College Composition I



VAUGHN COLLEGE OF AERONAUTICS & TECHNOLOGY

LIBERAL ARTS

ENG 120-2: English II Brian T. Murphy

Tuesday 1:00-2:50, Room 103 e-mail: brian.murphy@vaughn.edu

Thursday 2:00-2:50, Room 202 or bmurphy@Brian-T-

Class website: Eng120.htm

DESCRIPTION:

This course is a continuation of ENG110 and is designed to enhance students’ grammatical and analytical skills with special attention to helping them develop research and reporting skills through the preparation of research projects. Along with this, analytical reading will be stressed. Prerequisite: ENG110.

OBJECTIVES:

Students will:

1. Enhance their ability to understand, appreciate and discuss works of literature through extensive reading and discussion;

2. Critically evaluate and respond to selected essays;

3. Analyze short stories for plot, setting, characterization, theme, and point of view.

4. Carefully examine poetry for imagery, diction, tone, speaker, language, and structure.

5. Examine plays, focusing on character development, dramatic structure, and performance.

6. Write essays analyzing works of short fiction, poetry, and drama (see Topics, below).

7. Compose an argumentative research essay using MLA format.

TEXTS:

Kelly, Joseph, ed. The Seagull Reader: Literature. New York: W. W. Norton, 2005.

Glenn, Cheryl and Loretta Gray. Hodges’ Harbrace Handbook, 16 ed. Boston: Thomson Wadsworth, 2007.

A good college-level (paperback) dictionary.

Note: The official course syllabus also requires Mapp, Larry. College Workbook: The Harbrace Handbooks, 2 ed. Boston: Thomson Wadsworth, 2007. It is not required in my class, however.

*Note: Most of the individual essays, stories, poems and plays to be read and discussed are available online; these are indicated on the online schedule as hyperlinks. However, students are still strongly cautioned that they must purchase the textbook for class use, as well as for the supplemental materials included. One additional poem (Raleigh, “The Nymph’s Reply to the Shepherd”) is not included in the textbook, but should be accessed through the link provided. Please bring hardcopy (printout) of this poem on the day indicated on the schedule.

CLASS POLICIES:

Attendance:

Students must not only attend every class, but also be on time, be prepared, and take an active part in class (see Participation, below). Moreover, once you get to class you 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. Students may be required to sign in at the beginning of each class session to verify their attendance. Students unable to attend class should contact the instructor regarding their absence in advance or as soon as they return to school.

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.

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. No late submissions will be accepted. A grade of “F” will be given for any draft or final essay not submitted on the specified date.

Make-up Exams/Late Work:

All assignment deadlines and scheduled exam dates are provided at the beginning of the semester; therefore, late papers will not be accepted nor will make-up exams be offered, except under extraordinary circumstances with appropriate documentation. Excuses such as “crashed computers,” “lost disks,” or “empty printer ink cartridges” will not be accepted. It is suggested that all work be saved both on your computer’s hard drive and again on disk or removable storage device.

ASSIGNMENTS:

Attendance and Participation (7.5 points):

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 by all of us in the classroom. Questions, discussion, disagreement, and laughter are all encouraged in this class (However, ridicule or scoffing is never tolerated).

Quizzes/Writing Assignments (7.5 points):

With the exception of the first day, class may begin with a short (five- to ten-minute) quiz or writing assignment on the reading(s) for the day, at the instructor’s discretion. In-class quizzes or writing assignments cannot be made up; if you miss a quiz or writing assignment due to absence or lateness, that grade will be regarded as a 0. At the end of the semester, the lowest grade will be dropped. Total number of quizzes and writing assignments during the semester will determine the point value of each; that is, if 16 quizzes are given (with the lowest grade dropped), each is worth up to one-half point.

Short Essays (3 @ 10 points):

Students will complete three essays during the semester: literary analyses of works of fiction, poetry, and drama, on topics selected from the list of suggestions provided (see Essay Topics) or developed in consultation with the instructor. Essays must be at least three to five (3-5) pages, typed (12-point Times New Roman), double-spaced. Essays should be grammatically correct, free of errors in mechanics, grammar, usage, spelling, and documentation, and stapled when submitted; they will be evaluated according to the Model for Evaluation of Student Writing (attached). Please refer to “Writing a Literature Paper” and “Getting an A on an English Paper” as well as the Paragraph Outline or Essay Outline and Revising and Editing Checklist (all online) for additional assistance.

Exams (3 @ 10 points):

Students will also complete three in-class exams. The exams will evaluate the students’ knowledge of material studied during the previous weeks, and will cover short fiction (Exam 1), poetry (Exam 2), and drama (Exam 3), including specific texts, themes, and literary terminology. The exams may combine objective questions and short essay answers, and students may be entitled to use notes or textbooks for the essay portion of the exams.

Research Essay (25 points total):

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, correctly documented utilizing MLA-style citations, with a cover page and Works Cited page (cover page and Works Cited do not count toward the six-page requirement). The research essay will be completed in stages during the semester; points will accrue as follows:

Topic Selection and Preliminary Thesis (2.5 points):

Before beginning the research essay assignment, students will develop and submit a clear, well-written, one-page explanation of the topic chosen from the list provided and the reason for selection. This proposal should include a preliminary idea of the plan of the paper, its intention or research question, and a clear, well-written, explicit, and assertive preliminary thesis statement

Annotated Bibliography (2.5 points):

Students will develop and submit an annotated bibliography for the research essay assignment, with a minimum of five to seven sources, correctly cited according to MLA style.

Research Paper: Preliminary Draft (5 points):

Students will complete a preliminary draft of their completed research essay for evaluation and comments.

Research Paper: Final Draft (15 points):

The final draft of the research paper must be submitted in a folder, including copies of all sources used and all of the above assignments associated with the research paper.

Poetic Recitation (2-4 points Extra Credit): Students may select and memorize one of the selections below to be recited in front of the class for extra credit. Memorization serves the student’s skills of reading lines carefully and making judgments about how particular passages can be interpreted. A single recitation is worth 2 points extra credit; a second or third recitation will earn one additional point each. Note that each student can only recite a specific poem once; you will not receive additional credit for repeating a poem after you have already received credit for it! There will be opportunities for recitation three times during the semester, on each of the three exam dates; students must sign up for these dates at least one week in advance, as sufficient time must be allocated for completion of the exam.

Selections for Recitations:

[pic] Dickinson, “Because I could not stop for Death—”: 24 lines

[pic] Frost, “Stopping by Woods on a Snowy Evening”: 16 lines

[pic] Hopkins, “God’s Grandeur”: 14 lines

[pic] Owen, “Dulce et Decorum Est”: 28 lines

[pic] Shakespeare, Sonnet XVIII: “[Shall I compare thee to a summer’s day?]”: 14 lines

[pic] Shakespeare, Hamlet III.1.63-97 (“To be, or not to be”): 34 lines

[pic] Shelley, “Ozymandias”: 14 lines

[pic] Tennyson, “Ulysses” ll. 44-70: 26 lines

[pic] Yeats, “The Second Coming”: 22 lines

Extra Credit (various opportunities, at 1–2 points each): In addition to Poetic Recitation, students will be notified of opportunities for extra credit, 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, et cetera) along with a typed one- to two-page personal response (review, analysis, reflection, critique, et cetera), they can receive up to two points per event added to their final average.

GRADING:

Final grades will be determined as follows:

|Attendance and Class Participation |7.5 points |

|Quizzes/Exercises |7.5 points |

|Short Essays (3 @ 10 points) |30 points |

|Exams (3 @ 10 points) |30 points |

|Research Paper (25 points total): | |

| Topic/Preliminary Thesis |2.5 points |

| Annotated Bibliography |2.5 points |

| Preliminary Draft |5 points |

| Final Draft |15 points |

|Total |100 points |

|Extra Credit (if any) will be added to the final total. |

Total Points earned (Final Average) will determine the grade received for the course, as follows:

|Total |Final Percentage |Final Grade |

|Points | | |

|90-100+ |90-100 | A |

|85-89 |85-89 | B+ |

|80-84 |80-84 | B |

|75-79 |75-79 | C+ |

|70-74 |70-74 | C |

|60-69 |60-69 | D |

|0-59 |0-59 | F |

OUTLINE: Projected Schedule of Readings and Assignments

Note: All readings below are required, and must be completed by the day indicated; the only exceptions are those indicated with an asterisk (*), which are recommended additional readings or resources.

Readings from The Seagull Reader: Literature are identified below by author and title of the specific work as well as page number, e.g., Faulkner, “A Rose for Emily” (93-103); or by section title and page number, e.g., Stories (1-21), esp. Plot (10-14). Readings from Hodges’ Harbrace Handbook are identified by page numbers (e.g., Hodges’ 17-23) throughout.

One additional text (Raleigh, “The Nymph’s Reply to the Shepherd”) is not included in the textbook, but can be accessed through the link provided on the class webpage. Please bring hardcopy (printout) of this poem on the day indicated on the schedule.

Note: This schedule is subject to revision according to the Academic Calendar for the semester, school closings due to inclement weather or other reasons, the instructor’s discretion, and the progress of the class. Additions or changes will be announced in class, as well as posted on the class Announcements page.

|Important Dates, Fall 2008: |

|Classes Begin: |Tues., Sept. 2 |

|Last Day to Register: |Tues., Sept. 16 |

|Program Adjustment Period |Tues., Sept. 2–Tues., Sept. 16 |

|(Drop/Add or Change Section): |or Thurs., Sept. 18* |

|Last Day to Withdraw: |Mon., Oct. 20 or Friday, Oct. 24* |

|Thanksgiving Recess: |Wed., Nov. 26–Mon., Dec. 1 |

|Exam Period (Finals Week): |Tues., Dec. 16–Tues., Dec. 23 |

|Classes End: |Tues. Dec. 23 |

|*Dates uncertain; see Fall 2008 Academic Schedule (online) |

|Week: |Dates: |Readings and Assignments: |

|1 |Tuesday, |Course Introduction: Syllabus, texts, policies, assignments |

| |Sept. 02 |Diagnostic Essay |

| |Thursday, |The Seagull Reader: Literature Introduction (xvii-xxiv); The Rhetorical Situation (Hodges’ 367-379); Planning and Drafting Essays |

| |Sept. 04 |(Hodges’ 392-417); Essay Outline |

|2 |Tuesday, |Stories (1-21), esp. Plot (10-14); Faulkner, “A Rose for Emily” (93-103) |

| |Sept. 09 |*Recommended additional reading: |

| | |Fetterley, Judith. “A Rose for ‘A Rose for Emily’.” The Resisting Reader: A Feminist Approach to American Fiction. Bloomington and|

| | |London: Indiana U P, 1978. |

| | |Lee, Jennifer8 and Ann Farmer. “Estranged Son Visits Parents’ Home and Finds Skeleton Instead of His Father.” New York Times 22 |

| | |Nov. 2006: B4. |

| |Thursday, |Character (8-10); O’Connor, “A Good Man Is Hard to Find” (244-260) |

| |Sept. 11 |*Recommended additional reading: |

| | |Downes, Lawrence. “In Search of Flannery O’Connor.” New York Times 4 Feb. 2007. sec. 5: 1+. |

|3 |Tuesday, |The Thesis Statement: “Conveying a clearly stated thesis” (Hodges’ 399-403); |

| |Sept. 16 |Preliminary Thesis Statement Assignment (Due 25 Sept.) |

| | |Setting (14-15); Gilman, “The Yellow Wallpaper” (110-128) |

| |Thursday, |Point of View & Narration (4-8); Poe, “The Cask of Amontillado” (282-290) |

| |Sept. 18 |*Recommended additional reading: |

| | |King, Stephen. “Dolan’s Cadillac” (from Nightmares and Dreamscapes (1993)) |

| | |Morressy, John. “The Resurrection of Fortunato.” Fantasy and Science Fiction Magazine, March-April 2003. |

|4 |Tuesday, |Theme (20); Symbolism (15-18); Motifs (18-19); Hawthorne, “Young Goodman Brown” (128-141) |

| |Sept. 23 | |

| |Thursday, |Finding Sources in Print, Online, and in the Field (Hodges’ 495-518); Evaluating Print and Online Sources (Hodges’ 519-531); Topic|

| |Sept. 25 |Selection Due |

|5 |Tuesday, |MLA Documentation (Hodges’ 552-616); Works Cited Instructions |

| |Sept. 30 |Welty, “A Worn Path” (338-347) |

| |Thursday, |Walker, “Everyday Use” (328-338) |

| |Oct. 02 |*Recommended additional reading: |

| | |Hoel, Helga. “Personal Names and Heritage: Alice Walker’s ‘Everyday Use’.” (online) |

|6 |Tuesday, |Essay One Due (Fiction); Poetic Recitations; Exam One (Fiction) |

| |Oct. 07 | |

| |Thursday, |Using Sources Effectively and Responsibly: Integrating Sources (Hodges’ 539-546 |

| |Oct. 09 | |

|7 |Tuesday, |Annotated Bibliography Due |

| |Oct. 14 |The Seagull Reader: Literature: Poems (363-394); Browning, “How Do I Love Thee?” (424-425); Shakespeare, “[Shall I compare thee to|

| | |a summer’s day?]” (558-559) |

| | |*See also, What is Poetry?; Introduction to Poetic Analysis; Understanding and Explicating Poetry (online) |

| |Thursday, |Marlowe, “The Passionate Shepherd to His Love” (531-532); Raleigh, “The Nymph’s Reply to the Shepherd” (not in textbook; please |

| |Oct. 16 |print out and bring to class) |

|8 |Monday, |Last Day to Withdraw? (see above) |

| |Oct. 20 | |

| |Tuesday, |Herrick, “To the Virgins, to Make Much of Time” (490); Marvell, “To His Coy Mistress” (533-534) |

| |Oct. 21 | |

| |Thursday, |Owen, “Dulce et Decorum Est” (541-542); Jarrell, “Death of the Ball Turret Gunner” (505); Dickinson, “Because I could not stop for|

| |Oct. 23 |Death” (440-441) |

| |Friday, |Last Day to Withdraw? (see above) |

| |Oct. 24 | |

|9 |Tuesday, |Frost, “Stopping by Woods on a Snowy Evening” (472); Thomas, “Do Not Go Gentle Into That Good Night” (582) |

| |Oct. 28 | |

| |Thursday, |Millay, “What lips my lips have kissed” (534-535); Shakespeare, “Sonnet LXXIII: That time of year thou mayst in me behold” (560) |

| |Oct. 30 | |

|10 |Tuesday, |Cummings, “in Just-” (437); Shelley, “Ozymandias” (562) |

| |Nov. 04 | |

| |Thursday, |Williams, “The Red Wheelbarrow” (587); Yeats, “The Second Coming” (597); Hopkins, “God’s Grandeur” (492) |

| |Nov. 06 | |

|11 |Tuesday, |Essay Two Due (Poetry); Exam Two (Poetry); Poetic Recitations |

| |Nov. 11 | |

| |Thursday, |Research Paper checklist |

| |Nov. 13 | |

|12 |Tuesday, |The Seagull Reader: Literature: Plays (601-633); Glaspell, Trifles (949-964) |

| |Nov. 18 | |

| |Thursday, |Research Paper: Preliminary Draft Due |

| |Nov. 20 | |

|13 |Tuesday, |Sophocles, Oedipus the King (635-685) |

| |Nov. 25 | |

| |Thursday, |Sophocles, Oedipus the King (635-685) cont. |

| |Nov. 27 | |

|14 |Tuesday, |Thanksgiving Recess: No classes (Wed., Nov. 26–Mon., Dec. 1) |

| |Dec. 02 | |

| |Thursday, |Research Paper: Final Draft Due |

| |Dec. 04 |Shakespeare, Hamlet (686-814): Act I |

| | |*Recommended additional reading: |

| | |Boose, Lynda E. and Richard Burt. “Totally Clueless? Shakespeare Goes Hollywood in the 1990s.” Shakespeare, The Movie: |

| | |Popularizing the Plays on Film, TV, and Video. London and New York: Routledge, 1997. 8-21. (reprinted in Film and Literature: An |

| | |Introduction and Reader. Ed. Timothy Corrigan. Upper Saddle River, NJ: Prentice Hall, 1999. 340-356) |

| | |Cohen, Paula Marantz. “Shakespeare Goes to the Movies.” DOJ: The Drexel Online Journal. |

| | |Kliman, Bernice W. Hamlet: Film, Television, and Audio Performance. Rutherford, NJ: 1988. |

| | |Feldman, Gail M. “Adapting Shakespeare to Film.” Inside Film Magazine Online |

|15 |Tuesday, |Shakespeare, Hamlet (686-814) cont.: Acts II-III, minimum |

| |Dec. 09 | |

| |Thursday, |Shakespeare, Hamlet (686-814) cont.: Acts IV-V |

| |Dec. 11 |Last Day of Class |

|16 |Tuesday, |Essay Three Due (Drama); Poetic Recitations; Final Exam (Exam 3: Drama) |

| |Dec. 16 | |

| |Thursday, |No class |

| |Dec. 18 | |

TOPICS:

For each of the assigned essays, a list of topic choices will be provided. Select one of the topics to discuss in a well-developed, coherent, and thoughtful essay. Your essay 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 essays must be submitted on or before the due date, by the beginning of the class period; late work will not be accepted. Read the instructions for each carefully, and 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. Essays 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 (attached). See also Writing a Literature Paper and Getting an A on an English Paper as well as the Revising and Editing Checklist (all online) for additional assistance.

Be sure to focus carefully on the topic: formulate a strong, objectively worded thesis, and avoid plot summary. 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; and avoid use of “I” or “you” throughout.

Please 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. Please speak to me before or after class or e-mail me to set up an appointment during my office hours.

Note: Due dates subject to revision according to the Academic Calendar for the semester, school closings due to inclement weather or other reasons, the instructor’s discretion, and the progress of the class. Changes will be announced in class, as well as posted on the class web page and on the class Announcements page.

Diagnostic Essay: Due Tuesday, Sept. 2

Select one of the following topics, and compose a formal essay. Your essay will not receive a grade, not will it affect your final average; this is for evaluative purposes only. You will have approximately one hour to complete this essay. (Use of “I” is allowed for both choices.)

[pic] What is your favorite text, or who is your favorite author, and why? Defend your choice with specific examples.

[pic] According to Steve Jobs, CEO of Apple, “people don’t read anymore” (see “The Passion of Steve Jobs“). With radio, television, cable, and personal computers and the Internet, we are living in a post-literate world. That is, reading—for pleasure or for knowledge—is no longer necessary or important. Do you agree or disagree? Why or why not?

Essay One--Short Fiction: Due Tuesday, Oct. 7

After reading Hodges’ 41 (“Writing about Literature”), 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. Note: This is not a research essay; the only sources utilized or quoted should be the texts themselves. Use of secondary sources, whether credited or not, will be considered grounds for failure.

[pic] Emily Grierson in “A Rose for Emily” and the narrator of “The Yellow Wallpaper” are both privileged, protected women affected by circumstances beyond their control; however, paradoxically, both women take control of their situations or become empowered in some ways. Select one of these two women, and explain how she overcomes her powerlessness, and how she is able to use her apparent lack of power to subvert the established order of her society (in the context of the story, that is).

[pic] Write an analysis of the symbolism used in either Gilman’s “The Yellow Wallpaper” or Eudora Welty’s “A Worn Path.” What specific symbols occur in the story, and how do they function in the story? (Be sure to discuss more than just the one main symbol in each story!)

[pic] Write an analysis of the characterization of Miss Emily Grierson in Faulkner’s “A Rose for Emily” or of the narrator, Montresor, in Poe’s “The Cask of Amontillado.” How is he or she developed or revealed? What do we learn about him or her, and how? Focus on the author’s use of narration, description, and dialogue to reveal character.

[pic] Discuss the theme of either “A Worn Path” or “Everyday Use”; what is the central idea, thesis, or message of the story, and how is it revealed or developed?

[pic] Discuss the setting or settings in either O’Connor’s “A Good Man Is Hard to Find” or in Welty’s “A Worn Path,” including both location and time: what is the effect of the setting, what is its purpose, and how does it function in the story?

Essay Two--Poetry: Due Tuesday, Nov. 11

After reading Hodges’ 41 (“Writing about Literature”), 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. Note: This is not a research essay; the only sources utilized or quoted should be the texts themselves. Use of secondary sources, whether credited or not, will be considered grounds for failure.

Poems for any of the following topics should be selected from the textbook but not be listed on the syllabus. If the textbook does not have sufficient selections for you, try one or more of the useful sites on the class web page.

Choose one of the following topics:

[pic] Select two poems written or published at least twenty-five years apart, that are both about the same subject matter: Nature, Art, Love, Sex, Age, Death or Mourning, War, Race, Gender. Compare and contrast the way the two treat the same theme. Your analysis should establish a clear connection between the two poems, beyond merely “They both discuss love” or “both refer to death”; rather, the connection should be based on similarities in situation, structure, language, imagery, theme, et cetera. For example,

Randall Jarrell’s “Death of the Ball Turret Gunner” and Emily Dickinson’s “Because I could not stop for Death” both feature first-person narrators who recount the circumstances of their own deaths; however, while the former poem presents an image of death as violent and pointless, the latter suggests that death may actually be a welcome end to the struggles and obligations of life.

Your essay should explore the poems’ tone, speaker, language (including figurative language or imagery, diction, and allusions) and structure (including meter and rhyme scheme, or the lack of them), and explain how these are interrelated and how they shape or influence meaning.

[pic] Select a poem and a short story (not one read or discussed in class) that treat the same subject matter: Nature, Art, Love, Sex, Age, Death or Mourning, War, Race, Gender. Compare and contrast the way the two treat the same theme. As above, your analysis should establish a clear connection between the two works, beyond merely “They both discuss love” or “both refer to death”; rather, the connection should be based on similarities in situation, structure, language, imagery, et cetera, as above.

[pic] Select a poem (or poems) and analyze how it challenges or calls into question our culture’s beliefs or myths about “Art” or poetry, love, marriage or relationships between men and women, death, the nature of religious experience, the nature and causes of war, race and culture, or gender roles.

Research Paper:

Compose a clear, well-written, properly documented (MLA Style) argumentative essay of at least 1250-1500 words (roughly five pages minimum) on the topic you previously selected, utilizing the thesis statement and sources from the annotated bibliography already submitted. The Research Essay should include a cover page and Works Cited page (cover page and Works Cited do not count toward the five-page requirement).

The paper must be argumentative (persuasive), with a clear, explicit, and assertive thesis statement. Essays must use a minimum of three to five reputable critical or scholarly sources (including at least one short quotation, one long—block—quotation, and one paraphrase, from three different sources), and these references should be used to support your assertions and be properly documented (utilizing MLA-style citations for documentation). See also, Research Paper checklist (online).

Topic Selection and Preliminary Thesis: Due Thursday, Sept. 25

You must establish a clear thesis before you can begin to put together a focused, well-organized, and purposeful research essay. Therefore, as your first step in the research essay assignment, you must develop and submit a clear, well-written, one-page explanation of the topic you have chosen, your reason for the selection, your focus and opinion, and a clear, well-written, explicit, and assertive preliminary thesis. This proposal may also include a preliminary idea of the plan of the paper, its intention or research question, Note: Choose your topic carefully. You will not be allowed to change your topic once you have made your selection, although you may change your position on the particular issue and will, presumably, modify your thesis during the process of research and writing.

Select one of the following broad topics. These topics need to be further restricted, so narrow and focus the topic yourself; then, compose your assertive thesis statement.

1.) Teaching Intelligent Design in public schools

2.) School voucher programs

3.) Compulsory motorcycle helmet laws

4.) Bio-medical stem-cell research

5.) Cell-phone Bans (e.g., while driving, et cetera)

6.) Bilingual Education or English-Only Programs (the term “Bilingual Education” does not refer to teaching a second language to English-speaking students, for example French or Spanish in high school. Rather, it refers to teaching non-native English speakers (or ESL students) in their native language, in place of or in addition to English-language instruction)

7.) A debatable topic of your own, developed in consultation with the instructor, but not Abortion, the Death Penalty, Animal Experimentation, or any other subject that has been done to death

Your work should take the following form:

Topic: the topic selected from the list, and why you chose it.

Rationale: Why you have chosen to research and write about this particular topic.

Focus: a narrowed form of the subject, and the issue or debate involved.

Opinion: your subjective opinion on the debate or issue.

Thesis: your opinion, worded objectively.

For example:

Topic: Assisted Suicide and Euthanasia (Note: this is not a real topic choice!)

Rationale: I selected this topic because I work in a critical care facility with many permanently disabled and even comatose patients. Many of the patients’ families have to confront this issue regularly, like whether to “pull the plug” as it were, and I am not sure how I feel about it myself..

Focus: Should physician-assisted suicide be legalized for terminally ill patients?

Opinion: I think that assisted suicide should be okay, if the person is already dying anyhow.

Thesis: 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.

Annotated Bibliography: Due Tuesday, Oct. 14

You must submit an annotated preliminary bibliography with a minimum of five to seven sources, correctly cited according to MLA style. This may include up to three primary sources and a minimum of three to five secondary sources; secondary sources must be scholarly criticism or analysis, not summaries, reviews, or “analysis” from sites such as Wikipedia, 123HelpMe, or ; instead, use the library and the available databases such as EBSCOHost or Lexis-Nexis 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 one paragraph long, 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).

Preliminary Draft: Due Thursday, Nov. 20

A finished, typed preliminary draft of the completed research essay must be brought to class for evaluation and comments. Be sure you are familiar with the following before beginning your essays:

[pic] Incorporating Sources (class handout)

[pic] Class Plagiarism Policy (on syllabus)

[pic] General Essay Instructions (on syllabus)

You might also find the following additional resources useful:

[pic] Works Cited page (Instructions & Sample) (Microsoft Word document)

[pic] Avoiding Plagiarism (Houghton-Mifflin web site)

[pic] Practice Incorporating Sources into Your Work (Houghton-Mifflin web site)

[pic] MLA Documentation Style for “Works Cited” (LaGuardia Community College Library web site)

Also, one would think that this would not even need to be stated, but read your sources carefully! Do not rely upon your general impressions based on what you think was said, or on what you read online at Wikipedia, 123HelpMe, or . There is no reason for your essays to contain factual errors!

Final Draft: Due Thursday, Dec. 4

The final research paper must be submitted in a research folder, including copies of all sources used. Be sure to print out or photocopy not only the works themselves, but also all secondary sources used, and highlight all relevant passages, whether quoted, paraphrased, or summarized. In addition, you must include all supporting documents as well: your previously submitted Topic, Annotated Bibliography, and Preliminary Draft. Failure to submit a complete research essay, either in a folder according to these instructions, or otherwise bound together (i.e., with a clip or rubber band, at least!) 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, and therefore failure for the course as well.

Essay Three--Drama: Due Tuesday, Dec. 16

After reading Hodges’ 41 (“Writing about Literature”), 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. Note: This is not a research essay; the only sources utilized or quoted should be the texts themselves. Use of secondary sources, whether credited or not, will be considered grounds for failure.

[pic] Compare/contrast Susan Glaspell’s play Trifles with her short story, “A Jury of Her Peers” (not in textbook—available online). While the “story” (the plot or action) remains essentially unchanged, how does the prose fiction version differ from the dramatic version, and why? What necessary and significant differences between the two versions reflect the requirements of the different genres?

[pic] In Glaspell’s Trifles, a division between male and female spheres arises and deepens as the play progresses. Explain how staging is essential to reflecting and revealing this division. Be sure to discuss set, stage directions, and placement of characters onstage.

[pic] In Sophocles’ Oedipus the King, after he blinds himself, Oedipus states,

Apollo. Apollo. Dear

Children, the god was Apollo.

He brought my sick, sick upon me.

But the blinding hand was my own! (ll. 1286-1289)

Or, in David Grene’s translation,

It was Apollo, friends, Apollo,

that brought this bitter bitterness, my sorrows to completion.

But the hand that struck me

was none but my own. (ll. 1399-1402)

How does this statement refer not just to Oedipus’ blinding himself, but also to the entire tragedy?

[pic] Discuss the role of the Chorus in Oedipus the King. Does the Chorus present a consistent point of view differing from that of the other characters, and if so, why? What role does the Chorus play in the action, and how do the choral odes relate to or comment upon the action of the play?

[pic] Compare/contrast two different screen versions of Hamlet and their treatment or adaptation of the play. How does each adapt, change, or edit the play? What is changed or left out, and why? Good versions for this assignment include Laurence Olivier’s 1948 version, Franco Zeffirelli’s 1990 film starring Mel Gibson, Kenneth Branagh’s 1996 film, and Michael Almereyda’s 2000 version starring Ethan Hawke.

[pic] Each of Hamlet‘s major characters has one or more character flaws that influence plot development. Choose one of the following characters—Ophelia, Gertrude, Polonius, Laertes, Claudius, or Hamlet himself—and explain what specific weaknesses are demonstrated by the character. Through what words or actions is his or her weakness revealed, and how does the character’s weakness contribute to the play’s actions?

Last Revised Thursday, 28 August 2008

MODEL FOR EVALUATION OF STUDENT WRITING

| |UNSATISFACTORY |SATISFACTORY |ABOVE AVERAGE |EXCELLENT |

|A. CONTENT: |Thesis is lacking or incorrect, |Thesis is apparent but general|Thesis is explicit, |Thesis is explicit and |

|Includes thesis statement and |and not supported with |or commonplace. Support may be|appropriate, and well |significant, assertive, |

|both quantity and quality of |appropriate detail. Writing is |sketchy or occasionally |supported. Content is both |objectively worded, and |

|supporting details |thin, including generalizations |irrelevant. Generalizations |adequate and appropriate, |supported with substantial and|

| |with few or no concrete examples |are supported with examples, |providing examples and |relevant information. The |

| |or illustrations. |but content may be thin. |illustrations to support all |essay includes a wealth of |

| | | |generalizations. |relevant details, examples, or|

| | | | |imagery. |

|B. ORGANIZATION: |The plan and purpose of the essay|The plan of development is |The plan of development is |It is planned logically and |

|Includes paragraph development |are not apparent. It is not |apparent but not consistently |clear and consistently |progresses in clearly ordered |

|and arrangement of body |developed or is developed with |followed. The writing lacks |followed. The writing is |and necessary steps, and |

|paragraphs, as well as coherence |some irrelevancy or redundancy. |clarity or is repetitious. The|concise and clear, with a |developed with originality and|

|(introduction, body, conclusion) |Paragraphs are incoherent or |paragraphs are generally |minimum of repetition. |attention to proportion and |

| |undeveloped. Transitions are |effective, but transitions may|Paragraphs are generally |emphasis. Paragraphs are |

| |lacking. |be weak or mechanical. |well-developed and effective, |logically and effectively |

| | | |with appropriate transitions. |developed with effective |

| | | | |transitions. |

|C. DICTION AND MECHANICS: |Often, sentences are not |Sentences are generally |Sentences are correctly |The sentences are skillfully |

|Includes conventions of grammar, |grammatically correct. Vocabulary|correct but may lack |constructed and demonstrate |constructed, effective, and |

|usage, and punctuation, as well |is elementary, not college level.|distinction, creativity, or |variety. The vocabulary is |varied. Words used are vivid, |

|as appropriate diction |Words are used incorrectly. |style. Vocabulary is generally|effective and appropriate. |accurate, and original. The |

| |Persistent usage, spelling, or |used correctly. Occasional |Errors in grammar, |writing is without flaws in |

| |punctuation errors exist. |lapses in grammar, |punctuation, or spelling are |grammar or mechanics. A |

| | |punctuation, or spelling |rare. |personal style is evident. |

| | |exist. | | |

|D. RESEARCH AND DOCUMENTATION: |Sources are lacking or |Sources are adequate, but may |Sources are generally |Sources used are relevant, |

|Includes documentation and |inappropriate. Information from |be too general. Information is|relevant, authoritative, and |substantial, and |

|incorporation of appropriate |sources is not adequately |occasionally weakly |appropriate. Information is |authoritative, demonstrating |

|college-level sources |incorporated into the body of the|incorporated or is unconnected|relevant and is usually |creativity and scholarly |

| |essay. Documentation is missing, |to the content of the essay. |incorporated correctly. |research. Information is |

|only for research essay |inadequate, or incorrect. |Documentation is generally |In-text citations and |introduced and incorporated |

|assignments | |correct, but may contain some |References or Works Cited page|smoothly and appropriately. |

| | |minor errors. |are generally correct. |Documentation is clear and |

| | | | |free of errors. |

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