English 101
Composition (and Research)
Summer Quarter 2011
In the gloating, enormous strangeness and solitude of the real world, where I am so often inconsolable,
marooned, utterly dizzied -- all I need do is pick up a pen and begin to write -- safe in the shelter of the
alphabet. ~Carole Maso
I imagine that one of the reasons people cling to their hates so stubbornly is because they sense, once hate
is gone, that they will be forced to deal with pain-- James Baldwin, “Notes of a Native Son”.
Free your mind and your ass will follow --- Funkadelic
Will we be extremists for hate or will we be extremists for love? Will we be extremists for the preservation
of injustice - or will we be extremists for the cause of justice?-- Martin Luther King, Jr., “Letter from
Birmingham Jail”
Instructor:
Office:
Phone:
Office Hours:
E-Mail:
Paul Croon
4142 (Broadway Edison building, or BE)
206-934-2916 (voice-mail)
8:30am to 9:10am; 1pm to 1:30pm; and by appointment.
[email protected]
Required Texts
1. You have three options to buy your Bedford Rules for Writers w/ YourCompClass registration code—
hard-copy handbook with packaged online YourCompclass code, about $55; or you can just buy the
registration code, both at our bookstore only; or you can buy just the code online, about $35 (register with
a debit or credit card online—and you will have a full e-book in any case). This is not optional: you must
purchase the handbook w/ the access code; the online purchase; or the stand-alone access code at our
bookstore (you have to ask for it).
2. Roaring Spring Composition note-book (or similar), under $2: available at our bookstore or at
Walgreens. Make sure it is the smaller size note-book (7.5” by 9.5” or so).
How to register for YourCompClass online: If you are purchasing from the campus bookstore
stand-alone CompClass access cards or cards bundled with the handbook, Rules For Writers, use the
following registration instructions:
1. Go to www.yourcompclass.com.
2. Click REGISTER YOUR CODE.
3. Scroll down to CompClass for Rules for Writers and click on the link to REGISTER YOUR
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CODE.
Enter your Activation Code, name, and e-mail address, which will serve as your CompClass
username. You won’t be able to change your e-mail address after you register, so pick one that
will be valid for the duration of the course.
Create a password and password hint. The password must be at least 4 characters long and should
be something memorable.
Register for a specific class by selecting your school location (state/province) from the drop-down
menu at the bottom of the screen. Subsequent drop-down menus allow you to choose your
institution, course title/instructor, and, if applicable, your section.
Click NEXT at the bottom of the screen, confirm your account information, and click CREATE
ACCOUNT to complete the registration process.
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8. If you have trouble registering, contact tech support at 800.936.6899 or
[email protected]. Otherwise, return to www.yourcompclass.com to log in to your
CompClass course.
If your students are purchasing a CompClass subscription online, give them the following
instructions (purchasing with a credit or debit card):
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Go to www.yourcompclass.com.
Click STUDENTS PURCHASE ACCESS TODAY.
Scroll down to CompClass for Rules for Writers and click on the link to PURCHASE ACCESS.
Register for a specific class by selecting your school location (state/province) from the drop-down
menu at the bottom of the screen. Subsequent drop-down menus allow you to choose your
institution, course title/instructor, and, if applicable, your section.
Enter an e-mail address, which will serve as your CompClass username. You won’t be able to
change your e-mail address after you register, so pick one that will be valid for the duration of the
course.
Create a password. The password must be at least 4 characters long and should be something
memorable.
Provide payment information, including your name as it appears on your credit card, your credit
card number and expiration date, and your billing address.
Click NEXT.
After confirming your account information, click PLACE YOUR ORDER.
Once the system has accepted your information, a thank you screen will confirm your name, email address, username, and password. You will also receive a confirmation e-mail.
If you have trouble purchasing CompClass, contact tech support at 800.936.6899 or
[email protected]. Otherwise, return to www.yourcompclass.com to log in to your
CompClass course.
We are committed to ensuring the success of your adoption. If you or your students have how-to questions
or trouble accessing your course, please contact tech support at 800.936.6899 or
[email protected].
Class Participation/Attendance: Attendance, defined as coming prepared to engage the daily
requirements, will count as part of the participation grade. For the daily classes, you will be allowed three
absences without penalty. After that, each absence will result in the lowering of the
attendance/participation grade as a whole by 10 points per absence for the daily classes; for example, for
the daily classes, if you have missed six classes, you will have 30 points deducted from your total. If you
come in late, it will be your responsibility to make sure I change the absence to a late (but do so without
interrupting class). Lateness, or early departure, will count as 1/2 of an absence after two late arrivals/early
departures. Of course, I will take into account illness and personal emergencies; but extended absence, even
based on illness, will still accrue minus points.
If you miss many classes, you can not make up for negative points by doing any extra credit; you will not
be eligible for extra credit, and even if you do complete extra credit, I reserve the right to deny any extra
credit, or I may only give partial credit for extra credit. In other words, you can not do extra credit in lieu
of required work. The class does not work that way.
This is not a Hybrid class where you can meet once or twice a week and then finish your assignments online or through Blackboard; Hybrid English 101 classes are available on a limited basis as well as Distance
Learning English 101 classes if you prefer a less structured class presence. And this is not a Distance
Learning class; if that option is better for your schedule, please check into which colleges offer Distance
Learning.
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But I will give extra days off from regular class and have extended and dedicated office hours instead.
Grading: Grading will be based on a “points” schedule. Please refer to our district’s standard grade chart
with the equivalent decimal grade. By the end of the first week I will pass out a weekly schedule with
further descriptions of each requirement. Of course, assignments will be subject to change.
One 15 minute presentation:
25 pts
Strong outline turn-in:
25 pts
First draft turn-in (three pages of body):
25 pts
Peer review workshop (4 peer editing workshops @ 25 pts each):
100 pts
Quizzes (grammar and avoiding plagiarism):
100 pts
Revised Second draft (five pages of body)
25 pts
Summary Exercises:
25 pts
Journal:
50 pts
Completion of online assignments (YourCompClass):
50 pts
Final paper (seven pages of body):
600 pts
Total points possible:
1025 pts.
But your final grade will be based on:
1000 points.
For example: a final point total of 900 points (out of a 1000 point total) = 3.5 for your final grade;
850 pts = 3.0; 800 pts = 2.5; 750 pts = a 2.0; and 700 pts = 1.5. Passing is 0.7.
The total points for grading will be based on approximately 1000 points; sure, you have every right to be
concerned when you do not get full points on any one assignment, but keep your eyes on the prize (on the
larger picture), and understand that even if you get 900 points out of a total of 1000 points, that is a good
grade of 3.5! And I will take into account a strong finish.
The Presentations: easy! For example, you could show a 3-5 minute video, have a few key questions to
ask, and then facilitate a class discussion. You could prepare a PowerPoint. There are so many options; I
just want you to teach us or prod our thinking for this assignment. Your presentation must be topic-related;
in other words, you should present on your topic. And it is ok to co-present with another student (then, you
get more time).
What goes in your Journal:
1. Main point, or key point, summaries of any assigned essays; summarizing is a very difficult skill and it
will take time and effort for you to get good at it—so, I expect to see improvement over time. Read
carefully and closely, take notes along the way—either in the margins of the reading or in your journal—
and then put in your own words the main point or meaning of any readings.
2. Exercises: grammar and research examples (just of the key principles). These will be helpful for any Inclass quizzes, since you can use your journal for any In-class quiz.
3. Video analysis of key points and of key questions, generated from the viewing.
4. Class notes: anything placed on the whiteboard.
5. Small group work summaries.
6. Transitional phrases: write down at least ten from your handbook and at least another ten from your topic
readings.
7. All T-bars (pro/con lists); and any Pyramids (hidden causes and long-term effects).
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8. Brief summaries of key grammar rules (punctuation, MLA).
9. Key points from classmate presentations.
10. Verbs used in signal phrases (at least 15 from your e-book or handbook and at least 10 complete signal
phrases from your topic readings).
Workshops or Peer Reviews: We will also practice editing and revising. This editing will involve peergroup work. The proposal, the outline, and any drafts of your paper will each go through a peer-group
workshop, in which you distribute copies of your work to a small group for editing (all can be done online,
through compclass). You will then receive both written and verbal feedback on your work and have the
opportunity to revise it before turning it in for assessment.
Editing is such a critical part of the writing process that we will employ it into all of the written
assignments. Each student will be responsible for effectively and thoughtfully workshopping at least four
drafts, total: I will get one copy, and you will exchange with two other classmates (or you just simply post
it onto compclass). In the workshops, you will read each other’s work, evaluate it critically, and give
written and verbal feedback with the intent to help the writer more fully realize the work. The keys to
effective editing is for you to first complete all the prior reading and exercises, and then to give specific
suggestions. And in order to receive credit for workshops the classmate must get your workshop in a timely
manner; in other words, you will not get credit if you workshop a paper and then just turn it in to me or if
you workshop a paper and the classmate did not get it in time to make any possible revisions.
Small Group Work: The class will regularly engage in small group work. What follows are basic
guidelines: form a circle; introduce yourself; stay on task; try to find your answers amongst the group; and
enjoy the experience.
The assignments are not optional: any assignment not completed will get additional minus points equal to
the assignment; for example, if you do not complete the outline turn-in, which is worth 25 points, you will
miss those points as well as another minus 25 points. And missing any assignments will automatically
disqualify you from doing any extra credit.
Overview of the class: I don’t grade on a curve; I know everyone in the class wants to get a good grade—
and I want to give good grades. But I also want to help the class develop skills of analysis, introspection,
and application. You will get a good grade if you attend regularly, take good notes, complete all
assignments, avoid plagiarism, and perform good workshops of your classmate’s drafts.
Furthermore, in any class discussions we must all show respect to each other’s values and ideas; we will
not tolerate the projection of any hate-based views. I expect engaged but respectful class discussions and
journal writing since we will necessarily read and think about controversial issues. In other words, I hope
that you become fully engaged in your critical discourse community.
This class will be reading and writing intensive; please be prepared to read and to write on a regular basis.
The pace is speedy; I also recommend/require that you quickly get the email address of at least one
classmate—a “study buddy”-- (in case you miss a class or just need to brainstorm); and please don’t fall
behind in the reading and in the assignments.
Please note that I am committed to training you to become an effective participant of public discourse—
written or spoken; so, then, I focus the class material on engaging you to think critically, initially to
withhold judgment, and to accept responsibility for your thinking. In other words, I strongly believe it is
my obligation to help you become a public intellectual and a leader amongst your peers.
Class Philosophy: To be symbiotic and intellectually generous; to be kind to each other; and to expand our
conversations and the sense of community.
You will have a certain freedom in your writing and in the questions you raise in discussions, which means,
hopefully, that you can all find some way to get "charged" about this class. This also means that you will
have some space to write and think about your own experiences, feelings and thoughts, subjects of self-
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reflection, which have an authentic relationship to the flow of your lives. So, you have a responsibility to
seek out ways to make the reading experience meaningful to you: To think about the things you love or feel
passionate about or the things that make you mad, things that will keep your interest; think about how other
cultures think about your positions.
Tips for Success: Stay positive; maintain good attendance; do the work; and please make sure you get
some good study-buddies, so you can help each other as the quarter moves along.
Caveat Emptor: Adult material/topics addressed in class and in some video showings:
Occasionally, throughout the quarter, we will watch videos (primarily documentaries) in order to analyze
problems, representations, and options; or we will have discussions on sensitive and controversial issues.
Necessarily, since we need to take your experiences and engage them with societal values and issues, we
will address adult material; I will do my best to alert the class to upcoming material which may require
some contemplation and preparation on your part. There may be some scenes of violence and filtered sex.
Again, the purpose in viewing this material is multi-fold: first, to develop your critical thinking through a
refined critical eye; second, to increase your ability to withhold judgment and think logically about the
raised issues, and finally, to then develop compassion and the ability to visualize effective, alternative
policies. In other words, the overall, the purpose of the video showings is to first engage your values,
attitudes, beliefs and assumptions; second, to place your belief systems into a context of cultural
representations; third, to critically analyze those representations (by applying broad-based theories); and
finally, to develop a cultural awareness that will allow you to effectively engage verbally and cursively,
others towards common goals of equity, just and positive globalization, and your life and the lives of others
with meaning, value and purpose.
We may view material such as Dave Chappelle’s” Blind Black White Supremacist”; documentaries such as
The Trials of Darryl Hunt, A Walk to Beautiful, Dope Sick Love, Gladiator Days, The Fog of War, Ring of
Fire, Mighty Times, Ghosts of Rwanda; The Untold Story of Emmett Louis Till; Thin; The Songs Are Free:
Bernice Johnson Reagon and African-American Music; Intervention (A& E); My Country, My Country;
Why We Fight; Angels in America; movies such as Crash; Shaun of the Dead, Forrest Gump, Boys Don’t
Cry, Fresh, and Frailty.
I prefer that every student participate in any of the viewings but I will seriously take student concerns into
account and we can make alternative assignments if we are not able to reach an agreement. So, you and I
must find a way to practice some of these principles by practicing effective communication and searching
for common goals. I am sure we can find a way.
If you would rather do an alternative assignment instead of watching Gladiator Days, for example, I have
the following suggestion:
After each video viewing, of whatever length, I expect you to write some of your thoughts and of course,
your analysis—either in class or later, in your journal.
Remember, as stated, we are watching the videos in order to analyze the cultural representations. We are
developing critical thinking so we can more effectively shape the world we want to live in.
Schedule: subject to change; your first schedule will be passed out during the first week of class; please
note that the schedule must necessarily remain fluid to better accommodate class movement.
Your Instructor: I have taught over 210 university and college composition courses (101 and 102), a
developmental psychology class (at the UW), twenty American Literature courses, five modern world
literature course, four intercultural communication courses, one poetry and fiction writing class, four
advanced skill workshops (LARES—Latino retention program at U. of Illinois-Chicago), and three
Shakespeare courses.
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I have a BA from the University of Washington in American and English Literature; an MA from the
University of Illinois-Chicago in American and English Literature; and I am a PhD candidate in American
Studies at the University of Washington.
I am published in the NCTE (national council of teachers of English) 2007 book, Fiction of Toni Morrison:
Reading and Writing on Race, Culture and Identity; my essay is the lead essay on the teaching Beloved
chapter.
Course Objectives and Desired Outcomes: the development of critical thinking and effective writing;
skillful and effective integration of outside sources; and the mastery of persuasive patterns of writing—
specifically, the position pattern and the speculation pattern.
What follows are some key principles that you will be expected to demonstrate and to develop:
• A clearly defined thesis, main idea, claim or “leading” idea. This thesis will provide the essential direction
and sense of development for your essay.
•Careful, creative word choices (diction). Effective writers choose their own words. Control is within your
power.
•A rich and creative use of support for your main points: In order to fully develop their ideas, writers, use
supporting strategies such as specific examples and details, observations, illustrations, facts, experience,
anecdotes, citations of authority, appeals to logic, emotion, and ethics, statistics, dialogue, and analogies.
•A tight sense of organization (pattern, structure). The logical connections between ideas are clear, and the
bridges (transitions) between them are smooth instead of choppy.
•Appropriate use of grammar, syntax (word order), spelling, and punctuation.
•Avoiding plagiarism: control your outside sources; don’t let them control you.
• The ability and the awareness to ask key questions.
Exit Skills: Students who successfully complete 101 have demonstrable competence in several key areas.
They should be able to
• Read at an academic college level and use a vocabulary adequate to the task of communicating ideas
orally and on paper.
• Use advanced study skills.
• Handle sentence coordination and subordination.
• Use punctuation to make meaning clear (prose generally free of unnecessary fragments, run-ons, etc.)
• Write prose generally clear of serious grammatical and mechanical problems (lack of subject-verb
agreement, incorrect verb forms, random use of commas, sentence fragments, etc.)
•Write coherent and developed paragraphs of 8—10 sentences rather than making a series of assertions and
calling that a paragraph.
• Write long and short essays that are focused and organized; for example, you will be able to consistently
demonstrate paragraph unity: There should only be one leading idea per paragraph; other sentences will
support or expand that leading idea (paragraph unity is very important for coherence).
• Avoid plagiarism (key exit skill)
• Integrate quotations
• Summarize
• Paraphrase
• Annotate (effective note-taking)
• Work effectively with outside sources
• Improved ability to ask key questions
Collaborative Learning: We come with different learning styles and different life experiences, and it is
fundamental that we respect those differences during all of our collaborative work.
Critical Thinking and Language Proficiency: The readings for this quarter will obviously range quite far
in style, difficulty and content. But one thing in our approach will be consistent: we will read with a
critical eye. Now, this does not mean to have a negative attitude nor an aggressive one either. A critical
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eye is an eye of awareness: Awareness of the overtly expressed ideas the writers present as well as the
implied and suggested ideas that arise from a well-wrought symbol in literature; Awareness of biases in an
essay; Awareness of methods for persuasion; Awareness of themes that recur and new world-views that
emerge. Then, with a symbiotic mind, we will turn and consider the relationships between the ideas we
encounter, what they have in common, and what they have to add to our understanding of the human
experience.
Paper topics available for your paper; of course, you can take either position—the pro or con.
1. Legalize Marijuana for Recreational Use? (note: do not include the argument for medical
marijuana—different topic. But you could argue for Stigma Removal—which should open up research
monies)
2. Legalize Same-Sex Marriage? Look at recent court, administration, and state decisions.
3. Allow Women in Combat Arms? (Still controversial although women have been awarded
Silver Stars in Iraq and Afghanistan.)
4. Legalize Right to Die (Death with Dignity versus Assisted Suicide)? Look at recent court
decisions: Washington State just passed I-1000—second year of our law. C.R. Douglas from the Seattle
Channel Inside/Out. http://www.seattlechannel.org/videos/video.asp?ID=7030813
5. Abolish the Death penalty?
6. Decriminalize Hard Drug Use and Possession?
7. Legalize Sex-Work?
T-Bars (or Pro/con lists): your outline, your paper drafts, and your final paper, are all generated from a
simple but thoughtful T-bar; we will T-bar many topics for your practice and benefit. Feel free to take any
T-bar we do in class as the start for your particular paper topic.
Examples of a T-bar: Please note that all reasons on either side of a T-bar are not equal in power, or
equally compelling; in other words, after you T-bar a topic carefully choose/evaluate your reasons. And
for your counter-argument section, do choose the strongest reasons against your position to counter.
Right to Die? So, for your T-bar, just list at the top the key question or topic; here, we can ask the
question: Legalize Right to Die? . An excellent video is C.R. Douglas on the Seattle Channel Inside/Out –
the debate over I-1000 (Washington State), which we will watch in entire or part, in class.
http://www.seattlechannel.org/videos/video.asp?ID=7030813
Pro:
A dignified death: maintains dignity and (autonomy)
Relieves pain and suffering
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Choice
Simply an option
Relieves a unwieldy choice for the family (removes guilt, shame, sense of wrong-doing)
Con:
too depressed to make a rational decision
A Form of Suicide
Obviates the natural death process: not natural
Life is Sacred
Palliative care is advanced
Lost opportunity for a cure
A “recipe for elder abuse”
Health insurance abuse
Undermines the value of life
Slippery Slope (to euthanasia)
Creates Second-class Health Care
Violates the Hippocratic Oath
Abolish the Death Penalty?
Pro:
Flawed System:
Eyewitness Accounts Unreliable
Proved Innocence (recent DNA exonerations)
Racial Bias
Class Bias
Police torture and abuse
Violates the Sanctity of Life
Brutalizes Society
Con:
Deterrence
Brings Closure:
To the Victim’s Family
To Society
Justice: An Eye For An Eye
They Won’t Kill Again
Saves Money
Strong Outline: your outline will be generated from a good T-bar, and your outline should briefly follow
the five-point pattern; keep it to one or two pages, keyboarded. Two good websites should be of significant
help in T-barring topics: http://www.procon.org/ and http://www.opposingviews.com/ . It is perfectly fine
to fine-tune your T-bar and your outline from any class T-bars.
#1. Engage the reader: here, just tell us how you plan to engage the reader; for example, you can say, "I will
start with an illustration of an individual story which will highlight the suffering, success, miracle, and so
on that will help pre-frame my argument."
#2. a simple statement of your position; for example, Legalize Sex-Work. And this statement should come
at the end of your #1.
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#3. From your T-bar, list the reasons, in good sub-headings, that you plan to use to argue directly for your
position; for example:
Removes the Pimp
Keeps the Sex-worker Safe (harm reduction)
Keeps the Community Safe
Tax Benefits
Removes the Stigma
Then, after each sub-heading write a sentence or two supporting that sub-heading; and it is ok to just put
those sentences in your own words (actually, I would prefer only minor use of integrated sources, if that).
#4. of course, here you counter-argue.
Sends the Wrong Message?
Entrenches Women as Second-class Citizens?
Still Objectification?
Spread STD'S?
Increase Adultery?
Then, again, write a sentence or two responding to that raised objection; many claim that…. Or, some
argue that…
#5. Title this section, Looking Forward. This is your Call to Action section: Make a broad-based appeal to
common-ground, shared values, solutions, the golden-rule; look at Obama for good examples of this
strategy: “we have a responsibility,” “change will come but it won’t be fast,” “ Everyone must sacrifice,”
“It’s time,” “This makes sense; we need to put aside our differences,” and “we have a common goal.” It is
ok to adapt calls to action to fit your purpose. Do not attempt a “conclusion” (as in the five-paragraph essay
pattern). Look at the class hand-out on suggested Call to Action sentences and simply plug a few of those
into your Call to Action section.
Sub-headings or section headings: You must use sub-headings for the outline, the rough draft and the
final draft; use judiciously and effectively. Sub-headings must be in bold, keep the same-size and style font,
do not underline, do not add end punctuation (except in your counter-argument sub-heading).
An example of an outline on Pro Legalizing Marijuana for recreational use.
Name
class
type of assignment
date
Marijuana Blues
Life is beautiful –source
Keep it simple and to the point; give an example of a neighborhood friend who was arrested for MJ
possession; and how that ruined his life. In other words, just simple tell someone’s story—one that will
help you pre-frame, or contextualize your argument in more human terms. Make sure you correctly cite that
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story. (Remember, your position statement simply goes at the end of your #1, or story.) It is time to
legalize Marijuana (your #2).
Tax Benefits
With legalization, every State can tax the sales. For example, a Californian economist estimates that if they
taxed every ounce at $50, Cali would generate over 1 billion dollars in revenue every year. I will find the
source later.
Waste of Resources
Arrests for simple possession set off a wasteful chain: The police have better things to do with their time.
Court systems are already over-burdened.
Choice
The Constitution supports individual choice. I will use the first and third amendment (from the Bill or
Rights) to further support this reason.
Gateway?
Many people claim that once you start smoking MJ you will then go on to do hard drugs; that is not true.
Alcohol is the true gateway drug.
Sends the Wrong Message?
Some argue that our young people would be especially at risk since they might feel it is ok to start
experimenting with MJ before the age of eighteen; possible response: young people have already received
the hypocritical message against MJ use and they have made up their minds.
Public Safety?
Some claim that our public transportation will be at great risk for accidents and even mid-air collisions
because pilots and bus-drivers may still be under the influence of MJ; possible response: true, no one would
want our public servants to be under the influence of any substance, even MJ, but we can easily institute
safeguards and use the current laws and restrictions.
Looking Forward
Just like friend, John, we need to have a common sense approach to marijuana laws. Here, try using one or
two sentence templates of the suggested sentences (for your #5, Call to Action section). The people have
spoken and they want a reasonable marijuana law that removes the current hypocrisy. It is time for a new
and more pragmatic approach.
Remember, your outline is not a pro/con listing; for your counter-argument section, your #4, you
need to fully and fairly present your chosen objections/questions first, and then you must respond, or
counter them.
More on the Five-Point Position Pattern:
1.
Engage the reader/Present the issue: remember, “engage” us, and don’t overwhelm us with
facts, statistics, or definitions. Consider using an anecdote or an illustration (plus, for #5, you
can come back to this illustration in your call to action). In other words, just use a brief
illustration along with a startling statistic.
2.
Clearly state your position: simple. One sentence will do; or you can place your thesis
statement at the end of a brief paragraph or it can be your last sentence from your #1 (engaging
the reader), set off with a semi-colon.
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3.
Argue directly for your position; use as many of the 14 strategies as appropriate: first, state
your reason (use action verbs) and then directly support that reason. This section is the heart of
your paper so have strong, clearly stated reasons.
4. Anticipate objections/questions to your argument and then respond to them with variety
and imagination: first, state the objection/question to your argument; then, state your
response to that objection/question. Be as specific and clear as possible. You can simply
start out each counter-argument with the following introductory phrases: many claim
that; some people argue that; or authorities say that. And of course, if you have the
authority or citation you can start out with their claim/reason/objection.
When you set off your #4, counter-arguments, add a question mark after the subheading.
Strive to understand the point of view of the other side; if you don’t respond to their
concerns and objections, and instead ramble on about why you’re right, they have little
reason to listen to you. In other words, don’t just simply “preach to the choir”.
Present respectful, compelling arguments. Don’t let your ego take over your letter; by
all means, remain committed to your reasons, but leave your ego at the door. It’s not
persuasive to moralize or to be self-righteous.
This part of your paper is crucial in establishing your credibility. And again, this all
starts with a good T-bar.
5.
Call to Action: #5 is not a simple repetition of the key reasons in support of #2 but more
forward-looking with appeals to clearly stated values like justice, truth, the Golden Rule,
humane treatment, consciousness, and redemption; emotional appeals like empathy,
compassion, being a good neighbor, love, anger (at injustice), and connectivity; and appeals to
logic (logos) such as “pay now, or pay later”, cost, practicality, and consequences. Some good
examples can be used by simply watching or by going online to analyze all the candidates in
their calls to action. Obama: “We need to make a habit of empathy.”
Possible Call to Action sentence templates (for your #5 of the Five-point Position Pattern):
A few suggested sentence structures for your #5, Call to Action; for more, identify and then study the calls
to action in speeches, op-ed pieces, quotations, and from talking-heads in the media. Remember, be
forward-looking; do not simply re-state your reasons. Recall Lincoln’s third paragraph, from his Gettysburg
Address, where he was inclusive, not divisive; empathic, not gloating; and seeking common-ground
through shared values. And try to use parallelism at least once in this section.
We must continue to fight for ________________ . Justice. Freedom. Personal liberty.
Please take a moment to ______________ . pray. honor. acknowledge. validate.
Don’t let ____ life be in vain.
We can’t neglect our _________________ . Duty. Responsibility. Obligation.
What type of society do you want to live in? One with _______ or one with _________?
What will be our/your legacy?
11
We are accountable.
We are our brothers and sisters keepers.
We must not rest until ________ .
Compassion is a virtue and your compassion will move our society to its true potential.
We must bear witness--who else?
How can we go on with our lives without _________________?
Let our conscience be our guides.
This it no time to recoil in disgust and to pass judgment; it is time to ___________.
That could be your mother, your father, your brother, your sister; and that could also be you.
_________ cries out for justice.
We can pay now or we can pay later.
That doesn’t make sense.
It is time.
Do the right thing.
Are you fired up? Are you ready? (Obama)
Extremism in the cause of justice is not extreme. (Paraphrase of MLKjr).
If not now, then, when? If not you, then, whom?
It is time to stop the madness.
Rise up and take hold of your destiny.
Do not let their sacrifices be in vain.
Their pain is our pain; their loss is our loss.
What would you do?
It is time to act.
We can not remain in denial.
Final Paper Criteria: Avoiding plagiarism; consistent and varied use of the strategies to avoid plagiarism;
clear sub-headings along with paragraph unity; equal use of all the strategies of support (in other words,
effectively use emotional, ethical, and logical appeals to support your position—do not rely primarily on
logical strategies, scientific reports, or facts, figures, and statistics); effective #1’s and #5’s (avoid historical
background, boring definitions, lecturing, or a vague and general introduction or conclusions—the words
and terms “introduction” and “conclusion” have no place here); required formatting; required length; and
12
the preferred use of strong verbs, active voice (the use of passive voice should not be preferred). And
remember, your main purpose is to be taken seriously.
Overall Strategies of supporting your reasons and strategies of responding to your objections.
1. Logical appeals (logos): appeals to efficiency, efficacy, and money (although money is also connected
to emotional and ethical appeals).
2. Emotional appeals (pathos): love, compassion, common ground, good neighbor, empathy, anger,
empathy, hatred.
3. Ethical appeals (ethos): “doing the right thing” (usually in spite of costs to you in money, energy, or
time), values, empathy, and higher ground.
4. Seeking common ground: a legitimate strategy in its own right.
5. Seeking shared values: similar to common ground.
6. Analogies (comparisons).
7. Anecdotes: put simply, stories; we all love to tell stories; and brief stories are a good way to engage the
reader.
8. Citations of authority: think broadly (Gettysburg Address—appeals to the Bible, The Declaration of
Independence, the Constitution, and the Founding Fathers).
9. Experience: ok to use your experience if it supports a reason.
10. Statistics: good to use sparingly; but be very careful of its overuse.
11. Facts: same as above; be careful. And please avoid the phrase, “in fact”.
12. Figures: same as above; used sparingly can be persuasive.
13. Illustrations: longer anecdotes; nice to “bookend” –start with an illustration for engaging the reader
(#1) and then come back to that illustration for your call to action (#5).
14. Examples: keep them short and to the point.
15. Metaphors: (not the same as analogies/comparisons) perfectly fine to use in a research paper.
You must use the MLA (Modern Language Association) system.
Again, your final paper grade will depend on the following: variety and richness of strategies;
control of sources (avoiding plagiarism); requested paper formatting; and control of the
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pattern. Your grade will not be impacted by which side you take; but it will be impacted by
the quality of your counter-arguments and the effective variety of your supporting strategies.
I do not grade on a curve; and your final draft will be the final (no finals during final week):
your final paper must be emailed to me as a Word file (so I can open it).
Required format for all drafts and the final paper: (I will pass out a good example of a correctly
formatted final position paper)
Heading: upper left, single-spaced.
Name
English 102 with class time (9:20am class, for example).
Instructor: Croon
Type of paper (for example, position/rough draft)
Date submitted
Title --Centered, with only important words capitalized, no bolding, quotation marks, nor underlining. All
papers, including rough drafts should have a title. Triple-space between the heading and the title; but do not
triple space between paragraphs.
Do not include a title page.
Include an epigram (include at least one epigram): place in italics (no quotation marks); and the source will
be in non-italics. The three epigrams that lead off this syllabus are good examples.
The body of the paper should be double-spaced, justified left only, with 1” margins all around.
Use font size 12, Times New Roman.
Paginate.
Use sub-headings (justify them left and use bolding). Sub-headings may be used, but very judiciously, and
only if appropriate for effective organization.
Leave only one space after periods or other punctuation marks.
Do not triple-space between paragraphs—indent with the tab key (five spaces instead).
Any papers not formatted per my request will receive a point deduction; remember, every instructor may
have different preferences. Just go with my flow.
Papers must be key-boarded (including rough drafts).
Please staple all copies before giving them to your classmates for workshopping (stapler available in the
copy center and in the Humanities office). But it is likely that all your drafts will be in electronic form—as
a Word file.
You are responsible for revising your final paper to eliminate grammar problems.
Additional MLA Citation Guidelines:
<http://owl.english.purdue.edu/owl/resource/747/01/>.
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Use of sources: Perfectly fine to initially look at Wikipedia, any encyclopedia, or dictionary, but because
they do not represent scholarly, college level sources, you can not use them as cited sources; they are a
compilation of sources, a summary of sorts, not the actual source itself. You want to be able to get as close
as possible to the original source.
Final: no final scheduled for Finals Week; your final paper will be your final exam.
Any Assigned readings: read like a college/university student. Summarize the thesis, summarize the key
points, and skim the rest. Furthermore, learn from the writing strategies. Remember to write down as many
transitions and introductory phrases as you see fit from his book.
And as you summarize the readings, make sure you place your summaries in your journal. Although we
may not finish class discussions of the readings you are still responsible for reading them and summarizing
the main point or a key point in your journal, clearly marked (title of the essay).
A note on active versus passive voice: English classes are not all taught in the same way; I have no idea
how your past English classes were taught and it is unrealistic to expect me to teach in that manner. And I
am not questioning whether you are a brilliant student, based on your past teacher's summaries of your
work. I am sure you all received good instruction.
Any time you use sources, you must cite them. For your rough draft or outline, If I noted "sources?" in the
margins, that was a polite note to you to not mix information from other sources with your own words
without citation; in other words, I needed you to clearly demarcate when your words ends and the sources
words/ideas begin (hence, the signal phrase: source plus verb).
I suggest you write your paper using primarily active verbs and active voice; I understand the desire to
“sound” academic and scientific: most beginning writing students feel and believe that academic writing
should only be in the passive voice (I imagine to give it that professional/academic tone that unfortunately
prevails in scientific writing). This is an argumentative paper which will always be more effective written
primarily in active voice with active verbs (of course, occasional use of the passive verb is definitely ok).
What is your primary purpose in writing this paper? So that others can take you seriously. As you set out
now, if you use primarily passive verbs and passive voice, the only persons who will take you seriously are
those that already believe in your position or who really don't care what others think. So, when I ask you to
consider other strategies besides your disproportionate reliance on "facts" I ask you to see where you can
find common ground and shared values. As stated many times in class and in the handouts I expect you to
use a wide variety of strategies than just facts, statistics, and authorities.
I always fear this type of writing: Please recall the brief dianahacker.com exercises on the use of active
verbs; please refer again to your handbook (or online) on the use of passive verbs versus active verbs.
By correcting your use of voice you should be able to create a more credible and balanced tone in your
writing. I have faith that you can adjust to the preferred mode of writing; your own progress as a writer and
a thinker will most definitely improve.
Look again at all the assigned readings; you will find no reading that relies heavily on the passive verbal
tone. You need to develop the ability to choose the most effective tone and style for your purpose. Not one
of the assigned readings is written in your "taught" style; do you feel, or think, that they are inadequate
writers? Would your past English teachers think that also? Would they claim that their points/theses are
weak?
15
In order to do well on the final paper I expect to see primary use of active verbs and active voice and a
variety of supporting and responding strategies other than "solid, fact-supported argument."
Using a Variety of Strategies to support or counter:
There are at least fourteen equally valuable strategies; not one is superior to the other. It seems that some
of your past teachers, although well-meaning, have/had a bias toward emotional and ethical appeals (and
the other strategies); in order to succeed in this class, you will need to address that bias, or preference, and
implement the requirements for this class. You do not have to use all fourteen strategies but you must
demonstrate your understanding of a variety of strategies.
Overall Useful Links:
Huffingtonpost.com (liberal)
Aclu.org (liberal)
Alternet.org (liberal)
New York times.com
LA times.com
Seattletimes.com
Heritage foundation.org (conservative)
Pew forum.org
Newsweek.com
US news and world report.com
Wall St Journal.com (conservative)
Washingtonpost.com
Times.com
Cnn.com
MSNBC.com
Google.com
Bing.com
Factcheck.org
Gallup poll.com (surveys and statistics)
Procon.org
Opposingviewpoints.com
Noodlebib.com
Easybib (all automatic formatting of sources for your Works Cited page)
Autobib (all automatic formatting of sources for your Works Cited page)
Owl at purdue.com
PBS org
BBC news.com
Amnesty international.com (human rights issues)
FBI Crime Statistics @ FBI.org
VICE.com
Foratv.com
PALM.com (for pro gay and lesbian issues)
Natgeo.com (national geographic)
Sex Workers Project at the Urban Justice Center in New York City (pro legalized sex-work)
National Review (conservative)
Mid-quarter conferences (depending on time availability): approximately mid-way through the quarter I
may schedule a 15 minute conference with each student; I will pass out a sign-up sheet for that purpose. Or
I may schedule individual conferences throughout the quarter, say, on Fridays. During the mid-quarter
conferences you will be able to see how you are doing (in a broad grade sense) and it will give you an
opportunity to ask for any clarification. This time will also be excellent for you to get a good handle on
your final paper and any other assignments since you will have several unencumbered days to organize
your time during Mid-quarter conference week. If I do not schedule mid-quarter conferences I will at least
16
schedule several Fridays where we won’t have class but I will have extended office hours instead. Please
stop by with your questions.
Running Start Students: it is your responsibility to make sure you get your final paper back, with
comments, if you need that paper for your senior project; I will email it back to you with the grade for the
paper and brief comments in the margins.
Plagiarism: Policies on plagiarism are outlined in the Student Handbook and Resource Guide. The ideas
and wording in your paper must be your own. If you use ideas and wording without proper citation, you
are committing plagiarism. Most beginning writers commit “accidental plagiarism.” Additionally, getting
so much help that your finished work is not something you could reproduce on your own is also a form of
plagiarism. You are expected to position yourself amongst the other voices you read (and digest) ---learn to
make choices, and thereby grow emotionally and mentally into your own unique voice. I expect to see you
in control, not the sources (in control). You will need to understand how to integrate sources and use signal
phrases. The few cases of plagiarism that I have encountered usually results from the following reasons:
procrastination, resulting in rushed work; the student has a history of plagiarism; or the student, for
whatever reasons, does not know how to apply the simple strategies of avoiding plagiarism.
My policy on plagiarism is consistent with the college policy: I will fail you for that assignment, but I will
not fail you for the class. Of course, if the assignment plagiarized is large enough (points) then that may
necessarily result in a failure; for example, if a student plagiarizes the final paper, which will be worth
around 700 points or so, then, that will surely result in a 0.0 final grade.
I understand completely that all students live complex lives; you have to juggle so much just to show up
for your classes, and then, you have to read, write, and calculate. I am not your Gatekeeper; I am here to
help you, to show you the way, so to speak. But I do expect you to do the work.
Furthermore, any assignment that has been plagiarized will automatically forfeit any prior extra credit
work; and that student will not be eligible for any future extra credit, regardless of the form.
And I submit all final papers to the anti-plagiarism program, Ephorus.
Late Assignments and Make-up work: Late work will receive point deductions; very late work will not
be accepted. And there is no make-up work.
Extra credit: Typically, I give a little extra credit. (And you may find that some quizzes will have a few
extra points built into the point total.) I do give extra credit for perfect attendance or for only one missed
class.
Special Needs: If you need a course adaptation or accommodation due to disability (defined as mental,
physical or emotional) and if you have emergency medical information to share with your instructor, or if
you need special arrangements in case the building must be evacuated, please contact Al Souma, director of
Disability Support. All discussions will be kept confidential; even I won’t know the nature of your
discussions. The only instruction I will receive from Al is how to help you succeed. Please contact
Disability Support Services, Room 1142, 587-4169.
Tutoring Center: Located in on the library floor, 587-3852. The tutoring center is available for drop-in
and for scheduled tutoring. All students are eligible for a minimum of two 1/2 hour tutoring sessions a
week.
Computer Center: Room 3148, 587-4194. Since all the writing assignments must be typed, if you do not
have a typewriter or a word processor, you can use the computers on campus; there are also a limited
number of computers available in the library. The Computer Center has extended hours, even on weekends.
Withdrawals and Incompletes: Students who have not officially withdrawn from the class will receive a
grade based on the work they have completed to that date, even if they have stopped attending class.
17
Students requesting a grade of Incomplete at the end of the quarter must have finished at least 85 percent of
the course work and have an approved and documented reason for not completing the course; and granting
an Incomplete is up to the discretion of the instructor. I rarely give an Incomplete.
No Credit or N/C: if you are overwhelmed and unable to complete the class you can petition for an N/C
instead of risking a 0.0 grade; the N/C will show up on your transcript but it will not impact your GPA.
Student Evaluations: during the last week of class you may be asked to evaluate my performance, and the
class as a whole, at the end of the quarter. I want this course as a whole to be excellent and enjoyable. If
you have suggestions at any time as to the course content, organization, format, relevance, use of class
time, reasonableness of work, clarity of requirements and of your responsibilities, availability of help when
needed, teacher interest in learning outcomes, or any other aspect of the course, please let me know, and I
will respond as helpfully as I can. If any aspect of the course seems to you possibly other than very good or
excellent, I ask you please to take responsibility for advising me, during the course, how any aspect may be
improved. Please maintain as positive an attitude as possible toward self, others, and the work for the
duration of the course. Thank you!
Office Hours: I welcome drop-in visits during office hours, or please make an appointment for a more
convenient time. I sincerely encourage you to meet with me anytime you are concerned about your
performance, understanding of content or assignments, or any other issues. I also would be happy to listen
to you about concerns in other classes. Please feel free to email me (I usually check email twice a day at
least—but not on weekends!) simply stop by my office (room 4142). I will do my best to respond
immediately.
Expected Class Behavior: Racist, homophobic, sexist, or any comments that display hate-based
intolerance will not be tolerated.
If you have any personal concerns, please reserve those to office hours. Remember: “we can disagree
without being disagreeable” (Obama).
Counseling Services: We have great (professional and accessible) counselors. If you are feeling a bit
stressed out or depressed, check out the skilled and understanding people at the Wellness Center. Their
individual counseling services are designed for students who can benefit from short term intensive
counseling. If the situation requires longer-term therapy, they can work with the student toward an eventual
referral to more appropriate services. Their “primary goal is the retention of students, which includes
educational, career and personal counseling. Additionally, counselors teach critical strategies whereby
students can develop critical thinking skills, set academic goals, engage in life long learning, develop skills
for employment, maintain personal wellness, and learn to interact in a diverse environment” (Seattle
Central Community College Counseling Services Handout 2002).
The following is from a counselor, Lori Miller: “My goal as the Humanities and Social Science Division
Counselor is to assist your students who might be experiencing barriers—personal and/or academic—that
are preventing them from being successful in their chosen program. I can assist students that are
experiencing mental health issues such as: depression, anxiety, chemical dependency, life transition and
self-esteem. Additionally, I bring many years of experience as a career specialist/counselor.”
Remember, it is o.k. to ask for help-- it is not a sign of weakness, it is a sign of intelligence and strength.
Flu or colds: If you are sick, please use consideration and common sense to determine if you should come
to class that day. If you are at the especially contagious stage, and you find yourself at school, try to use the
proper sneeze position (place the sneeze in the crook of your elbow), and please, wash your hands regularly
for the best, basic protection. If you are in a highly contagious stage I will probably ask you to leave the
class.
© Copyright 2007, 2010
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Grade Conversion Table
Per cent
G. Point
Letter
99-100
4.0
A
97-98
3.9
A
95-96
3.8
A-
93-94
3.7
A-
91-92
3.6
A-
90*
3.5
A-
89
3.4
B+
88
3.3
B+
87
3.2
B+
86
3.1
B
85
3.0
B
84
2.9
B
83
2.8
B-
82
2.7
B-
81
2.6
B-
80
2.5
B-
79
2.4
C+
78
2.3
C+
77
2.2
C+
76
2.1
C
75
2.0
C
74
1.9
C
73
1.8
C-
19
72
1.7
C-
71
1.6
C-
70
1.5
C-
69
1.4
D+
68
1.3
D+
67
1.2
D+
66
1.1
D
65
1.0
D
64
0.9
D
63
0.8
D
62
0.8
D-
60 - 61
0.7**
D- passing
59
0.6
E
58
0.5
E
57
0.4
E
56
0.3
E
* Everyone should try to get a 90% or better for this class; remember, I do not grade on a curve; so, it is
theoretically possible for everyone to get a 3.5 or higher!
** In order to "pass" this class and receive five credits, you must at least get this grade. Of course, this
should not be your goal! :) But I am happy to accommodate you if you simply just want to “pass”!
20
Although your final paper will be a Position paper, with a clearly defined five-point pattern, I will also
teach you how to shape a Pyramid Patterned topic; I will help you understand the difference in shaping
this type of paper argument. I expect you to take good notes when we Pyramid any issues.
Pyramid Pattern: this is also a five-point pattern but the only point it has in common with the Position
pattern is the #5, the Call to Action. Here it is briefly laid out:
#1. Present and establish the Trend, Phenomenon, or Event.
#2. Argue for Causes or Drivers (hidden causes)
#3. Argue for Effects (long-term and broad effects)
#4. Raise alternative causes or effects and then show how those do not adequately explain the #1.
#5. Call to Action
Pyramid Pattern:
1.
Trend, Phenomenon, or Event: present the top of the pyramid.
2.
Hidden Causes: argue for the drivers of your pyramid.
3.
Long-term Effects: argue for the consequences of your pyramid.
4.
Alternative causes/effects: take causes or effects that you do not use for your argument (in
support) and respond to them—showing why they do not drive or flow from your pyramid.
5.
Call to Action: could be substantial depending on your pyramid; but very similar to the #5 in the
Position pattern. 1
Pyramid Topics:
1. Why do women stay in abusive relationships?
2. The rise of the U.S inmate population.
1
There are four good reasons I teach this pattern: This pattern allows the most autonomy for you; most
papers you read at the 300, 400, and 500 level are in some form of this pattern; most papers you write at
the 300, 400, and 500 level will be in this pattern; invariably, any essay-type exam for competitive
programs such as business, law school, medical school, or advanced international programs will be in this
pattern; and finally, this pattern gives you the most chance at solving perplexing problems related to your
discipline.
21
3. Suicide: you may need to specify amongst a defined group; for example, high rate
among gay and lesbian youth; among American Indians; among Japanese youth.
4. Eating disorders: note the HBO documentary, Thin.
5. Tough Guise/Front/Facade (so named by Jonathan Katz’s video, Tough Guise)
6. Addiction/Alcoholism: look at the perennial debate between Will Power and the
Disease Model. New research demonstrates that addiction is a disease (the success of
Naloxprozene in curbing craving).
7. Increase of Human trafficking (Sex slavery, forced labor—domestics, farming)
8. Suicide bombing
9. Rise of the Taliban/ al Qaeda (look at Pakistan, Afghanistan, Nigeria)
10. High rate of AIDS: South Africa, Ethiopia, Thailand. Choose one or choose another
country or sub-culture.
11. Idealized media images of the female body: Thin and enhanced. Look at effects of,
causes of (see Jean Kilbourne’s video work: Killing Us Softly series; also check her
website for additional links and information)
13. Domestic Violence (looking at a connection between violence and gender)
14. Rape as a weapon of war.
15. Increase of plagiarism in high school.
16. White Supremacy or the rise of Militia groups.
17. The Failure of Free-Market Capitalism
18. Demise of our Public Schools
19. Bullying: look at recent suicides of bullied youth. Carl Walker-Hoover and others.
20. Radicalization (can look at particular countries).
21. Fundamentalism or Nationalism (why are they so attractive?)
22
T-bar
23
Pyramid
24