Upper-division Writing Requirement Review Form (12/1/08)
I. General Education Review – Upper-division Writing Requirement
Dept/Program
Course # (i.e. ANTH SOC460 Sociology Subject
455) or sequence
Course(s) Title
Capstone in Rural and Environmental Change (Note: This serves as an upper division writing course only for SOC majors who are in the REaCH emphasis or who have met all of the prerequisites.) Description of the requirement if it is not a single course
??
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office.
Please type / print name Signature
Instructor
Teresa Sobieszczyk
Phone / Email
243-4868
Date
2/5/09
teresa.sobiesacayk@umontana.edu
Program Chair
Celia Winkler
III Overview of the Course Purpose/ Description
This course gives advanced students in the Rural and Environmental Change option an opportunity to
put to use the knowledge they have gained so far as REaCH undergraduates as we discuss, write about,
and research key issues related to rural and environmental development. This semester we will focus on
the environmental and development issues associated with coffee production, the international trade of
coffee and whether or not fair trade is working, and how the production of fair trade and organic coffee
relates to sustainable development. Since this course is a writing-intensive course that satisfies the
upper division writing requirement for REaCH students, students will write various reading question
assignments and two critiques of a specific reading or set of readings. In addition, students will produce
a 15-page research paper analyzing a debate or problem concerning fair trade, sustainable development,
and/or coffee production. The research project will be structured to include a number of preparatory
assignments and drafts that you will submit throughout the semester. The point of these assignments is
to guide you through the writing process, which will include review by the instructor and fellow
students, and three significant revisions. The end product should be a written paper that makes you
proud (and may be used as a writing sample for graduate school applications). Moreover, you will learn
a great deal about yourself as a writer and develop strategies for researching and writing that will be
useful to you after graduation.
IV Learning Outcomes: Explain how each of the following learning outcomes will be achieved.
Students must summarize and critique one
Student learning outcomes :
book and one set of articles. In addition, they
Identify and pursue more sophisticated
will complete a research project in which they
questions for academic inquiry
analyze a research question, debate, or problem
concerning fair trade, sustainable development,
and/or coffee production. As noted in the
research paper assignment, the purpose of the
research paper is to analyze both sides of a
selected research question or problem and
inform an informed, academic audience
comprised of me (the professor) and fellow
capstone students about their analysis, and
then, using evidence from academic literature,
argue for a particular perspective on or solution
to the problem or debate they have investigated.
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Students will attend an ‘information literacy’
Find, evaluate, analyze, and synthesize
session taught by Samantha Hines, which
information effectively from diverse sources
(see http://www.lib.umt.edu/informationliteracy/) covers accessing academic articles through
JSTOR, Sociological Abstracts, and the Social
Science Citation Index. A pre-writing
assignment requires that students at least five
relevant peer-reviewed journal articles using
Sociological Abstracts and explain how they
found them and how they expect each article to
relate to their research topic. In addition,
students are expected to incorporate evidence
from the articles and book we are reading as a
group, two videos, and one oral presentation by
a guest speaker.
Students’ main research project will entail
Manage multiple perspectives as appropriate
examining both sides of a research question
before arguing in favor of one or the other.
We will examine examples of academic writing
Recognize the purposes and needs of
in Sociology so that students are aware of
discipline-specific audiences and adopt the
appropriate academic voice, evidence, and
academic voice necessary for the chosen
citation styles.
discipline
In addition to a wide variety of preliminary
Use multiple drafts, revision, and editing in
conducting inquiry and preparing written work research and pre-writing projects, students also
go through two peer reviews, one “first
version” (draft) reviewed by the professor, and
numerous in-class workshops to work on their
own and their classmates’ papers. As laid out
in the assignment directions, revisions must be
significant revisions from previous versions.
Students are required to follow ASA or
Follow the conventions of citation,
Chicago style guidelines.
documentation, and formal presentation
appropriate to that discipline
V. Writing Course Requirements Check list
Is enrollment capped at 25 students?
If not, list maximum course enrollment.
Explain how outcomes will be adequately met
for this number of students. Justify the request
for variance.
Are outcomes listed in the course syllabus? If
not, how will students be informed of course
expectations?
XX Yes † No
XX Yes † No
They are listed under the topic header “Course
Goals.”
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Are detailed requirements for all written
assignments including criteria for evaluation in the
course syllabus? If not how and when will students
be informed of written assignments?
† Yes XXNo
On the first day of class, I will distribute a separate assignment handout, which includes the requirements for the pre‐writing assignments and the main research paper as well as the grading criteria for that paper. In the interests of the environment, I did not provide it below; however, I can supply a copy if requested.
Briefly explain how students are provided with
tools and strategies for effective writing and editing
in the major.
We will analyze non‐academic (popular) and sociological texts to understand appropriate academic voice; in addition to the multiple revisions discussed earlier, we have workshops scheduled throughout the term to work on a variety of writing and editing issues such as introductions, arguments & evidence, paragraphing & transitions, elegance & style, etc. I provided students with a large packet of materials for reference on various research, writing, and organizational topics. In addition, we are reading most of a book by Booth, Colomb, and Williams called The Craft of Research. Will written assignments include an opportunity for
revision? If not, then explain how students will
receive and use feedback to improve their writing
ability.
Are expectations for Information Literacy listed in
the course syllabus? If not, how will students be
informed of course expectations?
XX Yes † No The main assignment is the research paper which includes multiple versions. † Yes XX No
Samantha Hines and I will supply a copy of the library’s new information literacy goals, and we will discuss the upper division goals as a group. VI. Writing Assignments: Please describe course assignments. Students should be required to individually compose at least 20 pages of writing for assessment. At least 50% of the course grade should be based on students’ performance on writing assignments. Clear expression, quality, and accuracy of content are considered an integral part of the grade on any writing assignment. 3
‐2 sets of responses to questions on in‐
class readings ‐1 set of reading questions and 1 book critique of Jaffee text ‐1 written critique and oral presentation of 1 article selected by the individual student ‐‐Pre‐writing assignments for research project a. General Topic Area Statement b. Library assignment c. Prospectus d. Pre‐writing and progress update ‐Version 1 of complete paper (15‐20 pages plus reference list) ‐2 written peer reviews of paper / sections of paper (reviews will be graded) ‐Version 2 of complete, revised paper Informal Ungraded Assignments
‐‐In class writing on how each person approaches a research project. ‐‐In‐class free writing on the “voice” of two assigned readings – one popular & one academic. ‐‐In‐class idea/argument group brainstorming on board. ‐‐In‐class free writing on Jaffee text as “academic research and writing.” ‐‐In‐class writing on dynamic introductions and “hooks” to draw in the reader. ‐‐Cover sheet for Version 1. ‐‐Cover sheet for Final Version. VII. Syllabus: Paste syllabus below or attach and send digital copy with form. ⇓ The syllabus
should clearly describe how the above criteria are satisfied. For assistance on syllabus preparation
see: http://teaching.berkeley.edu/bgd/syllabus.html
Formal Graded Assignments
Paste syllabus here.
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Sociology 460: Capstone in Rural & Environmental Change
Spring 2009
Course Meeting: 2:10 - 3:30, SS 330
z!z z!z z!z z!z z!z
Mailbox: SS 339
Telephone: (406) 243-4868
Email: teresa.sobieszczyk@umontana.edu
Dr. Teresa Sobieszczyk
Office Hours: T 2:15-4:15, W 2-4 and by appointment
Office: SS 305
COURSE DESCRIPTION
This course gives advanced students in the Rural and Environmental Change option an opportunity to put the
knowledge they have gained so far as REaCH undergraduates to discuss, write about, and research key issues
related to rural and environmental development. This semester we will focus on the environmental and
development issues associated with coffee production, the international trade of coffee and whether or not fair trade
is working, and how the production of fair trade and organic coffee relates to sustainable development. Since this
course is a writing-intensive course that satisfies the upper division writing requirement for REaCH students,
students will write various reading question assignments and two critiques of a specific reading or set of readings.
In addition, students will produce a 15-page research paper analyzing a debate or problem concerning fair trade,
sustainable development, and/or coffee production. The research project will be structured to include a number of
preparatory assignments and drafts that you will submit throughout the semester. The point of these assignments is
to guide you through the writing process, which will include review by the instructor and fellow students, and three
significant revisions. The end product should be a written paper that makes you proud (and may be used as a
writing sample for graduate school applications). Moreover, you will learn a great deal about yourself as a writer
and develop strategies for researching and writing that will be useful to you after graduation.
COURSE GOALS:
1.
Students will read selected sociological articles and books and summarize and critique them in writing and
orally.
2.
Students will complete a 15 page analytical research project on a topic related to coffee production, fair
trade, or sustainable development.
3.
Students will develop and be able to demonstrate information literacy skills appropriate to senior
undergraduate students.
4.
Students will learn to give constructive criticism to other students on their papers.
5.
Students will be able to incorporate criticism and advice from other students and the instructor into their
revisions.
CLASSROOM ENVIRONMENT
We will be critiquing each other’s work this term. Please treat each other and each other’s ideas respectfully. Keep
in mind that the University of Montana forbids discrimination on the basis of ethnicity, race, religion, sex, age,
marital status, sexual orientation, or disability.
All students must practice academic honesty. Academic misconduct is subject to an academic penalty by the course
instructor and/or a disciplinary sanction by the University. All students need to be familiar with the Student
Conduct Code. The Code is available for review on-line at http://life.umt.edu/VPSA/name/StudentConductCode
READINGS AND TEXT
All students should purchase the following texts, available in the campus Bookstore or at Amazon.com.
1.
Jaffee, Daniel. 2007. Brewing Justice: Fair Trade Coffee, Sustainability, and Survival. Berkeley, CA:
University of California Press.
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2.
Booth, Wayne C., Gregory G. Colomb, and Joseph M. Williams. 2008. The Craft of Research, 3rd. ed.
Chicago: University of Chicago Press.
COURSE EXPECTATIONS AND REQUIREMENTS
Discussions, reading question responses, in-class writings,
attendance & participation
Jaffee Book Critique
Student-selected Article Critique & presentation
Peer Reviews
Pre-writing Assignments (general topic, library, prospectus)
Research Paper: Version 1
Research Paper: Version 2
TOTAL
10
10
10
5
15
10
40
100
Students taking this course credit/no credit must earn a C- or above to receive credit for the course. Keep in mind
that this term we will have plus and minus grading. (A = 93-100, A- = 90-92, B+ = 87-89, B = 83-86, B- = 80-82,
etc.)
READING DISCUSSIONS, PRESENTATIONS, & PARTICIPATION (10%)
The success of the course depends on you! In order to facilitate lively classroom interactions, I expect you to
complete assigned readings PRIOR to the class for which they are assigned. You should be prepared to discuss the
readings and assignments in class. From time to time, we may have writing exercises in class related to the
readings, which will be graded.
You will be asked to select two articles related to your research paper for both Dr. Sobie and the other student to
read. Once this term you will be asked to give a 20 minute summary and critique on the articles you selected,
which will be counted towards your class participation grade. As needed, you may use power point or overheads
for this presentation. Additionally, you should type up your summary / critique formally for submission to Dr.
Sobie.
Unexcused absences and habitual tardiness will result in your course grade being lowered. If it seems that students
are not keeping up with the course readings, pop quizzes and in-class written responses to readings may be added.
Attendance will be taken. Students who miss a class should be sure to obtain the class notes and announcements
from a fellow classmate.
CRITIQUES (20%)
For this course, you will write two critiques of articles or books. We will discuss how to write a high-quality
summary and critique in class. Due dates are listed both in the course handouts and in the schedule below.
PEER REVIEW ASSIGNMENTS (5%)
Two times this term you will participate in a peer review assessment of another student’s draft research paper,
providing that student with written feedback. The feedback you provide will also be assessed by Dr. Sobie to
ensure that it is appropriate and thorough.
RESEARCH PAPER - PRE-WRITING ASSIGNMENTS (10%)
You will complete a set of pre-writing exercises to better prepare you for your writing your first complete version.
They are detailed in the course handouts, and deadlines appear in the assignment schedule below.
RESEARCH PAPER: VERSION #1 (10%)
The first complete version of your research paper is due 4/9/09. Please submit the blue first version response sheet
along with her first version (see course handouts).
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RESEARCH PAPER - VERSION #2 (40%)
The second version of your research paper is due by 5 p.m. on Monday, May 4th. It is expected to be a significant
revision of the first version and your latest peer-reviewed draft, incorporating comments from those drafts. Please
note that a revision may entail additional research to gather needed evidence, major reorganization, etc., so be sure
to plan your schedule accordingly to leave time for this! Please submit Version 1 of your paper along with my
comments as part of your grade will be based on how well you addressed my earlier comments. Also please submit
the green final version response sheet (see course handouts).
OFFICE HOURS
Please feel free to drop by during my scheduled office hours. If it is impossible to meet during my regular office
hours, we can speak before class or at a mutually convenient appointment.
WRITING CENTER
The staff of the University of Montana’s Writing Center can help you work on specific writing problems that you
have (especially those nagging, recurrent ones), as well as with polishing a version of your paper.
SOC 460 Capstone in Rural & Environmental Change
Reading/Assignment Schedule (subject to change)
Week/
Date
Spring 2009
Day Topic, Readings, Assignments
Week 1
1 /26/09
T
1 / 28/09
Th
Week 2
2/3/09
T
2/5/09
Th
Introduction to Course; Yourself as a Writer Assessment; Citations; Teresa’s Writing Pet
Peeves
Reading:
(1) Luttinger, Nina and Gregory Dicum. 2006. “The Rise of the International Coffee Trade.”
In The Coffee Book: Anatomy of an Industry from Crop to Last Drop, 185-210. New York:
New Press.
Video: “Buyer Be Fair: The Promise of Product Certification” (ML); Topic Selection
Readings:
(1) Booth, Colomb, and Williams: pp. 31-67
(2) Jaffee: pp. xi-xv, 11-35
Fair Trade and Ethical Consumerism Discussion + Citation Workshop
Readings:
(1) Luttinger, Nina and Gregory Dicum. 2006. “Ethical Consumerism.” In The Coffee Book:
Anatomy of an Industry from Crop to Last Drop, 185-210. New York: New Press.
(2) Utting-Chamorro, Karla. 2005. “Does Fair Trade make a Difference? The Case of Small
Coffee Producers in Nicaragua.” Development in Practice 14 (3 & 4): 584-599.
Fair Trade reading questions due
Information Literacy, Introduction to the Social Science Citation Index, and Mansfield
Library Orientation - Ms. Samantha Hines (meet at checkout counter in Mansfield Library)
Reading:
(1) Booth, Colomb, and Williams : pp. 68-101
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Week 3
2/10/09
T
2/12/09
Th
Week 4
2/17/09
T
2/19/09
Th
Week 5
2/24/09
T
2/26/09
Th
Week 6
3/3/09
T
3/5/09
Th
Week 7
3/10/09
T
3/12/09
Th
Sustainable Development Discussion
Readings:
(1) Porritt, Jonathon. 2007. “Sustainable Development for Real.” In Capitalism As if the
World Matters, 33-53. Sterling, VA: Earthscan.
(2) Reid, David. 1995. “Overcoming the Obstacles.” In Sustainable Development: An
Introductory Guide, 151-177. London: Earthscan.
Sustainable Development reading questions due
Understanding Academic Research and Writing - Exploring Examples
Reading:
(1) Jaffee: pp. 36-92
In-class writing
Coffee Cooperatives & Sustainable Development in Nicaragua
Guest Speaker - Jeff Gutierrez
Reading:
(1) Jaffee: pp. 93-164
Jaffee Discussion
Reading:
(1) Jaffee: pp. 165-231
Jaffee Reading Questions Due
Video: ““Black Gold” (ML);
General Topic Area Statement Due
Reading:
(1) Jaffee: pp. 232-270
Jaffee Discussion + Book critique workshop
On-line research day with Teresa’s advice- meet in front of SS262
Reading:
(1) Booth Colomb, and Williams: pp. 105-170
Jaffee book critique due
Workshop: Arguments, Evidence, & Thesis Statements
Reading:
(1) Handouts entitled “Writing Workshop: Arguments & Evidence”
Library Assignment Due
Copies of articles to be shared due to Dr. Sobie for photocopying
Student selected reading discussion # 1
Readings: TBA
Critiques due for presenters
Student selected reading discussion #2 + Writing a Good Prospectus
Readings: TBA
Critiques due for presenters
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Week 8
3/17/09
T
3/19/09
Th
Week 9
3/24/09
3/26/09
T
Th
Week 10
Writing a dynamic introduction: In-class, whole group workshop
Readings:
(1) Booth Colomb, and Williams: pp. 173-186
(2) Handout on “Opening Strategies”
Workshop: Paragraphs and Transitions
Readings:
(1) Packet: “Writing Workshop: Paragraphs & Transitions”
Prospectus Due
Workshop: Outlining & Organization
Whole group workshop–we will workshop your outlines today in class!
Pre-writing & Progress Update Assignment Due
Spring Break - No Class!
Week 11
4/7/09
4/9/09
T
Th
Whole group workshop–students bring draft to work on in class
Workshop: Elegance and Style
Version 1 of complete paper due
Week 12
4/14/09
T
4/16/09
Th
Whole group workshop
Teresa returns Version 1 of paper to students
Student Conferences & in-class revision session
Week 13
4/21/09
T
4/23/09
Th
Week 14
4/28/09
T
4/30/09
Th
Peer Review Session #2
Bring a copy of your latest draft to class
Workshop: Titles, Abstracts, and Other Polishing Issues
Reading:
Handouts: “Last Word on Elegance and Style”
Week 15
5/4/09
M
FINAL VERSION OF RESEARCH PAPER DUE BY 5 P.M. IN MY BOX
Peer Review #1
Bring 2 copies of your latest draft to class
Workshop: Clarity, Grace & Concision
Reading:
(1) Packet: “Clarity, Grace, and Concision”
CITATIONS & PLAGIARISM
To avoid plagiarism you MUST cite your sources if you use a direct quotation, statistic, or idea that is not common
knowledge taken from Robbins, lecture, video, website, or another source. Passing off someone else’s work as your
own (plagiarizing), even unintentionally, violates the university’s code of academic conduct and will result in serious
consequences. Citations for direct quotations and statistics MUST include a page number. Please see me if you
have any questions about citations or plagiarism.
Forms of Citations
For this class, please use the Chicago method of citation. Two forms of citation are permitted by Turabian (and the
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Chicago Style of Citation). These are (1) the traditional method of footnotes with a bibliography and (2) the now
generally favored method of parenthetical references with a reference list at the end of the paper. This guide follows
the second, parenthetical reference method. Titles of works cited should be underlined.
Parenthetical References (Turabian, Section 10)
In the parenthetical reference system recommended in this guide, authors' names and dates of publication are given
in parentheses within the running text or at the end of block quotations, and correspond to a list of works cited which
is placed at the end of the paper. This list is arranged alphabetically by author's family names and chronologically
within lists of works by a single author. It can be called "References.”
A.
Here is an example of a parenthetical reference in which you use the author’s name in the sentence:
According to Robbins (2005, 21), household debt in the U.S. reached $8.5 trillion in 2002.
B.
Here is an example of a parenthetical reference following a quotation for a quotation less than 2 typewritten lines long, without the author’s name used in the sentence:
Smith is a writer who sought to breach "the narrow constraints of conventional language" (Huggins 2002, 180).
C.
If your quotation is more than two type-written lines, then you should indent it uniformly and single space it
(with double spacing between rest of the text and the indented, single-spaced quotation):
Labor migrants who go abroad through unauthorized channels tend to increase their risks of being exploited, though
there is some possibility for gaining redress. As noted in the 1980 Thai Labor Code,
Those who deceive others by claiming that they have the ability to find them employment abroad or can send
them abroad for training and ask for money or gifts or other benefits from the person they are deceiving must
be punished with imprisonment of between three and ten years, a fine of between U.S. $1,622 and $5,405, or
both (Damrong and Thipin 1985, 37).
Clearly, according to the code, migrants who use or attempt to use an unauthorized mode of recruitment have a
limited recourse for obtaining redress from their recruiters.
Examples
The following sets of examples illustrate parenthetical-reference (PR) forms for use in your text and corresponding
reference-list (RL) entries for when you type the reference list that should be attached to your paper.
Book, Single Author
PR:
(Franklin 1985, 54)
RL:
Franklin, John Hope. 1985. George Washington Williams: A Biography. Chicago: University of
Chicago Press.
Book, Two Authors
PR:
(Lynd and Lynd 1929, 67)
RL:
Lynd, Robert, and Helen Lynd. 1929. Middletown: A Study in American Culture. New York:
Harcourt, Brace and World.
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More than Three Authors
PR:
(Greenberger and others 1974, 50)
RL:
Greenberger, Martin, Julius Aronofsky, James L. McKenney, and William F. Massey, eds. 1974.
Networks for Research and Education. Cambridge: MIT Press.
Article in an Academic Journal
PR:
(Jackson 1979, 180)
RL:
Jackson, Rick. 1979. “Running Down the Escalator.” Sociological Review 14 (May): 175-84.
Article in a Magazine or Newspaper
PR:
(Weber 1985, 42)
RL:
Weber, Bruce. 1985. “The Myth Maker.” New York Times, 20 October, 42.
Electronic Documents and Documents from the worldwide web (example extrapolated from
information in Section 8)
PR:
(Baker and Hunstead 1995)
RL:
Baker, Joanne C., and Richard W. Hunstead. 1995. “Revealing the Effects of Race in the
Classroom.” Internet. Available from http://www.aas.org/ApJ/v452n2/5309/5309.html;
accessed 29 September 2005.
**For electronic documents, if no author is provided, please list the article in your in-text
citation using the first three words of its title and the year of publication. In the reference list,
again, list the article by the title of the article.
Films, Videorecordings, and DVDs
PR:
(DeNonno 1985)
RL:
DeNonno, Tony, producer. 1985. Music in My Case. DeNonno Pix. Videocassette.
For further reference, see Turabian, Kate. L. A Manual for Writers. Chicago: University of
Chicago Press. Any edition of this book is acceptable, and several different editions are available
in Mansfield Library. The following website has an extensive list of Turabian’s ways of citing
various sources, from unpublished personal communications to court hearings to slide shows:
http://writing.colostate.edu/guides/sources/chicago/pop4.cfm .
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