Professor Hepworth

Final Portfolios

2008-12-15T16:16:00.000-08:00

I'll do my best to have final portfolios to return to you on our regular final exam period in our regular classroom:

12:00 p.m. Thursday 18 December.

I suppose if necessary I will also come prepared to go the gym for some one-on-one.

Letter Proposals

2008-11-04T07:11:00.001-08:00

I'm very much looking forward to reading your second proposals, your letters on Thursday. If you would like to read my proposal to Dan Frank, the Vice President of Pantheon Books, please let me know and I'll send you a copy by electronic mail. It's rather long, I suppose, but I sure could use some criticism.

JRH

P.S. Anyone who wants to read a book for extra credit please let me know in class. Please vote today!

What Do You Love and What Do You Want to Know?

2008-09-11T12:52:00.000-07:00

Exercise: Answer these questions in a free-writing session of five minutes.

Revised Syllabus

2008-09-07T12:16:00.000-07:00

Below is the revised syllabus. Thanks to those students who met with me to suggest changes to the original.

English 102-01 Fall 08
TTh 12:00-1:15 p.m. SGC 122
Dr. James R. Hepworth, Professor, 309 Spalding Hall
Office Hours: MW 4:15-5:15 and TTh 10:30-11:30 & 1:30-2:30 and by Appointment
Email: hepworth@lcsc.edu Telephone: 792-2385
Pre-requisite: English 101 or College Placement

Helpful Hints

• If you have a physical disability or a learning disability, be sure you have registered with Disability Services (RCH 111) to verify the disability and to determine suitable academic accommodations. Then during the first week of class, make an appointment to meet with me in my office to make arrangements specific to this class. Later notification may result in the requested accommodations being unavailable.

• There is one primary rule—the golden rule—for our classroom. Let's practice it.

• This class is writing and computer intensive. It is not, however, a distance learning class. Nevertheless, our class requires you to do perhaps even a majority of your work at a computer with internet access. If you do not own a computer, the college SUB and library both have computer labs where you may use a computer.

• Writing is among the most complex human endeavors, comparable in difficulty, some people argue, to mathematics. If you already know you are struggling college writer, get help early. Find a tutor. Begin making regular visits to the campus writing lab in Spalding Hall. Take advantage of my office hours. By all means, however, see me in person before you attempt to the drop the course. You may be doing much better than you think.

• I like to call on students by name, and I memorize the names of students in all my classes early in the semester, usually within the first few weeks. If I call on you and you don’t know or can’t think of the answer to the question, just say, “I don’t know.” That’s the same answer I will probably give you under similar circumstances. In my experience, too many people are either unable or unwilling to say, “I don’t know.” If you knew everything, why would need a college class?

• I check my Email once a day. Some days I receive as many as thirty or forty Emails in addition to spam. If you must Email me, please limit your Email to three well-written sentences. The college requires that you Email me only from your Warriormail account. I cannot and will not respond to Email sent to me from personal Email accounts outside the college system.

• For updates on assignments, changes, extra credit opportunities, and general news, please check our class blog at least once a week.

Required Materials

Hairston, Maxine et al. The Scott Foresman Handbook for Writers. Eighth Edition. Upper Saddle River, New Jersey: Pearson Prentice Hall, 2007. This recently revised book may be the most frequently consulted writing handbook in the United States. Our library keeps it under “reference.” Students frequently keep it to use throughout their college careers. Bring it to every class. And make sure you buy the most recent (8th) edition (ISBN 0136148638), which comes packaged with your personal access code to the book’s online website where you can go for help twenty-four hours a day.
• Bluebooks (Please have a supply of two or more on hand for in-class writing assignments. Bring them to every class.)
• A plain (8.5” x 11”) office file folder with your last name followed by your first name on the flap. (You won’t be able to turn in a hardcopy of your essay unless you submit it in a folder along with your pre-writing and drafts. I want to see the entire evolution of your paper from conception to publication.)
• From time to time I may require students to furnish each other with complete (typed) hard copies of their drafts for peer editing and review. Students should budget for this expense early in the semester just as they would a required textbook ($20-$30).

Course Websites

www.mycomplab.com
<www.jimhepworth.com>

Course Description and Course Outcomes

English 102 continues the work begun in English 101 with—in the words of the Lewis-Clark State College Catalog 2007-2009—“an emphasis on general research techniques” that apply to various academic disciplines (286). Although we will do some review in class on an as-needed basis, students should take it upon themselves to review such subjects as invention, drafting, collaboration, and revision, as well as grammar, sentence structure, paragraphing, and punctuation. I assume—and I assume the college assumes—that all English 102 students have achieved, either on their own or by taking English 101, competency or better in College Writing. Our section of this course will also emphasize collaborative writing and online publishing, document design, critical reading, and problem solving.
Our class combines instructor lectures and in-class workshops and discussions with online work. We will hold both large and small group discussions, read aloud, edit and evaluate each other’s work, make presentations, and write and revise weekly and daily assignments. Students will also create and publish individual and team blogs, take online quizzes, and complete various other online exercises and homework assignments, both on a scheduled and an “as needed basis.”
Upon exiting this course successful students will be able to

• continue to demonstrate competency in the course outcomes for English 101 (see 286 in the college catalog)
• locate, identify, and participate in academic discourse
• read critically, synthesize, and evaluate information
• use a variety of research tools (databases, indexes, the Internet, etc) to locate appropriate information sources
• develop a focused research topic or project
• conduct a review of the literature for a specific topic
• understand what constitutes evidence in a particular discipline
• use valid evidence to support claims
• understand and use APA and MLA formats for organizing and documenting multiple source papers
• understand and demonstrate the ethical responsibility of the research writer to explore multiple perspectives on a topic and to cite sources and report findings accurately
• design and create web pages, individual blogs, and team blogs
• submit and post their writing online and perform successful online peer reviews (For more complete list of course objectives see the Self-Evaluation Form.)

Mandatory Attendance Policy

I promise to do my best to create and maintain a friendly classroom atmosphere. I hope you want to come to class. Regardless, the success of our class depends on your regular attendance and active participation as well as your ability to listen and to learn from the insightful contributions of your colleagues. Therefore attendance is required. Because even the best students must occasionally miss class, however, I hereby grant each student one unexcused absence. Each successive absence, however, will lower your final grade by half a step (e.g. from B- to C+, from C+ to C, from C to C-). Missing a scheduled conference, habitual tardiness, leaving class early. . . . will adversely effect your grade. Come to class even if you are unprepared.

Grading (100 Points Possible)

First, a word to the wise: our college requires students to earn a C or better in English 101 before they can move on to English 102. If you receive a final grade of C- or lower, you must retake this course before moving on. (Students who are not required to take English 102 for their degrees, of course, are exempt from this rule.)

A (93-100%) A- (90-92%)
B+ (87-89%) B (83-86) B- (80-82%)
C+ (77-79% C (73-76%) C- (70-72%)

Essays (60 points):

Students must successfully submit all assigned drafts of an essay. Unless I tell you otherwise, please make two copies of each draft you submit for peer review and for an instructor grade, and be sure to post your finished essays on your blogs. To view recent examples of some satisfactory essays by LCSC students, go to the instructor’s website () and click on “mag-zine.” Please note: I expect to see improvement throughout the semester even in the work of the best student writers. Furthermore, although I will read and mark all essays properly submitted to me, I may choose, particularly near the beginning of the semester, to grade some essays simply Pass (P) or Fail (F).

Essay Submissions Policy: We will be experimenting with online grading this semester. Once we are comfortable with the online program and grading system, I will ask you to submit at least one of your essays for me to evaluate online through Exchange and Grade Tracker. (It may very well turnout that you will submit the majority of your essays to me online, depending on the success of our early experiments.)
Meanwhile, until I say otherwise, you may submit only hard copies of your essays for a grade.
Here’s how the submission process should work:
1. The class will divide into teams of four.
2. Each team will create and publish a team blog. This blog will be available for viewing only to your other teammates and to the instructor.
3. Before the deadline, each member of a team will post a complete draft of his or her essay on the team’s blog for review. (This draft should be as near perfect as you can make it in the time you have to write it. You should also submit it to your E-tutor.)
4. Each member of the team will then read, evaluate, and edit the posted essays of the other members on the team blog. Teammates will comment on the strengths and weaknesses of each team member’s essay and offer helpful suggestions.
5. Each member of the team will also write one “formal peer review”—a summary of the strengths and weaknesses of another team member’s paper’s that quotes and paraphrases the comments and suggestions from all three of the team’s reviewers.
6. Based on peer reviews and a self-evaluation, each team member will then make any and all final revisions to his or her essay.
7. After carefully proofreading the final draft of the essay, each team member will publish two hard copies of the essay for the instructor and also post the revised essay to his or her individual blog for everyone to read.
8. On the deadline, you will then submit the final copy to me for a grade along with
your notes (including zero drafts, scratch outlines, reverse outlines, and all preliminary drafts) and your formal peer review. I want to see the entire evolution of your paper from conception to publication.

Unless I ask you to submit your essay online, all submissions must be made by placing two hard copies of your final draft and all related materials inside an 8.5” X 11” inch plain file folder with your name on the outside flap (last name first). On the inside left cover of the folder, neatly print the telephone number where you prefer to be reached, your college email address, and a postal address.
Please note: I will not accept essay submissions (or any assignments) by Email.

Revision Policy

Of course you may revise an essay as many times as you like before the deadline for your edited final draft. In fact, I encourage you to revise often. In addition to soliciting peer reviews and E-tutor reviews, you may also want to take your work to the Campus Writing Lab in Spalding Hall. Once you submit an essay for a grade, however, that grade will stand in the grade book.
Please do not ask me to evaluate your paper in advance of the deadline. Grading your preliminary draft would defeat the purpose of peer reviews. Seek help from your teammates and the campus writing lab before you come to me. I will nevertheless be glad to meet with you during my office hours to discuss any problems you have with the assignments.
Please also note that the back flyleaf of our handbook contains a list of most the common editing and proofreading symbols I use to mark student papers. Beside each symbol the editors list the precise section number of the book that students should consult to correct their errors. I expect you to study and correct the errors in the sentences I mark on your papers each time I return them. I also expect you to eliminate the majority of your most common errors from your essays before the end of the semester. To that end, I will assign (and you will self-assign) quizzes and exercises on the textbook website to help you learn to prevent the same errors from recurring. The website will automatically track your grade. In many cases, you will be expected to repeat an exercise until you achieve proficiency.

Late Paper Policy

Because meeting deadlines is important in nearly all professions, I have budgeted plenty of time for students to complete preliminary and final drafts. Turning in a peer review or a final draft one class period late, however, will result in a reduction of two grades (A to C). Again: the deadline for papers (for peer review or grading) is the beginning of the class period on the due date. If you know in advance that you will be absent on the day is paper is due, please make arrangements to turn the paper in prior to the due date. If you know in advance that a paper is going to be late, you may write a one page persuasive letter requesting an extension. There is no guarantee, however, that the extension will be granted.

Participation (30 points):
Scholars generally agree that the learner is the person most in charge of what gets learned inside and outside the classroom. I expect you to be an active learner. I will base your grade in this category on the following criteria:

• your general attitude toward the class: your willingness to volunteer, to express your own thoughts aloud and in writing, to permit others to speak, to assist others with their writing, and the effectiveness of your overall effort and academic maturity
• your ability to work independently and as a part of an assigned team
• your completion of reading assignments in the text and online
• your ability to meet deadlines with complete drafts for peer review (All papers, including drafts for peer review, become due at the beginning of the class period on the due date.)
• the scores and completion rates for all your assigned exercises and quizzes
• your ability to write honest and helpful peer reviews
• your willingness and ability to go beyond the minimum requirements for the course

With the exception of timed essays, all papers (even drafts written for formal peer reviews) must be keyboarded and formatted in MLA or APA style. I will treat the failure to turn in a complete typed draft for peer review by making a step reduction in the final grade (e.g B- to C+).
In previous semesters dozens of excellent students have formed small study groups of three or more people who meet once a week to conduct peer reviews, go over reading and writing assignments, and generally support each other. I highly recommend this method.

Required Individual Conferences: Each student is required to schedule and attend at least one conference with me to review individual course work and assignments. (Be sure to bring copies of your work with you! Students are by no means limited to one conference.) I welcome both appointments and drop-ins during my office hours. Only an appointment, however, can guarantee a particular time in my schedule.

Final Portfolio (10 points):
Near the end of the semester, students may revise one of their documented essays and re-submit it for a grade along with a self-analysis. Students will also turn in both the peer reviews they have written and the peer reviews they have received. Please be sure to include a self-addressed stamped envelope with this assignment. (Students who receive A’s on at least three essays may be excused from this assignment contingent upon an exit interview with the instructor.)

Incompletes: I will grant you a grade of Incomplete at the end of the semester if (1) you have completed 80% of the work and (2) if you have a documented medical or family emergency that occurs in the last few weeks of class.

Plagiarism or any form of cheating will result in an automatic F for the semester.

Extra Credit: Students who publish individual essays in our online class anthology (“mag-zine”) will receive extra credit. Submitting an essay for a full class review also usually results in extra credit. In general, however, I will announce extra-credit opportunities on my class blog as we progress through the semester. To receive extra credit points, students must post them on their blogs along with a description of the extra credit assignment within twenty-four hours of receiving them. Team extra credit points are also available from time to time.

Class Calendar

2008-09-07T11:14:00.000-07:00

Class Calendar for English 102 Fall 08
(Subject to Revisions as the Semester Proceeds)

Week One.

T August 26: Course introductions. Create a personal blog and begin posting. Register for Mycomplab and familiarize yourself with the site. Begin doing self-paced exercises on Mycomplab in the category of “Research” and continue until you have completed all the exercises in the category of research except any diagnostic 2 exams.

Th August 28: Create a photographic essay formatted in MLA style. Make a hard copy and post it on your blog.

Week Two:

T 2 September: Photographic essays due. Introduction to the principles of documentation. Read Wendell Berry’s essay on “Christianity and the Survival of Creation.” Read “White Sturgeon: a Research Proposal” by Zeb Fisher.

Th 4 September: In-class peer reviews of photographic essays. Discussion of plagiarism and common knowledge. Begin researching topics for your proposal. If you have not already done so, learn to format a paper in MLA and integrate photographs into your document and to post photos and to create links on your blog.

Week Three:

T 9 September: Discuss essays by Berry and Fisher. Introduction to proposal writing.

Th 11 September: Read selected student proposals as available and take a look at “Model Documents” on MyComplab. Continue doing MyComplab exercises and posting to your blog. Choose a topic and create an annotated bibliography for your research proposal and format it in MLA style.

Week Four

T 16 September: Annotated bibliographies due for peer and instructor reviews. In-class workshop and discussion. Write a complete draft of your research proposal including a Works Cited page.

Th 18 September: In-class workshop. Rough Drafts due for research proposals. Review and revise.

Week Five.

T 23 September: In-class workshop. Complete drafts due for research proposals. Review and revise.

Th 26 September: In-class exercise workshop using MyComplab. Revise your research proposal into a final draft and be prepared to present your proposal to the class in a four minute presentation. Rehearse your proposal.

Week Six

T 30 September: Student presentations. Create a four to five minute podcast/reading/recording of your own presentation and post it on the web.

4 October: Student presentations cont..

Week Seven

T 7 October: Library Research. Student Conferences. Class meets in the library. Complete any remaining MyComplab exercises in “Research” category.

Th 9 October: Research and conferences cont. Class meets in the library. Assuming your instructor and peers have accepted your proposal, write a complete draft of your documented essay and format it in the style appropriate for your subject.

Week Eight:

T 14 October: Midterm Exams.

Th 16 October: Midterm Exams.

Week Nine:

T 21 October: Complete drafts of first documented essays due. In-class peer reviews. Write a second research proposal.

Th 23 October: Peer and instructor reviews of proposals cont.

Week Ten:

T 28 October: Complete drafts of second research proposals due. In class reviews and short workshops.

Th 30 October: Reviews and workshops continued.

Week Eleven:

T 4 November: Final drafts of second research proposals due. In class peer reviews and instructor workshops.

Th 6 November: Peer reviews and instructor workshops continued. Prepare a four to five minute class presentation based on your second proposal. Post an audio or video of your proposal on the web.

Week Twelve:

T 11 November: Student presentations. Write a complete draft of your second documented essay.

Th 13 November: Student presentations. Continue drafting and revising your second documented essay.

Week Thirteen

T 18 November: In-class writing workshops.

Th 20 November: In-class writing workshops.

Week Fourteen: Thanksgiving Break. No Classes.

Week Fifteen:

T 2 December: Final Portfolios due online.
Th 4 December: In-class research and writing exercises.

Week Sixteen: No Final Exam Week

T 9 December: Review for Final Exam. Final Portfolios due.

Th 11 December: Review for Final Exam

Week Seventeen

Final Exam

Study Questions for Wendell Berry's Essay

2008-09-07T10:53:00.000-07:00

Here are a few questions to prompt close reading and class discussion.

What is Wendell Berry’s stated purpose for writing? What, if anything, is he proposing and why?
What “catastrophic discrepancies between biblical instruction and. . . allegedly respectable Christian behavior” does Wendell Berry claim to see?”
What does Berry think about the usefulness of Christianity for dealing with our environmental crisis?
In Berry’s view, is Creation independent of the Creator? Is Berry’s view the prevailing view? Why or why not?
Which parts of Creation does Berry consider to be most holy and sacred? Is Berry's view the prevailing Christian view on this issue?
According to Berry, what allows Christians to ignore their own biblical instructions and contribute so heavily to the ruin of Creation? Give at least two reasons Berry cites that can explain why, in his opinion, the holiness of life is obscured to modern Christians.
How does Berry define a Christian church? Where is such a church to be located and how is it to be built and of what is it to be made?
According to Berry, who are the most significant people and what are the most significant religious events in the Bible and where do these events occur? Do you agree with him?
What does Berry mean when he says that the misuse of the Bible logically accompanies the abuse of nature?
What does Berry mean by the term “duality” and which dualities does he most disdain and why?
What does Berry have to say on the subjects of work and workmanship?
How does Berry’s reading (or interpretation) of Genesis and and the act of Creation generally compare to the most common reading?

Welcome to English 102-01

2008-08-26T00:14:00.000-07:00

I look forward to seeing you all today at noon. Welcome to English 102. To join our class online and receive credit for the work you do, you will need the following instructor code to identify the class you need to join: cm673410.

You should probably write this code down in a safe place where you can find it if you need it.

Professor Hepworth

Required: MLA and APA Diagnostics and Exercises

2007-11-11T10:46:00.000-08:00

Research: Citation Diagnostics and Exercises

Please complete the previously assigned MLA and APA diagnostics on MyCompLab as well as all practice exercises and print them out. They are due Tuesday 13 November.

Take the first diagnostics (#1) for each style as an initial evaluation of your proficiency, and the second (#2) after you have completed the practice sets in areas of identified weakness.

The results page generated by these diagnostics will provide two kinds of information: (1) general proficiency levels in 3 categories (Books, Periodicals, Electronic Sources); and (2) individual question-by-question feedback. These results should be printed out, since when you leave the results page, the page will disappear.

Based on the results of your diagnostic, you will be able to link to further practice, or topic explanations in Research Navigator.

Final Research Essay Assignment

2007-11-11T10:19:00.000-08:00

For your final research paper, write a seven to ten page documented persuasive essay that answers a central thesis question. (Of course, even a persuasive essay should also make good use of exposition, description, narration, and humor.) (Oh, yes. Humor me.)

Be sure to state your thesis in a single, well-written sentence in your first paragraph and to use an appropriate introductory technique. (Remember: a thesis statement is a conclusion conspicuously placed in your introduction.)
Also be sure to submit your complete draft to an e-tutor and your teammates and to turn in your e-tutor report. You may submit more than one draft, of course, to your e-tutor, but include at least one report with your final copy.
Document your essay using MLA or APA style—whichever is the most appropriate style for your subject.
All essays, however, (regardless of style) must have an abstract following a title page.
Use a variety of print and online sources. These must include

Books
Scholarly journals
Library subscription services
Newspaper
An interview
Websites

In addition to the usual grading criteria (thesis, organization, expression, usage and mechanics), I will pay particularly attention to how well you skillfully employ direct quotations.

Be absolutely sure to frame each direct quotation with a signal phrase that clearly identifies its source and to use all three methods of framing that we have discussed in class: frame precedes quote, frame interrupts quote, frame follows quote.
Correctly introduce at least one (brief) block quote with an introductory sentence followed by a colon.

A persuasive essay presents multiple views while favoring a single argument.

Be sure to pay close attention to opposing views.
Avoid logical fallacies: name calling, slippery slopes. . . .

Guidelines and Instructions for Oral Presentations

2007-11-11T09:29:00.000-08:00

The Assignment

Create and deliver to the class a seven to ten minute presentation based on your final research paper.

* Print out a hardcopy.
* Post the presentation on your blog.

(1.) Follow these guidelines:

Condense your entire research paper into a well-written abstract.
Prepare thoroughly by rehearsing your entire presentation several times until you’re comfortable with your presentation.
Time yourself.
State your research questions, give us a brief history of the issue, your research methods, and your purpose. Tell us what you hope to add to the discussion and why.
Identify any ethical, environmental, legal, political, or philosophical issues related to your issue.
State your thesis clearly and early and succinctly and stay on point.
Read aloud any direct quotes or short passages you want to emphasize, but keep these to a minimum.
What should we do? Why should we do it? And how should we do it?

(2) During the actual presentation in class be sure to follow the common sense guidelines you learned in public speaking

* Speak clearly and loudly enough to be heard by everyone.
* Make eye contact with the audience throughout the presentation.
* Use appropriate facial expressions and hand gestures.
* Make sure your rate of delivery is neither too fast nor too slow.
* Practice using any necessary technology.
* Open up the floor to questions at the end of your presentation.
* Answer the questions.

Some Additional Advice

Schedule your presentation on the calendar early.
Avoid trying to present your entire paper. Do summarize and paraphrase.
Inject some humor into your presentation, especially if the subject is tragic.
Find a way to illustrate your presentation with audio or video clips or photographs. Direct us to your blog or use a power point presentation.

Reminders and Instructions for Q & A Interviews

2007-10-20T15:43:00.000-07:00

Be sure to read and follow closely the suggestions in Checklist 44.5 in TSFH.

It is especially important to learn all that you can about your subject’s professional background, education, work history, and publications before you interview him or her. Take careful notes while conducting your preliminary research. (You’ll need them to score well on this interview assignment.) If possible, get a copy of your subject’s professional resume. If not, do your best to get one after the interview. Include the resume in your folder.

1. Formulate a series of no less than twenty well-written and well-organized questions. Include a few icebreakers, but stay on point. Be sure to ask the “hard” questions. One-word answers will usually lower your final score.

2. Observe closely and note your subject’s dress, manners, tone, speech habits, gestures, build, and personality. Pay close attention to the setting and note details: the arrangement of the room, smells, sounds, textures, visual cues like photographs and artwork or . . . . (You'll need these notes for the second interview assignment.)

3. Whether you record your interview by hand or machine, create a complete typed transcript of the entire interview.

Then print a copy and edit the interview by hand.
Correct any problems with grammar, punctuation, spelling, paragraphing, awkward phrasing, missing words, numbers, and the like. Make your subject look good.
Remove any hemming and hawing, stuttering, unnecessary repetitions.
Use lower case brackets [ ] to add words or short explanations. Use ellipses [. . . ] sparingly to indicate missing clauses or phrases of three words or more.

4. Illustrate the interview with at least two or three well-placed graphics.

5. Use your first name and last name for questions; for answers, use your subject’s last name preceded by his or her professional title or an appropriate substitute. You may put all names in small caps but refrain from using bold or italic faces. Plain type is acceptable.

JIM HEPWORTH: What would you cite as the primary cause of the U.S.-Mexican War of 1846?

PROFESSOR GONZALES: I can only guess. I’ve spent the last year wondering the same thing myself, especially on my last trip to New Mexico in July. . . . At the Palace of the Governors, I [re] discovered an interesting document in the library when an undated note fell out of an old book in a leather binding that I pulled from the shelf. . . .

6. Format your transcribed and edited interview in MLA style.

7. Give your interview a title and a subtitle. Here two titles from magazine interviews with high profile personalities to use as models.

Interview with James Carville: A Candid Conversation with the President’s Fire-Eating, Trash-Talking Campaign Wizard about Whining Democrats, Two-Faced Republicans, Sex, Politics, and the Art of the Spin

Frank Zappa: A Candid Conversation with the Most Original Mind in Rock Music about World Affairs, Jewish Princesses, Fighting Cancer, and Life Beyond the Fringe.

8. Last, write a capsule history of your interview subject’s professional career and use this profile as your introduction to the interview. Although you may briefly note the time and place of your meeting, refrain from writing a narrative of your interview experience. (You’ll do that in your next assignment.) You may comment very briefly on the setting. Do tell us where and when your subject was born, his or her marital status, employment history, and major accomplishments.

9. Submit your final draft of the interview complete with introduction to your teammates for peer review. (Submit the assignment and the final draft to an E-Instructor as well). Make any necessary corrections.

10. Print two copies of the final draft and post another copy of the completed interview on your blog. Then prepare your folder.

Place your two final edited drafts on top inside your folder.
Place your E-Instructor and Peer Reviews under your final drafts
Remember to include a Works Cited page with your paper.
Beneath your final drafts, place the final copy of your questions and your transcriptions.
Place all previous drafts in reverse-chronological order beneath the questions.
Place your notes last.

Assigned Reading and Writing

2007-10-16T14:57:00.000-07:00

Assigned Reading in The Scott Foresman Handbook for Writers (TSFH)

Chapter 5 “How Do You Revise, Edit, and Proofread?

Chapter 17 “How Do You Write Stylish Sentences?

Assigned Writing

Complete Exercise 5.1 in TSFH “Paragraph Mapping” (Reverse Outline). Focus on the weakest and least effective paragraphs in your proposal.

After rereading the assignment, use the guidelines we established in class for titles to create a series of headings for each part of your research proposal. Be very sure your proposal contains all required parts. Position the headings for each part of your text flush with the left-hand margin. Be creative, but keep the headings clean and unobtrusive.

Purpose
Audience
Literature Review. . . .

Add graphic elements to your final draft: drop caps or small caps. . . photographs. . . charts. . . maps.

Further Instructions

Be sure to bring two identical printed copies of the final draft of your research proposal to class on Thursday. Post a copy of your final draft to your blog.

Inside a standard file folder, position the two copies of your proposal on top of your most-recent (initialed) draft. Underneath your initialed draft, place your

paragraph map
earlier drafts
notes:direct quotations from sources,summaries and paraphrases, outlines, free writes, idea maps. . .

I need to see the entire genesis and evolution of your research proposal inside your folder.

Call for Research Proposals

2007-10-03T08:11:00.001-07:00

Deadline for Complete Drafts 16 October.

Read Chapter 43 in TSFH, paying particular attention to section 43b and any additional reading the authors suggest. You may also wish to review the student research proposal posted online a jimhepworth.com by clicking on "mag-zine."

Then prepare a research proposal that outlines your project. Format your prospectus in MLA style for a seven to ten page research paper. Treat the proposal itself as a research paper and be sure to include direct quotations from your sources. Your complete draft must also include an annotated bibliography and a timeline.

Identify and define your topic or topic area.

Make sure you are in control of the topic: that you define it clearly and narrowly enough to thoroughly examine in 2500 words—or less.
Tell us what qualifies you to undertake this research? Why did you select this topic? What personally connects you to your subject and how, when, where, and why did you acquire those connections? What personal experience or expertise do you bring to the subject and how did you acquire that experience? (In other words, what do you care about and why do you care about it? Perhaps more importantly, why should we care? What and how will your research and writing add to the discussion?)
State clearly and succinctly your hypothesis, research question, or thesis. Discuss your thesis or thesis question in detail and defend its significance, relevance, or appropriateness.
Who is your primary audience? Who is your secondary audience? Does your thesis question give us a clear sense of that audience and your purpose for writing and research?

Give us background information and a literature review. Identify the most important books, articles, and other materials you that you have already read and those that you expect to read to gain background information on your subject.

First, survey the major works others have written or produced in your research area that you have already read. (Be sure to quote directly from these sources in your proposal.) What are the classic (“must-read’) articles and books and who authored them? What makes them special?
Second, identify the types of materials you have yet to read and examine for your project and determine their availability: books, articles, newspapers, documents, manuscripts, recordings, videos, artworks, data bases, online sources, and so on. (Remember to list each of these items and briefly comment on them in your annotated bibliography.)

Describe your research methodology and plans for conducting field research.

Outline the procedures you will follow in your research and justify your choice of methodology.
Identify at least one person you will interview and then set up the interview. (At least one recorded interview is required for a future paper. For information about conducting a One-on-One Interview see 44d in TSFH.) Give us some background about the subject of your interview and include at least a few questions you plan to ask. Tell us why you have chosen to interview this person and not some other? Who else would you interview if you had more time?

Create a project timeline and include it with your proposal.

Tuesday Meetings

2007-09-11T11:12:00.000-07:00

We now have permission to meet in the library on Tuesdays for the rest of the year. Ryan Gill is investigating the possibility of our using the room on Thursdays as well.

Remember: we will meet for special instruction in the library this Thursday. Lynn Bidwell will be our guest instructor.

The deadline for your peer-reviewed final drafts is at the beginning of class on Thursday. Please put your finished paper inside a folder along with your drafts and notes.

Link

2007-09-04T12:29:00.000-07:00

Link

Week One Exercises

2007-09-03T12:59:00.000-07:00

Log into MyComplab. Click on "Citation Diagnostics and Exercises." Click on MLA. Complete the exercises in the following order and submit your scores through Grade Tracker:

Diagnostic #1
Electronic Exercises
Periodicals
Books

Head's Up

2007-08-29T09:36:00.000-07:00

We will meet at our regular time in the college library for special instruction on two consecutive Thursdays:

Thursday 6 September
Thursday 13 September

Please be on time. We'll meet in the lobby.

By now, I hope you have all gained access to MyCompLab and signed up there through Exchange for our class with the class identification number I provided.

See you soon.

Professor Hepworth

Write a Photographic Essay DRAFT

2007-08-27T20:49:00.000-07:00

With a digital camera in hand, visit a busy public place—an airport, bus station, restaurant, sports event, concert—and take a series of photographs. (Or visit a quiet public place: a river, a park, a garden. . . . ) Write down your time of arrival and any observations you care to make while you are on the scene. Spend at least an hour documenting your observations and note the time you leave. Then, at your leisure, write a photographic essay based on your experience.

Format your essay in MLA style
Save all the stages of your writing and turn in all preliminary drafts, notes, lists. . .
Place at least five photographs into your final draft to illustrate your essay
Subject release forms
Be sure to devote at least some writing in your final draft to description, narration, comparison and contrast, and analysis
Print two hard copies of your final draft and save one copy as a PDF