BELLEVUE COLLEGE

ENGLISH 201 – The RESEARCH Paper
Winter Quarter 2013

 

Paula D. Sebastian, Ph.C.

Office Location: R230K

Email: psebasti@bellevuecollege.edu

Office Phone:

 

POLICY STATEMENT

Textbooks:  The Informed Argument, 8th ed. Miller

Any other writing handbook (recommended – on reserve in the library)

·        Access to CANVAS/Internet & printer

·        Course Reserves in the library – I’ll address this in class

·        Floppy or USB flash drive (anything to save your work)

·         Folder to save your work and handouts

·         BC student email address

 

 

Course Description:

This course is designed to take you step by step through the process of writing a major research paper. We will break the process of writing a research paper down into several manageable phases, each culminating with either a short 2-3 page paper or the presentation of research materials. Throughout the quarter we will read and analyze both our own and previously published writing. We will learn to use various research tools, including those from our textbook, those located in the library, and those online to locate relevant resources. Once material is located, you will be introduced to methods for reading and effectively evaluating it. You will also be introduced to effective note-taking strategies, methods of constructing and organizing a bibliography, and proper source citations. The final paper will present evidence of your ability to summarize and critically analyze outside material while synthesizing it to effectively support a clear and engaging original thesis.

 

Content:

You will get out of this experience what you put into it. At its heart, this course is about exploiting resources: hunting down, identifying, analyzing and then extracting information that helps you develop an informed position which you then attempt to persuade your audience to adopt. This is a course in creative writing and thinking. Everything you need – your raw materials – are presently available to you; I am a resource, just as your textbooks are a resource, the library, the newspaper, your relatives and social network. Your grade depends on the degree to which you make use of your resources. My job is to cultivate some independent thinking and confidence in your own judgment. Those of you who need to be told what to do and what to think will find this class frustrating. Those of you with an interest in being more than spectators will be limited only by certain academic conventions and your own imagination.

 

 

Requirements and Grading Policy:

To receive full credit for this course, you are expected to:

ü  attend each class meeting on time

ü  read all assigned readings

ü  participate in all class discussions

ü  Submit completed assignments for reading responses, rough drafts, peer evaluations, and final drafts

ü  NO LATE ARRIVALS ARE ALLOWED; NO LATE ASSIGNMENTS ARE ACCEPTED

ü  LAPTOP USE:  You may NOT use a laptop unless cleared with me (or DRC) first.

 

Grading:

Your final grade will be based on completion of ALL the following assignments:

Attendance/Participation/Module Responses             30%

Short Essays (Summary, Critical Analysis, Synthesis)                        30%

Fully Documented Research Paper    (6 parts)                      40%

 

Percentage to Letter Grades:

95-100 = A                  94-90 = A-

89-87 = B+                  85-86 = B                    84-80= B-                    69-65 = D

79-77 = C+                  76-75 = C                    70-74=C-         64 and below = F

 

 

Course Policies:

This is not a “Warm Body” class – one of those classes which you attend half conscious, take the occasional note and leave after fifty minutes. Because we’ll be trying to do too much in too little time, we’ll need to divide the workload equally; every student will be responsible for more than simply his or her own success or failure.  If you, for whatever reason, aren’t prepared or able to be an active, responsible member of this learning community, another class may more suit your expectations. What follows are our course policies. While they seem somewhat rigid and daunting, they soon fade to the background while making your work easier. These policies serve to keep all involved on task, on schedule, and attempt to keep loss and related neurosis to a minimum.

 

Attendance:

Attendance is mandatory. There is no such thing as an excused absence

 Also note: Late arrivals make me very cranky! Please be on time.

Attendance Grid:

0-2=A; 3=B; 4 =C; 5=D; 6+ = F (And you will fail)

 

Participation: See Participation Rubric. You will receive points at the end of each module for your active participation; therefore, speak up, come to class with all of your materials, and have your homework or reading completed. Don’t lose points by rudely yawning, goofing off, chatting with our friend, text messaging, listening to your iPod, or refusing to be on task. It is important for you to be present on the days of group collaborations because your classmates are counting on your input. You will not receive points on assignments that day if you are not present.

I will ask you to leave the class if: 1) you’re fidgeting with any electronic gadget. Please take out iPod earphones and silence your phone BEFORE class, 2) you are surfing the web or being off task in class, 3) you are sleeping, 4) you are disruptive or disrespectful to me and/or the class, and finally, 5) you are unprepared for class.  

Reading:  Let’s be clear: You need to purchase the book and you need to read if you want to complete the assignments and pass this class. Please have all assigned reading completed on the dates noted on the calendar, and have it read before the class meets. Okay, to ensure that you are reading the assigned module essays, there will be a pop reading quiz. This is a closed book, closed notes quiz. If you’ve done your reading, you should be able to pass the quiz. There will no trick questions. You cannot make this up. Along with this, class discussions will be based primarily on essays you are reading, so be prepared to participate by understanding the information in the assigned reading. Through discussion, we will learn and strengthen writing skills and their practical applications in essay assignments.

 Collaboration: You will be expected to work in groups either in discussions or on in-class activities. As professionals, you will be frequently working in collaboration with your peers/colleagues. Remember, group work is vital not only for your grade, but to your peers as well.

 

Essays:

You will write 3 short essays plus a fully documented 8-10 page research paper in this class. Papers containing basic writing errors (fragments, run-ons, punctuation problems, language problems which interfere with readability) will be returned ungraded/unacceptable. We will spend extensive time in class on the structure, logical organization and development of your papers. Basic writing problems need to be addressed prior to submitting all assignments

Use the following “MLA Guidelines” for typing all assignments:

  1. Typed and double spaced with 1 ½ inch margins
  2.  On the first page of you essay in the top left corner, include the following:

o Your Name

o Course: English 101 & Section # of Class

o Instructor’s Name: Paula Sebastian

o Date the paper is submitted

o Creative title for essay, followed by an explanatory title:

Designer Genes: An analysis of the role of genetic engineering

  1. Always keep a copy of any essay you submit

 

Plagiarism: Just don’t do it.  All papers will be evaluated through Turn-It In for ‘borrowed’ content. If you have any questions about correct citation methods, or how to safely cite from various sources, it is imperative you ask me for help. Don’t cheat, plagiarize, or perform any other misconduct or serious consequences may follow, including receiving a “0/F” for the assignment or an “F” final grade. Also, there will be a report of the incident filed in the Dean of Students’ Office. 

Respect: Any comments, jokes, or remarks that belittle the worth of an individual’s (or group’s) physical attributes, race, creed, sexual preference, religion, gender, and/or ethnicity are inappropriate and will not be tolerated. If our behavior inhibits the class’s learning and education, you will be asked to leave, and may be directed/reported to the Associate Dean of students and/or Campus Security.

Expectations: I expect common courtesy from you: saying please and thank you, no talking back, no chatting during lectures/discussion, no text messaging, no falling asleep in class, no yawning loudly, or no acting like a spoiled child. You will work and earn your grade. Finally, please silence your cell phones or beepers as they are distracting, disruptive, and annoying. Be warned: I will ask you to leave the class or report you to the proper authorities should disruptive situations arise. Please refer to the Arts and Humanities Web page for Student Expectations, which apply to all of my classes.

Office Hours – If you have questions or concerns about your assignments, readings, or grade in the class, please see me during office hours or make an appointment with me so I can set specific time aside for you. If you need to chat about your topic, please come and see me! My office is located in R230K

Do your work, read, and participate in class discussions. Need more assistance?

  1. Special Accommodations – If you need course accommodations because of a disability, please refer to the Disability Resource Center (DRC) at B132, or by calling (425) 564-2498, or TTY (425) 564-4110.
  2. Library Media Center – D building.
  3. Reading/Writing Lab – D204-D.

 

Values Conflicts:

Essential to a liberal arts education is an open-minded tolerance for ideas and modes of expression that might conflict with one’s personal values.  By being exposed to such ideas or expressions, students are not expected to endorse or adopt them but rather to understand that they are part of the free flow of information up upon which higher education depends.
 
To this end, you may find that class requirements may include engaging certain materials, such as books, films, and art work, which may, in whole or in part, offend you.  These materials are equivalent to required texts and are essential to the course content.  If you decline to engage the required material by not reading, viewing, or performing material you consider offensive, you will still be required to meet class requirements in order to earn credit.  This may require responding to the content of the material, and you may not be able to fully participate in required class discussions, exams, or assignments.

 

 

 

 

Participation Rubric

 

 

OUTSTANDING

“A” level

STRONG

“B” level

ADEQUATE

“C” level

POOR

“D” & “F” level

PREPARATION FOR CLASS

You bring all your materials. You’re ready to work once the class starts.

You usually bring all materials. You are ready to work once class starts.

You frequently “forget” to bring required materials to class; haven’t bought the book; often not ready to begin when class starts.

You frequently ask to borrow materials from classmates. You are rarely ready to start when class starts. Maybe you walk in late?

FREQUENCY OF PARTICIPATION

Your hand is almost always raised during class discussions.

Your hand is often raises during class discussions.

 

Your hand is seldom raised.

 

 

 

You do not volunteer to contribute to class discussions.

QUALITY OF PARTICIPATION

Students who fall into this category offer thoughtful and critical commentary and analysis.

You raise questions, explore difficult concepts, theories, and refer back to the text

.You also do not pose as a disruption/distraction to the class (unnecessary, inappropriate comments)

Students who fall into this category participate but as a whole, responses tend to be general, may go off topic, and may not engage/connect/refer back to or with the text.

Your comments may be unnecessary, inappropriate.

Students who fall into this category tend to come to class and pay attention, but they rarely participate.

When you do, it is more likely than not to simply echo someone else’s opinion and/or “easy” questions.

Your comments are unnecessary, inappropriate.

Students who fall into this category either don’t come to class, don’t contribute at all to the discussion, fall asleep, are caught texting, tweeting, and/or completing assignments for other classes.

You also appear unengaged in class discussion.

Your comments are inappropriate and may be asked to leave the class.

GROUP WORK

You are always on task and a leading and/or equal partner during pair and group activities. Your peers would likely describe you as enthusiastic, helpful, critical, and an actively engaged team member.

You complete group activities and pair activities. You are an equal partner for the most part but are less helpful and/or actively engaged than someone in the “Outstanding” category.

You sometimes need to be reminded to stay on task during group or pair activities OR you carelessly rush through activities.

You give very little effort during pair and group activities and are often off task. You appear disinterested, disengaged and you bring down the morale of your group. (Sitting like a lump)

LISTENING

You actively listen when the instructor and your fellow students speak during class.

You listen when the instructor and your fellow students speak in class but you may appear distracted at times.

You sometimes listen when the instructor and your fellow students speak in class. At times, you may be seen texting, tweeting, completing assignments for other courses, talking to your friends during class discussions.

You “tune” out and sit like a lump when the instructor and fellow students begin speaking in class. Rather than listen, you are openly disengaged and can almost always be found texting, sleeping, completing homework for other classes, etc.

 

 

Outcomes:

At the end of this course, the student will be able to write a humanities-style research paper that includes as part of its composition or process

·        An objective summary of college-level material which identifies primary and supporting assumptions

·        An evaluation of different types of evidence (i.e. tone/diction, logical reasoning)

·        A synthesis of source writing with own writing

·        An original and clearly supported thesis

·        Proper in-text citations and works-cited page

·        A breadth of varied primary sources which demonstrates a familiarity with library research skills