Sec 107 TR 8:00-9:20 AM; Sec 108 TR 11:00 AM-12:20 PM
Standard Requirements for ENGL 1123 courses at MSU
Additional information about course objectives can be found on the department webpage, http://libarts.mwsu.edu/english/.
Assignment % of Grade
Minimum of 2 In-Class Essays (350-word min. each)
Minimum of 3 Formal, Revised Essays (750-word min. each)
1 Annotated Bibliography (including both print and web sources)
1 Final Research Paper (1500-word min.)
Writing assignments should require students to produce approximately 5000 words of graded writing and count for at least 80% of the final grade. [NOTE: Writing is 100 % of the grade in Dr. Fields' ENGL 1123]
Specific Requirements for Dr. Fields ENGL 1123 107 & 108:
All research-based essays in ENGL 1123 require MLA in-body citing and an MLA-styled bibliography (Works Cited).
ESSAY ONE: The Freshman Fifteen. In Writing Today by Richard Johnson-Sheehan and Charles Paine, students bracket two passages in the article “Freshman Fifteen: Fact or Fiction?” (751-54). A passage should be at least a hundred words—the length of a substantial paragraph would be appropriate. A passage, ideally, offers several points. Students cannot use the abstract.
Par. 1 (introduction): The introductory paragraph begins with the student’s thesis (the position—the side the student is taking on a relevant controversial issue) and the supporting points in favor of that thesis (thesis and supporting points constitute the student’s rationale). Following the rationale, students provide attribution and summary for the first important source: i.e., “According to—” authors of the article, title of the article, and name of the journal (introductory clause), followed by a brief summary of the article (main clause). The first paragraph ends on a set-up for the Block Quote which follows. The set-up is a couple of sentences expressing a point in the Block Quote.
Block Quote: The introductory paragraph is immediately followed by a sustained verbatim quote—i.e., a Block Quote—from the relevant bracketed passage (at least five typed lines, indented an extra ten spaces on the left all the way down). The page number should be in parentheses at the end (after the period).
Par. 2 (body paragraph): The paragraph that follows the Block Quote should address all the points raised in the bracketed passage from which the Block Quote was drawn. Each time students finish addressing a point in that passage, they should provide the relevant page number in parentheses at the end of the most relevant sentence (prior to the period). Students will have two or three parenthetical page references in a given paragraph, including at the end of the last sentence.
Par. 3 (body paragraph): The third paragraph addresses the second bracketed passage. Students should provide one direct quote from the bracketed passage. This quote should not exceed four typed lines and requires quotation marks around it and a parenthetical page after the final quotation mark and before the period.
This shorter quote should be preceded by a set-up thought—a complete thought in the student’s own words—that expresses the important lesson contained in the quote.
Par. 4 (Conclusion): The final “wrapper-upper” paragraph begins with a restatement of the thesis and supporting points as well as a brief revisit to one or more of the memorable examples or illustrations. This paragraph is also an opportunity to offer a final reflection or insight at the end consistent with the student’s thesis.
IN CLASS: During class students will develop bullet-point outlines of their two body paragraphs (i.e., pars. 2 and 3 based on the two bracketed passages in the article). Here are the elements a paragraph must address:
Primary Support: Tell us the point-of-fact. A point-of-fact is not the fact itself. The point-of-fact is the significance—the general principle—implied by the given percentage or statistic or experimental model and outcome. Don’t restate the language in the bracketed passage (especially statistics and percentages). As much as possible, you’re trying to state the principle—the general idea or implication.
Secondary: Illustrate or explain the point-of-fact in your own words on your own terms. Use specific details based on your personal experience—set the scene, paint a picture. Sometimes secondary material amounts to a little story (several sentences with a beginning, middle, and end)—sometimes it’s a snapshot (one sentence).
If the secondary support tends to be brief, the student is obligated to offer a number of points (primary ideas followed by secondary examples).
LESSON: Before you go to the next point-of-fact, tell us what we just learned from your discussion. What is the MORAL of the story?
ESSAY ONE WILL BE WRITTEN IN CLASS: This essay is composed in class on the student’s computer (open-book with pre-prepared bullet outline; bullet points can include the introduction and conclusion) and submitted to the instructor when class is dismissed. The essay requires an MLA-styled bibliographic citation at the end under “Works Cited.” The citation can be prepared ahead of time:
Carithers-Thomas, Jennifer A., Shelley H. Bradford, Christopher M. Keschock, and Steven F. Pugh. “Freshman Fifteen: Fact or Fiction?” College Student Journal 44.2 (2010): 419-23. Rpt. in Writing Today. Richard Johnson-Sheehan and Charles Paine. 2nd ed. Pearson: Upper Saddle River, NJ. 751-54. Print.
ESSAY TWO: “More than just a Pretty Face.” Students will once again bracket two passages in an article in our book: i.e. “More than just a Pretty Face: Men’s Priority Shifts Toward Bodily Attractiveness in Short-Term versus Long-Term Mating Contexts” (755-61). ESSAY TWO WILL BE WRITTEN IN CLASS.
As with Essay One, students will prepare for this essay by writing bullet-point outlines of the bracketed passages. Students must provide an introductory and concluding paragraph with the same elements as indicated for Essay One. Students must provided an MLA-source citation under “Works Cited” at the end:
Confer, Jaime C., Carin Perilloux, and David M. Buss. “More Than Just a Pretty Face: Men’s Priority Shifts toward Bodily Attractiveness in Short-term versus Long-term mating contexts.” Evolution and Human Behavior 31.5 (2010): 348-53. Rpt. in Writing Today. Richard Johnson-Sheehan and Charles Paine. 2nd ed. Pearson: Upper Saddle River, NJ. 755-61. Print.
STUDENT RESEARCH PROJECT. In ENGL 1123 with Dr. Fields, students will develop a 16 paragraph research essay using MLA in-body citation and bibliography (Works Cited). Students choose the topic themselves with instructor approval. The topic must relate to the student individually, whether in regard to the student’s personal experience (including family history), or the student’s prospective field of study, goals, or career. Sources must be scholarly (e.g., peer-reviewed and recent research) and come from the Moffett-supported databases and/or Moffett book stacks. Errors in grammar and punctuation will affect the grade.
Students begin by finding their sources. Most students utilize Academic Search Complete and/or other Moffett Library databases and print out full-text scholarly articles based on search words pertaining to the topic they have chosen.
Students are best advised not to choose their bracketed paragraphs from the center part of the scholarly article—usually the “methods” section which is very technical. Students should choose articles of some length (usually five or more pages) which offer a significant introduction (over-view/history at the beginning) and discussion (reflections at the end). The beginning and end offer the best options for bracketing passages.
A bracketed passage should be of some length (several hundred words)—if we are talking about a two-column page of an article, then the bracketed passage should be several inches—but not an entire column.
There should not be any gaps in the bracketed passage—the student is responsible for the entirety of the passage (the passage should not be a table or chart).
Students need EIGHT passages altogether from no fewer than FOUR sources: i.e., most students are best advised to bracket two passages from the first source, two from the second, two from the third, and two from the fourth.
ANNOTATED BIBLIOGRAPHY (must be signed by the instructor before students submit further work in the course): For each of the four sources, students need to make sure there are THREE things. First, the students provide a stand-alone attribution & summary statement for a given source—just one sentence (the following is an example and model):
According to John Smith, Jane Doe, and Matthew Friend in their article “Ritalin’s Side-Effects” for the journal School Counselor, doctors are prescribing Ritalin to even very young children who have not yet started school.
Second, students provide bullet points (a sentence or two) for each point-of-fact at stake in a bracketed passage. Following each point-of-fact, students provide a bullet point for the secondary material (illustration with specific details) and a bullet point for the lesson-learned (the moral, so to speak).
Separate with an extra space the two sets of bullet points for each source.
Finally, students offer an MLA-styled source citation (it stands alone after the two sets of bullet points for the bracketed passages). The following is an example and model:
Smith, John, Jane Doe, and Matthew Friend. “Ritalin’s Side-Effects.” School Counselor 31.4 (2011): 44-54. Academic Search Complete. Web. 10 Sept. 2012.
The 31.4 means volume 31 and issue number 4. The 44-54 are beginning and ending page numbers. The 10 Sept. 2012 is the student’s download date. Academic Search Complete is the name of the Moffett-supported database.
To create the hanging indent for a source citation: With their cursor, students should highlight the source information, click on “paragraph,” and then under “Special,” click on “hanging” and “double-spaced.”
ROUGH DRAFT RESEARCH PROJECT: Students submit an eight-paragraph paper. Students flesh out the bullet-points for their bracketed passages and provide full paragraphs. A stand-alone (single sentence) statement of attribution and summary (“According to—”) is required as a heading prior to each source’s set of paragraphs. Following a source’s second paragraph, the MLA source citation should be provided.
In each of these paragraphs (one paragraph per bracketed passage), students need to provide the points-of-fact from the bracketed passage (primary support) in their own words. Students then need to explain the point step-by-step with specific details (also known as secondary support). Before they move to the next point of fact for a bracketed passage, students should make sure the reader understands the moral of the primary and secondary support—what have we just learned?
Parenthetical Page: When students have finished expressing the point-of-fact, before they go on the illustration (secondary support) they need to provide the relevant page number of the source at the end of a sentence.
REVISED RESEARCH PROJECT (16 paragraphs altogether—i.e., adding Introductory and Concluding Paragraphs for each of the four sources—and separate Works Cited). In other words, the students will add two paragraphs to each of their source discussions which presently only feature two body paragraphs.
The introductory paragraph should state the thesis and summarize the points the two body paragraphs will discuss. Students then provide attribution and summary of the source (incorporating the single-sentence attribution from the Annotated Bibliography). After attribution and summary of the source, students should summarize their secondary material (the illustrating examples). The introductory paragraph ends on set-up (one or two sentences) that expresses the lesson of the point-of-fact at stake in the Block Quote that follows—the introductory paragraph ends on a colon to introduce the Block Quote.
Block Quote (just ONE for the whole project): The Block Quote is a long verbatim passage (five or more lines of the student’s typing) taken from one of the bracketed passages. The Block Quote is set in an extra 10 spaces on the left and follows the introductory paragraph. The Block Quote comes from the bracketed passage addressed in the first body paragraph—the paragraph that follows the Block Quote. After the final period of the Block Quote, students provide the parenthetical page from the source.
Four Shorter Quotes (ONE from EACH source). Each shorter quote is about two to three lines of student typing—no more than four. The shorter quote requires quotation marks (it is not set in 10 spaces on the left) and a parenthetical page prior to the period. The shorter quote comes from a bracketed passage, one from each source. The shorter quote is utilized within a body paragraph. It is anticipated by a complete thought followed by a colon.
Prior to the shorter quote, students should express the lesson-learned that is relevant to the quote that follows. The lesson-learned is a complete thought in the student’s own words and ends on a colon just before the shorter quote that follows.
The concluding paragraph revisits the thesis, key points, and examples in economical terms—do not simply restate earlier language. The concluding paragraph also offers an implication, or series of implications, relevant to the body paragraphs and their discussion of the bracketed passages in the source.
MLA-styled Works Cited: The source citations are moved to their own separate page (the last page of the revised project). The Works Cited must be SIGNED BY THE INSTRUCTOR PRIOR TO SUBMISSION OF THE REVISED RESEARCH PROJECT.
BLUE BOOK FINAL EXAM (PRE-WPE ESSAY): Students will hand-write a five paragraph in-class essay which is meant to prepare them for the WPE.
The BLUE BOOK hand-written essay should utilize both primary and secondary support (that is, both general principles and concrete details) to support a clear thesis—a position in support of, or against, a proposition. Every paragraph must clearly reinforce the student’s position.
Students may concede sincerity, intelligence, and other positive traits to their opposition, but they must come back to, and otherwise reinforce, their own position in order to fulfill the requirements for a thesis-supported essay.
Here are some of the research topics students have chosen in recent semesters:
African-American AIDS Awareness, Alcohol Abuse, Amputees & Prosthetic Limbs, Antidepressants, Athletic Trainers, Attachment Disorder & Adopted Children, Attention Deficit Disorder, Autism, Baby Pacifiers, Herniated Backs, Bariatric Surgery, Bilingual Education, Bipolar Disorder, Biracial Children, Birth Control, Black Holes, Bully-Victims, Border Fence with Mexico, Border Line Personality, Brain Tumors, Breast Feeding, Breast Reconstruction, Classroom Discipline, Coaching, College Athletes, Commotio cordis, Concussions, Congenital Heart Disease, Corticosteroids, Cosmetic Surgery, Credit Cards, Dental Care, Dissociative Trance Disorder, Divorce, Domestic Violence, Dream Act, Dyslexia, Eating Disorders, Incarcerated Young People, Enforcing Title IX, Epidural Anesthesia, Ethical Business Model, Failure of NCLB, Families without Fathers, Female Body Image, Fertility, Fetal Alcohol Syndrome, Fibromyalgia, Global Business Model, Global Food Shortage, Government Accreditation of Religious Colleges, Guantanamo, Hague Adoption Convention, Helms-Burton Act & Cuba, HIV Origin & Zoonosis, Housing Crash, Hooking Up, Incarceration, Inclusive Classrooms, Insomnia, Lorenzo’s Oil for ALD, Lucid Dreaming, Mandatory Reporting of Child Abuse, Maternal Smoking, Martial Arts, Migraines, Military Families, Minority Enterprise, Multiple Personality Disorder, Music, Nanotechnology, Psychotherapy, Nursing (stress, substance abuse, counseling patients, hospice, neonatal), Nuclear Power, Oil drilling, Online controversies (dating, gaming, education), Organics, Palliative Care, Parkinson’s & L-Dopa, PATRIOT Act, Physical Therapy, Police Stress, Prescription Drug Abuse, PTSD, Pre-School Education, Racism in Hiring of Coaches, Radio Frequency Identification for Inventory, Rebuilding New Orleans, Restructuring of Air Traffic Control, Robotics (e.g., in surgery), Sarbanes-Oxley, Schizophrenia, Sex Education, Shaken Baby Syndrome, Sickle Cell Disease, Single Mothers, Stem Cells, Surrogate Mothers, Sports (benefits for youngsters), Tanning, Tasers, Tattoos, and Vaccines.
A = 100-90%; B = 89-80%; C = 79-70%; D = 69-60%; F = 59-0%.
Grading and Evaluation
Note: You may not submit a paper for a grade in this class that already has been (or will be) submitted for a grade in another course, unless you obtain the explicit written permission of me and the other instructor involved in advance.
PROPER FORMAT (EXCEPT FOR BLUE BOOK FINAL)
An assignment is late if submitted after the class period it is due. If late by one period, the assignment will be penalized 10 points. If late by two class periods, the essay is penalized 20 points (the penalty is capped at 20 points). No late work may be submitted after the last official class period. A class period is officially over when the instructor dismisses it. All late work must be submitted IN PERSON.
If students are too ill to submit their work personally, they should submit it when they return to class. They may avoid penalty for late submission by obtaining documentation from a relevant professional in a timely fashion (e.g., a doctor or the Dean of Students’ office). Absence for the sake of others requires similar documentation.
Roll is taken right away as soon as class begins. The instructor is not obliged to count people present who arrive late. A student with three unexcused absences receives a warning from the instructor. As of the fourth unexcused absence, the instructor reserves the right to notify the Dean of Students and to initiate removal of the student from the course (including the possibility of a WF).
ENGLISH DEPARTMENT POLICY: Plagiarism is the use of someone else’s thoughts, words, ideas, or lines of argument in your own work without appropriate documentation (a parenthetical citation in the body of the paper and a listing in the "Works Cited" bibliography)—whether you use that material in a quotation, paraphrase, or summary. It is a theft of intellectual property and will not be tolerated, whether intentional or not.
Language too close to the student’s own documented sources: In our course, restating language word for word (or close to word for word) from the student’s own documented sources without using quotation marks or setting it off as a Block Quote puts the essay at risk of penalty in regard to the grade, even if the student provides a parenthetical page at the end of a sentence and includes the source in the Works Cited.
ACADEMIC DISHONESTY & Non-Documented Sources: Students who use information and/or phrasing from sources that are not documented in the Works Cited bibliography are guilty of academic dishonesty and will receive a failing grade of 0 (no points) for the assignment even if the rest of the essay is original and the other sources are properly documented. The student in this case MUST withdraw from the course. If the student does not formally withdraw from the course, he or she will be removed by the instructor with a WF. Use of undocumented sources is an infraction of the university’s policy on academic dishonesty and must be reported to the Dean of Students.