English 1010
Introduction to Academic Writing
Student Handbook
Instructor Edition
Spring 2007
Editors
Brady Edwards
Michael Terry
Nicole Butler
Camille Harris
Jacqueline Harris
Chelsi Linderman
Curtis Newbold
Sarah Sisson
Laura Vernon
English 1010 Staff
USU English Department
Utah State University
Logan, Utah
Director of Writing
Dr. Kathryn Fitzgerald
Ray B. West 204F
797-0235
kfitzgerald@english.usu.edu
Assistant Directors of Writing
Michael Terry
Ray B. West 412
797-2747
mterry@english.usu.edu
Brady Edwards
Ray B. West 411
797-0266
bedwards@english.usu.edu
Assignments
Writing improves with practice, so the more you write, the more proficient you will become.
You will also improve your writing by reading models of the types of writing that you will
complete. Expect intensive reading and writing in this course, and be assured that if you actively
engage in these assignments, your writing will improve.
Required Texts
In addition to this handbook, you must obtain the following textbooks:
• The New Century Handbook, 3rd edition, Christine A. Hult and Thomas N. Huckin
• Rereading America, 6th edition, Gary Colombo, Robert Cullen, and Bonnie Lisle
• Warriors Don’t Cry, Melba Patillo Beals
2
Contents
I.
Goals and Objectives
Philosophy
Essays
The Citizen Scholar
Student-Instructor Expectations
4
6
7
8
II.
General Information
Writing Center and Computer Lab
University Policy and Procedure
Grading
Grading Scale
9
10
12
13
III.
Daily Class Schedule
Daily Class Schedule
14
IV.
Assignment Descriptions and Components
Family Narrative
School Board Project
Media Analysis
Rereading American Images
Rereading American Culture
Writing Journal
33
36
41
44
45
48
V.
Course and Textbook Information
Accessing Syllabase Online Classes
Your Past as a Writer
English Plagiarism Statement
Rationale for Textbook
Library Resource Guide
49
50
51
52
55
3
Goals and Objectives
What You Gain by Taking English 1010
Philosophy
English 1010 is a general education requirement that prepares students to meet the University
Studies Objectives of the Citizen Scholar. As a preparatory course for university study, English
1010 will teach you processes and techniques to become a proficient writer as you seek to discover
and assert ideas in a university setting. In this class you will learn how to develop your ideas; work
through multiple drafts; evaluate papers in collaboration with your peers; develop information
literacy skills through personal research; and read, think, and write critically by engaging in an
ongoing academic discussion.
Upon completion of English 1010, you will have developed the following skills:
Critical Thinking, Reading, & Writing
“A critical thinker cultivates the ability to
imagine and value points of view different
from her own – then strengthens, refines,
enlarges, or reshapes her ideas in light of
those perspectives” (Rereading America 2).
The purpose of thinking, reading, and writing
critically is to “shape, not merely absorb,
knowledge” (2).
•
•
•
•
Group work and peer review sessions.
Library research and information literacy
development.
Reading assignments.
Graded essays.
Writer-Based Writing
Writing is – or should be – for yourself.
Writer-based writing allows you to:
• Formulate, explore, and express your
ideas.
• Find and develop your academic voice and
style.
• Think independently.
• Generate ideas.
• Analyze your past experiences.
• Develop writing fluency.
• Practice using writing rituals as learning
tools.
• Be creative and enjoy writing.
Critical thinking is a set of skills and
practices that help you better understand
your subject. Critical thinkers:
• Analyze and judge.
• Listen and discuss.
• Recognize and respect differences of
opinion.
• Understand their personal biases.
• Improve their understanding of others’
ideas.
• Engage in synthesis and praxis.
Audience-Based Writing
After writing to explore ideas for yourself,
the next step is to consciously shape and
develop your ideas for a larger audience.
Audience-based writing requires you to:
• Identify your audience and their needs
and biases.
• Anticipate your audience’s beliefs or
attitudes.
• Research and evaluate information based
on what you and your audience need to
know.
• Find, evaluate, and organize information
in response to your audience’s needs.
Critical readers enter a dialogue with the
text. They:
• Actively engage with and question the
text.
• Establish literal meaning.
• Evaluate meaning.
• Determine analytical meaning.
• Compare personal experience with the
text.
All of the assignments for this course
require critical thinking and reading. Your
assignments will include:
• Free writes and in-class discussions.
4
•
•
•
•
•
•
•
Audience-based writing helps you to:
Make your writing interesting and
understandable.
Evaluate trustworthiness of written
sources.
Respect other points of view.
Develop the ability to comment on
another’s writing.
Recognize problems in your own writing
and research and get assistance from
peers, your instructor, the Writing Center,
and librarians.
Practice revision.
Use academic English fluently.
•
Knowing when and where to get
assistance in the research process from
your instructor, peers, and librarians.
Collaboration Skills
Research shows that students learn more
when they actively utilize the information
they’re learning. In group work, you will:
• Talk and write about writing.
• Respond critically and constructively to
others’ writing.
• Engage in learning rather than passively
sit through a lecture.
In order to ensure that your group works
well you need to:
• Understand and respond to group
dynamics.
• Develop good communication skills.
• Respect other group members and their
opinions.
• Pause to evaluate the group’s progress and
adjust when necessary.
• Encourage input from all group members.
You will learn audience-based writing
through:
• Graded essays.
• Peer responses.
• Reading and responding to model essays.
Information Literacy
Information literacy is the process of
turning information into meaning,
understanding, and new ideas. You develop
information literacy skills throughout the
writing process by:
• Asking questions and being curious about
your subject.
• Determining what you and your audience
need to know about your subject for better
understanding.
• Becoming aware that there are different
types of information sources, which serve
different purposes.
• Evaluating the reliability and claims of
sources.
• Focusing and refining your questions
based on the information discovered and
evaluated as part of the critical thinking
process.
• Developing new understandings based on
the information you find and integrating
this new understanding into your writing.
Part of your group work will include peer
reviews, in which you will share your drafts
with peers and:
• Receive constructive compliments and
criticism on your writing.
• Practice clear communication skills.
• See models of student writing.
• Identify and explain writing problems.
• Articulate the writing process.
You will learn collaboration skills
through:
• Writing Center consultations.
• Instructor conferences.
• Group projects.
• Peer responses.
• In-class group work.
• Collaborative presentation.
5
Essays
You will apply all the writing skills you learn in this class to a series of essay drafts.
Assignments have been carefully constructed to allow you to develop and use critical thinking and
reading skills, writer-based and audience-based writing, information literacy, and revision skills.
Writing to Explore
Academic writing is sometimes perceived
as dry and tedious. The purpose of these
assignments is to offer a venue for exploring
your interests and expressing your creativity
and originality. You will:
• Consider your unique perspective on
various issues.
• Develop and write about topics that are
important to you.
• Develop your writing style and voice.
Writing to Inform
When writing to inform, you learn to
gather information and then focus, organize,
and present it clearly to your readers. You
will:
• Focus your investigation by asking good
questions and being curious about your
topic.
• Use research to shape and organize your
ideas.
• Become proficient in a topic by consulting
outside sources, including reference
librarians and your instructor, and by
gathering first-hand information.
• Write in a readable and engaging style.
• Share knowledge with others.
• Define key terms.
• Give necessary background information
by answering a reporter’s “wh” questions
(who, what, where, when, why).
Writing on the Spot
This class will afford you opportunities to
free write about readings and assignments.
These free writes will facilitate discussion and
may help you brainstorm for possible paper
topics. In your free writes you will:
• Recall the reading assignments and
connect them to the current lesson.
• Brainstorm possible topics for major
assignments.
• Demonstrate your knowledge of course
material.
Writing for Understanding
Your writing should demonstrate that you
understand many aspects of a topic or
situation. In English 1010 you will learn to:
• Demonstrate and explore a problem.
• Identify various viewpoints.
• Be aware of your cultural eye (why you
think the way you do).
• Develop an informed opinion.
• Evaluate the reliability of claims and
sources.
• Identify and avoid logical fallacies.
Writing Under Pressure
College courses often ask you to
demonstrate what you’ve learned by writing a
timed essay. English 1010 will teach you
organizational skills and strategies that will
help with assignments and essays in other
classes throughout your university career.
6
The Citizen Scholar
5. develop a capacity for self-assessment and
life-long learning.
The goals and objectives of English 1010
help students meet the general education
requirements outlined by the University:
“The mission of the undergraduate education
at Utah State University is to help students
develop intellectually, personally, and
culturally so that they may serve the people of
Utah, the nation, and the world. Utah State
prepares citizen-scholars who participate and
lead in local, regional, national, and global
communities. University Studies is an
integral part of every student’s university
experience – both in lower-division and
upper-division. A solid general education
foundation, combined with concentrated
study in a major discipline and interdisciplinary studies, provides the breadth and
depth of knowledge that qualify Utah State
graduates as educated citizens.
“By introducing ideas and issues in human
thought and experience, general education
courses help students achieve the intellectual
integration and awareness needed to meet
the challenges they will face in their personal,
social, and professional lives. University
Studies courses emphasize how knowledge is
achieved and applied in different domains.
Collectively, they provide a foundation and
perspective for:
1. understanding the nature, history, and
methods of the arts, humanities, and natural
and physical sciences;
2. understanding the cultural, historical, and
natural contexts that shape the human
experience;
3. interpreting the important cultural, socioeconomic, scientific, and technological issues
of the diverse global community in which
they live.
“The University Studies program is
intended to help students learn how to learn - not just for the present but also for the
future. No individual can master all, or even a
small portion, of society’s knowledge, but
students can learn the basic patterns used to
obtain and organize information so that they
can discover or recover knowledge.
University Studies involves a series of
interrelated educational experiences that
stimulate and assist the students to become
self-reliant scholars and individuals. The
ultimate objective is that general and
discipline-specific education complement
each other in helping students to:
1. understand processes of acquiring
knowledge and information;
2. reason logically, critically, creatively and
independently and be able to address
problems in a broad context;
3. recognize different ways of thinking,
creating, expressing, and communicating in a
variety of media;
4. understand diversity in value systems and
cultures in an interdependent world;
“A university education prepares students
to work and live meaningfully in today’s
rapidly changing global society. Together,
general and discipline-specific education
helps students master the essential
competencies that make this goal possible.
These competencies include:
1. reading, listening, and viewing for
comprehension;
2. communicating effectively for various
purposes and audiences;
3. understanding and applying mathematics
and other quantitative reasoning techniques;
4. using various technologies competently;
5. working effectively both collaboratively
and individually.”
(Utah State University General Catalog
2005-2006 49)
7
Student-Instructor Expectations
Toward a Civil and Productive English Classroom Environment
What Students Can Expect from the
Instructor
Instructors can help create a productive
learning environment when they:
• Show courtesy and respect for students
regardless of their sex, race, religion, age,
or sexual orientation.
• Offer assistance to students when needed.
• Listen attentively when students have the
floor.
• Listen to suggestions for improving the
class.
• Arrive on time and prepared.
• Inform students of changes in the
syllabus.
• Work to solve problems if they arise.
Student-Instructor Partnership
Much of the work instructors and
students do will be in class, therefore the
student-instructor partnership is central to a
positive learning environment. Both the
instructor and the student are responsible for
maintaining a classroom atmosphere of
courtesy and respect.
Students and instructors can maintain a
productive learning environment by
developing positive interpersonal
relationships. If at any time the student or
teacher feels that the relationship needs
improvement, she or he should request an
appointment to discuss the perceived
problem.
The university expects that participation
in collaborative class management will
contribute to students’ development as
citizen-scholars.
Behaviors that Promote Success and
Quality Work
Students who succeed and produce
quality work in English 1010 and other
university classes:
• Read the English 1010 Student Handbook
and the instructor’s addendum
thoroughly.
• Read the assignments carefully, critically,
and on time.
• Participate in class discussions.
• Complete all assignments on time.
• Participate in peer review sessions.
• Offer collaborative assistance to others.
• Come to class on time and with a positive
attitude.
• Take notes during class discussions.
• Write down instructor statements about
assignments and homework.
What Instructors Can Expect from
Students
Students are responsible for their own
learning and can help create a productive
learning environment when they:
• Show courtesy and respect to classmates
and the instructor regardless of sex, race,
religion, age, or sexual orientation.
• Ask for assistance when needed.
• Listen attentively when another student
or the instructor has the floor.
• Listen to suggestions for improving the
class.
• Arrive on time and prepared.
• Make note of changes in the syllabus.
• Work to solve problems if they arise.
8
General Information
The Writing Center and the Computer Lab
How can the Writing Center help you?
Writing Center tutors are trained to help
you improve your writing skills by giving you
feedback on your writing assignments. You
may go to the Writing Center at any stage of
the writing process, from collecting ideas to
narrowing your focus to making final
revisions. A Writing Center consultation
helps you:
• Discuss your writing with an objective,
trained peer.
• Gather ideas for your next stage of
writing.
• Improve your individual writing process.
How do you make an appointment?
Sign up for appointments on the Writing
Center’s webpage: http://writing.usu.edu.
Please be on time for your appointment. If
you need to cancel your appointment, please
delete your name from the schedule so
another student can take your time slot.
Writing Center Hours
Ray B. West 104
http://writing.usu.edu
By appointment:
Monday-Friday, 9:30-3:30
Evening also by appointment:
Monday-Thursday, 7:00-9:00 pm
What happens during a consultation?
The Writing Center is not a place for you
to drop your paper off for a quick proofread
just before it’s due. Rather, you should expect
to engage in an interactive session with your
consultant. Typically, a tutor will ask you to
read your paper aloud and then guide you
through the process of analyzing and revising
your work. You will make your own notes and
revisions on the paper. Bring specific
questions and concerns to your session to
help make it more worthwhile. Each
consulting session lasts for twenty-five to
thirty minutes.
Ray B. West Computer Lab
When you enroll in English 1010, part of
your class fee pays for your use of the
computer labs in the basement of Ray B.
West, rooms 101 and 102. This lab includes
access to word processing and graphic design
software, as well as e-mail and Internet
access. As an English 1010 student, you
automatically have an account in this lab and
are allowed 200 printouts. The lab assistants
can help you access and use your account and
any of the features of the labs.
Who will be helping you?
Writing Center tutors are qualified
graduate and undergraduate students from
many disciplines. The tutors are:
• Friendly, helpful, and smart.
• Responders.
• Problem-finders.
Writing Center tutors are not:
• Your teacher.
• Editors.
• The author of your paper.
Computer Lab Hours
Ray B. West 101 & 102
Monday-Thursday: 8:00 am-10:00 pm
Friday: 8:00 am-5:00 pm
Saturday: 10:00 am-6:00 pm
Sunday: 3:00 pm-10:00 pm
9
University Policy and Procedure
English Department and University
Policies Regarding Non-Productive
Behavior
The following behaviors are considered
“misconducts” and are violations of
University Standards as outlined by The Code
of Policies and Procedures for Students at
Utah State University (2002), Article V,
Section V-3.B: “Obstructing or disrupting
instruction, research, administration,
meetings, processions, or other University
activities including its public service
functions on or off campus, or authorized
non-University activities on University
premises. This includes aiding, abetting, or
encouraging another person to engage in
such activity” (7).
“Wrongfully inflicting physical or mental
duress, harm, or abuse upon another person,
including but not limited to verbal abuse,
threats and intimidation, sexual violence,
arson, and murder” (23).
If an instructor finds that a student’s
behavior obstructs or disrupts classroom
instruction or out-of-class conferences, the
instructor may:
• Give an oral warning.
• Request a conference with the student.
• Give a written warning.
• Request a mediator.
• Ask the student to complete a behavior
contract.
• Refer the student to the Counseling
Center.
• Ask the student to meet with the
University Discipline Officer.
• Ask the student to meet with the VicePresident of Student Services.
These methods will be used as the
instructor sees fit, bearing in mind that the
goal during a dispute is quick, fair, and
amicable resolution of the difficulty whenever
possible.
University Standards of Academic
Integrity — “The Honor System”
Each student has the right and duty to
pursue her or his academic experience free of
dishonesty. The Honor System is designed to
establish the high level of conduct expected
and required of all Utah State University
students.
The Honor Pledge — To enhance the
learning environment at Utah State
University and to develop student academic
integrity, each student agrees to the following
Honor Pledge:
I pledge, on my honor, to conduct myself
with the foremost level of academic integrity.
(The Code of Policies and Procedures for
Students at Utah State University, Article V,
Section 3.A, 2002)
A student who lives by the Honor Pledge
is a student who does more than not cheat,
falsify, or plagiarize. A student who lives by
the Honor Pledge:
• Espouses academic integrity as an
underlying and essential principle of the
Utah State University community.
• Understands that each act of academic
dishonesty devalues every degree that is
awarded by this institution.
• Is a welcomed and valued member of
Utah State University.
(From a brochure on the Honor System
distributed by the office of Student Services)
10
Plagiarism
Plagiarism includes knowingly
“representing, by paraphrase or direct
quotation, the published or unpublished work
of another person as one’s own in any
academic exercise or activity without full and
clear acknowledgment. It also includes the
unacknowledged use of materials prepared by
another person or agency engaged in the
selling of term papers or other academic
materials” (Code of Policies and Procedures
for Students, Article V, Section V-3.A.3). The
penalties for plagiarism are severe. They
include warning or reprimand, grade
adjustment, probation, suspension,
expulsion, withholding of transcripts, denial
or revocation of degrees, and referral to
psychological counseling.
Sexual Harassment
Sexual harassment is defined by the
Affirmative Action/Equal Employment
Opportunity Commission as any “unwelcome
sexual advances, requests for sexual favors,
and other verbal or physical conduct of a
sexual nature.” If you feel you are a victim of
sexual harassment, you may talk to or file a
complaint with the Affirmative Action/Equal
Opportunity Office, located in Old Main,
Room 161, or call the AA/EEO office at 7971266.
Students with Disabilities
The Americans with Disabilities Act
states: “Reasonable accommodation will be
provided for all persons with disabilities in
order to ensure equal participation within the
program. If a student has a disability that
will likely require some accommodation by
the instructor, the student must contact the
instructor and document the disability
through the Disability Resource Center (7972444), preferably during the first week of the
course. Any request for special consideration
relating to attendance, pedagogy, taking of
examinations, etc., must be discussed with
and approved by the instructor. In
cooperation with the Disability Resource
Center, course materials can be provided in
alternative format, large print, audio,
diskette, or Braille.”
Turnitin.com
Please be aware that all English
instructors have access to www.turnitin.com,
a service provided to screen student papers
for plagiarism.
Problems in English 1010
If you have problems during the semester,
please discuss them with your instructor. If
you are not satisfied after doing so, contact
Dr. Lynn Meeks, Director of Writing, at
797-2723.
11
Grading
“Grading is both the responsibility and the prerogative of the instructor of record. . . . The
instructor is the ultimate arbiter of grades in his/her course. Changing grades shall be the sole
responsibility of the individual instructor, subject to existing procedures of the University Code
and administrative procedures for review and due process” (Schedule of Classes Fall 2005 105).
Writing Diagnostic
You will be asked to compose a diagnostic
essay the first week of class. This assignment
will help your instructor become familiar with
you as a writer and will ensure that you have
the skills and strategies to be a successful
English 1010 student. Students who struggle
with the writing sample will be encouraged to
take English 0010 before enrolling again in
English 1010. English 0010 provides more
in-depth instruction focusing on the
fundamentals of standard written English.
Withdrawal Policy and “I” Grade
Policy
“Students are required to complete all
courses for which they are registered by the
end of the semester. In some cases, a student
may be unable to complete all of the
coursework because of extenuating
circumstances, but not due to poor
performance or to retain financial aid. The
term ‘extenuating’ circumstances includes:
(1) incapacitating illness which prevents a
student from attending classes for a
minimum period of two weeks, (2) a death in
the immediate family, (3) financial
responsibilities requiring a student to alter
work schedule to secure employment, (4)
change in work schedule as required by
employer, or (5) other emergencies deemed
appropriate by the instructor.”
(For further information regarding the
University’s policy on incomplete grades, see
Utah State University General Catalog
2005-2006 38).
University Grading Scale
A
100-93%
A92-90%
B+
89-87%
B
86-83%
B82-80%
C+
79-77%
C
76-73%
C72-70%
D
69-60%
F
Below 60%
12
Grading Scale
Assignment
Points
Due Date
Family Narrative
100 January 26
School Board Presentation
100 February 21, 23 and 26
Annotated Bibliography
100 February 21 or 23
Media Analysis
100 March 30
Rereading American
Images
50 Ongoing throughout weeks 8-12
Rereading American
Culture
100 April 27
Writing Journal
100 Ongoing
Attendance and
Participation
100
Peer Reviews
100
Student/Instructor
Conferences
100
Writing Center
TOTAL
50
1000
13
Your Score
Daily Class Schedule
The following pages outline the Fall 2006 semester. You are expected to be prepared
for each class and will be held accountable for daily preparation, which counts
toward your overall grade. In addition to assignments and activities listed in this
handbook, your instructor may give you quizzes (either online or in-class), miniassignments, free writes, discussion questions, and/or reading assignments. In
order to be informed of additional assignments and/or scheduling changes, it is
important that you attend class every day.
As you begin the semester, keep in mind that the material we will cover contains a
range of sometimes highly charged topics. Be aware that your grade will not be
based on your opinions in contrast or similarity to those of your instructor or those
of the authors whose work we read. However, your grade will be based on your
involvement in critically thinking and writing about these topics. Challenge yourself.
The texts we read should be looked at as cultural artifacts representing different
perspectives, attitudes, and beliefs. Critical examination of the texts and the ideas
they present is all that is asked of you. Keep in mind that although you are asked to
read and participate, you are not required to agree with or believe what is being
explored and examined. For example, if we were reading Dostoevsky’s Crime and
Punishment we would not suggest that you murder two women to pay your tuition.
14
Week 1
Monday, January 8th
In Class
• Diagnostic essay
• Introduction to course and text
• Discuss addendum
• Classmate introduction activity
Homework
• Read this handbook and sign and return
student information sheets (HB 49-50)
• Read Introduction to Rereading America (115)
Make an appointment with
the Writing Center
http://writing.usu.edu
Wednesday, January 10th
In Class
• Bring signed sheets from handbook
• Introduction to critical thinking
• Discuss Intro to Rereading America
Homework
• Read chapter 1 of The New Century Handbook
(1-15)
• Read Roger Jack’s “An Indian Story” (RA 109117)
Friday, January 12th
In Class
• Discuss reading from NCH
• Introduce Family Narrative Assignment
As you have seen, I am a
writer who came of a
sheltered life. A sheltered
life can be a daring life as
well. For all serious daring
starts from within.
~ Eudora Welty
Homework
• Read Gary Soto’s “Looking for Work” (RA 2630)
• Read Stephanie Coontz’s “What We Really
Miss About the 1950’s” (RA 31-47)
15
The pure and simple truth
is rarely pure and never
simple.
~Oscar Wilde
Week 2
Monday, January 15th
NO CLASS – Martin Luther King Jr. Day
Wednesday, January 17th
In Class
• Discuss readings
• Group work- discuss narrative elements
Homework
• Read New Century Handbook chapter 3,
“Preparing” (43-65)
• Read Judy Root Aulette’s “From Changing
American Families” (RA 64-79)
• Read Bebe Moore Campbell’s “Envy” (RA 118130)
Friday, January 19th
In Class
• Discuss reading
• In class writing
• Give examples of Family Narratives
Homework
•
Write first draft of Family Narrative and bring
three copies to class
16
Week 3
Research is formalized
curiosity. It is poking and
prying with a purpose.
Zora Neale Hurston
Monday, January 22nd
In Class
• Peer Review of Family Narrative drafts
Homework
• Begin revision of Family Narrative draft
Wednesday, January 24th
In Class
• Discuss Drafts/Revision
• Writing Process
Homework
• Complete Final Draft of Family Narrative
Assignment
Friday, January 26th
In Class
• Turn in Family Narrative
• Introduction to Race and Education in
America
• Introduction to Warriors Don’t Cry
Homework
• Read Warriors Don’t Cry by Melba Patillo
Beals (pg. xvii-51)
17
Week 4
Monday, January 29th
In Class
• Discuss Reading
• Introduction to School Board Project
Homework
• Read Warriors (76-145)
Use Academic Search
Premier to look up journal
articles for your group
project
http://library.usu.edu
Wednesday, January 31st
In Class
• Discuss Reading
• In class writing
Homework
• Read Warriors (162-175 and 188-210)
Friday, February 2nd
In Class
• Discuss reading
• Introduction to MLA format and
documentation (NCH chapter 13, 306-350)
• Annotated bibliographies
Homework
• Read Warriors (240-312)
• Read “C.P. Ellis” by Studs Terkel (RA 591-601)
18
Week 5
Monday, February 5th
In Class
• Discuss reading
• Meet with librarian to form groups and
research questions
I believe that good
questions are more
important than answers . . .
And every new question is
going to disturb someone’s
universe.
~Madeleine
L’Engle
Homework
• Read Malcolm X’s “Learning to Read” (RA
243-251)
• Read Michael Moore’s “Idiot Nation” (RA 153170)
Wednesday, February 7th
In Class
• Discuss reading
• Meet with librarian
• Group work
Homework
• Plan group research
• Read “Still Separate, Still Unequal” by
Jonathan Kozol
(http://www.mindfully.org/Reform/2005/Am
erican-Apartheid-Education1sep05.htm)
Friday, February 9th
In Class
• Discuss reading
• Group work
• Research skills
Homework
• Plan group presentation
• Read Claude M. Steele’s “Thin Ice” (RA 231241)
• Read Mike Rose’s “I Just Wanna Be Average”
(RA 182-194)
19
Week 6
Monday, February 12th
In Class
• Discuss reading
• Group work
• Research skills
1. Find a subject you care
about. 2. Do not ramble,
though. 3. Keep it simple. 4.
Have the guts to cut. 5.
Sound like yourself. 6. Say
what you mean to say. 7.
Pity the readers.
~ Kurt Vonnegut
Homework
• Plan group presentation
• Continue research/develop bibliography
• Read New Century Handbook chapter 26,
“Oral Presentations” (608-617)
Wednesday, February 14th
In Class
• Group work
• Research skills
• Discuss Oral Presentation Techniques
Homework
• Plan group presentation
• Continue research/develop bibliography
• Complete Outline of Oral Presentation for
Instructor
Friday, February 16th
In Class
• Plan Oral Presentation as a group
• Hand in Instructor Outline of Presentation
• Research skills
Homework
• Plan group presentation
• Continue research/develop bibliography
20
Week 7
Monday, February 19th
NO CLASS – President’s Day
Every author in some way
portrays himself in his
works, even if it be against
his will.
~Goethe
Tuesday, February 20th
All Monday Classes Meet on Tuesday
• Meet in Class
• Discuss questions regarding project
• Continue organizing group presentation
Homework
• Finish Final Draft of Annotated Bibliography
Wednesday, February 21st
In Class
• School Board Project presentations
• Turn in annotated bibliographies
Homework
• Have a good day
Friday, February 23rd
In Class
• School Board Project presentations
Homework
• Have a good day
Make an appointment with
the Writing Center
http://writing.usu.edu
21
Week 8
Monday, February 26th
In Class
• School Board Project presentations
Homework
• Have a good day
Wednesday, February 28th
In Class
• Introduce Media Analysis Assignment
Facts do not cease to exist
because they are ignored.
~Aldous
Huxley
Homework
• Bring a media source to class
• Read Benjamin R. Barber’s “The Educated
Student” (RA 283-291)
• Read Todd Gitlin’s “under the sign of Mickey
Mouse & Co.” (RA 782-793)
Friday, March 2nd
In Class
• Discuss Reading
• Discuss examples of media
• Introduce Rereading American Images
Assignment
Homework
• Read Joan Morgan’s “From Fly Girls to
Bitches and Hos” (RA 539-544)
22
Make an appointment with
the Writing Center
Week 9
www.writingcenter.usu.edu
Monday, March 5th
In Class
• Discuss reading
• In class writing
Homework
• Read Michael A. Messner’s “Center of
Attention” (RA 477-487)
Wednesday, March 7th
In Class
• Discuss reading
Homework
• Respond on Syllabase to instructor posted
question(s) about media
• Read Joshua Gamson’s “Talking Freaks” (RA
91-108)
Friday, March 9th
In Class
• Discuss Reading
• Discuss Analysis Process
Homework
• Choose the media artifact that you are going to
analyze
• Read “Virtual Integration” by Leonard
Steinhorn and Barbara Diggs-Brown (RA 646660)
The philosophers have only
interpreted the world, in
various ways; the point is to
change it.
~Karl Marx
23
Week 10
Monday, March 12th
SPRING BREAK – NO CLASS
Wednesday, March 14th
SPRING BREAK – NO CLASS
Make an appointment with
the Writing Center
http://writing.usu.edu
Friday, March 16th
SPRING BREAK – NO CLASS
I love America more than
any other country in this
world, and exactly for this
reason I insist on the right
to criticize her.
~ James
Baldwin
24
Week 11
Monday, March 19th
In Class
• Discuss reading
• Discuss Media Analysis Topics
Homework
• Read Jean Kilbourne’s “Two Ways a Woman
Can Get Hurt” (RA 455-474)
Wednesday, March 21st
In Class
• Discuss reading
• Explain/Review analyzing strategies for Media
Homework
• Begin Media Analysis draft
We shall not cease from/
exploration/ And at the end
of all our exploring/ Will be
to arrive where we started/
And know the place for the
first time.
~T.S. Eliot
Friday, March 23rd
In Class
• Discuss reading
• Writing skills day
Homework
• Write Media Analysis first draft and bring
three copies for peer review
25
Week 12
Monday, March 26th
In Class
• Peer Review of Media Analysis draft
Homework
• Begin revision of Media Analysis draft
Wednesday, March 28th
In Class
• Discuss Media Analysis Draft
Homework
• Finish Media Analysis Final Draft
Friday, March 30th
In Class
• Turn in Media Analysis
• Introduction to Rereading American Culture
unit
Homework
• Read “Appearances” by Carmen Vazquez (RA
489-497)
• Read “Let America Be America Again” (RA
814-816)
26
Week 13
Monday, April 2nd
In Class
• Discuss reading
Homework
• Read Eric Liu’s “Notes of a Native Speaker”
(RA 660-673)
Wednesday, April 4th
In Class
• Discuss reading
• Discuss American Cultural values
Homework
• Read Richard Rodriguez’s “The Achievement o
Desire” (RA 214-226)
Friday, April 6th
In Class
• Discuss reading
Homework
• Read Vincent N. Parrillo’s “Causes of
Prejudice” (RA 577-590)
• Read Jamaica Kincaid’s “Girl” (RA 421-423)
27
Week 14
Monday, April 9th
In Class
• Discuss reading
• Discuss formulating research questions
Homework
• Research
• Read New Century Handbook chapter 7,
“Formulating Arguments (136-144)
Wednesday, April 11th
In Class
• Discuss thesis statements
• Discuss sample student essays
Homework
• Read student essay “Cybercensorship” (NCH
145-152)
• Read NCH chapter 7, (153-171)
Friday, April 13th
In Class
• Discuss supporting evidence
Homework
• Research on Rereading American Culture
Paper
28
Week 15
Monday, April 16th
In Class
• Discuss research progress
• Discuss writing research papers
Homework
• Read New Century Handbook chapter 12,
“Writing the Research Paper” (265-305)
Wednesday, April 18th
In Class
• Discuss Reading
Homework
• Read New Century Handbook chapter 11,
“Using Sources and Avoiding Plagiarism”
(243-264)
Friday, April 20th
In Class
• Review Citation Format
Homework
• Write first draft of Rereading American
Culture Assignment and make three copies for
peer review
29
Week 16
Monday April 23rd
In Class
• Peer Review
Homework
• Work on Rereading American Culture paper
Wednesday April 25th
In Class
• Discuss Rereading American Culture drafts
Homework
• Work on Rereading American Culture final
draft
Friday April 27th
In Class
• Last Day of Classes
• Turn in Rereading American Culture
Paper
30
Assignment Descriptions and
Components
Exercise the writing muscle every day, even if it is only a letter, notes,
a title list, a character sketch, a journal entry. Writers are like dancers, like athletes.
Without that exercise, the muscles seize up.
~Jane Yolen
31
32
Family Narrative
Draft: Monday, January 22
Due: Friday, January 26
Requirements
• 2-3 pages typed, double-spaced
• Signed permission agreement and scoring standard attached
Purpose
The purpose of this assignment is to introduce you to the writing process. Some important writing
skills you should be developing through this assignment include understanding and using the
writing process, choosing effective words to convey meaning, and using correct grammar and
punctuation. See The New Century Handbook, chapters 3, 32, 45, and 55.
Assignment Description
Using the family narratives from Rereading America as examples, write your own narrative essay
about an experience with your family. Write a story about a specific day/event/experience using
dialogue, action, and sensory details to create a brief snapshot.
The following may serve as a starting point for your paper:
• A clear and distinct memory you have of your family. Often we don’t realize the significance of
the seemingly random things we remember until we write about them.
• A turning point, a key event, or an encounter that reveals some aspect of your family and the
different dynamics associated with it.
• A meaningful event you experienced that impacted the way you see how the family affects your
life.
Your essay will include a specific scene in your life. Do not attempt to write about your entire
childhood or your entire high school experience. Instead, select one scene that can act as a tangible
anchor for your essay.
Steps for Writing
• Identify a story about your family that has specific time constraints and memorable details.
• Keep in mind the narrative elements discussed in class (i.e. tension, focus, sensory details,
character development, and organization) when you write your story.
• Use the narrative essays from Rereading America as models for your writing: “Looking for
Work” (pg. 26-31); “An Indian Story” (pg. 109-118); and “Envy” (pg. 118-131).
This assignment is worth 100 points.
33
Family Narrative
Permission Agreement
I give my instructor, ___________________, and the English Department at Utah State University:
□
Permission to use my Family Narrative for grade calibration purposes and as a model for writing.
You may use my name.
□
Permission to use my Family Narrative for grade calibration purposes and as a model for writing.
You may not use my name.
□
You may not use my Family Narrative for any purpose other than grading.
Signed: _________________________ Date: ___________________________
Name (Printed):_______________________________
34
Family Narrative Scoring Standard
Criteria
Completion
Meaning
Organization
Style/Voice
Grammar,
Punctuation,
and Spelling
Advanced
Proficient
Acceptable
Adequately, Passably
Not Acceptable
Thoroughly, Effectively
Sufficiently, Satisfactorily
The paper uses
dialogue, action and
sensory details to
narrate a specific
event dealing with
the family.
The answer to the
paper’s “So what?”
question is clear and
integrated
throughout the essay.
The paper sufficiently
makes use of most of
the descriptive and
narrative writing
techniques. Adequately
discusses the family.
The writer has made a
good start, but the
paper’s point may be a
little fuzzy or the parts
may not support the
whole.
The paper does not cover
one specific event. Not
enough description. Only
partially deals with the
family.
The essay follows (or
knowingly plays with
the structure of) a
narrative arc.
Smooth transitions
and structure support
meaning.
A consistent voice
that is appropriate
for the paper’s
meaning and engages
the reader. The essay
has personality.
Advanced traditional
grammar and
mechanics, except
when irregularities
(like fragments) are
used for special
effects.
Structure may be a bit
confusing. Parts may
be bland or repetitive,
but the reader has little
trouble following the
flow of ideas.
The reader struggles to
connect ideas. Paragraphs
are not well developed or
connected.
Paper reads well with
developing style and
voice.
Wordiness, clichés, and/or
vagueness sometimes
muffle the voice. Tone is
inconsistent.
No distinguishable voice
or forced, unnatural
voice.
Surface errors are
minimal and do not
detract from meaning
and readability.
Frequent grammar,
spelling, and/or
punctuation errors clutter
the paper’s surface. Some
sentences may be
awkward.
Surface problems are so
frequent they obscure
meaning. Many
sentences are poorly
structured.
The meaning is forced onto
the paper, perhaps tacked
onto the end like the moral
of a fable.
Incompletely, Ineffectively
The paper does not
make use of descriptive
and narrative writing
techniques. Narrative is
not coherent. Does not
deal with the family.
The paper has no
apparent meaning,
stated or implied, apart
from the description or
the narration. There is
little attempt to make a
critical connection.
Paper reads like a freewrite more than a piece
of formal writing.
Comments
School Board Group Project
Due: February 21, 23, & 26
Requirements
• Research driven problem-solving
• Visits to the library
• Annotated bibliography in MLA or APA format with at least eight sources per group
• Organization plan for presentation (outline, notes, cue cards, etc.)
• Signed permission agreement and scoring standard attached
• Group presentation (10-12 minutes)
• Complete group participation
Purpose
This project will allow us to think as a class about problems with the U. S. education system. We
will develop a class research plan dedicated to solving a specific research problem and analyze our
issue from different perspectives. The assignment will help you become familiar with the
university’s library resources and with academic research. The presentation will also give you
experience working with your peers to collaborate, synthesize ideas, and present orally. It should
challenge the class to rethink previous conceptions of education. See The New Century
Handbook, chapters 3, 7, 8-10, 13, 26.
Assignment Description
As we’ve been reading in Warriors Don’t Cry, the Supreme Court ruled in 1954 that statemandated racial segregation in public schools was illegal because it put students of color at an
educational disadvantage. In spite of the court’s ruling, though, segregation has persisted. Some
major cities in the US never really attempted racial integration, and some cities that achieved a
high level of integration have since lapsed into a state of segregation.
We’ll take, as our case study, two imaginary high schools (Central High School and Suburban High
School) from neighboring communities. Central High is over 70% African American and more
than 26% Hispanic, leaving only a handful of students of any other ethnicity. Suburban High, on
the other hand, is nearly 75% white. (For the exact numbers, see
http://library.usu.edu/instruct/courses/engl1010-schools.php)
An increasing number of parents and community members have noticed major inequities in the
educational opportunities of students in the two schools. Suburban has substantially higher
graduation and college placement rates than does Central, and the citizens of the city want to see
Central improve dramatically. The governor of the state has proposed a plan to racially
desegregate the schools.
Our class project is to decide whether or not to support the governor’s plan. In order to make an
informed decision as to the best course of action, we will split into smaller groups, each group
researching one aspect of the desegregation issue. Each group will submit its findings and
recommended decision in a ten-minute presentation. You will need to take a stand in your
presentation, explaining that you either support or oppose integration and why. Each group will
turn in an annotated bibliography consisting of at least eight research sources.
36
Steps for Research and Presenting
Group Research Plan
•
•
•
•
•
•
Meet at the library with your group
Develop a research plan in which you identify information needs
Talk with a librarian about your research plan
Begin researching/finding sources for annotated bibliography
Post your research plan on the class Syllabase site
Bring a hard copy of your research plan to class
Note: Your research plan and research questions should be flexible. Regularly revisit and revise
your questions, based on research findings.
Personal Research Journal
In order to keep track of the sources you find as you conduct your research, keep a research
journal. This journal should include all the citation information you’ll need for your annotated
bibliography as well as notes on how the sources help you answer your research questions. See
The New Century Handbook, chapter 8.
Annotated Bibliography
Once your group members have found useful sources that help to answer your research questions,
you should compile your sources into an annotated bibliography. Each annotation should include
the following:
• The thesis or main point of the source either quoted or paraphrased.
• A description of how that source helped your group answer its research questions.
All citations should use MLA or APA format. Each group should have at least eight sources.
Group Presentation
In order to prepare for the presentation, group members need to discuss how their research
sources fit together in either supporting or rejecting the plan to integrate schools. Each group
should then decide whether or not they support the plan and why. Determine what information
you will present to support your position, create an outline of your presentation, and turn in that
outline in advance. Your instructor will provide feedback on your outline. You should then
practice so that you can give a polished presentation, and prepare to answer questions from your
classmates after you present. Each group presentation should be 10-12 minutes long, and should
involve each group member equally.
This assignment is worth 200 points.
37
School Board Group Project
Permission Agreement
I give my instructor, ___________________, and the English Department at Utah State University
□
Permission to use my School Board Group Project for grade calibration purposes and as a model for
writing. You may use my name.
□
Permission to use my School Board Group Project for grade calibration purposes and as a model for
writing. You may not use my name.
□
You may not use my School Board Group Project for any purpose other than grading.
Signed: _________________________ Date: _____________________________
38
School Board Group Project Scoring Standard
Criteria
Visual Aides
Delivery and
Style
Content
Organization
Research
Time Limit
Advanced
Proficient
Acceptable
Not Acceptable
Thoroughly, Effectively
Sufficiently, Satisfactorily
Adequately, Passably
Engaging, creative, and
thought-provoking.
Engaging delivery of
subject. All group
members participate.
Relevant, prepared and
clear.
Effective delivery of
subject. All group
members participate.
Somewhat relevant and not
entirely clear.
Adequate delivery of
subject. Group members
may not equally
participate.
Not relevant or clear.
Demonstrates
informed exploration of
the research problem.
Findings directly
address the issue and
are presented in an
engaging way.
Presentation has
excellent organization
that complements
research plan.
Research problem is
explored. Findings
presented.
Research problem partially
explored. Findings only
partially relevant.
Not enough research has
been completed to
address the research
problem.
Findings are not relevant.
Presentation has clear
organization. Main
points are
recognizable.
Presentation is somewhat
disorganized, main points
need clarification.
Presentation is
disorganized. Main
points are difficult to
recognize.
Presentation
demonstrates
exceptional level of
reflection and
engagement with
sources.
Adheres to time limit.
Presentation
Presentation demonstrates
demonstrates reflection some reflection and
and engagement with
engagement with sources.
sources.
Presentation
demonstrates little or no
reflection and
engagement with
sources.
Somewhat adheres to
time limit.
Greatly exceeds or falls
short of the time limit.
Does not adhere to time
limit.
Incompletely, Ineffectively
Delivery of subject is
confusing. All group
members do not
participate.
Comments
Annotated Bibliography--Scoring Standard
Criteria
Formatted
Correctly
Complete
Annotation
Quality of
Sources Used
Required
number of
sources
Grammar,
Punctuation,
and Spelling
Proficient
Acceptable
Not Acceptable
Thoroughly, Effectively
Adequately, Passably
Follows correct citation format
(MLA or APA) as listed in the
New Century Handbook (p.311373). Sources are listed
alphabetically.
Follows annotation requirements
as detailed by instructor.
Describes the sources'
contribution to your project.
Attempts to follow correct citation
format (MLA or APA) as listed in
the New Century Handbook (p.311373) with minimal errors.
Does not follow correct
citation format or contains
frequent errors.
Annotation does not meet
instructor requirements. It may not
be long enough or adequately
describe the source. May fail to fully
describe the sources' contribution
to your project.
Most sources are considered
academic and are found in peer
reviewed journals or books.
No annotation included.
Annotation is a copy/paste
from the article itself or its
abstract.
All sources are considered
academic and are found in peer
reviewed journals or books,
unless instructor otherwise
indicates.
Eight or more academic sources
are included. If instructor
requires certain types of sources
(article, book, webpage),
requirements are met.
Advanced traditional grammar
and mechanics, except when
irregularities (like fragments) are
used for special effects.
Incompletely, Ineffectively
Most sources are not
academic (i.e. Websites
ending in .com or .net).
Eight sources are included.
Instructor requirements may not
fully be met.
Fewer than eight sources
are included. Instructor
requirements may not be
bet.
Frequent grammar, spelling,
and/or punctuation errors clutter
the paper’s surface. Some
sentences may be awkward.
Surface problems are so
frequent they obscure
meaning. Many sentences
are poorly structured.
Comments
Media Analysis
Draft: Monday, March 26
Due: Friday, March 30
Requirements
• 2-3 pages typed, double-spaced
• Signed permission agreement and scoring standard attached
• Works Cited page in MLA or APA format (This is to cite the object being analyzed and any
other outside sources—though outside sources are not required. See the New Century
Handbook for MLA and APA directions.)
Purpose
The goal of this assignment is to do a close reading or analysis of a film scene, a song (or songs), or
some other media artifact. One purpose of this assignment is to become a more aware media user.
By analyzing some type of media, you will become more cognizant of the messages being sent by
movies, music, Internet sites, etc. You will also further develop your critical thinking skills, use of
the writing process, and ability to write effective sentences and paragraphs. See The New Century
Handbook, chapters 3, 6, 7, 17, 40, and 41.
Assignment Description
As we’ve seen in Rereading America, the media can have a major impact on society. For example,
Joan Morgan, in “From Fly Girls to Bitches and Hos” (RA 539-540), discusses the implications of
hip hop music for African American women, and Jean Kilbourne, in “Two Ways a Woman Can Get
Hurt” (RA 455-476), claims that many advertisements hurt women.
Steps for Writing
• Identify a movie scene, song, TV episode, commercial, or print ad that makes an interesting
or important statement to you. What is that statement?
• How is this statement made? Through images? Characters’ actions or statements? The
rhythm or beat of a song? Are symbols used to convey meaning?
• See chapter 17 of The New Century Handbook for ideas on how to interpret and analyze a
text.
• Use the steps of the writing process to brainstorm, draft, and revise your ideas into a clear,
coherent essay.
This assignment is worth 100 points.
41
Media Analysis Scoring Standard
Criteria
Analysis
Effectiveness
of Content
Organization
Advanced
Proficient
Acceptable
Sufficiently, Satisfactorily
The thesis of the analysis is
well-stated and engaging.
Paper directly analyzes
specific components of the
media.
Demonstrates energetic
engagement with media
source(s). Asks excellent
questions.
Excellent essay
organization. Smooth
transitions between ideas.
Appropriate format.
Thesis is clearly stated.
Analysis reviews specific
components of the
media.
Thesis is stated but
lacks sophistication.
Essay lacks strong
analysis.
Thesis is vague or
embedded. Paper does
little to analyze media.
Demonstrates
engagement with media
source(s). Asks good
questions.
Clear organization with
acceptable, transitions
that could show
improvement.
Appropriate format.
Paper reads well with a
developing individual
style and voice.
Demonstrates some
engagement with
media source(s). Asks
non-specific questions.
Organization is
unclear. Transitions
may be difficult to
follow. Adequate
format.
Wordiness, clichés,
and/or vagueness
sometimes muffle the
voice. Tone is
inconsistent.
Includes a Works Cited
page that lacks
academic effort. In-text
citations may be
missing or inadequate.
Surface errors do not
alter intended
meaning. Some
sentences may be
awkward.
Lacks analysis. Does not
actively engage with
source(s). Demonstrates
little or no curiosity.
Little to no organization.
Ideas are hard to follow.
Inappropriate format.
Style and
Voice
Your own academic voice
is evident and makes the
paper engaging.
Documenting
All sources are included in
the Works Cited page and
correct in-text
documentation is used.
Partial effort to cite
sources in Works Cited
page and in-text.
Grammar,
Punctuation,
and Spelling
Advanced traditional
grammar and mechanics,
except when irregularities
are used for special effects.
Surface errors are
minimal and do not
detract from meaning
and readability
Adequately, Passably
Not Acceptable
Thoroughly, Effectively
Incompletely, Ineffectively
Voice and style are
inappropriate for essay.
Does not include a
Works Cited page. Intext citations are sloppy
or lacking.
Frequent surface errors
detract from the meaning
and readability. Essay
may not have been
proofread.
Comments
Media Analysis
Permission Agreement
I give my instructor, ___________________, and the English Department at Utah State University:
□
Permission to use my Media Analysis for grade calibration purposes and as a model for writing.
You may use my name.
□
Permission to use my Media Analysis for grade calibration purposes and as a model for writing.
You may not use my name.
□
You may not use my Media Analysis for any purpose other than grading.
Signed: _________________________ Date: ______________________________
Name (Printed):____________________________
43
Rereading American Images
Due: Ongoing, Weeks 8-12
Requirements
• Five-minute, student-led discussion about an image from Rereading America
• Each discussion leader will discuss the questions the image raises in his/her mind and
briefly discuss those questions with the class
Purpose
The purpose of this assignment is to practice your critical thinking skills by looking at photographs
and comic strips, forms of media other than written texts. This will help you practice your
analytical skills in preparation for your Media Analysis assignment. This discussion will also help
you zero in on a topic for your final research paper, Rereading American Culture.
Assignment Description
Rereading America is full of interesting images, including photographs, paintings, and cartoons.
The editors of Rereading America have included these images because of the fascinating stories
they tell and questions they raise about American society and culture. For this assignment, you
will find an image (a photograph, painting, or cartoon) from Rereading America that catches your
attention. What about this image interests you? What does it say about American values and
culture? How does the image challenge or question what we think of as “normal” or “accepted”?
Each student will sign up for a time to discuss his/her selected image with the class. (Dates will be
provided by the instructor.) The discussion leader will briefly share his/her reactions to the
image, then ask the class specific questions about how they respond to the image and what
questions about American society the image raises in their minds.
This assignment is worth 50 points.
44
Rereading American Culture
Draft: Monday, April 23
Due: Friday, April 27
Requirements
• Problem-based research-driven essay
• 3-4 pages, double-spaced
• Use MLA or APA format and include a separate Works Cited Page with at least three sources
• Signed permission agreement and scoring standard attached
Purpose
This assignment is intended to help you put together the research and writing skills you have been
practicing throughout the semester. Use the writing process to draft a polished essay that has a
clear focus or thesis, is well organized and well reasoned, and integrates research sources
smoothly. See The New Century Handbook, chapters 3-6 and 11-12.
Assignment Description
After completing the “Rereading American Images” assignment, you have a solid foundation for
completing this assignment. By analyzing an image, you have already started the process of
“rereading America,” at least one aspect of it. Now you will need to take that process to a deeper
level through research. Use the questions the image has raised in your mind as research
questions. What, specifically, does the image say about American culture and values? Investigate
that message through research, and write a focused essay informed by that research.
Tips
• Start your research as soon as you receive your assignment description.
• Be sure to make interesting connections and avoid the obvious.
• Carefully select and integrate quotes so that your own authorial voice is not obscured. Also be
sure to cite the sources whether you are summarizing, paraphrasing, or using a direct quote.
• Do your research first, and then decide on your thesis/focus and which of the following modes
is appropriate for your essay.
Mode Options
• Persuasive
• Exploratory/analysis
• Cause and effect
• Personal narrative (must be research-driven)
• Blended genre – any combination of these and/or other modes
This assignment is worth 100 points.
45
Rereading American Culture
Permission Agreement
I give my instructor, ___________________, and the English Department at Utah State University
□
Permission to use my Rereading American Culture paper for grade calibration purposes and as a
model for writing. You may use my name.
□
Permission to use my Rereading American Culture paperfor grade calibration purposes and as a
model for writing. You may not use my name.
□
You may not use my Rereading American Culture paperfor any purpose other than grading.
Signed: _________________________ Date: ______________________________
Name (Printed):___________________________
Rereading American Culture Scoring Standard
Criteria
Essay Focus
Effectiveness
of Content
Organization
Style and
Voice
Use of Sources
Documenting
Grammar,
Punctuation,
Spelling
Advanced
Thoroughly, Effectively
Specific research problem
is clearly stated. Thesis is
engaging and clear.
Proficient
Sufficiently, Satisfactorily
Specific research problem
is stated. Thesis is
effective.
Acceptable
Adequately, Passably
Research problem is
vague, too general, or not
clearly defined. Thesis is
partially complete.
Not Acceptable
Incompletely, Ineffectively
Research problem is not
defined. Thesis is unclear, or
there is no thesis.
Clearly investigates an
aspect of American
culture through informed
exploration of the
research problem. Thesis
is well supported.
Excellent organization
and smooth transitions
between ideas.
Appropriate format.
Your own academic voice
is evident and makes the
paper engaging.
Investigation of culture is
mostly clear. Research
problem is explored, and
thesis is adequately
supported.
Investigation is somewhat
clear. Research problem is
not fully explored; thesis
only partially supported.
Investigation is
underdeveloped. Not enough
research has been completed
to address the research
problem.
Clear organization with
appropriate, easy to
follow transitions.
Appropriate format.
Paper reads well with a
developing individual
style and voice.
Little to no organization.
Ideas are hard to follow.
Inappropriate format.
Quotes and sources are
well integrated and flow
naturally with the
author’s individual style
and voice.
All sources are included
in the Works Cited page
and correct in-text
documentation is used.
Most sources are well
integrated and do not
disrupt the flow of the
essay.
Advanced traditional
grammar and mechanics.
Few editing errors.
Surface errors are
infrequent and do not
detract from meaning and
readability.
Organization is unclear.
Transitions may be
difficult to follow.
Adequate format.
Voice and style are
partially academic but
contains ordinary and
bland language. Lacks
individual style and voice.
Some sources seem out of
place or not completely
relevant and sometimes
disrupt the flow of the
essay.
Includes a Works Cited
page that lacks academic
effort. In-text citations
may be missing or
inadequate.
Surface errors are present.
Some sentences may be
awkward. May not have
been proofread.
Partial effort to cite
sources in Works Cited
page and in-text.
47
Voice and style are
inappropriate for essay.
Sources are irrelevant and
detract from the content.
Does not include a Works
Cited page. In-text citations
are sloppy or lacking.
Frequent surface errors
detract from meaning and
readability. Some sentences
are poorly structured.
Comments
Writing Journal
Due: Ongoing
I never know what I think about something until I read what I've written on it.
~William Faulkner
Occasionally, you will receive a specific writing prompt (to complete either in class or online)
that will help you reflect on the previous night’s reading and/or focus your thoughts. These
writings are a way for your instructor to see how well you are synthesizing ideas, if you are
participating in the activities associated with the class period, and to help you strengthen your
skills as a writer. These writing prompts are developed to help you gain confidence and skill with
your individual writing style. Also, these prompts are designed to improve your critical thinking
abilities and to help you make connections inside and outside of the given topic.
Discussion Points
Due: Ongoing
There is then creative reading as well as creative writing.
~Ralph Waldo Emerson
In the introduction to Rereading America the editors state, “Think of active reading as a
conversation between you and the text: instead of listening passively as the writer talks, respond to
what she says with questions and comments of your own” (10). Active reading is an essential part
of this course. As you read, underline passages and write down questions, comments, and
reactions. Pick out your best ideas and/or questions regarding the text and either post them online
or bring them to class (at the direction of your instructor) as your discussion points.
Other Assignments
Due: Ongoing
Writing and rewriting are a constant search for what it is one is saying.
~ John Updike
In addition to the major assignments of this course, your instructor may give you other tasks.
Such assignments will likely serve as stepping stones for your longer assignments and for the
overall goals of the course – to help you become a more critical thinker, reader, and writer.
48
Accessing Syllabase Online Classes
Every section of English 1010 has an online classroom through a website called Syllabase. The
following instructions will allow you to access your online classroom through Syllabase.
Getting to Syllabase
1. First, make sure that your computer is connected to the Internet. If you are on a campus
computer, you are already connected.
2. Open up a browser. You can use Netscape or Internet Explorer.
3. In the address line, type in: http://syllabase.usu.edu/syllabase/.
This will take you to the login page for Syllabase online classes. (You may want to bookmark
this page.)
Logging In To Your Class
1. At the login page, type in your full email address as your username.
Example: reginald@cc.usu.edu.
2. Your password is your full A number (student ID), which is a capital A, followed by two
zeros and six digits. Your A number appears on your student ID card.
Example: A00123456
3. Once you have logged in, click the link for your English 1010 class.
Navigating in Your Online Class
•
You have now reached your English 1010 online class. The links you will need to use for
navigation are located at the top of the page. There are several functions under each link. For
example, if you wanted to reach the Discussion Forums, you would click the red
“Communication Tools” link.
•
A new group of yellow links will appear beneath the main red links each time you click a red
link. Your instructor will tell you which links and functions you will need to know about.
49
Your Past as a Writer
Name____________________________________ English 1010 Section ___________
Major____________________________________ Semester and Year _____________
Year in school: (Circle one) senior junior
sophomore
freshman
Please mark the best answer for the following questions:
1.
When was the last time you took an English class?
a. last year
b. 2-3 years ago c. more than 4 years ago
d. more than 10 years ago
2.
Circle all the types of writing you have done within the past two years: essays, poems, email,
journals, stories, work memos, school assignments, research papers (if there are any types of writing
not listed here, please write them in below).
3.
How many pieces of writing have you done in the last week (including letters, email, assignments,
journals, work memos, etc.)?
a. 0
b. 1-5
c. 5-10
d. more than 10
4.
Circle the types of essays which you are most interested in: investigation, evaluation, personal,
descriptive, compare/contrast, analyzing literature, research, observing.
5.
Did you take AP English in high school? a. yes
6.
How many years of high school English did you take?
a. Less than 3
b. 3
c. 4
d. more than 4
7.
How many books and/or magazines have you read in the past year?
a. 0
b. less than 5
c. 6-10
d. 11-15
8.
9.
Did you attend high school:
a. in Utah
b. outside Utah
b. no
e. more than 15
c. both in Utah and elsewhere.
What is your attitude about writing?
a. negative
b. somewhat negative c. neutral
d. somewhat positive
Please provide short answers for the following questions:
1.
What have you been praised for or criticized for in the past as a writer?
2.
What do you like about writing?
3.
What would you like to learn about writing?
4.
What intimidates you about writing?
5.
What types of books and magazines do you like to read?
50
e. positive
English 1010 Plagiarism Statement
I understand that plagiarism is an act of academic dishonesty and a violation of University
Standards and “The Honor System” as stated in The Code of Policies and Procedures for Students at
Utah State University, 2002, Article V, Section V-3.A.3:
Plagiarism: representing by paraphrase or direct quotation, the published or unpublished work of
another person as one's own in any academic exercise or activity without full and clear
acknowledgement. It also includes the unacknowledged use of materials prepared by another
person or agency engaged in the selling of term papers or other academic materials.
I also understand that the penalties for plagiarism are severe. These penalties include:
1) warning or reprimand
2) probation
3) grade adjustment
4) designation with a course grade indicating an Honor System violation
5) suspension
6) expulsion
7) withholding of transcripts
8) denial or revocation of degrees
9) performance of community service
(The Code of Policies and Procedures for Students at Utah State University, 2002, Article VI, Section VI-1.
A)
I further understand that “[w]henever a student is suspected of an Honor System violation, the accused
student shall be notified by the instructor of the violation and its consequences, within seven days of
discovery of the violation by the instructor. The instructor may sanction the student as indicated in Section
VI-1.A. The incident shall be reported to the department head, the deans in the college where the course is
taught and in the college of the student’s declared major, and to the Vice President for Student Services. If
the student is a graduate student, the incident shall be reported to the Dean of the School of Graduate
Studies" (The Code of Policies and Procedure for Students at Utah State University, 2002, Article VI,
Section VI-5.A.1).
I have read and understand the above, and I affirm that this assignment is my own original work and that
any direct quotes, paraphrases, or summaries have been fully attributed.
Signed: _________________________ Date: _____________________
51
Rereading America, Sixth Edition
Bibliographic Information: Colombo, Gary, Robert Cullen, and Bonnie Lisle.
Rereading America. 6th ed. Boston: Bedford/St. Martin’s, 2004.
Rationale prepared by Megan Inclán and Robb Kunz, Assistant Directors of Writing,
English Department, Utah State University. July 8, 2004.
Intended Audience
Rereading America will be studied by university composition classes (English 1010),
mainly consisting of first and second year students.
Summary
Rereading America is structured around six myths predominant in American culture.
These myths or frames of cultural reference help us “understand our place in the world –
our place as prescribed by our culture” (Colombo, Cullen, and Lisle 3).These myths
include: the myths of the model family, the myths of education and empowerment, the
myths of individual opportunity, the myths of gender, the myths of the melting pot, and
finally American mythology in a “New World Order.” The readings in each section are
“meant to complicate the mental categories that our cultural myths have established for
us. [The text’s] intention is not to present a new ‘truth’ to replace the old but to expand
the range of ideas [students] bring to all [their] reading and writing in college” (8).
Teaching Objectives
Overall goals – The overall goals of English 1010 are to provide a challenging
and safe environment where students learn to think, read, and write critically; develop
skills for audience and writer-based writing; acquire collaboration skills; and write to
explore, inform, and understand.
Critical reading – Critical and active reading are essential for a text like
Rereading America because university level reading should require students to
“recognize larger issues, such as the author’s theoretical slant, her goals and methods,
her assumptions, and her relationship to other writers and researchers” (10). The
textbook and curriculum are designed to present students with varied selections that will
require and allow deep, active reading.
Critical thinking – Critical thinking is the keystone to learning. Students who
acquire astute critical thinking skills will perform better in other academic pursuits.
Critical thinking is the vehicle by which students enter into an essential dialogue with the
text/idea/author; however, critical thinking and writing is not simply speaking out or
criticizing.
Real authority comes when you enter into the discipline of an active exchange of
opinions and interpretations. Critical thinking, then, is always a matter of
dialogue and debate – discovering relationships between apparently unrelated
ideas, finding parallels between your own experiences and the ideas you read
about, exploring points of agreement and conflict between yourself and other
people. (9)
Students who spend time thinking critically about these complex issues will have a
rewarding semester regardless of the conflict they may initially face.
Critical writing – Critical reading and thinking requires time spent in
concentrated writing. As students write about what they have read, their writing “will
give [them] a deeper understanding of [their] reading. In fact, the more actively [they]
52
‘process’ or reshape what [they have] read, the better [they will] comprehend and
remember it” (11). The text and curriculum require intense and diverse writing.
Academic Freedom
Plato states in Gorgias that academic freedom “protects the right to develop and explore
ideas in an arena free from political, cultural, or organizational intimidation.”
(“Academic Freedom vs. Civil Rights: A Special Report of the Center for First
Amendment Studies California State University, Long Beach” par. 1). Likewise USU’s
“Student Code” protects both the student and the teacher from negative classroom
atmospheres. The student has the “right to a learning environment free of harassment or
unlawful discrimination” (“Student Code” Section 2). (See the USU “Student Code” for
further explanation of academic rights. http://www.usu.edu/stuserv/SCode/).
Classrooms are also protected under the 1st Amendment, which guarantees the freedom
of expression. The National Council of Teachers of English (NCTE) states, “All students
in public school classrooms have the right to materials and educational experiences that
promote open inquiry, critical thinking, diversity in thought and expression, and respect
for others. Denial or restriction of this right is an infringement of intellectual freedom”
(Introduction for Rationales for Challenged Books). Rereading America adheres to these
standards of academic freedom and promotes the above qualities.
Problems of Style, Theme, Topic
Due to several of the controversial and highly charged topics and themes in Rereading
America, it is possible that some students may feel that their academic rights are being
infringed upon. However, it is the academic duty of the English 1010 instructors to
provide an atmosphere where students feel comfortable disagreeing or coming to terms
with new thoughts. Students must know beforehand that their course grades will not be
modified according to their personal beliefs. It is stated in the preamble for the “Rights
and Freedoms of Students” written by the American Association of University Professors
that, “The professor in the classroom and in conference should encourage free
discussion, inquiry, and expression. Student performance should be evaluated solely on
an academic basis, not on opinions or conduct in matters unrelated to academic
standards” (“Academic Freedom vs. Civil Rights: A Special Report of the Center for First
Amendment Studies California State University, Long Beach.” Appendix #2). In using a
text such as Rereading America, it is understood that all instructors comply with
academic freedom standards and guidelines.
Rereading America, although demanding, will challenge students to critically read,
write, and think about contemporary world issues, for truly,
Academic institutions exist for the transmission of knowledge, the pursuit of
truth, the development of students, and the general well-being of society. Free
inquiry and free expression are indispensable to the attainment of these goals. As
members of the academic community, students should be encouraged to develop
the capacity for critical judgment and to engage in a sustained and independent
search for truth. (Appendix #2)
References
“Academic Freedom vs. Civil Rights: A Special Report of the Center for First Amendment
Studies
California State University, Long Beach.” Prepared by Craig R. Smith, Director.
(March 2004) <http://www.csulb.edu/~crsmith/acadfree.html>.
53
Introduction for Rationales for Challenged Books. CD. 1998. Version 1.0
NCTE Stock Number: 38276.
Colombo, Gary, Robert Cullen, and Bonnie Lisle. Rereading America. 6th ed. Boston:
Bedford/St.
Martin’s, 2004.
USU Student Code. Utah State University, Approved May 21, 1999.
<http://www.usu.edu/stuserv/SCode/>.
54
Guide to Library Research
I. Working with Your Topic
A. Selecting a Topic
Think about:
Is it interesting to you?
Is there a manageable amount of information?
Topic Focus
Too broad = Too much
information
Example
No Child Left Behind Act
Too narrow = Not enough
information
Just right = Manageable amount
of information
the effects of No Child
Left Behind on 3rd grade
reading scores in Edith
Bowen School in 2003
the impact of high-stakes
testing on reading
achievement in the United
States
B. Develop a research plan by asking the following questions:
1. What do I already know about this topic?
Example: In my high school, teachers taught to the high-stakes
tests rather than what they thought we should know.
2. What do I need to know to understand this topic better? Ask
specific questions!
Examples:
a. What is the history of high-stakes testing? Why and how did
they get started?
b. Is there any research showing that teachers do “teach to the
test?”
c. What impact does “teaching to the test” have on effective
teaching practices? Or student learning?
55
3. Where will I find the answers to these questions? See the
“Selecting the Right Kind of Information Source” section of this Guide.
And be sure to ask a librarian!
C. Find background information if the topic is new to you.
•
Reference books, such as specialized encyclopedias, are
available on the first floor of the library. Ask a librarian at the
Reference Desk for help selecting one.
Examples: Encyclopedia of Education; Encyclopedia of Education
Research
•
CQ Researcher, a weekly publication that covers current issues
in depth. Available electronically via the library website at:
http://library.usu.edu/Retool/Inabs/more.php?Identify=55
D. Brainstorm!
List words that describe the concepts in your research
questions. Try to think of synonyms, or different words that
describe the same thing. Also try to think of different aspects
or parts of your topic.
Synonyms for the Main
Idea
• high-stakes testing
• standardized testing
Aspects/Parts of Your
Topic
• Sub-concept: “teaching
to the test”
• Age: elementary versus
high school
• Geographic: the U.S.
versus Europe or Japan
Keyword/Concept Brainstorming:
56
II. Select the Right Kind of Information Source
Different kinds of information sources are useful depending on your
topic and your specific research questions.
Books
• Good for general background or in-depth coverage of a
topic.
•
Often, they’re not as current as articles.
•
To find books in the library, use the Library Online
Catalog.
•
For more information on how to search for books on your
topic, see the How to Find a Book section of this guide.
Articles
Scholarly Journal Articles
• Good for focused treatments of a topic. Generally, high-quality
information based on research and reviewed by experts in the
field.
•
To find scholarly journal articles, you will need to search an
article database. These will provide citations (author, title, name
of journal, date, and often a summary of the article) and,
sometimes the full-text of the article. To see the list of library
databases, click the “Article Searching and Databases” link on
the library web page.
Newspaper and Popular Magazine Articles
• Good for current treatment of a topic. These are also good
resources for editorials and opinions. These articles are not
reviewed by experts.
•
To find newspaper or magazine articles, click the “Article
Searching and Databases” link on the library home page and
choose Newspaper Databases.
For more information on how to search for articles, see the “How to
Find Articles” section of this guide.
Web Sites
• Web sites can be good for very specific information about
people, companies, products, etc.
•
Keep in mind that you have to take the responsibility to
evaluate web sites for quality
57
III. Developing a Search Strategy
A. Basic Search Strategies
No matter what kind of information source you are looking for (books,
articles, web pages), you need to tell the computer how to look for the
information you need.
Use the terms or keywords that describe your topic. For more on
keywords, see the “Working with Your Topic” section of this guide.
Search ideas:
You can search for groups of keywords by connecting words using and,
or, and not, or search for phrases by putting keywords in quotations
(example: “high-stakes testing”). To find out how to search for a
phrase in a particular database, look for a link to Help.
Summary of Basic Search Operators
testing AND policy
Finds only those records
which contain both words
anywhere in the record.
"high-stakes testing" OR
“standardized testing”
Finds any records that
contain either the phrases
"high-stakes testing" OR
“standardized testing”
-- a broader search result.
"high-stakes testing" NOT
United States
Finds only those records that
contain the phrase "highstakes testing" and will not
present records containing
the words United States-- a
more limited search result.
"standardized testing"
(standardized testing)
Finds only those records that
contain the phrase exactly as
it is typed; does not return
records that merely contain
the two words
58
B. Choose Your Research Tool and Search Terms
You will need to search some type of search engine or database to
find books, articles, web sites, government reports, etc. Search terms
that work well in one search tool might not work well in another.
For a paper on high stakes testing, you will need to use different
search terms and strategies to find books versus articles.
To Find:
Research
Search Strategy
Tool
Try more general
terms, because
books tend to be
written on more
general topics
Books,
government
publications
Online
Catalog
Articles
Try more specific
Journal
terms and
Databases combinations of
terms
Examples
High-stakes
testing OR
standardized
tests
High stakes
testing AND
student
achievement AND
math
List the search tools that will help you locate information on your
topic:
List some search terms:
59
IV. How to Find Books
From the library home page, click Library Online Catalog
A. Select the proper search screen:
If you do not have a particular book in mind, click on Basic and do a
general keyword search for your topic.
If you already know the book you need, click on title or author and
enter the title or the author's name (last name, first name).
B. Search Tips
•
•
•
Try to enter only the main concepts or keywords related to your topic.
Try to stick to very specific nouns. (Example: high-stakes testing;
test bias)
If you do not get any results, your search might be too narrow; you
might be entering too many terms. If you get too many results, try to
add terms to your search to explore a more specific aspect.
If you find a book that looks like it might be useful, look at the record
(or description of the book). Look for the "Subject Headings" listed.
If these match your research topic, try clicking on the blue hyperlinked
subject to find more material on that topic.
60
For more search tips, contact a librarian or go to the “Developing a Search
Strategy” section of this guide.
C. Locate the Book: Print or write down the following information about the
books you find, so you can find them on the shelf: title, location, call
number. The call number is especially important because it tells you where
the book is shelved.
The call
number is
Location/Collection
In some cases, books are stored in the BARN, our automated storage
system. To request a book, you will need to click “Request Item” next to the
book. You will have to create a user account in the Online Catalog the first
time you do this. For instructions, see the “How to Find Articles” section of
this guide.
61
V. How to Find Articles
A. Select an Article Database
Article databases describe individual articles in magazines and scholarly
journals. They are organized by topic.
•
•
Click on the “Article Searching and Databases” link from the Library
Home Page.
Select a broad subject area which relates to your topic from the list
below. Read the descriptions of the indexes and select one that you
think matches your topic.
For example, Social Sciences brings up 30 databases
related to the social sciences, including those on
anthropology, women’s issues, psychology,
criminology and sociology.
If you are uncertain and beginning research on a
general topic, try one of the databases listed
under “Don't Know Where to Begin?” A good
general index is EBSCO's Academic Search
Premier.
Contact a librarian if you need help selecting a database.
B. Enter Your Search Terms
Don't enter your research question. Instead, enter your keywords or
concepts.
C. Know Your Limits: How to Narrow a Search
•
Add additional search terms using AND. You will get a more specific
set of material focused on your topic. For example, searching for
"high-stakes testing" AND "student achievement" will produce more
focused results.
62
63
•
Apply other limits, such as Scholarly (Peer-Reviewed) articles only. Scholarly articles are
usually reviewed by a group of experts and research-based or scientific in nature. You can
also limit by date for the most recent material.
D. Capturing the Information You Need:
Once you find some articles on your topic, print, email, download/save, or write down
the citation information for each pertinent article. Downloading or saving citations on
your computer makes creating a bibliography easier.
•
•
•
•
•
•
Article title: “Study: High-Stakes Tests Have No Effect on Achievement”
Author’s name(s): Ullman, Ellen
Source/Journal title: District Administration
Volume number: 41
Date of publication: November 2005
Page number(s): 18
How can I connect to the Article Databases from off-campus?
All the electronic resources, such as article databases, e-journals,
and e-books, are available off-campus through the library’s EZ Proxy
with a username and password or through the USU Proxy Server.
Click the “Connecting from Off-Campus” link on the library website
bsite
E. How
to Find
the
Actual
Article
1.
Check
to see if
the article is available in full-text, so that you can read the article on the computer. In EBSCO
databases, for example, look for the following icons:
64
OR
2. Look for an Article Linker icon near the citation or the summary of the article. Article
Linker walks you through the steps of locating the article, either
electronically or
in print.
a. Click the Article Linker button. A new screen will open.
b. The citation information (the information you need to locate and cite the article) will
appear at the top of the screen.
3. If the article is available online in one of our databases, Step 1 will appear.
Check
dates
Check to see if the dates available include the dates for the article you need. Click “Article”
for the database that matches the dates you need. Older articles might only be available in
print.
Follow the procedures for locating the full-text article in the database you chose. Each
database looks and operates somewhat differently. Please contact a librarian if you need
further assistance.
Note: If the Article option is not available, click “Journal” for the database that matches the
dates you need and browse or search for the article. Here are two examples:
65
4. If Step 1 does not appear, proceed to Step Two to locate an article in print.
For example, you have found the following information in an article database.
After clicking Article Linker, you will see this screen.
a. Click By Journal Title to search the library catalog. In this case, the journal title is
Childhood Education.
b. The title will appear first on the list of results if we
print subscription.
have a
c. Click the journal title to find out which years are
the library. The catalog shows we have a print
subscription to Childhood Education from 1924-1971
to the present.
available in
66
and 2003
Dates owned by
the library
Shelved in current
journals on the
2nd floor
d. Click on the Items Available tab (shown above) to get a list of all of the volumes
available for this journal. All journals older than one year are stored in our
automated storage area, called the BARN. If you do not see a volume listed, it might
be shelved in Current Journals on the Second Floor.
Scroll down to Volume 80, make sure it is checked in and click Request Item.
67
e. If you have not created a user account for the Online Catalog, click “register as a
new Information Portal user” and follow the instructions to set up an account.
f. If you have an account, log in. You will see the following screen. To request the
journal from the BARN, click the Request button.
The journal will be available at the service desk on the 2nd floor of the library
approximately 10 minutes after you make your request.
5. If we do not have a print copy of the journal you need, proceed to Step 3 on the Article
Linker screen. This link will take you to InterLibrary Services. We can find a library that has
the article you need and send it to you as a PDF via email.
a. Scroll down to Step 3 in Article
Click Request the journal using
Interlibrary Loan to open the
Interlibrary Loan web page.
Linker.
b. Click First Time Users or
for ILL Service and follow the
instructions to request the
Log-on
article.
68