Tamara Lynde's English Page
English 1109 Writing and ResearchSection 5Instructor: Tamara LyndeOffice: DDH 115BOffice Hours: M,W,F 10:30AM-12:30PM or by appointmentPhone:654-3069Email: TLynde@CSUB.eduRequired Texts and/or MaterialsGoshgarian, Gary and Kathleen Krueger eds. Dialogues: An Argument Rhetoric and Reader. Pearson/Longman, 2011. Kamkwamba, William and Bryan Mealer. The Boy Who Harnessed the Wind. Morrow, 2010.Troyka, Lynn. Quick Access. Prentice Hall, 2014.One notebook in which to take notesOne folder in which to keep your workA flashdrive/jumpdrive on which to save your workCourse Overview & Policy StatementsCourse DescriptionPractice in expository writing, focusing on the college research paper. Includes instruction and assignments in critical reading, writing, and research with a focus on purpose, audience, occasion, and tone.This course will also introduce students to the General Education themes—Theme Q: Quality of Life; Theme R: Revolutionary Ideas and Innovations; and Theme S: Sustainability & Justice—through readings, discussions, and/or assignments.PrerequisitePlacement in Category 1 or 2 OR a total English Placement Test score of 147 or higher OR one of the following: a grade of C- or higher in English 910/920 or its equivalent; a score of 500 or above on the critical reading section of the College Board SAT Reasoning Test; a score of 22 or above on the American College Testing (ACT) English Test; a score of 3 or above on either the Language and Composition or Composition and Literature examination of the College Board Scholastic Advanced Placement (AP); completion and transfer to CSU of the credits for a college course that satisfies the CSU General Education requirement in English Composition, provided such course was completed with a grade of C or better; a result of Standard Exceeded: Ready for CSU or participating CCC college-level coursework in English on the CAASPP Early Assessment Program (EAP) exam; completion of an approved High School English class with a C or better for a CAASPP EAP status of standard met.To Satisfy the General Education RequirementThis course meets the A2 Written Communication requirement of the CSU Bakersfield General Education Program, including reading and writing foundational skills and reinforcement of the following General Education themes—Theme Q: Quality of Life; Theme R: Revolutionary Ideas and Innovations; and Theme S: Sustainability & Justice—through readings, discussions, and assignments.Students must earn a grade of C- or higher in English 1109 to satisfy the General Education requirement for A2. This grade is also a prerequisite for upper-division composition courses and the Graduation Writing Assessment Requirement exam.Successful Completion of English 1109To be eligible for a C- in English 1109, students must earn a C- or higher on at least one in-class writing assignment and a C- average or higher on all other course assignments.?Course Learning OutcomesAt the end of English 1109, students should be able to demonstrate the following skills:Goal 1: Reading SkillsA2-1: Students will critique a writer’s rhetorical choices (e.g., bias, rhetorical modes, organization, diction, etc.) and logic.Goal 2: Writing SkillsA2-2A: Students will create proficient thesis statements for various types of writing tasks.A2-2B:Students will use discourse-appropriate syntax.A2-2C:Students will use logical reasoning, at the appropriate level, to develop and organize ideas.Goal 3: Research SkillsA2-3A:Students will find diverse, reputable sources for an academic research paper.A2-3B:Students will correctly use summary, paraphrase, and direct quotes to synthesize sources into an academic research paper.Waiting List PolicyOn a waiting list, you are eligible for a place in the class if e to every class and2.turn in the work while you are there.Being on a waiting list does not guarantee you a place in the class. It simply means you are welcome to wait for an opening in the class if you so desire. If no one drops out of the course, then no students can add.As a result, you should be aware of the last day to add and have a back-up choice if you need another class. This plan is especially important for financial aid recipients and for F-1 and J-1 visa holders, who must carry a full load to receive their financial aid. Being on a waiting list does not count as a class toward a full load.Instructor-Initiated Drop PolicyMany students are trying to get into composition courses. As a result, this class is subject to the policy on instructor-initiated drops. If the class is full and has a waiting list, the instructor has the right to administratively drop you from class if you miss the first class session and have not contacted the instructor. However, you should not assume that you will be automatically dropped from this course if you have not attended.Attendance PolicyBecause mastering skills in writing requires regular, sustained effort, you should attend your composition classes regularly and punctually. If you have more than two absences, you should not expect to receive a passing grade.Missed Assignments, Quizzes, and/or Exams PolicyBecause the semester moves so quickly, late assignments are not accepted unless you have a documented excuse (if you have a documented excuse, please see me). In all other cases, if you are going to miss a class, turn in the assignment early. At the end of the semester, there will be two make-up assignments. These assignments can be used to replace missing assignments. Note, however, that make-up assignments cannot be used to replace things like the research paper, the library assignment, or conferences.Academic Honesty Policy“The principles of truth and integrity are recognized as fundamental to a community of teachers and scholars. The University expects that both faculty and students will honor these principles and in so doing will protect the integrity of all academic work and student grades. Students are expected to do all work assigned to them without unauthorized assistance and without giving unauthorized assistance.” For a complete statement on the University’s policy on academic honesty, go to CSUB.edu and search “Academic Integrity.”Support Services for Students To request academic accommodations due to a disability, you should contact the Office of Services for Students with Disabilities (SSD) as soon as possible. This office is located in SA 140, and they may be reached at 661-654-3360 (voice) or 661-654-6288 (TDD). If you have an accommodations letter from the SSD Office documenting a disability, you should present it to me as soon as possible so we can discuss the specific accommodations you need for this class. At times, school, work, and/or our personal lives can become overwhelming and difficult to handle. CSUB’s Counseling Center is available to you with skilled and experienced counselors to guide you through the challenges of daily life. Contact 654-3366 for an appointment. Course Requirements & AssignmentsParticipation and HomeworkYour participation grade consists of attending every class, participating in class, and completing all your course assignments and requirements.MyWritingLabPlus (MWLP) RequirementYou are responsible for completing 10 MyWritingLabPlus topics. This requirement is worth 5% of your overall grade in English 1109. To receive full credit, you must (1) take the Path Builder and Mastery Check and (2) master approximately one of the assigned topics (listed below) per week according to the schedule provided by your instructor. To master a topic, you must earn a score of 80% or higher on the Recall 1, Recall 2, and Apply sections for each of the following topics. Note that topics mastered in the Path Builder will count toward the 10 topics; however, your instructor may ask you to complete the topic again if you do not show mastery of the topic in your writing.MWLP Topics?Developing Thesis Statements ?Reading Texts Critically?Finding Sources ?Evaluating Sources ?Integrating Sources ?Avoiding Plagiarism ?Commas?Building Sentences with Subordination and Coordination ?Run-Ons: Comma Splices and Fused Sentences?Transitions You will be held responsible for these new skills every week in your writing. Since this is an online workshop, you can work on these topics outside of class at your convenience, as long as you master approximately one topic per week, for a total of 10 topics. This means that if you wait until the end of the course to complete all 10 topics, you will not receive full credit and your writing will not benefit from your mastery of these skills. You will need the following information to use the site:Website URL: : Student ID# (e.g., 000123456)Password: If this is your first time using MyWritingLabPlus, or first time since 2016, you will need to reset your password by clicking “Forgot Your Password.” You only need to do this once. If you have already done so, use your chosen password. For more help changing your password, follow these instructions:1.Access the MyWritingLabPlus website (), using either Mozilla Firefox or Google Chrome as your internet browser.2.Click the Forgot Your Password? link located below the sign in button on the MWLP login page. 3.When prompted for your username, enter your nine-digit CSUB ID number (e.g. 987654321). You should receive an email in your CSUB Outlook account. If you do not receive this email, try resetting your password again or checking your Spam or Junk folder.4.Follow the link in the email from Pearson to reset your password.5.Enter a password of your choice. You should then be able to access your MWLP account using your 9-digit CSUB ID number as your login ID and your new password.For additional information about the program, please go to the following website: csub.edu/mwlAt the end of the semester, your MyWritingLabPlus grade will be determined by the number of topics mastered, whether you completed the pathbuilder and mastery check, and whether any topics were completed late. The pathbuilder, the mastery check will be worth 5 points each, and each topic will be 4 points each. The total will be 50 points possible. The number of points out of 50 that you earn by the end of the semester will determine how much of the 5% for this assignment you will earn. For example, if you earned 40 points, you will have earned 4% out of the 5%.If you exhaust the number of times you can work on a topic, the topic will be “locked,” and you will not be able to work on it further. To unlock a topic, you can call, email, fill out an online unlock form at csub.edu/mwl, or stop by CB 100 and get your topic unlocked so you can attempt it again.Individual, Drop-in Tutoring RequirementInstructors may also require you to complete individual, drop-in tutoring for certain aspects of your writing, in which case you will receive a Tutor Referral Form with your graded essay. If you receive a referral form with a paper, you are required within one week to take the form and the paper to the Writing Resource Center for individual assistance. Instructors may withhold your essay grade until after you have completed this requirement.Revision Requirement Required revisions are indicated on the course schedule. When you revise your writing, the original essay must be submitted with the rewrite. In order for a grade to improve, you need to do more than simply correct the marks on the original essay. In other words, rewritten papers should show extensive revision as well as editing. is an online database that helps students recognize and prevent plagiarism. Approximately two hours after submitting a paper to this online program, you can access a color-coded report with details about the use of sources in your paper. Because this site does not detect problems with paraphrasing that is not cited properly, you should use this site only as a guide. To use , you will need to register on the site and set up a password. Once this is done, you then will need to create a “user profile” specifically for this class and any others that may use the site. You will need the following information to set up your user profile:Class ID:22046440Enrollment Key:ArgumentAfter creating a profile, students can log onto and use the site.Note: Submitting a paper to is not the same as submitting a paper to your instructor; you also must hand in a hard copy of your paper to your instructor, unless otherwise instructed.Assignment Descriptions:Summaries:In order to understand how different pieces of writing function rhetorically, we will be writing summaries on various essays both from the textbook and sources outside the text. Each summary must convey the main and supporting ideas of the essay, leaving out minor detail. The ideas of the essay expressed in the summary must also be understandable to someone who has not read the essay. In addition, summaries must be written in the correct format and must avoid simply re- narrating the essay. A set of critical evaluation notes must also be attached to the summary as a separate document. These critical evaluation notes will indicate whether you think the essay or chapter is credible or not and explain briefly why.Essays:In this course, we will be writing several essays (many of which we will work on in class). Most of these essays should be at least two typed pages long (although others may be longer), contain an argumentative thesis statement that appropriately responds to the essay question, and present specific, appropriate support for the thesis. Basic essay format is essential for these assignments as are unity, coherence, and good editing skills.Critique:In order to develop your critical reading and evaluation skills, we will be writing a critique. For this assignment, you will be required to write an essay that evaluates the credibility of a source you are considering using for your research paper in which, you will be arguing either for or against your source's credibility using specific examples from the source to support your stance. This assignment should be at least 2-4 pages long and follow the critique format (which we will discuss in class). Note that the source students select for this assignment should be argumentative rather than informational.Background Assignment:In order to ground you in the scholarly conversation that takes place in the sources you will be reading in order to write your research paper, you will write a brief overview of your specific topic. This overview will need to include explanations of the most common arguments authors make concerning the topic, definition of appropriate terms and concepts associated with the topic, relevant history of the topic (if any), and a list of sources from which you've gotten this information.Annotated Bibliography:This is a rather important assignment that directly relates to your research paper. For this assignment, you will need to find and read at least 8 sources that you will be using for your research paper. For each source, you will need to create an MLA style bibliographic entry. Also, after each entry you will need to write a brief summary of the source (one paragraph approximately 150 words long) and then briefly (in a sentence or two) explain why the source is important or useful to the research paper that you plan to write. In preparation for this assignment, you will be expected to create a working bibliography that simply contains the MLA entries for each source without accompanying summaries or explanations. . In order to make this assignment more manageable, it will be divided into two parts, each with its own due date. Each of the two parts will need to include at least 4 sources.Synthesis:In preparation for writing the research paper, you will be required to write a synthesis. This assignment is really a mini version of your research paper and will aid you in writing out your argument in a slightly more expanded format. The synthesis will need to be 3-4 pages long and use 3-5 sources. It should be argumentative with a strong, well-supported thesis. You will also need to use MLA documentation style both in-text and on the works cited page.Conference:Near the end of the quarter after turning in the rough draft to your final research paper, you will need to come in for a conference. This conference is an opportunity to work one on one with me to address the specific questions/problems you may have in writing your research paper. Keep in mind that this is meant to be a work session to help you find ways to improve your paper, not a chance for you to just sit back passively and be told what to specifically write. Conferences require that you actively come in with questions and be ready to actively problem solve. Conferences will be held in the classroom. Although not a separate grade in and of themselves (they count as part of your classwork total), conferences are required so that you can get help at this crucial point in writing your research paper.Participation:Your participation grade consists of attending every class, participating in class, and completing all your course assignments and requirements.Library Work:In order to write effective research papers, learning how to do effective research is necessary. Therefore, you are responsible for completing a research requirement. Completing this requirement will include a series of at least four videos, for which you will complete the accompanying video guides, a visit to our classroom by a librarian assigned to our class, and completion of a capstone assignment after the librarian’s visit. Note that since you will be expected to use the skills learned through these assignments not just for this portion of the class, but also for your research paper, working bibliography, and annotated bibliography, your thesis statement must be approved by your English 1109 instructor before you begin work on these assignments.My Writing Lab Plus Assignment:Frequently students find that they need more practice with the skills associated with research-based writing beyond what any class session covers. Therefore, for this assignment, you will need to use My Writing Lab Plus to help you gain that practice with various areas of your writing. The My Writing Lab website will provide you with a diagnostic (called path builder) when you first begin using the program. The website will then provide you with a variety of topics to practice with in areas in which you need help. You will need to complete and master 10 topics in the areas you most need help with. You will also need to complete the program's exit test.Research Paper:This assignment is the most challenging and rewarding part of the course. It is the culmination of the planning, research, and hard work that you have put into the class. The research paper will need to be 5-7 pages long, use 5-7 sources, use correct MLA documentation both in-text and on the works cited page, and be less than 20% direct quotes. It will need to have a well-crafted argumentative thesis that is strongly supported. The paper will also need to be well-organized, unified, and well-developed. The sources used in the paper must include the following: an academic book, an academic journal article, and a newspaper article or article from another type of periodical. Some internet sources are allowed, but they should be limited and credible. To many students, and assignment of this size can be intimidating, but if you have done the work and the research in good faith, writing this paper should come almost naturally. However, if you have any questions or problems, contact me as soon as possible.Personal Progress Portfolio:Since writing documented research papers and thinking critically are complex, multi-faceted activities that require many related skills, we will be creating a personal progress portfolio in which each student will get an opportunity to select a reading, writing, critical thinking, or research skill he or she is having difficulty with and work on improving it and integrating that skill back into his or her writing and other activities. With instructor approval, the student will select an appropriate skill to work on, study and work on that skill, and provide evidence of practice with that skill and incorporation of that skill into regular class writing and other activities as a part of this portfolio, which will be turned in near the end of the semester. A more detailed outline of what is expected for this portfolio will be distributed early in the semester.Course Theme:Since college-level research and argumentative writing is such a wide field, this class will have a specific, focused theme. The theme we will be exploring this semester is innovation. Largely, we will be looking at various ways that different types of innovation (ranging from technological innovation to healthcare innovation to legal policy innovation) can bring about improvements in quality of life, sustainability and social justice, and an overall betterment of quality of life. We will be wrestling with questions like “what constitutes innovation? What types of innovation have produced positive changes? And are there forms of innovation that have produced negative results?” In order to deal with these issues, we well be reading and studying a variety of texts ranging from a book-length work to argumentative non-fiction articles. This umbrella theme is also important and fits in with specific themes the university as a whole focuses on: quality of life, sustainability and social justice, and revolutionary ideas. Keeping with this umbrella theme that encompasses these other themes, our research paper will largely be a proposal argument centered on one way that innovation can create a better world.Feedback and Grading Turnaround TimeFeedback designed to help improve your writing is provided through instructor comments, revision and editing marks, and the department-adopted grading rubric, which is available on Blackboard.Papers are graded and returned before the next paper is due, usually within a two-week period, if not sooner.Weight of Course Work:Letter grades will be determined by the following scale:100-93%=A 79-78%=C+ 62-60%=D-92-90%=A- 77-73%=C 59% and below=F89-88%=B+ 72-70%=C-87-83%=B 69-68%=D+82-80%=B- 67-63%=DThe course assignments will be weighted as follows:Research paper: 25% Summaries: 5%Library Work: 10% Essay 1 (Documented): 5%Critique: 5% Essay 2 (Documented): 5%Classwork and participation: 10%Essay 3 (in-class essay): 5%Annotated Bibliography: 5%My Writing Lab Plus Handbook Assignment: 5%Documented Synthesis: 5% Essay on The Boy Who Harnessed the Wind: 5%Background Assignment: 5% Personal Progress Portfolio: 5%Course Calendar:Date:Topics Covered:Reading Due:Take-Home Assignments Due:In-Class Activities:Week 18/26Intro to course and course theme.8/28Introduction to academic writing as a scholarly conversation and critical reading as a necessary foundation for entering the conversation.“Is Google Making Us Stupid?” Handout.8/30Critical reading continued: Levels of reading. Critical reading tools. Argument basics: thesis, reasons, evidence. Summarization.Dialogues 26-38Diagnostic Essay Due. My Writing Lab Path Builder Due.Week 29/2Holiday.No School.9/4Intro to In-class workshops.In-class Workshop for Summary 19/6Ambiguity in arguments. Beginning the research paper: selecting researchable topics and basic research strategies.“With These Words, I Can Sell You Anything” Handout.My Writing Lab “Reading Texts Critically” Due. Summary 1 Due.Week 39/9More tools to analyze and evaluate arguments: Types of arguments. Types of support. The three classical appeals: Ethos, Logos, Pathos.“Imaginary Perversion Becoming a Crime” Handout. 9/11MLA basics: Layout and in-text citations.Library Video 1 and Study Guide.9/13MLA basics continued: Works Cited.My Writing Lab “Finding Sources” Due.Week 49/16Preparation for the Background Assignment: What are the main arguments on this topic? What evidence is available? What terms need to be defined? What relevant history does the topic have?Tentative Research Topics Due9/18More on MLA and the Background Assignment. Integrating sources into the text of papers.Summary 2 Due.9/20Critical reading continued: Source credibility and credible use of sources.My Writing Lab “Integrating Sources” Due.Library Video 2 and Study Guide.Week 59/23Reading complex sources.“Policy and society related implications of automated driving: A review of literature and directions for future research” Handout.Background Assignment Due.9/25Reading complex sources continued. More on sources and source credibility.Library Video 3 and Study Guide.9/27Critical reading continued: Intro to Logical Fallacies.Dialogues 47-59My Writing Lab “Evaluating Sources” Due.Week 69/30Beginning to enter the scholarly conversation: Crafting a research proposal.Summary 3 Due.Library Video 4 and Study Guide.In-class research proposal.10/2Writing and argument basics.Quick Access 84-92. Dialogues 3-12.10/4Librarian class visit (Tentative).My Writing Lab “Avoiding Plagiarism” Due.Week 710/7Critiquing sources. Critique format and style. Example critique essay.“A Simple One-Step Plan to Solve the Education Crisis” Handout.Essay 1 Due.In-class analysis of student critique essays.10/9Go over Essay 1. Honing your thesis and support for both standard essays and critiques.10/11Critique workshop.My Writing Lab “Developing Thesis Statements” Due.In-class critique workshop.Week 810/14Planning the next draft of the research paper. More research basics. Beginning to compile the annotated bibliography.Critique Due.10/16Some grammar basics: Comma splices, run-ons, and fragments.In-class practice with Comma splices, run-ons, and fragments.10/18More on annotated bibliographies. MLA Review.My Writing Lab “Run-Ons: Comma Splices and Fused Sentences” Due. Library Assignment Due.In-class MLA practice.Week 910/21More on annotated bibliographies.In-class practice annotations.10/23Additional argumentation strategies: Rebuttals and addressing opposition fairly and effectively. Grammar review: Coordination and Subordination.Annotated Bibliography 1 Due.10/25Sculpting rebuttal paragraphs and placement of rebuttals in an argument. Audience and audience awareness.My Writing Lab “Building Sentences through Coordination and Subordination” Due.Week 1010/28Introduction to extended book-length sources:The Boy Who Harnessed the Wind. Grammar basics: Transitions.Essay 2 Due10/30The Boy Who Harnessed the Wind continued. Additional documentation formats like APAThe Boy Who Harnessed the Wind.11/1The Boy Who Harnessed the Wind continued. Writing the The Boy Who Harnessed the Wind Paper.The Boy Who Harnessed the Wind.My Writing Lab “Transitions” Due.Week 1111/4Grammar basics: Commas.Working Bibliography Due.In-class Revision Workshop for the The Boy Who Harnessed the Wind Essay.11/6Review of MLA and annotated bibliographiesMy Writing Lab “Commas” Due.11/8Overview the Synthesis. Preparations for the second Annotated Bib.The Boy Who Harnessed the Wind Paper Due.Week 1211/11Holiday. No School.11/13Planning and organizing for the synthesis.Annotated Bibliography 2 Due.My Writing Lab Mastery Check Due.11/15Using the Synthesis to plan the Research Paper Rough Draft.Synthesis Due.Sign up for Conferences.Week 1311/18Working on the Research Paper Rough Draft.In-class Workshop for The Research Paper Rough Draft.11/20Examining example student rough drafts.In-class analysis of example drafts of research papers.11/22Time management and planning for completion of the Final Draft of The Research Paper. Overview of the in-class essays.Research Paper Rough Draft Due.Week 1411/25In-class essays and the GWARSOCIs11/27More on the GWAR.In-class brainstorming with example GWAR questions.11/28-29Holiday. No School.Week 1512/2In-Class Practice EssayAssessment Assignment Due.In-class Practice Essay.12/4Conferences.Conferences.12/6Conferences.Conferences.Week 1612/9In-class Essay (Essay 3)Personal Progress Portfolio Due.In-class Essay (Essay 3)12/13Transfer Reflection Activity.Research Paper Final Draft Due.Transfer Reflection Activity. ................
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