Pan African
Studies 155
“Effective
Writing/Freshman Composition”
Pan African
Studies Department
California State
University
Spring Semester
2004/2005
Ticket Nos.
14154
Johnie
H. Scott, M.A., M.F.A.
MWF, 11:00pm-11:50pm
Course
Instructor
3 Units, GE, Section A
Classroom: SH 310
(818)
677-2289
Ofc. Hours: MWF, 2:00pm-3:30pm
The Egyptian Queen Nefertiti.
Course Syllabus
Description:
Prerequisite: Placement in PAS 155 is attained by the
student scoring 151 or higher on the English Placement Test (EPT) or by having
received “CR” in PAS 097/098 (or the equivalents in Chicano/a Studies, Asian and
Asian American Studies or English).
This course is designed to enable students to perform academic and non-academic
writing tasks competently. The class builds on the interrelationships among
reading, writing, and critical thinking. In line with this précis, PAS 155 is a
directed writing course designed to teach students to write effectively in
Standard American dialect; to find facts to develop their ideas; to organize and
present material clearly, logically, and persuasively; and to read
multi-cultural expository prose critically and accurately. In addition, the Pan
African Studies 155 Freshman Composition students are now able to integrate
cutting-edge Information Age pedagogy in writing with the Allyn, Bacon and
Longman websites (see above) providing direct student support technology for the
classroom instruction. This is a media-intensive, interactive environment
where each student will be expected to be reigistered with CSUN’s Office of
Online Instruction for WebCT4 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 Effective Writing/Freshman Composition course is equivalent to
Chicano/a Studies 155 and English 155. Available for General Education,
Basic Subjects credit.
Required Textbooks:
- Gibaldi, John, The MLA Handbook for Writers of
Research Papers/Sixth Edition, The Modern Language Association
of
- Lunsford, Ronald F. and Bridges, Bill, The
Longwood Guide to Writing/Brief Edition, Third Edition, Longman
Publishers, Pearson Education, New York, NY: 2004; and
- Mosley, Walter, Little Scarlet, Little, Brown and
Company,
Strongly Recommended:
Riverside Webster’s II Dictionary/Revised
Edition, Berkley Books,
Course Objectives:
As determined by the Task
Force on University Writing at
ü
The course will increase the student’s ability to
analyze and comprehend college-level texts;
ü
The course will develop, through culturally diverse
readings, the awareness of rhetorical strategies as well as the abuses and uses
of language;
ü
The course will increase the critical reasoning skills
as they reflect the interdependence of critical thinking and written
discourse;
ü
The course will build confidence, reduce writing
anxiety, and strengthen personal voice;
ü
The course will reinforce the theory and practice of
writing as a recursive process;
ü
The course will help students understand the many
contexts for writing, including timed writing, and develop appropriate
strategies for the writer’s multiple purposes and
audiences;
ü
The course will develop fluency and style by encouraging
sentence variety, increasing vocabulary, and using Edited American
English;
ü
The course will increase proficiency in research
techniques required by various University disciplines and familiarizes students
with appropriate style sheets;
ü
The course will definitely facilitate the use of basic
computer applications – word processing, email, and Internet access – and other
technological media including HyperNews and PowerPoint;
and
ü
The course will promote writing as a means of
participation in democracy and as a tool for social
change.
Course Outcomes
As
determined by the Task Force on University Writing at
ü
A developed facility at examining explicit relationships
that exist between general concepts and specific
details;
ü
An enhanced understanding of the relationships among
sentence structures, word choice, and meaning;
ü
The ability to read critically about ideas and issues,
including multicultural perspectives; analyze and synthesize information; draw
inferences from data; draw conclusions from arguments; and distinguish fact from
fiction;
ü
The ability to analyze message, audience, language
choice, tone, purpose, and author’s ethos in selections from a
text;
ü
The ability to comprehend and critically assess writings
that reflect multicultural images and perspectives;
ü
The ability to recognize logical fallacies, biased
language, idioms, slang, jargon, and tone;
ü
The ability to develop ideas with logical support,
including the use of informed opinion, facts, and their
interpretations;
ü
The ability to write critically about ideas, including
multicultural perspectives; analyze and synthesize information; draw inferences
from data; draw conclusions from arguments; and distinguish facts from
opinion;
ü
The ability to write both independently and in
collaboration with others;
ü
The ability to assess and address appropriately the
character and needs of an explicit audience;
ü
A facility in using different genres in writing (e.g.,
autobiography, editorials, and case studies) for different academic disciplines
or discourse communities;
ü
The ability to apply the concepts of
subordination/coordination; abstract/concrete words; general/specific examples;
and cohesion;
ü
Development of vocabulary appropriate to the subject
and/or topic;
ü
The ability to effectively use the syntactic and
mechanical conventions of Edited American English (.g., grammar, usage,
mechanics, and diction);
ü
The ability to integrate one’s own ideas with those of
others, using appropriate documentation;
ü
The ability to effectively use library and online
resources;
ü
The ability to use a style sheet consistently, such as
MLA or APA style sheets;
ü
Knowledge and mastery of basic word processing, email,
HyperNews, PowerPoint and the Internet;
ü
The ability to use computer technology in the writing
process, including research and documentation;
ü
An awareness and appreciation of diverse cultures and
contexts of human experience;
ü
The ability to show ways that writing can contribute to
society and be an instrument for change; and
ü
Lastly, the student will be able to demonstrate the
ability to write for possible publication.
Course
Requirements:
There are eight (8) primary
grade requirements for this course, each directly linked to the objectives and
outcomes established by the Task Force on University Writing stated for
155-level Freshman Composition courses. Each requirement serves as one of the
primary grade factors that are averaged together in reaching the cumulative
grade point average for the student. Those eight “basic” grade requirements
are:
Ø
Timed Essay
Examinations: There will be four (4)
time essay examinations given in this course – a Pre-Semester, Midterm, 12-Week
and Departmental Common Essay. The student is to acquire four large Blue Books
(i.e., 8 ½”x11”) in order to take these examinations. The Midterm, 12-Week and
Departmental Common Essay are averaged together as one component of the final
course grade average. 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 both (No exceptions!);
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 Final Exit 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 as
designated by the course instructor. The three objective exams form the second
primary factor in grade averaging for the course;
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!
The homework constitutes the third grade factor for the
class;
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 five (5) 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.)
Ø
Collaborative
Writer Project (CWP): The student
participates in a total of three (3) Collaborative Writer Projects (CWP) for the
semester – (1st) the Rules of the Academy Group Presentations,
(2nd) the Mechanics of Grammar and (3rd) the Mechanics of
Writing Presentations. Students are to make these presentations using PowerPoint
and having prepared formal study guides 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 two or more these
CWPs which are formal group presentations of 20-25 minutes, with study guides
and discussion of assigned topics being made to the class;
Ø
Effective Writer’s
Journal: Each student is to
maintain and submit an Effective Writer’s Journal comprised of formal written
entries developed according to the format described by the course instructor and
maintained in a single subject color-coded (e.g., black) spiral notebook.
Said Journal is collected and evaluated by the instructor twice during the
semester, with the overall grade representing the fifth grade factor for the
course. No student will receive a grade of “B” or higher who fails to
maintain and submit a Journal for the course – no exceptions. That journal
is to be brought to every class meeting as part of the instructional
materials;
Ø
Writing
Topics: Students in this class will
write and submit a total of four essays within the modes of discourse – the
personal narration, evaluation, problem-solution and argumentation. These papers
will be written in standard manuscript format, typewritten, double-spaced with
cover pages. It is a requirement and expectation that these papers will be
rewritten and revised as deemed necessary by the course instructor as part of
the recursive process that writing is. The papers constitute the sixth factor in
grading for the class;
Ø
Little
Scarlet Critical
Evaluation: The assigned reader for
this course is Walter Mosley’s highly-acclaimed novel Little
Scarlet. 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. Synergistically, it will combine the
evaluative, analytical and argumentative modes of discourse. As the capstone
work for this Freshman Composition class, the paper is to be no less than 2,500
typewritten, double-spaced words (i.e., ten pages) with no less than twenty (20)
formal citations including six (6) drawn from at least three (3) outside,
peer-reviewed references. This paper must have a “Works Cited” section done
according to Modern Language Association guidelines. 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 which constitutes the seventh and final primary
grading factor for the course – no exceptions!
Award-winning writer Walter Mosley (Devil In A Blue
Dress, Black Genius) with
Little Scarlet
has now published novel that many consider to be his masterwork
of
fiction set in
Additionally, there are “bonus” considerations available
in this section. Note that the bonus points are added to the basic grade point
average derived from the “basic” grade factors and then divided by that same
number of basic factors in reaching a “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 for (1) Logical Relationships
and (2) Usage. These diagnostic tests, developed by the College Entrance
Examination Board, are administered immediately upon enrollment in the class
and during the “Review” Week period at the end of term. In taking these timed
examinations, students use the Scan-Tron 882 form. Students whose
Post-Semester diagnostic test results show an improvement over those at the
beginning of the term will receive “Bonus” points ranging from .15-.25 per
test, dependent upon level of improvement (i.e., percentage of gain);
- 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 1.0 “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;
- Student will earn bonuses ranging from .25-.50 points
for utilizing the Writing Specialists of either the University’s
Additionally, any student who chooses to enroll in the one-unit PAS
099 Writers
Workshop which automatically places the student with two hours weekly of
small group,
individualized
tutorial support in writing and receives “CR” shall receive 1.5 bonus
points. Students electing to
do so must furnish proof of registration in the PAS 099 to the
course instructor by no
later than the third week of the semester to qualify for this major
bonus. The award
of the 1.5 bonus points will come with the Pan African Studies Writing
Center
furnishing the course instructor with notification that said student has
received
“CR” in the
one-unit Writers’ Workshop;
- Students can earn bonuses ranging from .25-.50 points
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,
- “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 “And Still I Rise” (1.0 pts.);
(2) Nikki Giovanni’s
“Ego-Tripping” (1.0 pts.); (3)
Langston Hughes “Mother to Son” (1.0 pts.); and (4) Rudyard Kipling’s “If”
(1.25 pts.).
- Each and every student is expected to respect, observe
and practice the University Honor Code with regards to “Academic Dishonesty”
(see CSUN Undergraduate and Graduate Catalogue 2004/2006,
“Academic Dishonesty” and “Faculty Policy on Academic Dishonesty”). This is
expected with all work submitted under that student’s name, e.g., Homework,
Writing Assignments, etcetera. Further, it is expected that every student will
observe and practice the rules of collegiality in all interactions with
classmates, peers, guest lecturers and the course
instructor.
Grading Scale:
Grading in this class is done
on the “Plus/Minus” system described in the CSUN 2004/2006 Undergraduate
and Graduate Catalogue. The final course grade in this class is based on
the average of the eight (8) primary grade factors detailed under “Course
Requirements” combined with any bonus points earned by the student.
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.
As per the 2004-2006 CSUN Undergraduate and Graduate Catalogue, "CR," indicating "passed with credit," is given for work equivalent to C or better for undergraduate students and for work equivalent to B or better for postbaccalaureate and graduate students. NC, meaning "no credit," is given for work equivalent to : C-, D+, D, D-, or F for postbaccalaureate and graduate students. (56)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.” (48). 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.” (48) 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.
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
Week 1
Ground Zero: The First Week of Classes
The
1st Rule of Writing: All writing is first draft
work
so never
fall in love with your writing!
-- J
Scott
Monday, January 31st
1)
PAS 155
Orientation: Goals and Objectives
2)
3)
Secure and activate
WebCT4 Account with Office of Online Instruction
4)
Submit Email to
Course Instruction with Name and email address.
Wednesday, February 2nd
5)
Pre-Semester Essay Examination
6)
1st Collaborative Group Presentation
Assignments: “The Rules of the Academy” (Note: All
assignments drawn from CSU Northridge 2004-2006 Undergraduate &
Graduate Catalog and are to be 25 minutes in length with each group
using Power Point and preparing Study Guide handouts): Group 1 – “Grading
Systems and Policies,” pgs. 55-56; “Honors Programs and Scholastic Status,” pg.
57; Group 2 – From “Academic Probation and Disqualification” to “Improving Your
Grade Point Average,” pgs. 57-59; Group 3 – “Nondiscrimination Policy,” pgs.
529-530; Group 4 –“Student Conduct Code,” pg. 530; Group 5 – From “Academic
Dishonesty” to “Faculty Policy on Academic Dishonesty,” pg. 532; and Group 6 – Evaluation of Academic Records from
"General Policy" to "Credit for Prior Learning," pgs. 541-542.
7)
8)
Homework #1: The
Credit Card Trap (Discussion Questions and Key Concepts)
9)
The Effective Writer’s Journal: Format and
Guidelines
10)
Journal Entry #1:
“What Are the Minimum Goals that I Want to Accomplish in this Class (And
Why)?”
11)
Journal Entry #2:
“The Last Book I Bought and Read for Pleasure”
Friday, February
4th
12)
Homework #1 Due
(Via email as of 9:00am)
13)
Pre-Semester Diagnostic Testing: Usage (Scan-Tron Form 882 Required)
14)
15)
Homework #2:
“Making Choices: The Bottom Line on Time Management” (Discussion Questions and
Key Concepts”
16)
Journal Entry #3:
“My POV: Other Than the Bible (Or Talmud, or Koran, etc), the Most Important
Book Ever Written and Why.”
Week 2
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
Monday, February
7th
17)
Homework #2 Due
(Via email as of 9:00am)
18)
Pre-Semester Diagnostic Testing: Logical Relationships
(Scan-Tron Form 882
Required)
19)
20)
Homework #3:
“Opening and Closing Essay Gambits” (Discussion Questions and Key Concepts)
21)
Bonus Writing
Assignment #1: To attend campus screening of Menace II Society at the Alan and
Elaine Armer Theater in Manzanita Hall from 7-10pm and Q&A afterwards with
filmmaker Allen Hughes, then write a 500-word evaluation of the film and
interview with Hughes. Worth up to 1.5 bonus points)
22)
Journal Entry #4:
“A Critical Assessment: My Last Writing Class”
Wednesday, February
9th
23)
Homework #3 Due
(Via email as of 9:00am)
24)
Bonus Writing
Assignment #1 Due (Via email as of 6:00pm)
25)
Discussion:
“Collaboration as Intellectual Discourse: Deconstructing the Group Presentation
Process”.
26)
27)
Homework #4:
Exercise 1.6, Question #2, pg. 24 from Writing.
28)
Journal Entry #5:
“What Did I Do On the Observance of Dr. Martin Luther King Jr.’s Birthday? – A
Personal Comment on the Importance of Holidays and Events Celebrating the
Achievements of Minorities in
“Let us hope for the day when our children will be
judged
by the content of their character, and not the color of
their
skin” stands engraved in history as one of the most
profound
Statements made by Dr. Martin Luther King,
Jr.
Friday, February
11th
29)
Homework #4 Due (At
the start of class – handwritten using blue or black ink)
30)
Special Information
Technology Workshop: “The Finer Usages of Power Point and the Internet for
University Presentations” (Location in Student Services Bldg. with Presentation
facilitated by University LRC and Office of Online
Instruction)
31)
32)
Homework #5:
Exercise 1.9, pg. 34 from Writing.
33)
Journal Entry #6:
“Michael Jackson – Did He (Do It) or Is He the Victim of People Out for His
Money & Destruction?” (Note: With this Entry Base Upon the Michael Jackson
Trial for Child Sexual Molestation, Include a news article or news photograph to
further illustrate this particular Journal Entry and Your
POV)”
Week 3
Unity and Coherence in Writing
“Great
writers leave us not just their words, but a way
of looking at
things.”
-- Elizabeth
Janeway
Monday, February 14th
34)
Homework #5 Due
(Via email as of 10:00am)
35)
Pre-Semester
Testing Results with Selected
36)
Presentation/Discussion: “What Professors Expect of Students and the Academic Honor Code”
37)
Return of
Pre-Semester Essay Examinations for Revisions to be done at the University LRC
(Note: Located in SSB 418 with student to work with LRC Writing
Specialist)
38)
Scheduling of
Faculty/Student Clinical Conferences
39)
Write Time
#1: Topic to Be Assigned (Posted as
of 5:00pm and closing as of 6:00pm on Monday, February
28th)
40)
Bonus Writing
Assignment #2: To attend campus screening of Dead
Presidents at the Alan and Elaine Armer Theater in Manzanita Hall from
7-10pm and Q&A afterwards with filmmakers Allen and Albert Hughes, then
write a 500-word evaluation of the film and interview with Hughes’ Brothers.
Worth up to 1.5 bonus points)
41)
Journal Entry #7:
“First Response: ‘My Pre-Semester Testing Results and Plans for This Class as a
Direct Result”
Wednesday, February
16th
42)
Bonus Writing
Assignment #2 Due (Via email as of 10:00am)
43)
Presentation/Discussion: “Becoming the Complete University Student: Successful Study Skill Strategies”
44)
Homework #6: The
Power Words
45)
Journal Entry #8:
“What Is It That Makes Black History Month So Important Not Only for Blacks but
Others to Observe?” (Note: For this entry, find and include a news clipping or
photograph to further illustrate your POV)
46)
WRITE TIME
#1 – Students to post responses for
this Write Time, one to the Instructor with two (2) others directed at postings
by classmates on the topic. To do so, must be registered with Office of Online
Instruction. (Note: This 1st Write Time closes as of 6:00pm Friday, March 4th)
Friday, February
18th
47)
Homework #6 Due
(Via email as of 9:00am)
48)
Presentation/Discussion: "The Principle of Coherence in
Writing"
49)
Homework #7: To do
Looping and Cubing Creating Techniques on
Assigned Topics, submitting these at start of class on Monday handwritten using
blue or black ink, written on one side of the page.
50)
51)
Journal Entry #9:
“My Response to Prof. Scott’s Challenge to the Men in this
Course”
Week 4
The Principles of Unity and Coherence in Forging a Writing Style
“The art of
the pen is to arouse the inward vision.”
-- George
Meredith
Monday, February 21st
52)
Homework #7 Due (At
start of class as noted by course instructor, handwritten using blue or black
ink)
53)
Discussion:
"The Principle of Unity in Writing Sentences, Paragraphs and Longer Compositions"
54)
55)
Bonus Writing
Assignment #3: To attend campus screening of American Pimp at the Alan and Elaine
Armer Theater in Manzanita Hall from 7-10pm and Q&A afterwards with
filmmakers Allen and Albert Hughes, then write a 500-word evaluation of the film
and interview with the Hughes Brothers. Worth up to 1.5 bonus
points)
56)
Journal Entry #10:
“Reflection: My Faculty-Student Conference and What I Gained from It that Should
Help Me Be Successful”
Wednesday, February 23rd
57)
Bonus Writing
Assignment #3 Due (Via email as of 7:00pm)
58)
Lecture/Discussion:
"Composing the Thesis Statement and Levels of Support in the Essay"
59)
60)
Journal Entry #11: Reflection:
"Principles and Values: Reasons Behind the Crisis in Leadership at the University of Colorado" (Note that students are expected to include news relted news articles on controversy at Colorado University including resignation of that university's President in wake of burgeoning scandals)
Friday, February 25th
61)
Special Black History Month Lecture:
"Reallionaire" (Guest Speaker, Mr. Farrah Gray,entreprenuer, self-made 20-year old multimillionaire and author of The Reallionaire, The Northridge Center, University Student Union -- withnotation that Bonus points available for evaluations of Mr. Gray's guest lecture, with these due as of 10:00am Monday, February 28th, via email)
62)
63)
Homework #8: Effective Listening and Note-taking
Techniques (Discussion Questions and Key Concepts)
64)
Journal Entry #12: Reflection:
“How Important Is It for Students Like Myself to Actually See, and Hear, a Person Like Farrah Gray?”
Week 5
The Modes of Discourse: Personal Narratives
Monday, February 28th
65)
Homework #8 Due
(Via email as of 9:00am)
66)
Lecture/Discussion:
"The Principle of Coherence in Writing: The Clarifying Devices -- From Key Terms to Tranisitonal Words and Phrases"
67)
68)
2nd Collaborative Group “Reading Strategies”
Presentation Assignments (Based upon The
Longwood Guide to Writing with each group having 25 minutes in which to
present using Power Point and with Study Guides): Group 1 – “Before You Read,”
pgs. 107-114-113; Group 2 – “While You Read,” pgs. 115-123; Group 3 – “After You
Have Read (Includes Writing a Summary)/– "Writer's
Notebook: Dialogue Notes,",” pgs. 124-129; Group 4 – “Writing a Response,”/– "The Aims and Modes of Discourse," pgs.
129-131 and 137-140.
69)Journal Entry #13:
“How Would I Teach Time Management If I Had the Chance”
Wednesday, March 2nd
70)
Lecture/Discussion:
"The Principle of Coherence in Writing: The Clarifying Devices -- Synonym Reference" and "The Personal Essay: Guidelines and Conventions"
71)
Writing Assignment
No. 1: To do 750-1,000 word Personal
Narrative on Assigned Topic with Looping Technique
attached
72)
Journal Entry #14:
“My Two Cents' Worth: 'What Do I Find Most Inspiring About Farrah Gray Coming to CSUN (And Why)” (Note to be certain to include a photograph of one or the Daily Sundial news article of Gray's visit to CSUN with this entry)
Friday, March 4th
73)
1st Collaborative Group Presentations – "The Rules of the Academy": Group 1
(Robyn Kranzler and Amber Cox) – with the note that each Group has 20-25 minutes in which
to make presentation)
74)
75)
WRITE TIME
#2 – Students to post responses for
this Write Time, one to the Instructor with two (2) others directed at postings
by classmates on the topic. To do so, must be registered with Office of Online
Instruction. (Note: This 2nd Write Time closes as of 6:00pm Monday, March 28th)
79)
Journal Entry #18:
"A Letter to My Grandparents: 'If Only You Could See Me Now!" (Note to be certain to include a photograph of one or more of
your choices)
Week 6
The Modes of Discourse: Information Essays
Monday, March 7th
80)
1st Collaborative Group
Presentations – "The Rules of the
Academy": Groups 2 2 (Ricka Davis,Claudio Saavedra
and Florecita Hernandez) and 3 (Eric Wickliffe, Chrissandra Lobato and Gladys Ramirez) with note: Each Group has 20-25 minutes
in which to make presentation)
81)
Journal Entry #19:
“Reflections: What Does the Professor Mean When Saying, ‘In English There Is
Good, and There Is Better?’”
Wednesday, March 9th
82)
Writing Assignment
#1 Due (At start of class -- Typewritten in standard manuscript format with
cover page, at start of class as noted by course
instructor)
83)
1st Collaborative Group
Presentations – "The Rules of the
Academy": Groups 4
(John Peeters, Marjani Clarke and Liz Lopez) and 5 (Jose Luis Osegura, Violeta Marquez and Claudia Martinez) with note:
Each Group has 20-25 minutes in which to make
presentation)
84)
Journal Entry #20:
“Reflections: What Is It That Makes the Michael Jackson Trial Such a Big Thing for My Generation? (Note: Be sure to include photo of pop superstar with this entry)”
Friday, March 11th
85)
1st Collaborative Group
Presentations – "The Rules of the
Academy": Final Group 6 (Joanne Udeochu, Ebony Ingraam and Edith Vasquez) with note:
Each Group has 20-25 minutes in which to make
presentation)
86)
Journal Entry #21:
“My Two Cents’ Worth: ‘I’m In It to Win It -- What I Learned from Taking My First PAS 155 Quiz!”
Week 7
Effective
Monday, March 14th
87)
Objective Quiz
#1 (45
minutes)
88)
Journal Entry #22:
“What Is the Saddest Thing About Kobe Bryant’s Situation?” (Note: Be certain to
include a photograph of the LA Lakers basketball player)
LA Laker superstar Kobe Bryant’s star has plummeted in
the aftermath of rape allegations made
in
and former Laker coach Phil Jackson. Bryant is shown
here at press conference called to
Refute charges made by accuser in
Wednesday, March 16th
89)
2nd Collaborative Group Presentations:
Groups 1 (Ebony INgram, Amber Cox, Claudia Martinez and
Claudio Saavedra) – 2 (Chrissandra Lobato, Marjani Clarke, Jose Luis Oseguera and Joanne Udeochu) with note
that each group has 25 minutes in which to make presentation using Power Point,
Study Guides.)
90)
Return of WA#1
Personal Essay for Revision (To be done at University LRC with Writing
Specialist)
91)
92)
Journal Entry #23:
“My Fifty Cents' Worth: "A Response to the "Keepin' It Pimpin Award' Controversy” (Note: Be certain to include 'Letters to the Editor' news clipping from Daily Sundial of this same date)
Friday, March 18th
93)
2nd Collaborative Group Presentations:
Groups 3 (Edith Vasquez, Ricka Davis, Flor Hernandez and Liz Lopez) – 4 (Violeta Marquez, Robyn Kranzler, John Petters, Gladys Ramirez and Eric Wickliffe) with note that each group has 25 minutes in which to make
presentation using Power Point, Study Guides.)
94)
Journal Entry #24:
“Reflection: My PAS 155 Week 7 Individual Progress Report and Plans for Finishing Up Strong in this Class”
Special Notice
– Spring Break runs from March 21st-March 26th with no
classes scheduled.
Week 8
Midterm Examinations
Monday, March 28th
95)
Return of WA#1 Personal Essay
for Revision (Revisions to be done at LRC with Writing Specialists -- Students may pickup papers for revision from Instructor's office between 3:00pm-5:00pm or Tuesday between 10:00am-12:00pm)
96)
The Writer’s Journal Midterm Grade Check (Submit The Writer’s Journal at the start of class,
properly identified, as noted by course instructor – Late Journals will not be
accepted for grading!)
97)
Lecture/Discussion:
"Writing the Information Essay"
Wednesday, March
30th
99)
PAS 155 Departmental Midterm Essay Exam (Large Blue Book Required)
100)
Homework #9:
“Shopping” by Joyce Carol Oates, pgs. 257-266 with Questions for Review, pg. 267
from Writing. (Due as noted by instructor)
Friday, April 1st
101)
Homework #9 Due
(Via email as of 9:00am)
102)
Return of WA#2
Information Essay for Revision (To be done at University LRC with Writing
Specialist)
103)
Lecture/Discussion:
“The Function Paragraph in Writing”
104)
Homework #10:
“The Making of Spells” by Kendra Stead, pgs. 271-284 with Questions for Review, pg. 274
from Writing.
105)
Week 9
Writing About Literature: Interpretive Essays
Monday, April 4th
106)
Homework #10 Due
(Via email as of 5:00pm)/WA#1 Revision Due (At start of class, original draft with revision attached and signature slip from LRC Writing Specialist)
107)
Lecture/Discussion:
"The Function Paragraph in Writing"
108)
Return and Review
of the Writer's Journal with selected readings
109)
Journal Entry #25:
"What I Learned from Listening to the Journal Entries of My Classmates (What
Qualities Stood Out, and Why)"
Wednesday, April 6th
110)
PAS 155 Midterm Objective Examination – Part 1,
Terminology (As noted by course
instructor)
111)
3rd
Round of Collaborative Group Presentation Assignments (Note: All assignments
based upon The Longwood Guide to Writing, using
Power Point with Study Guides): Group 1 – “Searching a Topic,” pgs. 578-583;
Group 2 – “Field Search, Questionnaires and Observation,” pgs. 583-587; Group 3
-- “Internet Search,” pgs. 588-596;
Group 4 – “Incorporating Materials/ Documenting Information (Initial and Final
Bibliography),” pgs. 596-599; Group 5 – “MLA/APA Format,” pgs. 600-603; and
Group 6 – “MLA/APA Formats: From Electronic Formats to Performance,” pgs.
603-607.
112)
Journal Entry #26:
"What Is It That's Making the Michael Jackson Trial To Be Such a Topic of Interest in the Press?"
Friday, April 8th
113)
WA#2 Information Essay Revision Due (At start of class as noted by course instructor with
original draft attached and signature from LRC Specialist)
114)
PAS 155 Midterm Objective Examination – Part 2, The
Conventions of Writing (As noted by
course instructor)
115)
116)
Journal Entry #27:
"What Do Students Get from 'Write Time' In A Course Such as This? (And Why)"
Week 10
Midterm
Examination Results
Monday, April 11th
117)
Presentation:
"Writing About Literature" (Note: Required pre-reading for this presentation is
"The Rhetorical Triangle and Distinguishing Features of Interpretive Essays,"
pgs. 304-315 from The Longwood Guide to
Writing)
118)
Lecture/Presentation: “The Five Editing Steps in
Writing”
119)
Journal Entry #28:
“You Never Know! -- A Student in this Class Whom I Respect Just Because of Their Positive Attitude.”
Wednesday, April 13th
120)
Midterm Essay
Examination Results with Selected Readings and Return of Blue Books for
Revisions (To be done at University LRC).
121)
Journal Entry #29:
“What I Learned from Listening to the Midterm Essay Exams of My Classmates (What
Helped Them Get High Marks?)”
Friday, April 15th
122)
Lecture/Presentation:
Up from the Ghettoes and Barrioes: Making A Commitment to Academic Excellence
123)
Homework #11: “That
Place Where Ghosts of Salmon Jump” by Sherman Alexie, pgs 266-267 with Questions for Review, pg. 267 and
“The Powwow at the End of the World” by Sherman Alexie, pgs. 268 with
Questions for Review, pg. 268-269 from
The Longwood Guide to
Writing.
124)
125)
Journal Entry #30:
“Reflections On Listening to the Student Essays Read In Class Today: Is This
Class Giving Me My Money’s Worth Where Writing Instruction and Improvement Is
Concerned?”
Week 11
The Role of Critical Thinking in the Evaluative
Essay
Monday, April 18th
126)
Homework #11 Due
(Via email as of 9:00am)
127)
Lecture/Discussion:
“The Principle of Coordination in Writing”
128)
Homework #12: "The Rock Cries Out" by Maya Angelou (With Comprehension, Discussion Questions, at al)
129) Write Time #4: "Developing My Writer's Voice" (Posted as of 10:15am and closing as of 10:00pm on Friday, April 29th
Wednesday, April 20th
130)
Homework #12 Due (Via email as of 9:00am)
131)
Lecture/Discussion:
“Writing About Literature: Basic Principles of Interpretive Writing”
132)
Writing Assignment
#3: To do 1,000-1,500 word Interpretive
Essay On Assigned Topic
133)
Homework #13:
“Booze It? Lose It? An Evaluation of North Carolina's Drunk Driving
134)
Journal Entry
#31: "My Own Concerns About The War On Terrorism (and why)"
Friday, April 22nd
135)
Homework #13 Due
(Via email as of 9:00am)
136
Presentation: “The
Critical Thinker as an Evaluative Essayist: Some Thoughts” (Note: Prerequisite
is pre-reading of “The Rhetorical Triangle and Distinguishing Features of
Evaluation Essays,” pgs. 369-375 from Writing.
137)
138)
Journal Entry
#32: The Learning Resource Center: My Own Critique"
Week 12
Writing the Evaluative Essay
The key to being effective with critical essays is being
able to hone in on a thesis
statement that is cogent, to the point and gives room
for discussion. This photo
comes from feature film Zooman (1999) that is subject for
PAS 155 students’
evaluative essays.
Monday, April 25th
139)
Writing Assignment
#3 Due (At start of class as noted by course instructor)
140)
Screening:
Zooman (Part 1)
141)
Homework #14:
"Public Statement By Eight Alabama Clergymen," pgs. 446-447 and “Letter from a
142)
Journal Entry #33:
“How Is This Class Affecting My Study Skills?”
Wednesday, April 27th
143)
Homework #14 Due
(Via email as of 9:00am)
144)
Return of WA#3 for Revisions
(To be done at one of the University's Writing Centers or the Learning Resource Center with a Writing Specialist)
145)
Screening:
Zooman (Part 2)
146)
Writing Assignment
#4: To do Evaluative Essay based upon
assigned prompt on Zooman.
147)
Journal Entry #34:
“What Truths Are Brought Forward in Zooman That Need to Be Talked
About?”
Kahlil Kain as the central character
Zooman brings another presence
to the silver screen in Charles
Fuller’s Pulitzer Prize-winning drama
of the same
name.
Friday, April 29th
148)
PAS 155 12-Week Essay Examination (Large Blue Book required)
149)
150)
Final Write
Time #5: Topic to Be Assigned
(Posted as of 5:00pm and closing as of 9:00pm on Friday, May 13th.
13th)
151)
Journal Entry
#35: “Commentary: What Is It That Really Stands Out to Me About this Class?”
Week 13
Group
Projects – Role of Research in Writing
Monday, May 2nd
152)
Lecture/Presentation: "Writing the Essay Exam" (Return and review of 12-Week Essay Exam with selected readings)
153)
Journal Entry
#36: "Reflection: Thoughts About Writing and Taking Pride in One's Work"
Wednesday, May 4th
154)
WA#4 Due (With
cover page, in standard manuscript format as start of class as noted by course
instructor)
155)
3rd Collaborative Group Presentations:
Groups 1 (Amber Cox, Ebony Ingram and Liz
Lopez) – 2 (Robyn Kranzler, John Peeters and Edith Vasquez) : "The Role of Research in Writing"
(Note: Each group with 25 minutes in which to make presentations using Power
Point with Study Guides)
156)
Journal Entry #37:
“What Are the Qualities that Make Power Point An Excellent Way to Make Group
Presentations?”
Friday, May 6th
157)
3rd Collaborative Group Presentations:
Groups 3 (Chrissandra
Lobato, Jose Luis Oseguera and Eric Wickliffe) – 4 (Flor Hernandez, Claudio Saavedra and Gladys
Ramirez) : "The Role of Research in
Writing" (Note: Each group with 25 minutes in which to make presentations using
Power Point with Study Guides)
158)
159)
Return of WA#1-2 for
Revisions
160)
WA#5 – Annotated
Bibliography Assignments: Duke Ellington, Alice Walker, James Baldwin, Toni
Morrison, Pablo Neruda and Sonia Sanchez.
161)
Journal Entry #38:
“Two Group Projects in this PAS 155 Class on Research That Really Opened Up My
Eyes”
Week 14
On the Matter of Style in
Writing
Monday, May 9th
162)
3rd Collaborative Group Presentations:
Groups 5 (Marjani Clarke and Violeta Marquez) – 6 (Joanne Udeochu, Ricka Davis and Claudia Martinez
) : "The Role of
Research in Writing" (Note: Each group with 25 minutes in which to make
presentations using Power Point with Study Guides)
163)
Return of WA#3-4 for
Revisions
Winner of a Pulitzer Prize for The
Color Purple, author
Wednesday, May 11th
164)
Revisions of WA#1 (Personal Experience) and WA#2 Due by or before 4:30pm in Instructor's Office or PAS Main Office, FOB Room 221 (This includes original draft with signature form from Writing Specialist from either the Learning Resource Center, the PAS Writing Center or the Chicano/a Studies Department Writing Center)
165)
Lecture/Presentation: "Writing the Term Paper: A Deconstructive Approach" (
166)
Journal Entry
#39:"Remembrance: 'An Act of Charity from the Past That I'll Always Treasure (And Why)"
Friday, May 13th
166)
WA#3 (Interpretive) & #4 (Evaluative) Essay Revisions Due
(With original drafts attached and LRC Writing Specialist’s signature, as noted
by course instructor by or before 4:30pm in Instructor's Office or PAS Main Office, FOB Room 221)
167)
Peer Critiques:
Selected WA#1 and 2
168)
Presentation:
“Working with Words” (Note: Prerequisite for this short presentation is reading
Chapter 13, pgs. 643-670 from Writing.In addition, the length of this presentation will depend upon time taken by students readings of the completed drafts.
169)
To prepare Cover
Page, Table of Contents, Preface and Final Journal Entry #40: “A Letter to My
PAS 155 Classmates: Now That We Have Stepped Up to the Plate, Where Do We Go
from Here?”
Week 15
University Review Week
Monday, May 16th
170)
WA#5 – the
Annotated Bibliography – Due (At the start of class)
171)
PAS 155
Departmental Common Essay Examination (Large Blue Book
Required)
Wednesday, May 18th
172)
The Writer’s
Journal Due (As noted by Course Instructor)
173)
Post-Semester
Diagnostic Testing (Scan-Tron Form 882 Required)
Friday, May 20th
No classes
scheduled
Week 16
Final Examinations
174)
PAS 155 Exit Essay Examination (Large Blue Book Required)
175)
Return of Writer’s
Portfolio (i.e., Papers, Essay Exams, Objective Exams, Diagnostic Tests,
Journals, etcetera)
176)
Term Paper Due –
Friday, May 27th, at or before 4:30pm (As noted by course
instructor)