Well, we're done. I have begun to look over your final papers, and I will submit your course grades to the registrar's office over the weekend.
If you haven't already given me your e-mail address or made other arrangements to get feedback on your paper, feel free to contact me at bill.ackerbauer@fmcc.suny.edu.
Enjoy the rest of the rainy season -- er, summer!
Thursday, July 23, 2009
Monday, July 6, 2009
Instructions for final project
For your final project in the course, you will select one of the following research options:
1.) Art/lit option: Research the life and work of one artist or writer and write a paper discussing how one of that person’s works (a painting, poem, story, play, novel, etc.) was significant in his or her career. I suggest you select an artist or writer and a work with which you are already familiar and in which you are interested.
2.) History option: Research a famous person in history and write a paper arguing how the most common (or popular) understanding of that person's historical significance is wrong. Your sources must include materials that present both the common interpretation of the subject's legacy and materials containing evidence that contradicts or undermines the common interpretation. I suggest you select a historical figure with whom you are already somewhat familiar and in whom you are interested.
3.) Science/tech option: Research a cutting-edge development in science, technology, engineering or medicine and write a speculative paper discussing what the future significance of this development might be. For example, you might research how scientists are developing a new technique for curing a disease, or how a software company is designing a new Web application.
4.) Social problem option: Research a current problem in society and write a paper arguing in favor of one possible solution to the problem. The problem you select should be something very specific (for example, “crime” is too broad a topic; it would be better to select a specific type of crime, in a specific geographical or social context.) Your paper need not offer an original solution, but it must describe the pros and cons of the solution you support as well as the pros and cons of the most likely alternatives.
No matter which option you choose, your speculation, argument or analysis must be based on evidence from your research sources, not merely your own personal opinions or “common sense.” Your paper must do more than summarize the facts and ideas you read in your source materials — it must make an argument (i.e., an idea that you synthesize after consideration of ideas found in your research readings.)
I will be happy to suggest topics and specific sources for your individual project, and the staff at the FMCC library also is available for research consultation.
The final paper will be 5 to 7 pages long (double-spaced in a standard 12-pt font) and will include a separate cover sheet and a separate “Works Cited” page listing your sources according to MLA style. Your paper must use at least five separate sources. You will use in-text citations to attribute each summarized idea, paraphrase or quotation to its source.
Timeline for research project:
Wednesday, July 15: One- to two-page research proposal due in class, with annotated bibliography describing at least three likely sources. (Proposals must include summary of topic, research questions and working thesis.)
Monday, July 20: Oral presentations in class. (Brief review for final exam.)
Wednesday, July 22: Final papers due at the start of class. Final exam.
1.) Art/lit option: Research the life and work of one artist or writer and write a paper discussing how one of that person’s works (a painting, poem, story, play, novel, etc.) was significant in his or her career. I suggest you select an artist or writer and a work with which you are already familiar and in which you are interested.
2.) History option: Research a famous person in history and write a paper arguing how the most common (or popular) understanding of that person's historical significance is wrong. Your sources must include materials that present both the common interpretation of the subject's legacy and materials containing evidence that contradicts or undermines the common interpretation. I suggest you select a historical figure with whom you are already somewhat familiar and in whom you are interested.
3.) Science/tech option: Research a cutting-edge development in science, technology, engineering or medicine and write a speculative paper discussing what the future significance of this development might be. For example, you might research how scientists are developing a new technique for curing a disease, or how a software company is designing a new Web application.
4.) Social problem option: Research a current problem in society and write a paper arguing in favor of one possible solution to the problem. The problem you select should be something very specific (for example, “crime” is too broad a topic; it would be better to select a specific type of crime, in a specific geographical or social context.) Your paper need not offer an original solution, but it must describe the pros and cons of the solution you support as well as the pros and cons of the most likely alternatives.
No matter which option you choose, your speculation, argument or analysis must be based on evidence from your research sources, not merely your own personal opinions or “common sense.” Your paper must do more than summarize the facts and ideas you read in your source materials — it must make an argument (i.e., an idea that you synthesize after consideration of ideas found in your research readings.)
I will be happy to suggest topics and specific sources for your individual project, and the staff at the FMCC library also is available for research consultation.
The final paper will be 5 to 7 pages long (double-spaced in a standard 12-pt font) and will include a separate cover sheet and a separate “Works Cited” page listing your sources according to MLA style. Your paper must use at least five separate sources. You will use in-text citations to attribute each summarized idea, paraphrase or quotation to its source.
Timeline for research project:
Wednesday, July 15: One- to two-page research proposal due in class, with annotated bibliography describing at least three likely sources. (Proposals must include summary of topic, research questions and working thesis.)
Monday, July 20: Oral presentations in class. (Brief review for final exam.)
Wednesday, July 22: Final papers due at the start of class. Final exam.
Wednesday, July 1, 2009
How not to write
Here's the link to the Bulwer-Lytton Bad Fiction Writing Contest, which I mentioned in class tonight (it's worth a few laughs): http://www.bulwer-lytton.com/lyttony.htm
You may want to review the definitions of some of the terms I discussed in class tonight:
Cliche
Platitude
Narrative
Stereotype
Trite
On Monday, July 6, we will discuss the material in chapters 2 and 3 of the Research Papers textbook. I will hand back your graded essays and give instructions for the final project.
Have a good holiday weekend (hopefully, it won't be "dark and stormy.")
You may want to review the definitions of some of the terms I discussed in class tonight:
Cliche
Platitude
Narrative
Stereotype
Trite
On Monday, July 6, we will discuss the material in chapters 2 and 3 of the Research Papers textbook. I will hand back your graded essays and give instructions for the final project.
Have a good holiday weekend (hopefully, it won't be "dark and stormy.")
Monday, June 22, 2009
Calendar now revised
I have revised the last part of the course calendar to restore the dates I omitted in the original syllabus. I'll hand out copies in class tonight.
You also can download the file here: REVISED CALENDAR
You also can download the file here: REVISED CALENDAR
Monday, June 15, 2009
Instructions for Essay #2
Your second essay for this course will be a literary analysis of either "Neon Tetra" by Eric Puchner or "A Good Man is Hard to Find" by Flannery O'Connor.
Identify one or two major themes of the story you select, and discuss how the theme(s) function(s) and/or create(s) meaning in conjunction with the story's language, setting or character development. Make sure your essay has an arguable thesis and a clear interpretation of (some) subtext based on evidence in the text.
The first draft of your essay should be 2 to 5 pages long (double-spaced in 12-point type). It will be collected at the start of class Monday, June 22. Bring three copies of the essay -- one for me and two for classmates to read and critique.
(Also for June 22, read "Generating Ideas and Text" and "Drafting.")
You will break up into groups and verbally critique each other's first drafts. Then, each student will be assigned a one-page written critique of one other student's essay, which will be due Wednesday, June 24. Bring two copies of your written critique to class -- one for the writer and one for me.
(Also for June 24, read "Assessing your Own Writing" and be prepared for the mid-term test!)
Final drafts of the essays will be due Monday, June 29. Your final draft should be 3 or 4 pages long.
(Please note the course calendar omits two class dates, June 29 and July 1. I will revise the calendar and hand out new copies in class ASAP.)
Identify one or two major themes of the story you select, and discuss how the theme(s) function(s) and/or create(s) meaning in conjunction with the story's language, setting or character development. Make sure your essay has an arguable thesis and a clear interpretation of (some) subtext based on evidence in the text.
The first draft of your essay should be 2 to 5 pages long (double-spaced in 12-point type). It will be collected at the start of class Monday, June 22. Bring three copies of the essay -- one for me and two for classmates to read and critique.
(Also for June 22, read "Generating Ideas and Text" and "Drafting.")
You will break up into groups and verbally critique each other's first drafts. Then, each student will be assigned a one-page written critique of one other student's essay, which will be due Wednesday, June 24. Bring two copies of your written critique to class -- one for the writer and one for me.
(Also for June 24, read "Assessing your Own Writing" and be prepared for the mid-term test!)
Final drafts of the essays will be due Monday, June 29. Your final draft should be 3 or 4 pages long.
(Please note the course calendar omits two class dates, June 29 and July 1. I will revise the calendar and hand out new copies in class ASAP.)
Thursday, June 4, 2009
Instructions for Essay #1
Instructions for Essay #1: Everybody's a critic
Write an essay in which you contrast two movies, arguing why one is better than the other. Be sure to choose two films that can be reasonably compared because of something they have in common. For example, it would be reasonable to compare one movie to its prequel or sequel; to compare two films of the same genre; or to compare two movies that have the same lead actor or director.
Your essay must have a clear thesis asserting that one film is better that the other. Be specific about how you define "better" (how you define quality in a film) and base your argument on thoughtful analysis of the films. Do not merely describe how one film matches your personal taste — base your argument on examples and evidence. Make sure the comparisons you draw are fair — if you analyze the acting in one film, also analyze the acting of the other.
As you write your essay, think about the rhetorical techniques described in Joseph Kelly's "What are Essays?" and the handout titled "Arguing a Position." Don't try too hard to force your rhetoric to fit any of the categories described by Kelly. Instead, come up with an argument that makes sense to you. Because criticism of art is subjective, your argument may be mostly aesthetic. But it also likely will contain elements of logical, ethical or pathetic rhetoric.
Your essay should be two or three double-spaced pages (with a standard 12-point typeface, stapled together). Make sure the top of the first page is labeled with your name, my name, the course title (EN103Z), the date and a title.
I will collect the essays after we return from the library the night of Wednesday, June 10.
Write an essay in which you contrast two movies, arguing why one is better than the other. Be sure to choose two films that can be reasonably compared because of something they have in common. For example, it would be reasonable to compare one movie to its prequel or sequel; to compare two films of the same genre; or to compare two movies that have the same lead actor or director.
Your essay must have a clear thesis asserting that one film is better that the other. Be specific about how you define "better" (how you define quality in a film) and base your argument on thoughtful analysis of the films. Do not merely describe how one film matches your personal taste — base your argument on examples and evidence. Make sure the comparisons you draw are fair — if you analyze the acting in one film, also analyze the acting of the other.
As you write your essay, think about the rhetorical techniques described in Joseph Kelly's "What are Essays?" and the handout titled "Arguing a Position." Don't try too hard to force your rhetoric to fit any of the categories described by Kelly. Instead, come up with an argument that makes sense to you. Because criticism of art is subjective, your argument may be mostly aesthetic. But it also likely will contain elements of logical, ethical or pathetic rhetoric.
Your essay should be two or three double-spaced pages (with a standard 12-point typeface, stapled together). Make sure the top of the first page is labeled with your name, my name, the course title (EN103Z), the date and a title.
I will collect the essays after we return from the library the night of Wednesday, June 10.
Monday, June 1, 2009
Welcome to the course (Summer '09)
Welcome to the course blog for EN103Z1, my section of English I. All the posts below/before this one are from previous semesters, so they don't pertain to my summer students, but you're free to look around to get a sense of what past assignments have been like, etc.
The "Course Syllabus" link now is current for summer session.
Here's a recap of the assigned reading to be discussed Wednesday, June 3:
Joseph Kelly, "What Are Essays?"
Stanley Fish, "Conspiracy Theories 101"
Judy Brady, "I Want a Wife"
Here's a partial list of key concepts I discussed in class tonight. If you need me to review, be sure to ask next time:
Grammar
Style
Rhetoric
Thesis (explicit vs. implicit)
Understatement, overstatement (aka exaggeration or hyperbole)
Satire
Irony
Caricature
See you Wednesday evening.
The "Course Syllabus" link now is current for summer session.
Here's a recap of the assigned reading to be discussed Wednesday, June 3:
Joseph Kelly, "What Are Essays?"
Stanley Fish, "Conspiracy Theories 101"
Judy Brady, "I Want a Wife"
Here's a partial list of key concepts I discussed in class tonight. If you need me to review, be sure to ask next time:
Grammar
Style
Rhetoric
Thesis (explicit vs. implicit)
Understatement, overstatement (aka exaggeration or hyperbole)
Satire
Irony
Caricature
See you Wednesday evening.
Subscribe to:
Posts (Atom)