 First draft of Essay 4 is due. In class: Discuss synthesizing sources and working with different voices in your essay. Peer review first draft. HW: After taking into account the comments made by your peer reviewer, revise draft 1.

Class 19 Mid-process draft Essay 4 is due. In class: Discuss developing content and argument in drafts. Grammar activity from Hacker handbook. Large group peer review of student draft, then small group peer review of mid-process draft. HW: After taking into account today’s class discussion and the comments made by your peer reviewer write a final draft of Essay 4. Please print a copy of the documented essay assignment, which can be found under “course documents” on Bb.

UNIT FIVE – DOCUMENTED ESSAY

Class 20 Final draft of Essay 4 (4-5 pages) is due. In class: Review directions for the documented essay. ICW: Brainstorm possible topics for the documented essay. [Many of the readings assigned in this syllabus explored the individual and his or her place in the larger community and how changes in today’s culture and the use of technology have impacted many social issues our nation faces. Use these ideas and issues to scaffold the students’ ideas during the brainstorming session. Review and hand out student samples of a paper proposal and an annotated bibliography. ] HW6: Write a paper proposal for the documented essay. [The purpose for a paper proposal is to assist the student in developing a strategy for researching and writing about their topic. There are three sections to the proposal: (1) Purpose – the student identifies their topic and what they are attempting to prove in the writing of this essay. Their position should be clear and they should list questions that motivate their research. (2) Method – What tools or strategies is the student planning to use to gain

10 insight and information. (3) Implications – Devise questions that will drive the research. What is the counterargument to this issue? What questions does this issue raise?]

Class 21 Proposal for documented essay due. In class: Library research day. [Instructor should schedule an Information literacy session with one of the resource people from the library, well in advance of this date. I collect the proposals at the beginning of class and approve and write comments on the proposals while the students are participating in the information session. I then return the approved proposals so that the student can begin the preliminary research phase of the documented essay. ] HW7: Read “Conducting research” in the Hacker handbook (332-346). Develop an annotated bibliography.

Class 22 Annotated Bib. due. In class: Introductions and outlines. [While the students are writing their introductions and outlines, I review and approve their annotated bibliographies. HW: First draft – documented essay. Read “Evaluating sources” in the Hacker handbook (346-357).

Class 23 First draft of the documented essay is due. In class: Summarizing and validating your sources. Peer review first draft. HW: Mid-process draft – documented essay. Read “Managing information; avoiding plagiarism” in the Hacker handbook (357-368).

Class 24 Mid-process draft of documented essay is due. In class: Peer review of documented essay. HW: Write a final draft of your documented essay. Print a copy of Donald Murray’s “The Maker’s Eye” and the directions for the portfolio project, which can be found under “Course Documents” on BB. Bring all final drafts of unit essays to class.

UNIT SIX – PORTFOLIO PROJECT - Portfolio due at final exam day (in lieu of exam).

Class 25 Final draft of documented essay due (6-8 pages). In class: Read Murray’s “The Maker’s Eye” and discuss the main points he addresses about revision. Discuss the difference between “local” and “global” revision. [Instructors can assign any short reading on global revision vs. sentence-level editing, or any topic that propels students toward portfolio work.] HW: Select the essay you wish to revise for your portfolio project. Review the comments made on your final draft and devise a strategy that outlines your revision goals for each essay.

Class 26 In class: Portfolio workshop. Individual student conferences. HW: Portfolio revision. Visit CWE. [Instructors may choose to direct students to visit the CWE for support with revision of Portfolio at this time of the semester. If so, it is imperative to encourage them to make an appointment well in advance.]

11 Class 27 In class: Portfolio workshop. Individual student conferences. HW: Portfolio revision. Visit CWE.

Class 28 In class: Portfolio workshop. Individual student conferences. HW: Portfolio revision. Visit CWE.

Portfolios will be due on the day scheduled for your final exam, ______. Late portfolios will not be accepted. *Homework assignments and essay questions have been adapted from the corresponding text, American Mashup by Aaron Michael Morales.

Instructors: In order to help you plan your calendar the following link will take you to the academic calendar for Fall 2013: http://www.montclair.edu/about-montclair/academic-calendar/13-14/

The final exam schedule for Fall 2013 can be accessed here: http://www.montclair.edu/media/montclairedu/registrar/final_exam_schedule_fall_2013.pdf

The link to Registrar’s page for withdrawal dates, etc.: http://www.montclair.edu/registrar/

DESCRIPTION OF ESSAY ASSIGNMENTS

Essay One: Placement Directions and requirements for this assignment will be provided by the Placement Director of First-Year Writing.

Essay Two: Alcohol and Drugs Paper Assignment In this second essay you will showcase your analytic and critical thinking skills through an examination of the various forms of media presented in this unit. The required length of this essay is 4 pages, and as always, a Works Cited page is required. You should continue to engage with the text to support your opinions, thoughts, and ideas. Do not make claims lightly; ensure that these claims can either be supported by the text or an outside source. If you are using an outside source, you will also be required to attach a copy of the article with your final draft. All other requirements on the organization and submission of your final assignment packet remain the same as the previous essays. The topics are as follows:

1. In his essay, “Lessons for a Young Drinker,” Chiarella tells his audience that “drinking must be mastered, or it will master you.” Compare that sentiment, as well as his overall message for young drinkers, to the point of Bukowski’s poem “proper credentials are needed to join.” How are the two selections similar, and in what ways are they at odds with one another? How is the advice of Chiarella’s piece working alongside the message in Bukowski’s poem?

12 2. If the premise of the cartoon “College Drinking” is intended as a sign of what’s to come (i.e., society will come to see drinking the way some now see smoking), how might this take place? Research outside sources to see how campuses and communities are trying to stifle binge drinking. Do you think it is possible that one day campuses will ban drinking the same way many establishments have banned smoking? Will our society ever look on drinking with the same disdain that we now have for the once-popular smoking? Why or Why not? You may also want to include Sanghavi’s discussion of the complacency of college presidents on this issue of underage drinking.

3. As always, you may select your own topic for this second essay. Your topic must include an analysis of one of the readings and your opinions must be supported with textual evidence. Please discuss the topic with me, before you write your first draft.

Essay Three: Identity Construction – America the Melting Pot?

Paper Assignment

In this third essay, you will draw on the connections between multiple selections that we have read for this unit. The writers selected for this unit ask you to question what it means to be an American and how legitimate are the stereotypes that the outside world places on our society? In a diversified America, what is it that brings us all together? The required length of this essay is 4-5 pages, and as always, a Works Cited page is required. You should continue to engage with the text to support your opinions, thoughts, and ideas. Do not make claims lightly; ensure that these claims can either be supported by the text or an outside source. If you are using an outside source, you will also be required to attach a copy of the article with your final draft. All other requirements on the organization and submission of your final assignment packet remain the same as the previous essays. The topics are as follows:

1. Identify one important American trait that is not discussed in the unit but warrants a discussion. Construct an argument detailing why this particular American trait should be more thoroughly discussed alongside issues of race, geography, education, and other ways in which Americans identify themselves. Reference two of the readings assigned for this unit to support your ideas.

2. Compare and contrast Reed’s version of America (as outlined in his essay “America: the Multinational Society” to Dantzig’s list of American traits in his essay “Objectif Lune.” In which ways do the two essays agree on what it means to be American? In which ways do they differ? Which do you feel is more accurate, and why?

3. Revisit the essays of Reed, Masciotra, Alfano, and Obama for various definitions of the “American Dream.” Then define the “American Dream,” as you understand it. Align your argument with one of the writers that best supports your position and present a counter

13 argument by addressing the opinions of the writer that contradicts or challenges your point of view.

Essay Four: Heroes and Celebrities Paper Assignment: In this fourth essay, our discussion has been centered on various definitions of heroism and fame. Does one have anything to do with the other? Why does our society revere celebrities but honor our heroes with fleeting recognition? The readings and homework assignments have challenged you to examine your interpretation and assess your feelings on this topic. Develop a central claim and analytic argument based on the brainstorming exercise performed in class. You must reference one of the readings assigned for this unit, and you must incorporate another outside source of your choosing to support your argument and substantiate your points. The required length of this essay is 4-5 pages, and as always, a Works Cited page is required. All other requirements on the organization and submission of your final assignment packet remain the same as the previous essays.

Essay Five: Documented Essay Paper Assignment: This Documented Essay should be 6-8 pages in length. This essay is still an analytic argument and is no different from the other essays you have written this semester, except it is longer with more sources. An essay that is less than six pages is one that I will consider to be undeveloped, and one that is significantly over 8 pages is one that is not focused. I will not read your essay if it does not conform to MLA format in terms of font size, margins, headings, citations, and a Works Cited page. (This Works Cited page is in addition to the 6-8 pages that are required for content.)

Citing Sources, Avoiding Plagiarism When you take notes, you must be meticulous when quoting an outside source in order to avoid plagiarism (see handout on double entry note taking). Make sure that when you use words and ideas from other sources that you quote and cite the sources correctly. Ideas or words that are not yours must be properly documented and credit must be given to the original author. You should avoid over- summarizing and paraphrasing your essay. Your essay must also have a Works Cited page. See your Hacker’s A Writer’s Reference handbook for information regarding: in-text citations, Works Cited format, and MLA format.

It is also important that you select strong quotes that accurately reflect the writer’s point of view and how this supports or refutes the issues addressed in your essay. Your selection of quotes must be thorough and in context with the writer’s central claim and opinions. The quotes you select should move your argument forward and not just fill in space.

You must provide a copy of the source material used in your essay with the specific quotes you have incorporated in your essay highlighted. I will not accept any essays without a copy of the original documentation. You must track down full articles. I will not accept quotations taken from abstracts, CQ researcher, internet websites, or book summaries.

Required Research

A minimum of five sources must be used to support your essay. They are as follows:

14 1. At least one book – See list of written texts for additional research on pages 135-36 of our textbook, or you may find and use another text. 2. At least two journal articles from a database accessible via Sprague Library (e.g., Infotrac, EBSCO, JSTOR, MLA—some of these databases will provide you with the full-text of the articles online, others will provide you with just abstracts and you’ll have to track down the full article in hardcopy). 3. One (1) article from a newspaper or magazine (such as The New York Times, Rolling Stone, Time, Newsweek, etc.)

[I have provided the directions for the documented essay assignment but I have eliminated topic options for this project. Please review the first year writing website for various ideas for the documented essay.]