Assignments
Replicated below are the assignments given to this online class, exactly as they
appeared to the students. No changes have been made in spelling, capitalization or layout.
Assignment 1
The topic for your first major writing assignment is "beauty." We'll be
participating in a series of email activities that will take you from initial idea to
final draft. TOPIC: Think of a person, place, thing (object), or process (activity) that
you consider "beautiful." Select a subject that is unique--one that others (your
classmates and instructor) may not initially consider beautiful. "Sunset at W.
B." may not be a good topic because most readers will agree that it is beautiful. As
a subject, it may be too conventional. Over the years, students have written about a wide
range of fascinating subjects. Here are a few examples:
Person: the writer described her grandmother's wrinkled hands Place: the writer described
her father's garden
Thing: the writer described his rusted and dented car
Process: the writer described cooking pasta for friends
In the first, the student explained that the hands reminded her of the love and nurturing
she received from her grandmother; and in her paper, she described in vivid detail
activities she shared with her grandmother. In the second, the author explained that she
learned to love plants from her experiences in her father's garden; she described the
garden with imagery that made the scene come alive.
In the third, the student explained how the car represented all the hard work that went
into earning the money to purchase it; the writer also described the restoration process
in such detail that the reader could feel the sweat and labor that went into restoring the
heap. In the last, the writer explained that the process of cooking brought her and her
friends closer together; she took the readers with her to the market to select the fresh
vegetables, etc.; she took them into her kitchen and shared the smells and textures
related to cooking; and she used dialogue and description to narrate the sharing of the
meal among friends.
By far, students choose subjects that fall into the "process" category, e.g.,
the beauty of running a marathon, hunting , dancing, attending musicals, fishing at K.
Basin, hiking M. Falls, childbirth, aerobics, reading, etc.
OVERALL PURPOSE OF PAPER #1: Your task is to convince your classmates and instructor
that your subject is beautiful by "showing" rather than "telling." In
this assignment, you're also learning to limit a topic, focusing on specifics, details.
DESCRIPTION: To "show," you need to develop vivid images, or sense
impresssions. To better understand descriptive techniques, read the sections in chap. 2 re
"description" and "narration." Effective descriptions are vivid,
life-like, incorporating images that appeal to the five senses (sensory images).
SETTING: Capture the setting in your description. Show us where and when the subject
exists or occurs. Create a detailed, realistic setting, including specific details that
make the scene come alive. For example, a student described the flies that buzzed around
the couple he was observing; and another described the rainstorm that was raging outside
the car, right down to the rain beading and sliding down the windshield. Don't forget to
include yourself, as the observer, in the setting. Physically, where are you in relation
to the main subject? What is your role in this setting?
NARRATION: If there are characters in the scene, include specific details describing
them. If the characters are doing something, describe their actions. Don't just tell us
what they do--show us exactly how they do it. If they speak, then be sure to include
dialogue, or conversations, as well as gestures that accompany speaking and listening.
Capture each character's unique speech pattern. Be sure to follow proper quoting
conventions for dialogues, e.g., whenever the speaker switches, begin a new paragraph.
ORGANIZATION: Your paper should have an introductory paragraph (intro) and a concluding
paragraph (conclusion). The paragraphs in the middle are called body paragraphs. The intro
tells the reader what you plan to write about, the body paragraphs deliver what you
promised to write about, and the conclusion recaps what you wrote about. Thus, all three
parts hammer home and construct a single point -- the thesis.
THESIS: The intro should introduce the subject and present a thesis statement. A thesis
is a single sentence in length; it states the main point of the essay. An effective thesis
is usually a unique (or fresh) perspective or a controversial (or debatable) statement.
For this first assignment, be sure to include your subject and your "main idea"
in the thesis statement. The thesis should point to why you feel the subject is beautiful,
and your body paragraphs should develop this idea, first via description and narration,
and then through explanation and discussion.
DISCUSSION OR THESIS IDEA: The bulk of your body paragraphs (approximately 1-1.5 pages)
should be devoted to description and narration; the remaining body paragraphs (half page
or more), to a discussion or explanation of the subject you selected. This is where you
"tell" rather than "show." Explain why the subject is beautiful to you
and, perhaps, why it should be beautiful to others. Discuss the importance or significance
of this subject in your life or in life in general. This section should be clearly
written, logical, and free from vague, abstract references that confuse the reader.
MODEL ESSAYS: To see how other students have interpreted this assignment, please go to
our class webpage.
(NOTE: The web page is not completely up to date re syllabi and schedules. It'll be
updated in the coming days. The pages will include information for both my regular
[face-to-face, or f2f] classes and this online class. Be sure to go to the sections
designed specifically for you.)
E-MAILING MESSAGES TO THE CLASS, GROUP, OR INSTRUCTOR: For each message that you send,
please include a meaningful subject line. The subject line is part of the header of every
email message. Here's an example:
Date: Fri. 8 Jan. 1999 10:21:41 -1000 (HST)
From: John Doe <jdoe@houd.edu>
To: E100I-L@houd.edu
Subject: John's Topic for Assignment #1
The subject line is the last line in the example above. We, your readers, will be using
the information on this line to guide our reading. If the subject line is vague or
inaccurate, we may not read the message.
**********
GUIDE QUESTIONS FOR CHAPTERS 1 AND 2
(send your completed responses to Jon by 1/15)
1. What are the 3 purposes for writing?
2. What is a thesis statement?
3. What is the purpose of the introductory paragraph?
4. What is the purpose of the concluding paragraph?
5. What is freewriting?
6. What is unity?
7. What is the purpose of comparison-contrast?
8. What is description?
Additional Info re Your "Plan" for 1/19: JAN 19, TUE: Email your
"plan" to your group members: (1) working thesis, (2) descriptive paragraph, and
(3) discussion paragraph.
PLAN: working thesis: State, in a single sentence, the main point that you're trying to
make about the subject that you consider beautiful. Review the sections in your handbook
that touch on "thesis": for a list of pages, go to the index and look up
"thesis." A possible thesis is an explanation of why you feel your subject is
beautiful.
PLAN: descriptive paragraph: Tell us what your descriptive focus will be. What specific
event or incident are you planning to describe or narrate? Remember that even if you're
planning to describe a place, object, or person, you should be considering a narrative
event.
PLAN: discussion paragraph: What point are you trying to make in this essay? By describing
the subject you've selected, what message are you trying to send to your reader?
Assignment 2
Class,
Good evening! We've survived our first assignment. Most of you have completed and turned
in your FD1. If you haven't, complete it at a later time. To keep up with the class,
complete the following on time. Let's begin paper #2. (If you haven't done it yet, please
turn in or send your snapshot to Jon by this Friday, Feb 14. This is the absolute
deadline!). Here's a brief overview of the schedule. The expanded version follows.
********** BRIEF OVERVIEW OF THE DUE DATES **********
Between Tue and Thu, Feb 11 and Feb 13: Read the assignment description and thoroughly
understand what's expected.
By Feb 13, Thu, 8:00 PM, post to E100I-L your subject for paper #2.
By Feb 15, Sat, 8:00 PM, post to E100I-L your comments on your classmates' subjects.
Also, post your questions re fragments and run-ons in chaps 13 & 14.
By Feb 18, Tue, 8:00 PM, post to E100I-L your thesis and development plan. Also, post
tp E100I-L your comments on the readings: quoting dialogue, pp.75, 511; doing a survey,
pp. 548-5, 755; research papers, chap 38-41.
By Feb 20, Thu, 8:00 PM, post to E100I-L your comments on your classmates' thesis and
development plan for RD1.
By Feb 22, Sat, 8:00 PM, post to E100I-L your complete RD2.
By Feb 25, Tue, 8:00 PM, email to Jon <Jonathans@houd.edu> your FD2.
*********** EXPANDED VERSION OF THE SCHEDULE ***********
FEB 11 - FEB 13: Read the assignment description and thoroughly understand what's
expected. Post questions to E100I-L re the assignment after reading the description.
ASSIGNMENT DESCRIPTION: In this assignment, you need to select a group to write about.
Here are the criteria for selecting a subject: (1) three or more human beings in the group
and (2) you are or were a member of the group. The group can fall within the range of
formal and informal. An informal group would be the strangers who are waiting at the bus
stop with you, or the friends you hang out with between classes. Formal groups are:
family, work, church, class, team, gender, culture, hobby, etc.
Your purpose in this assignment is one of the following: to inform, to persuade, to
reflect, or to entertain.
Informative paper: Help us to better understand a group that's unfamiliar or often
misunderstood by your classmates, e.g., motorcycle gang, prisoners, police officers,
beauty pageant contestants, goat hunters.
Persuasive paper: Argue against an opinion (about a group) that's prevalent among your
classmates, e.g., that police don't condone violence among their own, that gangs can have
a positive influence, that childhood mischief is a requirement for growing up healthy.
Reflective paper: Examine and analyze the cause and effect relationship between a group
that you belonged to and its impact on your life, e.g., the influence of friends, family,
teammates, or coworkers on yor life.
Entertaining paper: Describe a group that you belonged to, and through your narrative
and description, make us laugh, cry, or wonder. This fourth type of paper is usually one
of the first three, but with an emphasis on evoking strong emotion.
METHODS OF DEVELOPMETNT:
Comparison/contrast: (1) Compare and contrast two groups that you belong/belonged to.
In what significant way are they different? What can the reader learn from this
difference? For example, the management style in Job A motivated you and your coworkers,
but the style in Job B was demoralizing and most workers quit. (2) Compare and contrast
different roles you play in the same or different groups.
Cause/effect: (1) Describe how a group has affected you, changed your life. (2)
Describe how a group has been affected by individuals or events.
Analysis: Explain and show how a group functions. Answer the question: Why does the
group behave the way it does? What makes it tick? The line between cause/effect and
analysis often blurs, especially when the emphasis is on causes.
Descriptive/narrative: these will be used to some extent in the patterns above; when
this is the primary pattern, the purpose is usually reflective.
CHECKLIST FOR PAPER #2
1. All 8 manuscript conventions have been followed.
2. The paper is a minimum of 750-1000 words in length.
3. The group (family, friends, coworkers, classmates, teammates, etc.) is clearly and
specifically identified in the first paragraph. The writer has selected a group in which
he/she is (or was) a member or an intimate observer.
4. The thesis explains the significance of this group in the writer's life. This
significance is illustrated or supported in the body paragraphs via vivid descriptive or
narrative examples or scenarios.
5. The writer describes an incident (or two) that supports or develops the thesis: the
significance of this group in the writer's life. This narrative is not less than two pages
in length.
6. The writer's pattern(s) of organization is clear, e.g., cause and effect,
comparison-contrast; the purpose is also clear, e.g., informative, persuasive.
7. Description: In describing incidents, the writer creates a detailed, realistic setting,
including specifics on where and when. Furthermore, the writer's location in the setting
is clearly described. Individual group members are described in detail; however, these
descriptions are kept brief and do not dominate the paper.
8. In the scenario, the writer includes specifics on when and where it happened, who was
involved, what happened, and how it happened.
9. If conversations are included, the writer follows proper quoting conventions for
dialogues, e.g., whenever the speaker switches, a new paragraph is begun.
10. The writer attaches to descriptions and narratives enough personal thoughts and
comments to lend depth to his/her observations.
11. The writer includes a fairly lengthy (a page or more) discussion in which he/she
explains the significance or importance of this group in his/her life. The explanation is
clearly written, logical, and free from vague, abstract references that confuse the
reader.
12. The writer has accurately and effectively anticipated questions the reader might ask
about the ideas in his/her paper.
13. The paper is relatively free of careless errors and sentences that are poorly formed.
BY FEB 13, Thu, 8:00 PM, post to E100I-L your subject for paper #2. Share with the
class the group that you plan to write about. Describe the group. Explain why you've
selected this group.
BY FEB 15, Sat, 8:00 PM, post to E100I-L your comments on your classmates' subjects. What
are your thoughts about their groups? Suggest possible thesis ideas, or patterns of
development; anticipate the question: "How can I develop this paper?" Also, do
the exercises in chaps 13 & 14. Post to E100I-L questions re items that you don't
quite understand.
BY FEB 18, Tue, 8:00 PM, post to E100I-L your thesis and development plan. What is your
working thesis for this paper? What is the main point you're trying to make about this
group? Explain how you plan to develop this paper. Give us a brief paragraph outline,
i.e., explain in a sentence or less what each paragraph in your paper will try to
accomplish, e.g.,
P1: introduce work group and present reflective thesis: they're there when I need them
P2: briefly describe the four other members of the group, their roles and mine; describe
the work environment
P3-P10: present a narrative of the time when we stayed up all night to complete a project
P10-P12: analyze the mutual dependencies that have been established; discuss the
importance of dependability in work groups as well as in other groups
P13: restate the thesis idea
Also by Feb 18, post to E100I-L your comments on the readings: quoting dialogue, pp.
75, 511; doing a survey, pp. 548-5, 755; research papers, chap 38-41. I don't expect you
to read 38-41 in depth. Scan the chapters and think of questions to ask for each chapter.
BY FEB 20, Thu, 8:00 PM, post to E100I-L your comments on your classmates' thesis and
development plan for RD1. Is the thesis argumentative or does it present a unique
perspective of the subject? Is it stated in single sentence? Does the plan meet all the
requirements for the assignment? What needs to be added? Expanded? Deleted?
By Feb 22, Sat, 8:00 PM, post to E100I-L your completed RD2. If you need help
uploading, please contact Jon on Thursday or Friday. Don't wait until Saturday evening.
By Feb 25, Tue, 8:00 PM, email to Jon <Jonathans@houd.edu> your FD2. Be sure to
include the peer and instructor comments you received on your RD2. Again, if you need
help, please contact Jon a day or two before the 25th.
LATE ASSIGNMENTS: If you need to complete late assignment, please contact Jon. Don't
upload them to the class after the due date.
Assignment 3
Class,
Good morning!
We've made a number of changes that, I hope, are making a difference. For our assignment
#3: (1) You should send your comments on a classmate's subject, scenario &
pro/con/counter arguments, and RD to the classmate and Jon only--not to e100i-l; (2)
Assignments are due at midnight instead of 8:00 PM; (3) You can have up to three 24-hour
extensions on late assignments for the remainder of the semester; we'll begin from March
1; I won't be assessing any penalties for assignments turned in after the due date between
Jan. 13 and Feb. 28. Following is a brief overview of due dates.
********** OVERVIEW OF DUE DATES **********
Between Sat and Tue, Mar 1 to Mar 4: Read the assignment description (see below) and
thoroughly understand what's expected. Re the assignment, post comments and questions to
E100I-L by Mar 4. Begin reading chapters 5, 6, 7
(argument and critical thinking).
By Mar 4, Tue, post to E100I-L your subject for paper #3. Also by Mar 4, post to E100I-L
your comments and questions re chapters 5, 6, and 7.
By Mar 6, Thu, send to each classmate (+Jon) your comments on his/her subject. Also by Mar
6, post to E100I-L your 2-3 page (500-750 words) scenario.
By Mar 8, Sat, send to each classmate (+Jon) your comments on his/her scenario. Also by
Mar 8, post to E100I-L the 3 major pro arguments for your proposal.
By Mar 11, Tue, post to each classmate (+Jon) your comments on his/her pro arguments. Also
by Mar 11, post to E100I-L the 3 most important con arguments (objections to your
proposal) and your rebuttals (responses to the objections).
My Mar 13, Thu, post to each classmate (+Jon) your comments on his/her con arguments and
rebuttals.
By Mar 15, Sat, post to E100I-L your complete RD3.
By Mar 18, Tue, post to each classmate (+Jon) your comments on his/her RD3.
By Mar 20, Thu, email to Jon <Jonathans@houd.edu> your FD3. Be sure to include the
peer and instructor comments you received on your RD3. Again, if you need help, please
contact Jon a day or two before the 20th.
*********** ASSIGNMENT #3 ***********
ASSIGNMENT DESCRIPTION: In this assignment, you'll be selecting a problem that concerns
you. The problem could range from one that's personal to one that's universal. You could
choose a problem that affects you, your family, you and your friends or peers, your
neighborhood or community, your state or country, or the world. Next, you need to think of
a new, controversial, outrageous proposal to solve this problem. To propose that we build
more prisons to reduce crime is neither new nor controversial; however, to propose that we
force a certain category of criminals to serve as cheap skilled and unskilled labor in
county, state, and federal governments is new, controversial, and outrageous. The solution
should also be realistic in the sense that it is currently possible with our present
technology. An "unrealistic" solution would be a magic pill or device that will
cure all cancers; however, a proposal to use convicted murderers in cancer research
projects would be "realistic."
SCENARIO: Once you have the problem and solution, you'll write a 2-3 page narrative that
describes the solution. It should clearly and vividly show us how your plan will work.
Your scenario should include: WHO will put the plan into operation (the "who"
should be you and others), WHEN the plan will be implemented (5 years from now, after
you're out of college?), WHERE it will be implemented (for most, it would be Hawaii), WHAT
the solution will do and HOW it will do it, and WHY you're advocating solving the problem
this way. In the past, some students have brought their classmates into the future, e.g.,
2010, and taken them on a tour that shows their plan in action. While in 2010, they refer
back to 1997 when they first thought of the idea, and they explain how their plan
gradually evolved in the years between 1997 and 2010.
ARGUMENTS: Next, you will develop arguments for (pro) and against (con) your idea;
you'll also develop responses (rebuttals) to the con arguments. The class and I will help
you with arguments. This means that you shouldn't shy away from a particularly
preposterous solution because you're afraid you may not be able to come up with arguments.
Again, we'll help you as a way to learn argumentative techniques.
The main purpose of this assignment is to learn how to develop an argumentative paper.
You will also learn about logical fallacies and how to draw attention to a problem via
satire and exaggeration.
SUGGESTED METHOD OF DEVELOPMENT
Picture the paper as having four parts:
INTRO: Brief statement of the problem and statement of your solution (thesis).
SCENARIO: 2-3 pages that provide a narrative--a vivid, realistic view of exactly how the
plan will unfold. It should show us how your solution will work.
ARGUMENTS: 2-3 pages that present pro, con, and counter arguments. In separate paragraphs,
develop and explain three arguments that support your proposed solution. Also, in separate
paragraphs, develop and explain three major objections to your plan. Follow up each
objection with a rebuttal, i.e., present each con argument and its rebuttal in a single
paragraph.
You should thus have a minimum of 6 argument paragraphs.
CONCLUSION: Briefly restate your thesis (proposed solution) and highlight its success.
CHECKLIST FOR PAPER #3: Controversial Proposal
1. All 8 manuscript conventions have been followed. (The assignment description is
"FD3".)
2. The paper is a minimum of 4 to 6 pages in length.
3. The problem that the writer is addressing is clearly and specifically identified in the
first paragraph in no more than one to three sentences. The writer has selected a problem
that is familiar, "real," and current.
4. The thesis proposes a controversial solution that borders on the absurd. The solution
is based on technology and procedures that are presently available; the solution is
qualitatively (not quantitatively) new or innovative. It is described in the body
paragraphs via a realistic narrative, a future scenario, that extends over a page or more.
5. SCENARIO: In the scenario, the writer creates a detailed, realistic setting, including
specifics on where and when. Furthermore, the writer's location in the setting is clearly
described.
6. In the scenario, the writer includes specifics on when and where it happened, who was
involved, what happened, and how it happened. The scenario explains and shows exactly how
the proposal will work once it is implemented.
7. If conversations are included, the writer follows proper quoting conventions for
dialogues, e.g., switches in speakers is signaled by breaks in paragraphs.
8. The writer takes the reader into the future to see exactly how the solution has been
applied. The scenario is "realistic."
9. PRO ARGUMENTS: The writer includes at least three arguments for his proposal,
explaining the advantages of his solution. Each argument is fully supported and explained
in a paragraph: for three arguments, there are three paragraphs.
10. CON ARGUMENTS: The writer includes at least three arguments against his proposal to
anticipate objections that may arise. Each of these arguments is fully explained in a
paragraph: for three arguments, there are three paragraphs.
11. REBUTTALS: Each of the con arguments in #10 above is countered, i.e., each paragraph
with a con argument is followed by a paragraph with a rebuttal. The rebuttal is either in
the same paragraph or in a trailing paragraph.
12. The writer has accurately and effectively anticipated questions the reader might ask
about the arguments or scenario in his/her paper.
13. The paper is relatively free of careless errors and sentences that are poorly formed.
Assignment 4
Your first assignment for paper #4 will be due on April 1. This is to give you time to
relax a bit and enjoy your break. We'll be working on #4 in small groups. Here are the
group assignments:
Please send your questions, comments, suggestions, etc. to the members of your group (and
to Jon). Group leaders, your task will be to make sure that all members of the group
participate and complete assignments on time. On the due dates (at or before midnight),
the leader should send me a brief (1-to-2 line) completion report.
BONUS: If all members of your group meet all the deadlines for this assignment, each
member of the team will receive 50 bonus points; if no more than two miss a deadline, each
member will receive a 10 point bonus.
QUALITY OF ASSIGNMENTS: Incomplete work, even if turned in on time, will be considered
"late." Incomplete = missing parts of the required assignment. QUALITY OF
FEEDBACK: Feedback that is superficial will be considered "late"; i.e., be sure
to offer substantive suggestions or comments when responding to your groupmates' work. (I
will read all your work and comments! A comment that consists of "I like your
topic" will be considered superficial.)
EXCUSES? No excuses for missing deadlines will be accepted--except for a system-wide
breakdown. If you cannot complete an assignment via email because of a breakdown of your
computer, then use the telephone. Group leaders: gather and distribute phone numbers so
that you can commuicate via phone if necessary. The phone should be used only in
emergencies. If it is used, the group leader will need to report--within an hour of the
call-- he conversation and the time of the call to the group (and to Jon). Thus, phone
calls will add a tremendous burden to the leader's role. In the case of phone calls, the
leader will be honor-bound to report the exact time of the call.
SCHEDULE OF ACTIVITIES FOR PAPER #4
(see below for details re the assignment)
[NOTE FOR THE SCHEDULE BELOW: "DUE" = EMAILED TO ALL GROUP MEMBERS AND TO JON BY
MIDNIGHT; GROUP LEADER REPORTS COMPLETION TO JON AT OR BEFORE MIDNIGHT: A SIMPLE MESSAGE,
E.G., ALL MEMBERS COMPLETED _________, OR ALL MEMBERS EXCEPT __________ COMPLETED
__________.
April 1 (Tue): Due: subjects for the research paper: person (or persons)to be
interviewed and topic of interview/research.
April 3 (Thu): Due: feedback re subject: each member has commented on all members'
subjects/topics.
April 5 (Sat): Due: answers to Jon's questions re chapters 38-41.
April 8 (Tue): Due: three or more pages (750-1000 words) completed interview, written up
as standard essay paragraphs; don't turn in as transcripts of direct quotes. Most of the
interview should be reported as summaries or paraphrases; some direct quotes should be
used. Be sure to include 5Ws; use narrative style, including first-person "I"
when referring to yourself.
April 10 (Thu): Due: research material (including parenthetical references [PRs] and Works
Cited [WC]) incorporated in interviews (interview + research information = 1000-1500
words).
April 12 (Sat): Due: feedback re interviews and research material (including PRs and WC);
each member has commented on all members' interviews and research info.
April 15 (Tue): Due: discussion section (250-500 words).
April 17 (Thu): Due: feedback on discussion sections; each member has commented on all
members' discussions.
April 19 (Sat): Due: RD4, including interview, research info, discussion (including PRs
and WC).
April 22 (Tue): Due: feedback on RD4; each member has commented on all members' RD4s.
April 26 (Sat): Due: FD4.
[We'll begin work on Assignment #5, our last, on April 24 (Thu).]
-- -- -- -- -- -- -
ASSIGNMENT #4
This will be a historical essay. You need to find a person to interview. Select a person
(subject) who can provide you with firsthand (primary) observations and experiences about
an event that is historically interesting to you. The emphasis is on the interviewee and
his/her personal recollections--NOT on the objective facts of the event that are in books,
articles, film, etc. Thus, you'll be presenting the unique perspective of the subject, his
observations and experiences. You'll be telling his story, his perspective of the event.
You will be adding information from library sources, but that should not be the main
emphasis; in proportion, the library info should be no more than a fourth to a third of
the length of the interview material. Re the subject: the older the subject, the better.
Preferably, the event is one that occurred before you were born. Natural subjects are
grandparents, parents, and relatives -- and grandparents, parents of friends. You are
responsible for finding and selecting an interviewee. Other options are teachers,
coworkers, etc. Interviews via email, letters, and telephone are strongly discouraged.
Part of the purpose in this assignment is for you to gain experience in conducting live
interviews. If you're having difficulty finding a subject, ASK YOUR GROUP FOR HELP ASAP!
Here are a few subjects/topics that have been selected in the past:
- Grandmother: her experiences during the bombing of Pearl Harbor
- Grandfather: his experiences working on a sugar plantation in the early 1900s
- An aunt's recollection of how laundry was done in the days before washing machines
- Mother and Father: their dating practices in the 1960s
- Older family friend: her recollections of the W. area when it was primarily farmland
- Mother: her experiences during the hurricane
Father: his recollections of "cruising" in Michigan as a teenager
- Elderly neighbor: his experiences as the Burmese ambassador - Elderly beachboy: his
recollections of the early days of surfing
- A grandfather's recollections of the harsh treatment of the Japanese occupation forces
in the Philippines
DISCUSSION SECTION: (250-500 words) What is the significance or importance of this
interview and topic to you? What have you learned? What can the reader learn? What does
all this information add up to? (In your discussion, address only ONE of these questions;
don't respond to all of them.) For example, if you interviewed your grandmother about her
experiences in a WWII relocation camp, you could write about how her experience has
affected your life. Explain how it's made you much more aware of civil rights and the role
of racism in today's world. Point to specific activities in your life and in the world
around you that demonstrate this heightened awareness. Share your philosophy or views on
race relations in the US and the world. Use your own experiences, observations, and
opinions to develop this part of your paper. Consider adding topical references (events
covered in the news) and comments from your groupmates or friends in this section. This is
where you demonstrate your ability to think, to personally connect with the subject/topic,
to offer insights. This is the section that will generate your thesis. If you need help
with this section, please reach out to your groupmates ASAP.
LIBRARY REFERENCES -- you must have the following:
- Minimum of one book (does not include dictionaries, encyclopedias, Bible, or reference
book)
- Minimum of one journal or magazine article
- Minimum of one newspaper article
- Minimum of one personal interview (this would be the person you interview)
- A web source can be substituted for one of the first three. (Books and articles can also
be found on the web; if you use these as one or more of the minimum sources, be sure to
get the standard reference info.)
Parenthetical References (PRs): These are covered in your book. Read the appropriate
sections in chapters 38-41.
Works Cited (WC) section: This is covered in your book. Read the appropriate sections in
chapters 38-41.
Summarizing, paraphrasing, quoting, plagiarizing, etc. -- these are all covered in
the assigned chapters (38-41).
Class,
I've made some adjustments in the due dates for paper #4. We can't make any more! Jon
SCHEDULE OF ACTIVITIES FOR PAPER #4
April 1 (Tue): Due: subjects for the research paper: person (or persons)to be interviewed
and topic of interview/research.
April 3 (Thu): Due: feedback re subject: each member has commented on all members'
subjects/topics.
April 5 (Sat): Due: answers to Jon's questions re chapters 38-41.
April 10 (Thu): Due: three or more pages (750-1000 words) completed interview, written up
as standard essay paragraphs; don't turn in as transcripts of direct quotes. Most of the
interview should be reported as summaries or paraphrases; some direct quotes should be
used. Be sure to include 5Ws; use narrative style, including first-person "I"
when referring to yourself.
April 12 (Sat): Due: feedback re interviews; each member has commented on all members'
interviews.
April 15 (Tue): Due: research material (including parenthetical references [PRs] and Works
Cited [WC]) incorporated in interviews (interview + research information = 1000-1500
words).
April 17 (Thu): Due: feedback re research material (including PRs and WC); each member has
commented on all members' interviews and research info.
April 19 (Sat): Due: discussion section (250-500 words).
April 22 (Tue): Due: feedback on discussion sections; each member has commented on all
members' discussions.
April 24 (Thu): Due: RD4, including interview, research info, discussion (including PRs
and WC).
April 26 (Sat): Due: feedback on RD4; each member has commented on all members' RD4s.
April 29 (Tue): Due: FD4
Assignment 5
Class,
I don't think I've received all the RD4s. If you haven't shared yours with your group/the
class yet, please do so ASAP. Also, I don't think everyone has responded to the RD4s in
his/her group. These should be completed by this evening (Tues), midnight. I'll be sending
my comments this morning and this evening.
**************************************
FD4
FD4 REVISED DUE DATE: SATURDAY, MAY 3.
**************************************
Paper #5 The activity for paper #5, our last assignment, will be an online debate. The
judge for the debate will be Martin. (Martin, I hope you won't mind serving as judge; you
have an even temperament, objectivity, and graciousness that suits your for the role.) The
class will be split into two teams. Team 1 captain will be Cassandra; Team 2, Julie
JUDGE: Martin
TEAM 1
[Captain] Cassandra
Rhonda
Robert
Sue
B.
[Judge]
[Jon Sutherland <Jonathans@houd.edu>]
TEAM 2
[Captain] Julie
Carl
Melinda
Monica
Steve
[Judge]
[NOTE: BE SURE TO INCLUDE JUDGE M. AND JON IN ALL YOUR INTERNAL EMAIL DISCUSSIONS]
The topic for the debate is Human Cloning. The proposition:
Human cloning should be allowed; it should not be considered a crime.
As a team, you need to prepare both PRO and CON arguments. The PRO stand is to defend the
proposition, i.e., to argue that cloning *should* be allowed. The CON stand is to attack
the proposition, i.e., to argue that cloning *should not* be allowed.
DUE MAY 1, THURS: Plan for team organization, i.e., How do you, as a team, plan to prepare
for the debate? Role assignments: Who will do what? How will the research and preparation
responsibilities be distributed? The team captain should construct a plan via online
discussion with her team members. She should email the plan to Judge Martin and Jon by
midnight Thursday.
DUE MAY 5, MON: Three main PRO and three (or more) main CON arguments (rebuttals). (The
three PRO arguments will be referred to as Point #1, Point #2, and Point #3.) Brief
summaries of each PRO argument should be included. The team captain should see that the
research and preparation responsibilities are fairly distributed among team members.
MAY 6 and 7, TUES AND WED: ONLINE DEBATE SCHEDULE
[Team captains should see that debate responsibilities are fairly distributed among team
members.]
TUESDAY, MAY 6
8:00am: At 8:00am, Jon will flip a coin and decide which team will argue the PRO view
and which the CON. Team 1 will be "heads"; team 2, "tails."
He will post the PRO team's first argument (Point #1) supporting the proposition that
human cloning *should* be allowed.
8:00am-4:00pm: The CON team should post its rebuttal to Point #1 by 9:00am. The debate
should move back and forth between PRO and CON arguments from 8am-4pm. ALL ARGUMENTS
SHOULD BE ADDRESSED TO E100I-L -- EXCEPT FOR THOSE RE TEAM STRATEGY, WHICH SHOULD BE
SHARED WITH TEAMMATES, THE JUDGE, AND JON.
4:00pm: At 4:00pm, Jon will post the PRO team's Point #2.
4:00pm-Midnight: The CON team should post its rebuttal to Point #2 by 5:00pm. The debate
re Point #2 should move between PRO and CON arguments from 4pm-midnight.
WEDNESDAY, MAY 7 -- -- -- -- -- -- -- --
Midnight: At midnight, Jon will post the PRO team's last point, Point #3.
Midnight-Noon: The CON team should post its rebuttal to Point #3 by 1:00am. The debate re
Point #3 should move between PRO and CON arguments from midnight-noon.
Noon-8:00pm: CLOSING ARGUMENTS are due at 8:00pm. They should be contained in a single
email message. The captian should see that everyone contributes to the closing arguments.
The captain may wish to ask one of the team members to serve as the "composer"
of the closing arguments.
8:00pm-Midnight: Judge Martin will go to her chambers to decide which team has won the
debate. (The winning team members will be awarded a 10-point bonus; the losing team
members, from 1-9 points.) The judge will announce her decision by midnight. (Please see
below for the criteria the judge will be using.)
***********************************************************
MONDAY, MAY 12
FINAL EXAM: Jon will announce the topic for the final exam. It will be based on the debate
-- the process, not the content. The paper will be brief -- from 500-750 words. From now
until May 12, pay attention to *how* the debate unfolds; I would strongly urge you to keep
a journal from now until May 12. In the journal, record dates and times, but more
importantly, record your thoughts, your opinions, about the debate experience, including
evidence from the email exchanges that support your views. Write often (more than once a
day) and at length. These journals won't be collected; however, they'll prove very useful
for the final exam.
Since time may be a problem, Jon will split the exam into two sessions: Session #1 from
8:00am-noon; Session #2 from 8:00pm to midnight. You decide which session's best for you.
In either case, you must complete FD5 by either noon or midnight.
RD5 Leaders:
Team #1: ROBERT and SUE: Please be sure that all members of your team submit an RD5 to
you, the rest of the team, and Jon. Also, be sure that they receive suggestions that they
incorporate into their FD5. For Session #1, RD5s should be completed by 10am; for Session
#2, by 10pm. Please keep me posted on the status of RD5s: send me eamil at 10am and 10pm,
letting me know who is or isn't on schedule.
Team #2: MELINDA and STEVE: Please be sure that all members of your team submit an RD5
to you, the rest of the team, and Jon. Also, be sure that they receive suggestions that
they incorporate into their FD5. For Session #1, RD5s should be completed by 10am; for
Session #2, by 10pm. Please keep me posted on the status of RD5s: send me eamil at 10am
and 10pm, letting me know who is or isn't on schedule.
***********************************************************
JUDGE Martin In reaching your decision, please consider the following criteria:
(1) The clarity and strength of arguments: Are the arguments clear? Are they supported
with strong logic and evidence?
(2) The extent of participation among team members: Do all members contribute to the team
effort? Are only a few members carrying the entire load?
(3) The spirit of arguments: Are the teams posting enough arguments to make for a lively
argument?
(4) The promptness of arguments: Are arguments being posted by the designated times? Are
arguments being posted in a timely manner that allows the opposing team to rebut?
(5) The logic of arguments: Are the teams able to point to logical fallacies in their
opponent's arguments?
(6) The response to arguments: Are the teams responding to all of the opposition's
arguments, or are they ignoring some of them?
(7) The ability to stay on the point: Are the teams able to stay on the point that's being
argued or are some members straying to other points?
