English I, Section 003: "Where we stand"

Spring 1998--Jamieson.

Class meetings: Mon., Wed., & Fri. 1:15-2:05. 203 Brother's College.
Office hours: Mon. 2:30-3:30, Wed 3:00-6:30, Thur. 11:00-4:00 & by appt: 118 S.W.Bowne.
Telephone: Office: x3499. Home: 908-757-1051 (please call between 10am and 9pm only!).
E-mail: Office: sjamieso@drew.edu. Home: _in%"sjamieson@compu serve.com"
Class Newsgroup: "Du.cla.engl.1--Jamieson" 
The course
The work--kinds of writing
week 1 week 6 week 11
week 2 week 7 week 12
week 3 week 8 week 13
week 4 week 9 week 14
week 5 wk. 10 no finals!

The Course:

Most of your college papers will ask you to make an argument--to take a stand. But where should one stand when one makes an argument for college? Where do other people stand? What different position do people occupy in different disciplines? What difference does it make where you stand? In this class we will explore the standpoint of authors and writers. We will read the New York Times and we will try to work out what position each writer writes from: what assumptions do they make about reading and writing? about their audience? about themselves? how do you react to those assumptions? how do they influence what you read and how much you trust it? How does it influence the kinds of things you might have to write about it? what stands might you take as you write responses to your readings? We will also read essays on writing and on research and ask the same questions. Then we will explore the stances you might make as an author of academic papers for different audiences and purposes. Finally you will write a research paper exploring the different stances adopted by academics and others on a specific topic. Your task is not to create one perfectly unified argument that might appear to be "truth." Rather, your purpose is to explore in writing the debate--the similarities, differences, and overlaps--between the authors you read to help the people who read your paper come to a fuller understanding of the complexity of the issue and the factors which influence one's position on it.

The Work:
The writing in this class will be frequent and varied, ranging from informal "dialoging" (see below), through exercises, to a formal research paper, with many small papers and writing work-outs in between. At times I will ask you to hand in two or more copies of a piece of writing so that we may evaluate it in class during workshops. In order for you to practice writing in response to a number of different stimuli, I will design some specific writing assignments that everyone musty complete, other assignments will be collectively designed by the class, and yet others will be of your individual choosing in response to what you have been reading and thinking over the course of the semester. Because students come to college with different levels of preparation, we will work on issues of grammar, style, and general language use both in class in the context of our readings, and in conferences and individual projects. Each student will help me to design an ?individual writing program? which will build on areas of strength and develop two specific skills of each student?s choosing. Students will work on their program at their own pace, and will be graded on that work as part of the final grade for the course.

INFORMAL WRITING--Research shows that frequent writing produces stronger, more fluent, and more comfortable writers. Writing is a skill, and all skills need practice, so I suggest that you practice writing by keeping a Writer's Journal. Most of you have already kept such a journal (see handout if you would like to know more about this valuable form of writing workout); however, for this class you are not required to keep a journal.

Instead of a journal, I will ask you to participate in weekly "dialogues" with me. Once a week you will write me a letter. In the first dialogue you will respond to class discussion, readings, and events on campus, in the state, the nation, or the world. I will reply to your letter, and you will then reply to my reply, introducing new topics or raising questions as necessary. Each student will converse in writing with me over the course of the semester, and in so doing will strengthen his or her critical thinking and overall writing skills. This is a different kind of "thinking-in-writing" than journals require, but it will help you to achieve the same goal.

You may send me your letters via e-mail or in paper form (handed in at the end of class), although I prefer e-mail letters (to either of the addresses listed above). If you send me more than one letter in any week, I will try to reply to each letter, although I may respond to all of them at once if they seem to be addressing the same theme.

COLLABORATIVE WRITING--in the world of the work place, and in many academic disciplines too, collaboration is the name of the game. Corporations organize workers into teams responsible for conducting necessary research, identifying problems, brainstorming solutions, and then writing up what they find. At first you may not like this kind of writing, and with some cause as it involves cooperation, trust, and some loss of ego--things we have learned to avoid if possible. Yet these team skills are also the very things that will make you successful in the workplace and, more important to me, in college. There are a number of ways to write collaboratively, and you will learn them in this class. There are also strategies to make it less painful, and you'll learn those too. The end result will be worth it. A well written collaborative paper is better than any of the individuals in the team could have written.

RESEARCH ASSIGNMENT #1--In the third full week of the semester (2/16-2/20) you will be assigned to work in the library in small groups (see the syllabus for 2/11). At a time convenient to all members of your group, you will meet with a reference librarian in a follow-up session to the one you had in your First Year Seminar last semester. For this assignment, your group must find the following:
1) at least four sources that provide background information on the news topic you have selected (this can include one encyclopedia entry if you like, and no more than one Internet source). Try to find material from the most academic sources you can find/understand;
2) at least four other contemporary perspectives on the topic (this can include one cartoon, one table or graph, and no more than two Internet sources). Your goal here is to find a range of opinion. Look for left-wing, right-wing, and liberal news media, academic and non-academic journals, and both reliable and questionable Internet sources.
You will write up your library findings by first summarizing and then synthesizing the background information and finally comparing the contemporary perspectives. The final paper you write will be a collaboratively written paper (see above) due on Monday March 2.

RESEARCH ASSIGNMENT #2--In the seventh full week of the semester (3/23-3/27) you will visit the library again in different groups. Your task this time is to find out the history of an education-related topic that has been raised in the Times or The Acorn (which you should also read every week). Looking back over old editions of The Acorn (yes, they are in the library) and other news media you will explore the history of your topic and take a stance on it. Your final paper will be a collaboratively written report with several parts. Part (i) will summarize the history of the topic you have selected; part (ii) will synthesize the opinions (stances) you have found on the topic; in part (iii) the group will take a stance on the topic and argue a position. This stance might take the form of a call for change, a claim about the significance of the event/topic, or a comparison of two reactions (an especially smart idea if the group members do not agree). Topics for research can range from school desegregation, campus activism, education reform, affirmative action, multiculturalism, or "political correctness," to education financing, the use of part time faculty, general education programs, curriculum revision, faculty salaries, codes of practice, Campus Judicial Boards and/or codes of conduct or whatever issue appeals to your group.
The paper you write as a result of this assignment can be the beginning of your final research paper (which will be written independently) if you like.

FINAL RESEARCH PAPER--this paper will be individually written but may develop from either of the first two research assignments if you wish. A third possibility is that you read The New York Times for the day you were born (see the assignment for 3/2) and conduct research on the background of one story from that paper. What do you need to know to understand the event in question? What do you learn about the U.S. of your birth year that this story made the news? Would we consider it newsworthy today? Is the issue still of concern to us today, or has it been resolved? You may use the paper you wrote for 3/11 to help you think about this topic if it seems helpful. Instead of these options, you may elect to conduct similar background research for an event that is in the news this semester. We will discuss possible topics as the semester proceeds.

Due dates for Writing portfolios:

Course structure and goals
English 1 is designed as a writing workshop where you will learn strategies for writing academic papers and improving your overall writing skills. We will work on the basic skills of effective college-level writing, especially how we can use style, grammar, and word choice to create specific effects in written prose. In this section of the course you will practice writing definitions, summaries, classifications, and comparisons. We will analyze the prose of others, imitate their writing strategies and prose styles, and summarize their points in a few sentences. You will practice several expository forms including description, narration, and comparison. In the second section of the course we will focus on academic writing itself, beginning with what academic writers must do before they begin to write: you will learn how to analyze a topic/assignment, how to use all that you know to best respond to it, how to focus your knowledge and organize your ideas, and how to focus a topic for research. You will select a research topic, find sources, and practice the skills learned in these first two segments of the course by compiling an annotated bibliography. Next you will learn how to refine your relationship with your audience and structure a paper accordingly. As you read the texts you have selected for your research, you will practice comparison, critique, and synthesis by writing about that material. This will lead you to the final component of the course: a thesis-driven research paper. You will strengthen your ability to focus a topic, write a research proposal, conduct additional research, formulate a thesis, plan a paper, and write an 8-10 page thesis-driven research paper.

At each stage of the process you will learn how to evaluate your own writing and that of others, making you a more effective editor and writer. As you become more of an expert writer, you will learn how to understand the writings of others more fully: how to perceive their thesis, analyze the assumptions they make about their audience and follow their overall patterns of organization. This, in turn, will make you more able to analyze questions and understand what you read.

Ground rules:
A seminar is only as strong as its laziest member, so it is essential that each member of the seminar accepts her or his responsibility to the other members. Thus:
1) You will be expected to attend every class prepared to participate and share your ideas and writing with your writing colleagues. If you are unprepared, the workshop will not work, your colleagues will suffer, and you will be marked as absent. Three unexplained absences will result in your final grade being lowered by one letter;
2) You must respect your fellow writers. This means that you must take them and their ideas and writing seriously and comment constructively with sensitivity to their feelings. Failure to do this will result in a collapse of the trust necessary for a workshop and you will be asked to leave (and marked as absent). Lack of respect ranges from discriminating comments (homophobia, racism, sexism, etc.), to yawns, the pulling of faces, drumming fingers, laughter, asides to other members of the seminar, and so on.

The grades for this course are assigned on the basis of the distance each writer travels during the semester in addition to the place each person has reached by the end of the course. Specifically, grades will be based on the following:
Please buy the following:
Chris Anson & Robert Schwegler's Longman Handbook for Writers and Readers (the book you used for your FYS)
A subscription to the New York Times (Monday through Saturday--Sunday's paper is cool, but a subscription for 7 days a week is expensive --$56--so you don't have to order Sunday's paper!)
-----You also need:
° a good dictionary: the heavier the better (which you should bring to class),
° pens of several colors (at least one green, purple or red),
° two plain loose paper manila folders to hold portfolio work,
° a three-ring folder for handouts from this class?including this syllabus,
° TWO (2) computer disks to store your work for this class and to backup that work.

Our main text will be your writing, so you must bring all of the handouts and homework assignments for English 1 and all of the work you have done on them to every class and conference. You must also save all of your computer work on at least two separate disks (make two backups of especially good work-- when using a computer there is no such thing as TOO careful!)

Class time:
This class meets in a seminar room for good reason. Classes will be spent writing, workshopping or discussing writing, writing assignments and examples of writing produced by writers from a variety of discourse situations, including this class.

Writing Center:
Drew is blessed with an excellent Writing Center and an On-line Tutoring service (OWL). Both are free, so there is no excuse for not using them except your own folly. Professors ask other people to read drafts of their papers and articles; books are edited by professional editors before being published; and graduate students regularly take papers to the Writing Center. Some foolish undergraduates think they "don't need any help." Don't be one of them. Think smart: get a second opinion!!


Students get exactly the same amount of learning out of a writing class as the amount of effort they put in. This puts the onus on you--if you don't put anything in, you won't get anything out (except a bad grade).

Jan. 30 (Fri): Introduction to the course, texts (The Longman Handbook, and The New York Times), the focus of the class, and the weekly written dialogues.
Homework: (Due Monday) Writing sample & individual writing program outline:
--describe yourself as a writer, include a narrative of your writing process (what you do before and during the time you are working on a paper) and how you feel about writing.
--in one sentence describe two aspects of your writing with which you are satisfied, then, in a second sentence, describe two aspects of your writing that you would like to strengthen this semester. 

Feb. 2 (Mon): Editing skills evaluation. In-class diagnostic test designed to help me evaluate your editing skills. bring a red, green, or purple pen with you.
Homework: Don't forget to fill out the form to get the Times by noon tomorrow at the latest (or you won't get your first copy on the 9th).
- Read Chapter 1 "On Being a Writer and a Reader" in The Longman Handbook (p. 2-9) and make excellent notes. Write a brief (1-2 paragraphs) summary of the advice you find there. Write a 1-2 sentence response to what you have just read.
Feb. 4 (Wed): --no classes: Individual conferences with instructor. SHOW UP AT YOUR SCHEDULED TIME--TARDINESS IS NOT IMPRESSIVE!
Homework: Read Chapter 3 "Strategies for Active Reading" in The Longman Handbook (p. 20-24) and make excellent notes. Write a brief (1-2 paragraphs) summary of the advice you find there. Write a 1-2 sentence response to what you have just read.
Feb. 5 (Thurs) Individual conferences with instructor. Show up on time!!
Feb. 6 (Fri): Summary Writing: We will examine a summary copied from yesterday's New York Times and you will practice writing one of your own. How does the author's stance influence the way this piece works?
Homework: Write a 250 word summary of any of the news story handed out from today's (Friday)'s New York Times. Bring two copies, typed, double spaced, to class Monday along with a copy of the article you summarized.

Feb. 9 (Mon): Writer's workshop: summary. Discussion of how to revise summaries. Each student will revise the summary another has written, reducing it to 150 words.
**First weekly dialogue due in class today.
Homework: Today should be your first day receiving The New York Times. Don't forget to pick it up!! Write a 150 word summary of an important news story from today's Times (i.e.: one that appears near to the front). On Tuesday write a 150 word summary of an article from Tuesday's Times on the same topic. Bring both to class Wednesday, along with a copy of the articles you summarized.
Feb. 11 (Wed): Discussion of summary topics. List of topics on the board. What is the stance of the newspaper on each topic? How can you tell that? Do the authors all seem to take the same position? How can you tell? How did your position influence the way you wrote your summaries? Selection of five or six stories that will be tracked for the next two weeks. Students will divide themselves into groups of three or four based on their interest in those topics and will visit the library in those groups next week to find out more material on the topic.
***Sign up for library visit Feb. 16-20.
Homework: Revise all of your summaries ready to hand them in on Friday.
Feb. 13 (Fri): Hand in portfolio of summaries and original documents.
Summarizing tables and graphs. Look at the table and the graph at the back of this syllabus, and practice summarizing the data in class. Add it to you portfolio.
Homework: Read the Times for Thursday, today, and Saturday) and find articles on the topic your group selected. Write a narrative of the way the story has developed over those three days. Now read the summary of the story in the Sunday Times and compare it to your narrative. Bring your narrative and all of the articles you found to class on Monday.

Feb. 16 (Mon): Synthesis Writing: Bring your narrative and the articles you found to class along with your copy of today's Times. We will examine a synthesis from Sunday's Times and you will practice writing a synthesis of the news stories you wrote about as homework over the weekend, along with any follow up stories on that topic in today's Times. Discussion of how to structure a synthesis and what needs to be included.
**Second weekly dialogue due in class today.
Homework: Revise your synthesis and bring it to class on Wednesday along with your narrative. Working with your group, look for more stories on your topic and write a summary of each.
Feb. 18 (Wed): Writer's workshop: synthesis. Bring your synthesis and the articles you wrote about to class. Discussion of use of sources and how to revise syntheses. Each student will revise the synthesis another has written, identifying who said what and marking areas that it needs to be revised so that sources are used clearly. Then each student will write a brief analysis of the paper they read. Discussion of how to use synthesis to support an argument rather than simply to report a story. What kinds of stances can one take? What is ethical use of sources.
Homework: Find a story on your topic in the New York Times that synthesizes sources (using quotations, reports, "experts," etc.) and analyze whether it uses those sources to "simply" report or whether it takes a stand. Identify where you see the author taking a stand and bring the article and your notes to class Friday.
Feb. 20 (Fri): Discussion of synthesis topics. What is the stance of the author of the piece you studied last night? How can you tell that? Do all of the articles you've read on the topic seem to take the same position? How can you tell? How did your position influence the way you wrote your synthesis? Examination of several articles that do and do not use sources "ethically."
Homework: Each small group will work together this weekend on the collaborative project. You should have notes for Part 1 (summary and synthesis of background material) by Monday (bring them to class) and the section should be drafted by Wednesday's class.
Revise your syntheses and your analysis of 2/18 and put them in a portfolio to hand in Monday.

Feb. 23 (Mon): Hand in portfolio of syntheses and original documents along with your analysis written 2/18 in class.
In class practice synthesizing information from tables and graphs: Take the table and the graph that you summarized on 2/13 and synthesize the information from the two sources in two ways. (1) as a report of the information, and (2) to support an argument about the information.
Initial discussion of collaborative paper and comparison of findings and ways of collaborating.
**Third weekly dialogue due in class today.
Homework: Work with your group on your summary and synthesis of library sources. Bring four copies of a well developed draft to class with you on Wednesday, along with your computer and a backup disk. Recharge the battery completely before you come to class (that means unplugging the computer, turning it on and letting the battery run down totally, then plugging it back in until it is recharged. Note: this takes several hours, plan ahead!).
Feb. 25 (Wed): Collaboration workshops. Students will work in groups on perfecting their drafts. Discussion of any problems encountered during the collaboration. By the end of class a close-to perfect draft should have been completed by each group and must be handed in to me by 5pm today. CLASS WILL MEET IN THE GREAT HALL (S.W.BOWNE)--DON'T FORGET.
Homework: Work with your group to describe and analyze the stance of each of your contemporary sources. You should have thorough notes and the beginning of a comparison of each by Friday's class. Bring the material you have to class. I will ask each group to give us a brief report of their progress--so be ready!
Feb. 27 (Fri): Comparison writing: Bring yesterday's copy of The New York Times. We will discuss comparison and the different stances we see in various news articles in yesterday's Times along with the progress of your collaboration. Each group will report their findings (and any problems and frustrations) to the class which will work as a larger team offering advice and encouragement when necessary!
Homework: Work with your group this weekend to totally perfect your collaborative paper. I want to see pure brilliance. More important: I want to see equal participation. When you have finished, each group member must write me a private report of the contribution that he or she made in comparison with that of other group members. I trust you to be honest (excuses are welcome but may not be accepted...).

Mar. 2 (Mon): Hand in collaborative paper along with a portfolio containing all of the notes and drafts written by individual group members and by all of them by noon today.
**Fourth weekly dialogue due in class today.
Introduction to the comparison assignment. Everyone will read the Times from the day he or she was born and select a story that seems particularly dated. In this paper you will compare what we knew then with what we know now and so draw conclusions about the two different time periods. Your thesis will focus on what your comparison reveals about the differences between then and now.
In class, comparison of tables and graphs. Include this in your comparison portfolio (due march 11).
Homework: Go to the library, read the paper and select a story that seems relevant for this assignment. Print it out and begin making notes. As you read the Times Tuesday pay attention to the writing strategies employed by the various journalists and pick out some different strategies you see in use.
Mar. 4 (Wed): Bring yesterday's New York Times with your notes about different writing strategies. We will compare three different writing styles and rhetorical strategies and discuss what they articles reveal about what we know/believe. We will also discuss the topics you selected for your comparison paper. Problems issues, etc.
Homework: Write up a brief comparison of the articles we discussed in class today and bring it to class tomorrow. - Read "Drafting" in The Longman Handbook ( pp.68-76) and make excellent notes. Write a brief (1-2 paragraphs) summary of the advice you find there. Write a 1-2 sentence response to what you have just read.
Mar. 6 (Fri): Bring yesterday's New York Times. We will discuss strategies for organizing comparison papers, and we will make outlines of some articles from yesterday's Times and compare those outlines. What do they reveal about the article? How would different organization have changed the way you read the piece? How does the writer's stance influence the way he or she organizes an article?
Homework:: Work on your comparison paper. Bring a decent draft (i.e.: one that has an introduction and a conclusion as well as a "middle") to class Monday. - Read pp.125-130 "Using Special Purpose Paragraphs" in The Longman Handbook and make excellent notes. Write a brief (1-2 paragraphs) summary of the advice you find there, and a 1-sentence response to what you have just read.

Mar. 9 (Mon): Discussion of introductions, conclusions and outlines. Students will workshop each other's papers paying particular attention to these specific features.
**Fifth weekly dialogue due in class today.
Homework: Perfect your comparison paper, which is due as part of your comparison portfolio in class Wednesday.
Mar. 11 (Wed): Hand in comparison paper in a portfolio which also contains all of the other comparison writing we have done in class today.
Introduction to argument writing. Draft of letters to the editor on a topic of your choice.
Homework: Revise and perfect your letter to the editor ready for class Friday. - Read Chapter 6 "Considering Your Readers" in The Longman Handbook (p. 56-67) and make excellent notes. Write a brief (1-2 paragraphs) summary of the advice you find there. Write a 1-2 sentence response to what you have just read.
Mar. 13 (Fri): Discussion of argument and the stances one takes. Students will read their letters to the editor aloud to the class and we will discuss how the writer's stance influenced the way he or she shaped the argument.
Homework: Have a good break. Read the newspaper!

(Saturday 14-Sunday 22: spring recess, no classes) 

Mar. 23 (Mon): Introduction to collaborative project #2 and discussion of potential topics, issue to be explored, etc. Division of groups.
**Sixth weekly dialogue due in class today.
Homework: Go to the library and begin your assignment. Every group must have a topic by Wednesday's class.
Mar. 25 (Wed): Discussion of collaborative projects, problems, questions, etc. Discussion of historical research and how one takes a stance on questions like the ones you have selected. Discussion of position papers.
Homework: Work on your papers. Read the Times and take a stance on other issues--write brief position papers on any 2 topics that interest you (due Monday).
Mar. 27 (Fri): No class today. Work in your groups in the library. The summary part of your paper is due in class Monday, so you should make use of this extra hour wisely!

Mar. 30 (Mon): The class will workshop other groups' summaries with a primary focus on whether the text makes sense if you haven't read the originals.
**Seventh weekly dialogue due in class today.
Homework: Each group will revise their summaries (as a group) based on the discussion in class today, and write a draft of the synthesis for Wednesday.
Apr. 1 (Wed): Work in groups on your synthesis. Bring your lap tops so that one of you can type in changes as they group makes them. [Recharge the batteries first!!] I will discuss taking a stance on the topic with each group as you are working on your synthesis.
Homework: Work in your groups to complete the first two sections of the paper and refine your stance (position) ready for writing part iii of the paper.
Apr. 3 (Fri): No class today. Work in your groups in the library. Your collaborative paper is due in class Monday, so you should make use of this extra hour wisely!
Homework: Work with your group this weekend to totally perfect your collaborative paper. I want to see pure brilliance. More important: I want to see equal participation. When you have finished, each group member must write me a private report of the contribution that he or she made in comparison with that of other group members. I trust you to be honest (excuses are welcome but may not be accepted...).

Apr. 6 (Mon): Hand in collaborative paper #2 along with a portfolio containing all of the notes and drafts written by individual group members and by all of them by noon today.
** Eighth weekly dialogue due in class today.
Discuss topics for longer research paper (due on May 4).
Homework: Read Chapter 43 "Research" in The Longman Handbook (p. 566-578) and make excellent notes. Write a brief (1-2 paragraphs) summary of the advice you find there. Write a two sentence analysis of whether and in what ways you think it might help you as you work on your paper.
Apr. 8 (Wed): Discussion of refining topics. In class writing of a research proposal.
Homework: Go to the library and begin looking for sources you might use in your paper. Print a list of 40 sources using OAK, special topic indexes and the internet if you like (see Monday's class). - Read Chapter 44 "Locating Sources and Reading Critically" in The Longman Handbook (p. 577-625) and make excellent notes. Write a brief (3-4 paragraphs) summary of the advice you find there. Write a brief analysis of whether and in what ways you think it might help you as you work on your paper.
Apr. 10 (Fri): No classes (religious holiday)

Apr. 13 (Mon): "Wandering the Web"--a brief introduction to internet research. [location to be announced--check your voice mail if I forget to announce it in class on the 8th!!]
**Tenth weekly dialogue due in class today.
Homework: Work on your basic bibliography (20 possible sources) ready for class Wednesday and identify 4 basic sources that you are pretty sure you will use to provide background on the topic for your paper. Begin reading those 4 sources.
Apr. 15 (Wed): Bring Yesterday's copy of the Times. Basic bibliography of 20 possible sources due in class today (no excuses!). Discussion of annotating sources. Demonstration of annotation using extracts from The New York Times.
Homework: Read "The annotated bibliography" in The Longman Handbook (pp. 846-848) and begin writing your own annotations. The first four (on background) are due in class Friday. [You'll need to read the texts before you can annotate them...]
Apr. 17 (Fri): First four annotations are due in class today (no excuses accepted). In class we will discuss annotations and synthesis writing as part of a larger paper.
Homework:: Read two sections from Chapter 52, "Writing Informative Papers" in The Longman Handbook (pp. 827-834 and pp.840-844) and make excellent notes. Write a brief (3-4 paragraphs) summary of the advice you find there. Now write an informative synthesis (review of the literature) on the background information we need to know to understand your longer research paper (you must use at least three sources).

Apr. 20 (Mon): Synthesis of background information due (at least three sources). Discussion in class of how to build a longer paper beginning with the background synthesis.
**Eleventh weekly dialogue due in class today.
Homework: Read the first section of Chapter 50, "Writing Argumentative Papers" in The Longman Handbook (pp. 757-779) and think about the arguments you might make in your research paper based on what you have read so far. Continue readings and annotating sources (the remaining six annotations are due Friday 24th).
Apr. 22 (Wed): Bring your copy of The Longman Handbook. We will discuss working with sources, brainstorming, and developing ideas. We will work through the material in Chapter 4, "Planning" (pp. 28-44). Select one of the methods of generating ideas and use it to brainstorm for your paper.
Homework: Complete your annotated bibliography (due Friday).
Apr. 24 (Fri): Bring your copy of The Longman Handbook. Final annotated bibliography due in class (no excuses accepted). In class we will discuss critical thinking, working through the material in Chapter 50, "Using critical thinking to strengthen your argument" (pp. 780-789).
Homework: Write a first draft of your paper (at least five pages including an introduction, a conclusion, and a works cited list). Due in class Monday.

Apr. 27 (Mon): First draft of final research paper due in class--print out two copies, one for you and one for me. I will collect it and return it Wednesday. All papers must be turned in on time today--no excuses short of hospitalization will be accepted! Discussion of topic sentences, introductions, and conclusions.
Sign up for an appointment to meet me either Wednesday or Thursday.
** Twelfth weekly dialogue due in class today.
Homework: Read two sections from The Longman Handbook , "Using topic sentences" (pp.97-111) and "Effective Paragraphs: Developing Ideas" (pp. 112-125) and make excellent notes. Write a brief (3-4 paragraphs) summary of the advice you find there. Now apply what you have learned to your draft. Write a brief analysis of what you need to do to make your draft better, and then write all over the draft you printed out for yourself. Consult other sections of the Longman Handbook as you need them (use the index!). Bring your marked up draft and your analysis to your meeting with me.
Apr. 29 (Wed): No class today. Conferences with the professor on the progress of your paper (Bring your marked up draft and your analysis to the meeting).
Homework: Revise your paper as a result of your own analysis, my comments, and our discussion. Bring a new and improved draft to class Friday.
May 1 (Fri): Workshop drafts. The group should focus specifically on introductions, conclusions, and the development of an argument.
Homework: Read whichever section on revising and editing in the Longman Handbook is most appropriate based ion our discussions and the papers I have returned so far (check out the contents on the inside cover) and revise your paper one last time! 
May 4 (Mon): Bring an almost perfect paper to class today and also bring the Longman Handbook . Class discussion about use of sources and group editing of papers to check that sources have been correctly paraphrased, summarized, quoted and cited. Discussion of the ways to compile a works cited list (see Longman Handbook pp. 645-692).
**Final weekly dialogue due in class today.
Homework: Final revision of the paper. Make it totally perfect! Put all of your drafts, notes, annotations, lists, scraps of paper, etc. into a portfolio along with the final draft of the paper and bring the whole lot to my office by 8pm Wednesday May 6th.
May 6 (Wed): "Analyzing your progress as a writer" Final in-class writing assignment. You may bring your lap top if you prefer to type your answer [recharge the battery first and bring a back-up disk so that you can print out your paper at the end of class.]
Homework: Hand in your paper to my office by 8pm tonight (in a portfolio as described above). Then get some sleep!
May 8 (Fri): LAST CLASS. Final farewells, evaluations, overall discussion about how the class went, where it went, where it could have gone, etc.
Homework: Sleep.....

No final exam.
That's it.
You're done.
BYE. . .