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**3537 ENGL 126 **
 * Final class workshop [[file:workshop.doc]] **
 * Writing: Humanities **

Instructor: Allison McEntire Contact: amcentire@greenriver.edu Office Hours: Friday 9:30 – 11 am at the Starbucks at 1343 Garrett Street Course website: http://engl126greenriver.wikispaces.com/ **Required Texts:** //Literature: Reading, Reacting, Writing//. Eds. Kirszner & Mandell. ISBN: 978-0-495-90455-7 **Course description:** A composition course with readings designed to teach research-based writing in the disciplines of the humanities. Continues to develop the reading and writing skills taught in ENGL& 101, but emphasizes the development of academic research and writing skills. Students engage in critical thinking throughout the course, which includes analysis, interpretation, and evaluation of humanities texts and the documentation and synthesis of multiple sources and evidence. PREREQUISITE: ENGL& 101. Satisfies basic skills requirement for AA degree. Formerly ENGL 111. ** Course/Campus-Wide Learning Outcomes: ** Throughout the quarter, students will: 1. Apply the writing process (outlining, drafting, revising) to writing coherent, college-level essays that logically support and develop thesis statements. 2. Write a research essay that effectively integrates (e.g. signal phrases, transitions) outside sources when quoting, paraphrasing and summarizing. 3. Demonstrate a competence with regard to the conventions of standard academic written American English and be able to edit/revise papers to allow for such demonstration. 4. Determine how and when to quote, to paraphrase, and to summarize sources to avoid plagiarism and to establish credibility. 5. Using the techniques and tools of research, locate outside sources appropriate for college-level essays (e.g. Library catalog and databases such as ProQuest and CQ Researcher). 6. Follow MLA format guidelines, be able to generate parenthetical citations and works cited entries for a variety of sources. 7. Analyze, synthesize, and evaluate readings as effective compositions, reflective of a wide diversity of voices and rhetorical strategies. 8. Discuss reading and writing as products of social identity. ** Coursework Calendar: **

Course Introduction // Smoke Signals // || March 31 Read “This is What it Means to Say Phoenix, Arizona” (268-276) || April 1 Read “Reading and Writing About Fiction” (166-189) || Read “Interpreting Themes” (486), “Identifying Themes” (487), “Writing About Theme” (488-489) || April 7 Read “Symbol, Allegory, and Myth” (421-426) || April 8 Read “Writing an Explication” (54-60) || **Draft 2, Paper 1 due before midnight** || April 14 Read and Comment on Workshop Packet 1 and 2 || April 15 no class Group Essay Presentation Assignments || In-Service (No Class) || April 21 Read //The Glass Menagerie// (1629-1677) || April 22 Read “Dramatizing Dementia” (1680), “Memoirs” (1681-1684) “Interview” (1684-1685) ||
 * Tuesday || Thursday || Friday ||
 * March 29
 * April 5
 * April 12
 * April 19

Read “Irony and Distance” (1685-1688), “Student Companion” (1688-1690), “Family, Drama, and American Dreams” (1692-1694) || April 28 Read “Portrait of a Girl in Glass” (1699-1706), “Student Paper” (1707-1712) ** Group Essay Presentations ** || April 29 ** No Class ** || Read “Thinking Critically About Your Writing” (72-78), “Sonnet in Primary Colors” (PS2) || May 5 Read “Writing Literary Arguments” (79-85), “Cezanne’s Ports” (PS3) || May 6 Read “Plot” (190-193), “A Rose for Emily” (209-215) || Read “Style, Tone, and Language” (358-263), “The Things they Carried” (407-419) || May 12 Read “Setting” (255-257), “Persepolis” (259-262) || May 13 No class || **Draft 2, Paper 2 due before midnight** || May 19 Read and Comment on Workshop Packet 3 || May 20 Read “A Worn Path” (502-508), “Using Sources in your Writing” (95-109) || Read “Documenting Sources and Avoiding Plagiarism” (110-126), **Draft 2, Paper 3 due before midnight** || May 26 Read and Comment on Workshop Packet 4 || May 27 No class || Conferences: No Class || June 2 Conferences: No Class || June 3 **Draft 2, Paper 4 due before midnight** || Read and Comment on Workshop Packet 5 last day of class ||  ||   || **Final Drafts Portfolio due before midnight** ||  ||   ||
 * April 26
 * May 3
 * May 10
 * May 17
 * May 24
 * May 31
 * June 7
 * June 10

Grading: Paper 1 = 5 points Group Presentation = 10 points Paper 2 = 5 points Workshop Participation = 30 points Paper 3 = 5 points Final Draft Portfolio = 30 points Paper 4 = 15 points Assignment Descriptions Compare the film adaptation //Smoke Signals// to the short story “This is What it Means to Say Phoenix, Arizona”. How are they most alike? How are they different? For example, why do you think the film’s director changed the title? Develop a thesis that seeks to explain the differences between these two works, and how these differences impact the theme of both stories. Cite examples from both the film and short story to support your thesis. There's a mystery about //The Glass Menagerie.// When the play was first staged, the screen projections included in the text were cut from the production, with the author's consent. Performances of the play traditionally adhere to those cuts, and omit the screen projections. Should they? Do the screen projections enhance or detract from the author's theme? Is the play the same text without them? We will practice the steps of the research project by seeking answers to a pre-assigned research question: should this play include the screen projections when staged? Using the library research databases, choose one peer reviewed article on //The Glass Menagerie// and outline the argument of the essay for the class. Your presentation should last at least 15 minutes, include visual aids (handouts, PowerPoint, poster board, etc.) and should clearly indicate the thesis and main claims of the author’s argument //in your own words//. Finally, your presentation should examine and explain the claims you find most persuasive in the article and compare them to the claims you find least persuasive. Which claims seem the most convincing to your group, and why? Which claims connect to, or might help your group form an opinion about, the research question? *Note: this is the first partial draft of your research paper (Paper 4) Choose one literary work from readings assigned May 3 – May 17 and write a 750-1250 word explication of the primary source. Analyze the source’s theme, plot, characters, setting, tone and/or style, using examples from the work to support your analysis. This explication will become the foundation of your research paper. *Note: this assignment is the second partial draft of your research paper (Paper 4) Using the library research databases, find and read three peer reviewed articles that analyze the primary source that was the topic of your Primary Source Analysis paper (Paper 2). Summarize the argument of each article, paraphrasing the main claims that support the thesis. You might compare and contrast each article, indicating which arguments you find most persuasive, which arguments you find least persuasive, and why. *Note: this assignment incorporates Papers 2 and 3. You should plan to incorporate Papers 2 and 3 into your draft and write an additional 1000 – 2000 words to complete your draft. Develop an original, debatable thesis that offers a new perspective on your primary source. Your thesis might seek to connect your primary source to larger cultural trends, it might challenge previous scholarly assumptions about the material, or it might offer new insights on the author’s body of work. Use at least one primary source and three peer reviewed secondary sources, in addition to other sources you might consult, and include complete MLA in-text citation and a Works Cited page. Workshop Participation: 30 points A measure of your participation during class discussions of student papers. To earn all these points, prepare thoughtful constructive criticism for each peer draft before it is discussed in class. You must attend and actively participate in these discussions to earn these points. Final Drafts Portfolio = 30 points After considering peer feedback and instructor comments on drafts of Paper 1-4, resubmit the best possible drafts of your work, revised for content, organization, and mechanics (grammar, punctuation, spelling). Here’s how I will assign points on your portfolio:
 * Paper 1: 5 points (750 – 1000 words) **
 * Group Essay Presentations: 10 points (on the Glass Menagerie) **
 * Paper 2: Primary Source Analysis for Research Paper: 5 points (750 – 1000 words) **
 * Paper 3: Secondary Source Analysis for Research Paper: 5 points (750 – 1000 words) **
 * Paper 4: Research Paper: 15 points (3000 – 4000 words) **


 * || Criteria || Points earned/points possible ||
 * Content || Does each have a strong thesis? Is the thesis supported with clear and persuasive evidence? Is no more than 25% of the essay drawn from secondary sources? Is the topic appropriate to the length of the essay? Does the paper address possible counterarguments? || /15 ||
 * Organization || Does each paragraph have a clear main idea and topic sentence? Does each main idea relate clearly to the thesis of each paper? || /5 ||
 * Mechanics || Were the papers proofread carefully? Is the portfolio free of errors in grammar, punctuation, and spelling? || /5 ||
 * Use of secondary sources || Do sources support the thesis? Are sources cited using MLA citation? Does each paper include a Works Cited page? || /5 ||
 * Total ||  || /30 ||

**Additional policies:** Any work that is plagiarized, as a whole or in part, will result in a final grade of 0 (F) on the final portfolio. You will receive plenty of feedback and guidance on your drafts before you submit your final portfolio and will know whether or not your work constitutes plagiarism before the final drafts portfolio is due.