Pan African Studies 155SI
“Approaches to University Writing”
Pan African Studies Department
California State University
Fall Semester 2009/2010
Ticket
Nos. 11544 Johnie H. Scott, M.A., M.F.A.
TTh,
2:00pm-3:15pm Course Instructor
3
Units, GE, Section A Santa Susanna Bldg., Rm. 210
Classroom:
Sierra Hall 282 (818) 677-2289
Email
Address Ofc. Hours: TTh, 12:30pm-1:30pm
Website: Safe Haven
or by appointment
Course Syllabus
Description:
PAS
155 SI Freshman Writing is a course designed to meet the needs of entering
freshmen scoring 146 through 150 on the English Placement Test (EPT). These students would normally be placed in
098 Basic Writing Sills where “CR” must be earned before their being allowed to
take 155 the following semester. With this SI course, they are permitted to
take 155 while concurrently enrolled in the one-unit University 60 (i.e.,
Supplemental Instruction) laboratory per week.
The Supplemental Instruction Laboratories are directed by two SI Leaders—
these being students who have successfully completed writing courses, been highly
recommended by faculty members, highly skilled and experienced, often majoring
in teaching options. Participation in
University 60 is a requirement for those placed in the SI Program.
PAS
155SI is a media-intensive, interactive environment where each student will be
expected to be registered with CSUN’s Office of Online Instruction for WebCT
access, have an email account as well possess a direct, ongoing access to a PC
in order to satisfy demands of this class. The PAS 155 SI Approaches to University Writing course is equivalent
to Asian American Studies 155 SI, Central American Studies 155SI, Chicano/a
Studies 155 SI and English 155 SI. Available for General Education, Basic
Subjects credit.
Required Textbooks:
- Lopez, Steve The
Soloist: A Lost Dream, An Unlikely Friendship, and the Redemptive Power of
Music,
- Nadell, Judith, John
Langan and Eliza A. Comodromos, The Longman Writer, Rhetoric, Reader
and Research Guide, Brief Edition, 7th Edition, Pearson
Longman, New York, NY, © 2009.
Course SLOs: What They Are and How They Will Be
Assessed
The
Student Learning Outcomes will be assessed through the production of
formal student essays included in a final student portfolio and a
series of holistically scored timed essay examination.
SLO#1 -- Gain an
understanding of the political, social, historical, and cultural perspectives
of the African American Experience in
This
course requires students to read and critically analyze multicultural texts of
various genres (i.e., memoir, autobiography, social polemics, plays, poetry,
prose, fiction and nonfiction) with an emphasis upon works written by African
American authors addressing the African American Experience in
SLO #2 -- Gain
broad knowledge of the cultural, political and historical contexts in which the
African and African American Experience took place.
To
acquire this broad knowledge, students then write formal essays in a
variety of formats (argumentative, analytical, critical ethnographic report,
and a research paper) allowing students to put into practice their competence
in university writing; their use of diverse rhetorical strategies including
appeal to audience, logic, and emotion. Furthermore, at the end of the
semester, students will be required to turn in a Final Portfolio including
drafts, original versions, revisions, and final versions of these
aforementioned papers. The work included in the portfolio will document the
student’s completion of their work through the recursive process of writing.
SLO#3 -- Develop appropriate skills in
research design and methodology used to examine the various interdisciplinary
areas of the Pan African Studies Department curriculum.
Skills
in research design and methodology are developed as a result of
students writing formal essays in a variety of formats (argumentative, analytical,
critical ethnographic report, and a research paper) allowing students to put
into practice their use of diverse rhetorical strategies including appeal
to audience, logic, and emotion; their use of diverse conventions of format,
structure, style, and language; as well as their use of library and online
databases, academic journals, and other academic resources with the purpose of
documenting their arguments effectively.
Course
Requirements (i.e., the Student Portfolio):
The final course grade for
PAS 155SI is based upon that body of work – otherwise known as the Portfolio –
developed by the student as a direct result of the class. That Portfolio
has five components, each representing 20 percent of the course grade. These
components are each directly linked to the aforementioned SLOs stated for
155-level Approaches to University Writing courses. Under each component may be
found specific course requirements that constitute primary grade factors averaged
together in reaching the cumulative grade point average for the student. In the
Pan African Studies Writing Program’s 155SI course, those five components are
as follows:
1.
The Writing Portfolio Assessment. The Portfolio is comprised of a reflective essay, one
timed essay examination (i.e., the Departmental Common Essay Exam), two of the
three assigned modes of discourse. Note that one of these Writing Assignments
will be the Capstone Paper (i.e., the Critical Analysis) with the second being
that student’s choice from either of the first two formal writing assignments,
i.e., the Personal Narrative or the Evaluative.
Ø Timed Essay Examinations: There are three timed essay examinations of 50
minutes each given in this course – a Pre-Semester, Midterm, Departmental
Common and Exit Essay. The student is to acquire three large Blue Books (i.e.,
8 ½”x11”) in order to take these examinations. The Midterm and Departmental
Common Essay are averaged together as one component of the final course grade
average. The Exit Essay is averaged with the Objective Quiz and Midterm
Objective Exam. It is included in the Writing Portfolio as that document’s
required Reflective essay. No student shall receive a grade of “C” or
higher in this course who misses and fails to makeup the Midterm Essay, the
Departmental Common Essay, or the Exit Essay Exam. (No exceptions!);
Ø Writing Topics:
Students in this class will write and submit a total of three (3) essays within
the modes of discourse – the personal narrative, evaluative and the
argumentative. These papers will be written in standard manuscript format,
typewritten, double-spaced with cover pages. These papers will be rewritten and
revised as deemed necessary by the course instructor. The student chooses
either the Personal Narrative or Evaluative Essay for inclusion into the
Writing Portfolio to be submitted for assessment by Writing Program faculty.
That third and final writing assignment is the “Capstone” paper described below
in detail. The third and final writing assignment, the Argumentative Essay, is
a mandatory inclusion and is described below under the “Critical Analysis
Course Argumentative Paper.” The Writing Portfolio – to be submitted in a
folder – is due as noted by the course instructor;
Ø Critical Analysis Course Argumentative Paper: The assigned reader for this course is Steve Lopez’s
best-selling novel The Soloist: A Lost Dream, An Unlikely Friendship, and
the Redemptive Power of Music. Based upon the student’s reading and
research of this book and the issues raised therein by its author, this
critical analysis is to be written according to standard manuscript format.
This paper will combine the evaluative, analytical and argumentative modes of
discourse. As the capstone work for this “Approaches to University Writing”
class, the paper can be no less than
2,000 typewritten, double-spaced words (i.e., eight pages) with no less than fifteen (15) formal
citations that include six (6) quotes drawn from no less than three (3) references other than The Soloist: A Lost
Dream, An Unlikely Friendship, and the Redemptive Power of Music. The
Capstone Paper must have a “Works Cited” section done according to Modern
Language Association guidelines. It is to be submitted via email as a Microsoft
Word attachment. Due as noted in the course schedule, no student shall
receive a grade of “B” or higher in this class who fails to submit this paper –
no exceptions!
- Examinations. This is the second of the five components used in grading the
class. There will be two sets of examinations given in the class. The
first set consists of an objective quiz, the Midterm Examination and the
Exit Essay Examination with these being averaged together. These examinations
are based directly upon the materials used in the class to include any
homework assignments, lectures, group presentations, assigned readings or
directed notes from the instructor. This first set of examinations is
factored directly as 20 percent of the final course grade. The second set
of examinations is comprised of Diagnostic Pre and Post Tests in the areas
of Logical Relationships and Usage. These tests are measurements of
student proficiency in those areas and represent value-added skills.
Students showing gains in these two areas on the Post-Tests are rewarded
accordingly with bonus points as determined by the instructor (See
“Bonuses”):
Ø Objective Examinations: There will be three (3) course-based examinations
given in this class including an Objective Quiz, the Midterm Objective
Examination and the Exit Essay Examination. The Midterm is a
comprehensive examination focusing on the material covered in the class from
lectures to homework to group presentations, readings, and other subject matter
(e.g., terminology, grammar and mechanics) as identified by the course
instructor.
- Homework/University 60. The third component in this course is that of
performance in the University 60SI lab cohort of this PAS 155SI course and
the assigned homework. Certain performance grading standards have been
established in meeting criteria for the University 60 course based upon
satisfactory completion and mastery of MyWritingLab assignments.
Performance in University 60 will count for 10-15% of the final course
grade in PAS 155SI. The PAS 155 homework covers a number of areas ranging
from time and study area management, listening and note-taking skills to
vocabulary, punctuation and sentence skills. As with the other components,
this third grading factor counts or 20 percent of the final course grade:
Ø University 60 – MyWritingLab. In the University 60 cohort
to this PAS 155SI section, the student has a total of 57 possible modules to
complete for final grade in that laboratory which is graded on a “CR/NC” basis.
It is first to be noted that no student will receive a grade higher than “C”
who receives a “NC” in University 60 – no exceptions. With respect to the PAS
155SI course, the following applies in determining the grade value attached to
student completion and mastery of the aforementioned 57 MyWritingLab modules:
54-57 = “A”
51-53 = “A-“
48-50 = “B+”
45-47 = B”
40-44 = “B-“
37-39 = “C+”
30-36 = “C”
28-29 = “C-“
25-27 = “D”
22-24 = “D-“
0-21 = “Fail”
All of the above are converted to the corresponding
percentages for this component of the Homework/University 60 course
requirement.
Ø Formal Homework: There are specific homework assignments for this class, all of which
must be submitted to the instructor at the date and time indicated either in
the course syllabus or from the instructor. Unless otherwise indicated, all
homework for this class is to be submitted via email to the course instructor.
Late homework will not be accepted for grading unless the student has a
verifiable, acceptable excuse (i.e., “My computer broke down” or “My dog ate my
paper” are not acceptable!). To qualify for an honor grade in this class
of “B” or higher, the student must achieve a grade average of at least 2.3 on
the homework – No exceptions!
- Academic Information Competency. The fastest-growing dimension of academic
growth and innovation in the last two decades is that involving the
Internet and wireless technology. From laptop computers to cell phones
equipped word processing and email to “smart” classrooms to video
conferencing and “threaded” web-based discussion groups, the reach of the
Information Age can be seen and felt. The 155SI class makes sure usage of
the technology with students emailing homework and writing assignments,
doing web-based research and mastering the University’s WebCT portal for
classroom discussions. This fourth component of the 155SI Approaches to
University Writing also carries a weight of 20 percent of the final course
grade primarily derived from the Write Time Discussion Forums described
next:
Ø Write Time Discussion Forums: The class has Internet Discussion Forums using WebCT4
in which students participate in a dialogue – WRITE TIME – wherein they made a
series of at least three (3) postings per discussion topic. There are a total
of four (4) WRITE TIME forums for the semester. The first posting is the
student’s response to a question developed and directed by the course
instructor to the entire class. The remaining two postings are done by the
student indirect response to the comments made by two (2) classmates on the
same Discussion Forum Prompt. Students must make the three postings in order to
qualify for the maximum points, with each WRITE TIME Forum valued on the 4.0
grade scale and then, finally, averaged together at the end of the term. These
WRITE TIME Discussion Forums shall be open for a stated period of 3-4 weeks
during which time the student makes his/her posting. No postings shall count
towards the student grade that are made after the WRITE TIME Forum has been
closed (i.e., whether it is 30 minutes afterwards or one week later, in either
instance the student shall have failed to post during the appropriate time
period.). WRITE TIME constitutes the fourth basic course requirement;
- Formal Group Presentations. The fifth and final grading component measures the
student’s ability to work with others in researching, creating and then
making formal group presentations on assigned topics. This component calls
not only for application of research and written communication skills. It
also calls for, enhances and emphasizes those interpersonal communication
skills so vital to academic and professional discourse. In this 155SI
course, this component is centered upon Collaborative Writer Projects that
are done twice during the semester by the student and is further described
below. It, too, represents 20 percent of the final course grade:
Ø Collaborative Writer Project (CWP): The student participates in two (2) Collaborative
Writer Projects (CWP) for the semester – (1st) the Rules of the
Academy Group Presentations and (2nd) Research and Writing Mechanics.
The presentations are made using PowerPoint with formal study guides prepared
for the class. These CWPs are averaged together in representing the fourth
grade factor for the class. No student may expect a grade of “B” or higher who
fails to participate in these CWPs which are formal group presentations of 25-30
minutes, with study guides and discussion of assigned topics being made to the
class. The Collaborative Writer Projects represent the fifth basic
course requirement;
- Earned Bonus Points. Bonus points are added to the basic grade point
average derived from the five “basic” grade factors and then divided by
that same number (i.e., 5) in reaching the “cumulative” grade point
average (gpa) for the course. Those “bonus” considerations are as follows:
- Freshman
Composition Diagnostic Test Results: Every student enrolled in this section undergoes diagnostic
skills testing.. These diagnostic tests, developed by the College Entrance
Examination Board and Pearson Longman, are administered immediately upon
enrollment in the class and during the “Review” Week period at the end of
term. Students whose Post-Semester diagnostic test results show an
improvement over those at the beginning of the term will receive
“Bonus” points per each test, dependent upon level of improvement (i.e.,
percentage of gain);
- Attendance. With regards to classroom attendance, the student who achieves a
record of perfect attendance for the semester (i.e., no absences or
tardies) will automatically receive “Bonus” points. The student with no
absences and no more than two (2) “Tardies” will be awarded .25 bonus
points at semester’s end. It is the student’s responsibility to account
for any and all absences with verifiable, documented evidence regarding the
same;
- Essay Examination Revisions. Students will earn bonuses for utilizing the 155
SI Leaders with regards, specifically, to revisions of the
Pre-Semester, Midterm and 12-Week Essay Examinations given in class.
The same holds true for those formal writing assignments (i.e., the four
assigned papers) in the class. To merit these points, the students must
bring signature verification of the same from either one of the Centers
with revisions due as noted by the course instructor.
- Participation. Students can earn bonuses for exceptional in-class performance
on specific course material (i.e., homework, classroom lectures, group
presentations, et al) and “challenges” from the course instructor; and
lastly,
Margaret Walker is one of the most distinguished
writers this nation has produced,
And her work covered every important time period of
the 20th Century starting with the Harlem Renaissance and extending
up through and beyond the Civil Rights Movement.
She has been rightfully called “a national treasure”
and her landmark poem “For My People”
Is one of the special offerings in the PAS 155SI
course.
- Black Culture. “Bonuses” exist for the students who go “above and beyond” the
normal expectations and requirements by memorizing and then reciting
anyone of the following poems in class. If the student elects to choose
this bonus, then that individual must notify the instructor beforehand as
to the specific work and date of desired presentation to the class. Note
that there can be no “substitution” for any of these poems. Students are
limited to doing only one of the following poems with the value of each
recitation listed as well: (1) Maya Angelou’s “Phenomenal Woman” (1.0
pts.); (2) Langston Hughes “Mother to Son” (1.0 pts.); (3) Nikki
Giovanni’s “Ego-Tripping” (1.25 pts.); and (4) Margaret Walker’s “For My
People” (1.50 pts.).
- The Student Conduct Code and Faculty Policy on
Academic Dishonesty. Each and
every student is expected to respect, observe and practice the University
Standards for Student Conduct which explicitly states that, “Students are
expected to be good citizens and to engage in responsible behaviors that
reflect upon their university, to be civil to one another and to others in
the campus community, and to contribute positively to student and university
life.” Students are especially reminded of the following as it pertains to
Unacceptable Student Behaviors subject to disciplinary sanctions under
Dishonesty: “Cheating, plagiarism, or other forms of academic dishonesty
that are intended to gain unfair academic advantage.” (26) It is the
expectation that academic integrity applies to any and all work submitted
under a student’s name, e.g., Homework, Writing Assignments, examinations,
etcetera.
Grading
Scale:
Grading in this class is
done on the “Plus/Minus” system described in the CSUN Undergraduate and Graduate Catalogue
2008/2010. The final course grade based on the average of
the five (5) primary grade components detailed under “Course Requirements”
combined with any earned bonus points. Grading shall be as
follows:
“A” = 3.7-4.0;
“A-“= 3.5-3.69;
“B+” = 3.3-3.49;
“B” = 3.0-3.29;
“B-“= 2.7-2.99;
“C+” = 2.3-2.69;
“C” = 2.0-2.29;
“C-“= 1.7-1.99;
“D+” = 1.3-1.69;
“D” = 1.0-1.29;
“D-“= .7-.99;
And
“Fail” = 0.0-.69.
The
course policy with regards to the grade of “Incomplete” is that stated in the CSUN
Catalogue with special emphasis that, “An incomplete shall not be
assigned when a student would be required to attend a major portion of the
class when it is next offered.” (In this instance, the incomplete grade shall
not be offered to any student whose semester performance has been at “C-“ or
lower or who has failed to complete “a substantial portion of the class
requirement.”
To repeat, the grade of “Incomplete” shall not be assigned to any student
whose work has consistently been at or below “C” in the course – no
exceptions!! The student is fully
expected to assume responsibility for all actions done in regards to this
course, the requirements thereof, and the expectations of the course instructor.
With the fact that each and every student is concurrently enrolled in the
one-unit University 60 course, the final requirement is that students must
receive “CR” in the University 60 course in order to qualify for an honor grade
of “B” or higher in the 155SI course.
Course Schedule
“You were not expected to aspire to excellence.
Instead, you were expected to make peace with
mediocrity.”
-- James Baldwin
From The
Fire Next Time
 for Possible Book Cover.jpeg)
Week 1 August 22nd-28th) Ground Zero: Orientation
The 1st Rule of Writing: All
writing is first draft work
so never fall in love with your
writing!
-- Anonymous
Tuesday, August 25th
1)
PAS 155SI
Orientation: Objectives & Requirements
2)
3)
Secure and
activate WebCT Account with Office of Online Instruction
4)
Submit Email to
Course Instruction with Name and email address.
Thursday, August 27th
5)
Course Enrollment
Verifications Due (Via email as of 1:00pm)
6) Pre-Semester
Essay Examination (Large Blue Book Required)
7)
Week 2 (August 29th-September 4th) Focus and Direction in Writing
The 1st Rule of Survival: If
you don’t know where you’re going, any
Road will get you there.
-- African American Proverb
Tuesday, September 1st
8)
Pre-Semester Diagnostic Testing: Logical Relationships and
Usage (Scan-Tron Form 882
Required)
9)
Homework #1: “Making
Choices: The Bottom Line on Time Management” (Discussion Questions and Key
Concepts”).
10)
Thursday, September 3rd
11)
Homework #1 Due
(Via email as of 1:00pm)
12)
PAS 155
Orientation: Collaborative Learning Group Assignments and WebCT “Write Time”
Protocols
13) 1st
Collaborative Group Presentation Assignments: “The Rules of the Academy” (Note: All
assignments drawn from CSU Northridge 2008-20010 Undergraduate
& Graduate Catalog and are to be 25-30 minutes in length with each
group using Power Point and preparing Study Guide handouts): Group 1 – “Grading
Systems and Policies;” “Honors Programs and Scholastic Status;” Group 2 – From
“Academic Probation and Disqualification” to “Improving Your Grade Point
Average;” Group 3 – “Nondiscrimination Policy;” Group 4 –“Student Conduct Code;”
and Group 5 – From “Academic Dishonesty” to “Faculty Policy on Academic
Dishonesty.”
14)
Homework #2: “The
13 Keys to Effective Listening and Note-Taking” (Key Concepts and Discussion
Questions)
15)
16)
Write Time #1:
“My Biggest Concern About Writing” (Opens as of 12:00pm. Students must respond
to initial prompt by 12:00am, Thursday, September 10th. They then
have until 12:00pm, Thursday, September 24th, in which to respond to
any two responses made by classmates to the original prompt)
Week 3 (September 5th-11th) Goal-Setting In Purposeful
Writing
“Great writers leave us not just their
words, but a way
of looking at things.”
n Elizabeth
Janeway
Tuesday, September 8th
17)
Homework #2 Due (Via
email as of 1:00pm)
18)
Presentation/Discussion:
Pre-Semester Testing Results with Selected Essay Exam
19)
20)
Homework #3: “Opening
and Closing Essay Gambits” (Discussion Questions and Key Concepts).
Thursday, September 10th
21)
Homework #3 Due (Via
email as of 1:00pm)
22)
Presentation/Discussion:
Pre-Semester Diagnostic Testing Results
23)
Homework #4: The
Power Vocabulary
24)
Special Note: Monday, September 7th, is Labor Day – a
National
Week 4 (September 12th-18th) The First Principle of Writing:
Unity
Tuesday, September 15th
25)
Homework #4
Due (Via email as of 1:00pm)
26)
Lecture/Discussion:
“The Principle of Unity in Writing: From Topic Sentence to the Levels of
Support in a Topic Sentence Paragraph”
27)
Thursday, September 17th
28)
Lecture/Discussion:
“The Principle of Unity; A Discussion of the Characteristics of Evidence Used
in Developing Thesis Statements in a Longer Piece of Writing”
29)
Homework #5:
Activities: Identifying a Thesis, Questions 1-2, pgs. 42-43 from The Longman
Writer.
30)
Week 5 (September 19th-25th) The Second Principle of Writing:
Coherence
Tuesday, September 22nd
31)
Homework #5 Due (Via
email as of 1:00pm)
32)
Return of
Pre-Semester Essay Revision with Original Blue Book (At start of class with PAS
155SI Leader’s Signature)
33)
Lecture/Discussion:
“The Second Writing Principle: Coherence and the Clarifying Devices of Key
Terms, Pronoun Reference and Transitions”
34)
35)
Homework #6:
Activities: Supporting the Thesis with Evidence, Questions 1, 2 and 4, pgs.
52-53 from The Longman Writer.
Thursday, September 24th
36)
Homework #6 Due (Via
email as of 1:00pm))
37)
Lecture/Discussion:
“The Second Writing Principle: Coherence and the Clarifying Device of Synonym
Reference”
38)
39)
Homework #7:
Activities: Organizing the Evidence, Questions 1, 2 and 4, pgs. 61-63 from The
Longman Writer.
Week 6 (September 26th-October 2nd) The First Stage of the Writing Process:
Creating
Tuesday, September 29th, 2008
40)
Homework #7 Due (Via
email as of 1:00pm)
41)
Objective Quiz #1 (45 minutes)
42)
Presentation/Discussion:
The First Stage of Writing: Creating – Of the Creating Techniques” (30 minutes)
43)
44)
Homework #8: To
do Looping Technique on Assigned Topic.
Thursday, October 1st, 2008
45)
Homework #8 Due
(At start of class, handwritten)
46)
Presentation/Discussion:
“The Personal Experience Essay: Developing the Narrative Voice”
47)
Writing
Assignment #1: To do Looping and Cubing on Assigned subjects + 750-word
Personal Experience Essay on Directed Topic.
48)
49)
Homework #9: To
do Cubing technique on Assigned Topic
Week 7 (October 3rd-9th) The Rules of the
Academy
“The art of the pen is to arouse the
inward vision.”
-- George Meredith
Saturday, October 3rd
50)
Write Time #2:
"Barack Obama: My Report on His First 200 Days As President of the
Tuesday, October 6th
51)
Homework #9 Due (At
start of class, handwritten)
52)
1st Collaborative Group Presentations – “The Rules of the Academy”: Groups 1
- 2 (with the note that each Group has 30 minutes in which to make
presentation)
53)
Thursday, October 8th
54)
Writing
Assignment #1 Due – Personal Experience Essay – (Submitted via email at 12:30pm
as a Microsoft Word attachment with the Looping and Cubing Techniques due at
the start of class).
55)
1st Collaborative Group Presentations – “The Rules of the Academy”: Groups 3-4 (Each group
with 30 minutes in which to present)
56)
Week 8 (October
10th – 16th)
Midterm Examinations
Tuesday, October 13th
57)
1st Collaborative Group Presentations – “The Rules of the Academy”: Group 5 (Each group
with 30 minutes in which to present)
58)
Homework #10:
Activities: Writing the Paragraphs in the First Draft, Questions 1-4, pgs.
88-92, The Longman Writer.
Thursday, October 15th
59)
Homework #10 Due (Via
email as of 1:00pm)
60)
PAS 155 Departmental Midterm Essay Examination (Large Blue Book Required)
Week 9 (October 17th-23rd) The Halfway Point: Midterm Objective Examinations
Tent city pictured here houses members of the newest social class in
America, i.e., those who are homeless with African American families making up
70 percent of the nation’s total homeless population. Complexities that
homelessness has introduced into communities that have been historically
distressed – and with Recession even moreso – serve as key issues for critical
thinking and writing in PAS 155.
Tuesday, October 20th
61)
PAS 155 Midterm Objective Examination – Part 1: Terminology
(45 minutes)
Thursday, October 22nd
62)
PAS 155 Midterm Objective Examination – Part 2: The
Conventions of Writing
63)
Special
PAS 155SI Bonus Assignment: The University Student Union, in collaboration with
Associated Students SPACE and in association with the Residence Hall
Association (RHA) are proud to present “An Evening w/ Dr. Maya Angelou” on
Wednesday, October 21st, 2009, scheduled at 8:00 p.m. at the CSUN Matadome.
Tickets are free. Bonus Assignment Due Friday, October 23rd, via email as of 8:00pm.
Week 10 (October 24th-30th) The Most Important Part of the Writing Process
– Revision
Tuesday, October 27th
65)
Midterm Essay
Exam Results: PAS Midterm Examinations Report with Selected Readings of Midterm
Essay Examinations (Midterm Essay Exams to be returned for student revisions
with Writing Specialists)
66)
67)
2nd
Round of Collaborative Group Presentations – The Research Paper; Group 1,
Chapter 19, “Plan the Research,” “Choose a General Subject” and “Find Sources
in the Library,” pgs. 529-546; Group 2, Chapter 19, “Use the Internet,” pgs.
547-557; Group 3, Chapter 19, “Take Notes to Support the Thesis with Evidence”
and “Locating, Evaluating, and Integrating Research Sources,” pgs. 557-575;
Group 4, Chapter 20, “Refine Your Working Thesis” – Document Borrowed Material
to Avoid Plagiarism: MLA Format,” pgs. 576-589; Group 5, Chapter 20, “Revise,
Edit, and Proofread the First Draft” to Prepare the Works Cited List: MLA
Format,” pgs. 590-603; and Group 6, Chapter 20, “Document Borrowed Material to
Avoid Plagiarism: APA Format,” pgs. 604-611.
Thursday, October 29th
68)
Presentation/Discussion:
“Preparing a Working Thesis for the Term Paper”
69)
Friday, October 30th
70)
Write Time #2 Closes (Effective 4:30pm)
71)
Write Time #3: "Nobody
Wants to See Me. Nobody Wants to Even Acknowledge that I'm Alive!: The Plight
of America's Homeless" (Opens as of 4:30pm with students having up through
11:00am, Saturday, November 7th, in which to respond to the original
writing prompt. Students then have up through 11:00am, Saturday, November 21st,
in which to respond to any two classmates' postings to original prompt)
Week 11 (October 31st-November 6th) Critical
Analysis in Evaluative Writing
Tuesday, November 3rd
72
PAS Midterm Essay
Exam Revisions Due (At start of class with Original Blue Book and Writing
Specialist signature)
73)
Lecture/Discussion:
“The Evaluative Essay: The Student Writer as Critic and Reporter”
74)
Writing Assignment #2: To do Looping on “Surviving Katrina With a Big Personality and a Video Camera” film review by
75)
Screening: Trouble the Water (Note this motion picture is on reserve at the Oviatt Library’s
76)
Thursday, November 5th
77)
Peer Critiques
and Discussion of Selected Write Time Postings
78)
Note: Wednesday, November 4th,
is Anniversary of the Pan African Studies Department Founding at Northridge
Week 12 (November 7th-13th) Writing Evaluations That Make
a Difference
Jamie Foxx's interpretation of the gifted, but disturbed
Nathaniel Ayers presents students with a controversial look at the world of those who are homeless through no fault of their own in The Soloist
with PAS 155SI students having the unique opportunity to listen to author Steve Lopez on two different occasions with LA Times columnist visiting CSUN campus.
Tuesday, November 10th
79)
Lecture/Discussion:
“The Argumentative Essay: From Claim to Supporting Evidence”
80)
Writing Assignment #3: To do Looping and Cubing on Assigned Topics + 2,000-word
Critical Analysis Argumentative Essay
on Steve Lopez’s nonfiction work The Soloist.
81)
Thursday, November 12th
82)
Writing Assignment #2 Due – The
Evaluative Essay – At the start of class with Creating techniques attached.
83)
2nd Collaborative Group Presentations: Group 1 with note that each group will have 30 minutes in
which to make presentation using Power Point, Study Guides.)
84)
Note: Wednesday, November 11th,
is Observed
Week 13 (November 14th-20th) Research Techniques – The
Collaborative Models
Tuesday, November 17th
85)
2nd Collaborative Group Presentations: Groups 2-3 with note that each group has 30 minutes in
which to make presentation using Power Point, Study Guides.)
Thursday, November 19th
86)
2nd Collaborative Group Presentations: Groups 4-5 with note that each group has 30 minutes in
which to make presentation using Power Point, Study Guides.)
87)
Week 14 (November 21st-27th) The Writing
Portfolio
There can be no doubt that Bill Cosby has elevated
discussion through Black America with
remarks made at NAACP dinner on 50th
Anniversary of US Supreme Court's Brown
v.
Board of
Education decision as he focused on
critical shortcomings with "Pound Cake Speech"
Saturday, November 21st
88)
Write Time #3:
Closes as of 4:30pm
89)
Write Time #4: "Bill
Cosby's Pound Cake Speech" Opens as of 5:30pm today, Saturday November 21st
with students having through 10:00pm Monday, November 30th, in
which to post response to the original writing prompt. Students then have up
through 10:00pm, Friday, December 11th, in which to respond to the
postings made by any two of their roommates to the same writing prompt.)
Tuesday, November 24th
90)
Return of Selected WA#1
Personal Experience Essays for Revisions (To be done with PAS 155SI Leaders)
91)
Writing Assignment #3 Due – The Critical
Analysis Argumentative Essay (Via email by or before 7:00pm – Papers
received after the deadline should be automatically lowered by one full grade,
no exceptions!)
92)
2nd Collaborative Group Presentations: Groups 6 with note that this final group has 30 minutes in
which to make presentation using Power Point, Study Guides.)
93)
Peer Critiques of
Selected Personal Experience Essays
Important – Thursday and Friday, November 26th-27thd,
the CSU System will be closed for the Thanksgiving Holidays. No classes
scheduled.
Week 15 (November 28th-December 4th) Crossing Over: The Portfolio
and Post-Testing
Tuesday, December 1st
94)
WA#1 Personal
Experience Narrative Revision Due (With original draft attach and signature of
PAS 155SI Leader – At start of class)
95)
Return of
96)
PAS 155SI Common Essay Exam (Large Blue Book Required – Note that this will be
included in The Writing Portfolio for Final Course Grade))
Thursday, December 3rd
97)
WA#2 Rewrites and
Revisions Due (At start of class with original drafts attached and signatures
from Writing Specialists)
98)
Return of Final WA#3 for Revisions (Via email)
99)
Preparation of PAS Writing Portfolio (Note: To include student selection of either WA#1
Personal Narrative or WA#2 Evaluative Essay with all revisions)
Week 16 (December 5th-11th) Portfolio Assessment Week
 for Possible Book Cover.jpeg)
Monday, December 7th - Wednesday, December 8th
100)
PAS Writing Program Evaluation : Student Portfolio Assessments for all 155 Students
Tuesday, December 7th
101)
Revision of Final WA#3 Critical Analysis Due (At the start of class with – Note this will be included by mandate in the Writing Portfolio for final course grade and anyone
missing the deadline receives a "Fail" for this assignment, i.e., missing the
deadline – no exceptions!))
Thursday, December 9th
102)
Post-Semester Diagnostic Testing: Logical Relationships and Usage (Scan-Tron Form 882
Required)
Week 17 (December 12th-18th) Culmination Week
Wednesday, December 16th-Thursday, December 17th:
Note that each student will have a scheduled Portfolio Conference
with Instructor with regards to 155SI Grade Status and Writing Portfolio
Results)