LIBERAL STUDIES PROPOSAL/DELETION FORM
CHECK THE APPROPRIATE BOX(ES)
Distribution Blocks
This is a new course that I want to offer for Liberal Studies Distribution Block credit.
A UCC New Course Proposal Form must also be submitted to the UCC.
This is an existing course that is not currently approved for liberal studies Distribution Block
credit, but I would like for it to be considered for the next catalog year.
This course is already approved for liberal studies Distribution Block credit, but I would like to
realign it with the liberal studies changes that took affect in fall 2007.
This course is already approved for liberal studies Distribution Block credit, but I would like to
make substantial changes to the syllabus, so I am submitting it for re-approval.
Provide details about the change(s) here or on the attached syllabus.
A UCC Course Change Proposal Form may also need to be submitted to the UCC.
This course is already approved for liberal studies Distribution Block credit, but I would like to
delete it from the list of approved courses.
If the course is to be deleted from the catalog a UCC Course Deletion Form also must be
submitted to the UCC
Junior Level Writing
This is a new course that I want to offer as a Junior Level Writing course.
A UCC New Course Proposal Form must also be submitted to the UCC.
This is an existing course that is not currently approved as a Junior Level Writing course, but I
would like for it to be considered for the next catalog year.
This course is already approved as a Junior Level Writing course, but I would like to make
substantial changes to the syllabus, so I am submitting it for re-approval.
Provide details about the change(s) here or on the attached syllabus.
A UCC Course Change Proposal Form may also need to be submitted to the UCC.
This course is already approved as a Junior Level Writing course, but I would like to delete it
from the list of approved courses.
If the course is to be deleted from the catalog a UCC Course Deletion Form also must be
submitted to the UCC
Senior Capstone
This is a new course that I want to offer as a Senior Capstone.
A UCC New Course Proposal Form must also be submitted to the UCC.
080508 Liberal Studies Proposal Form
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This is an existing course that is not currently approved as a Senior Capstone course, but I would
like for it to be considered for the next catalog year.
This course is already approved as a Senior Capstone course, but I would like to make
substantial changes to the syllabus, so I am submitting it for re-approval.
Provide details about the change(s) here or on the attached syllabus.
A UCC Course Change Proposal Form may also need to be submitted to the UCC.
This course is already approved as a Senior Capstone course, but I would like to delete it from
the list of approved courses.
If the course is to be deleted from the catalog a UCC Course Deletion Form also must be
submitted to the UCC
Other. Please explain.
PROVIDE THE FOLLOWING INFORMATION
Course subject/catalog number: REL 395
Course title: Topics in the History of Religions
Department chair name, phone, email: Dr. Alexandra Carpino, 523-8801,
Alexandra.Carpino@NAU.edu
College contact name, phone, email: Dr. Jean Boreen, 523-6765 Jean.Boreen@nau.edu
SELECT ONE DISTRIBUTION BLOCK
If a topics course, must apply to ALL sections.
Aesthetic and Humanistic Inquiry
Cultural Understanding
Science/Applied Science
Social and Political Worlds
SELECT ONE ESSENTIAL SKILL TO BE ASSESSED
Critical Thinking
Effective Writing
Scientific Reasoning
Is this a topics course?
Effective Oral Communication
Quantitative Reasoning
yes
080508 Liberal Studies Proposal Form
no
Page 2 of 13
Approvals:
Department chair:
Department curriculum committee chair:
Dean of college:
When completed, please save this proposal (with the syllabus pasted below) as
a .doc file and email it as an attachment to shelly.pleasants@nau.edu. Please
also send a hard copy, complete with signatures, to Shelly Pleasants at NAU
Box 4122.
_____________________________________________________________________
Date __________
For Liberal Studies Committee
Approved as submitted
Approved as modified
Date __________
For University Curriculum Committee
Approved as submitted
Approved as modified
_____________________________________________________________________
The syllabus below represents a master syllabus, which means that it reflects
elements common among all sections of this course.
For topics courses, the syllabus below identifies the student learning outcomes
that will be found in all topic syllabi, and also explains by what methods
student learning outcomes will be assessed in all topic syllabi offered under this course number.
Click here for a syllabus template.
PASTE SYLLABUS HERE
Northern Arizona University
College of Arts & Letters
Dept. of Comparative Cultural Studies
Religious Studies 395: Topics in the History of Religions
(secondary title for this topic) TBA
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Prof. TBA
Semester, Year
Office hours: TBA
Phone: 523-xxxx
3 credit hours
Time & Days, Room #
Office: TBA
Email: TBA
Course Prerequisites: Completion of ENG 105, HON 190, or equivalent, and at least 30 credits
(sophomore status or higher).
Course Description
This course examines a religious tradition with attention to its historical development. The religiously
significant ideas, practices, and social organization of the tradition are examined in their cultural and
historical contexts. Each iteration of this course will address at least one of the three Global Learning
Outcomes, namely, Global Engagement, Environmental Sustainability, and Diversity. The course may be
repeated for credit once with a different title and topic, for a total of 6 credits. Liberal Studies: Aesthetic
& Humanistic Inquiry block; Essential Skill: Effective Writing.
Liberal Studies Information
REL 395 is a Liberal Studies course in the Aesthetic & Humanistic Inquiry distribution block.
(1) This course supports the Mission of the Liberal Studies Program by preparing students to live
responsible, productive, and creative lives as citizens of a dramatically changing world, and helping
students develop their abilities in the following ways:
• To understand the world’s peoples and their diversity.
• To understand the traditions and legacies that have created the dynamics and tensions
that shape the world.
• To practice the habits of an examined or self-reflective life to facilitate ethical and
responsible living.
(2) REL 395 is in the Aesthetic & Humanistic Inquiry distribution block and supports the intent of the
block by:
• involving students in the study of the human condition through philosophical inquiry
and analysis of the various forms of creative expression.
• helping students develop an understanding of the relationship between context and
human creative expression, in this case, the historical context of religious traditions.
• helping students develop an understanding of major conceptual frameworks utilized to
make sense of the creative arts, and how human experience and values are expressed
through creative endeavors. In this iteration of the course, Zen’s religious ideas and
ideals have influenced poetry, literature, calligraphy, art, and drama.
• helping students develop their capacities for analysis and ethical reasoning along with
an understanding of the multiple facets of the human condition.
(3) REL 395 will help students develop essential skills as defined in the University’s Liberal Studies
Program. The course will emphasize Effective Writing. This essential skill will be formally assessed
through three writing assignments during the semester.
Student Learning Expectations & Outcomes
One usually benefits from a course to the extent that one makes the effort to excel, to grow intellectually
and develop one’s abilities. Course objectives listed below entail study of Asian cultures and their
expressions of responses to the human condition. This course will directly address the Global Learning
Outcome of Diversity:
• Diversity: Students will learn about and critically reflect upon the nature and consequences of
diversity in both the social (e.g. ethnic, religious, cultural) world and the natural environment, and
develop an understanding of how this diversity both alters and is altered in a world characterized by
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increasing global interaction.
Active engagement with the content of this course will enable the student
(1) to describe and critically examine the major teachings and the diversity of interpretations in one
particular religious tradition.
(2) to describe and critically examine the major practices engaged in by members of that religious
tradition.
(3) to describe and critically examine the social organization of that tradition as a religious institution,
and the diverse ways it has influenced societies in which it has flourished.
(4) to evaluate the methods Religious Studies scholars employ(ed) in the study of that religious
tradition.
(5) to write effectively concerning the ideas, practices, and/or social organization of that religious
tradition.
Assessment of Student Learning Outcomes
Methods of Assessment
In-class discussions and academic papers assess careful reading of primary and secondary texts, and
critical thinking about the ideas presented therein. Papers of increasing length and complexity will enable
students to develop the skill of effective writing. Please see below for details on each assignment and its
value, and the course outline for due dates on assignments.
Grades for the course will be based on a combination of the following means of evaluating student
performance, each having the value indicated: TBA
The grading scale for the course will be as follows:
90%+ = A; 80%+ = B; 70%+ = C; 60%+ = D; below 60% = F.
With 1000 points to be earned during the semester, 900 points would constitute an A, etc.
If a special event of relevance such as an expert speaker or film occurs, all students will have the same
opportunity to earn extra credit beyond the course requirements.
Timeline for Assessment & Course Outline
TBA
Final Exam at the time scheduled by NAU for this course.
Course Structure & Approach
Our method is academic inquiry concerning the topic of a particular religious tradition. Films and images
will be shown occasionally to illustrate aspects of the religious traditions being studied. This is a course
that requires the student to attend class regularly, pay attention, read carefully, listen, think critically,
participate in discussions on the issues raised in the course, be open-minded, question assumptions (one’s
own, as well as those of one’s fellow students, and those of the religious tradition studied), express one’s
own views, and strive to understand and to be considerate of the views of others.
Texts & Required Readings
TBA
Course Policies
Being registered for this course means that the student accepts all the specified course policies and agrees
to abide by them, and that the student accepts all the course requirements and agrees to fulfill them.
A makeup exam is available for an exam missed due to illness or approved and documented university
080508 Liberal Studies Proposal Form
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activities such as a fieldtrip (with paperwork submitted beforehand). Additional time will be allowed for
a documented illness that prevents a student from taking an exam or completing an assignment as
scheduled.
Any student with a disability documented through the university’s Disability Resources office will
receive the full scope of aid for which the student is eligible.
Class attendance is the responsibility of the student. Active engagement with the content of this course
requires regular attendance, and there is no substitute for your presence in the classroom. Consequently,
attendance is strongly encouraged, as those who attend will learn more and therefore be more successful
in this course. Please see the university’s statement regarding this matter in the NAU Undergraduate
Catalog under the heading “Classroom Attendance.” While the class is in session, you will have my full
attention, and I expect that you will have the courtesy to give me your full attention. Also, it is expected
that students will come to class on time, be attentive while present, participate in our discussions, and stay
for the full duration of the class. To do otherwise is distracting to fellow students and disruptive of the
class.
Every student enrolled in this course is responsible for recognizing the distinction between the student’s
own ideas and those from another source, and for indicating that difference in the universally accepted
fashion through appropriate use of quotation marks and citation of sources. Use of the words and ideas of
others in a written assignment without giving them credit by citing the sources of that information is
called plagiarism. Plagiarism on an assignment for this course will result in a grade of zero for the
assignment, and constitutes grounds for further disciplinary proceedings by NAU. Cheating on an exam
will result in a grade of zero, and also constitutes grounds for further disciplinary proceedings by NAU.
Please see the university’s statement regarding this matter in the NAU Undergraduate Catalog or in the
NAU Student Code of Conduct under the heading “Academic Integrity.”
Please see the additional page of policy statements from NAU appended to the syllabus.
WRITTEN ASSIGNMENTS: DETAILED DESCRIPTION
Writing style
Since one purpose of the written assignments is to reflect on the meanings of the texts being read, half the
basis of evaluation will be the extent to which your paper shows that you have given the readings serious
thought. And since expressing thoughts clearly is one of the most important skills that one can acquire
through formal education, half the basis of evaluation will be the clarity, coherence and communicative
aptitude of your paper’s presentation. This aptitude includes such basic linguistic skills as correct spelling
and grammar, appropriateness of vocabulary, and stylistic grace. Your use of standard, formal English
must avoid slang and conversational style. Mastery of formal English writing style is the key to effective
writing.
All writing assignments are to be computer-printed in 12 point font, dark enough to be legible, and
double-spaced. Submit two copies of each paper so that one can be returned to you with comments; this
will maximize your opportunity to become more effective in your writing.
Requirements for all assignments:
* Papers you write must have the following features.
(1) A thesis statement:
This is a proposition; it presents a position. In your essay, you seek to advocate that position, so you
present arguments in support of that position. In short, your thesis must be a statement that
can be debated. A thesis statement is not simply a description of a general topic, nor is it a statement of
purpose for the essay. It is a statement of a point of view.
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Example: Zen is a religious tradition, but it is not a Buddhist religious tradition.
This proposition is one that can be advocated with the support of evidence, and could
be debated.
Counter-example: In this essay, I will discuss Zen’s teachings on karma.
This is a statement of intent, identifying a general topic, but it is not a position,
it cannot be advocated or debated, and it is therefore not a thesis statement.
(2) An argument in support of your thesis statement:
Using what you know about the topic you have chosen (including what you discover by research),
formulate an argument in support of your position. Your objective is to persuade the reader that your
point of view is correct. Think of as many valid reasons as you can that support your point of view.
Assemble these into a coherent series. Use your own reason and logic, but in addition use statements
drawn from authoritative sources about the topic as evidence. Your argument for your position would be
strengthened by taking account of the other side of the debate. Think also about counter-arguments to
your position, and try to undercut their validity or diminish their significance as effective arguments
against your position. To have a persuasive argument in favor of your position, you will need several
reasons. And please note that evidence alone is not an argument, but is to be used in support of an
argument that you formulate.
(3) A conclusion:
Once you have completed your argument in favor of your thesis, state the thesis again. You may want to
try to persuade the reader that you have successfully advocated your viewpoint.
(4) The usual academic form:
Your essay must have a bibliography, and cite the sources of your material, including the page from
which each quotation is taken or from which material has been paraphrased. To do otherwise is
plagiarism. Because you have a bibliography, citing the source of the material quoted or paraphrased
simply by use of parentheses with author and page number is sufficient; for example, (Faure, p. 48). If
more than one work by a particular author appears in your bibliography, you may distinguish them by
date: for example, (Faure 1995, p. 48).
A fully articulated syllabus as an example:
Northern Arizona University
College of Arts & Letters
Dept. of Comparative Cultural Studies
Religious Studies 395: Topics in the History of Religions
(secondary title for this topic) Zen Buddhism
Prof. Bruce M. Sullivan
Semester, Year
Office hours: XX
Phone: 523-0244
3 credit hours
Time & Days, Room #
Office: Riles 311
Email: bruce.sullivan@nau.edu
My website: http://oak.ucc.nau.edu/bms
Course Prerequisites: Completion of ENG 105, HON 190, or equivalent, and at least 30 credits
(sophomore status or higher).
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Course Description
This course examines a religious tradition with attention to its historical development. The religiously
significant ideas, practices, and social organization of the tradition are examined in their cultural and
historical contexts. Each iteration of this course will address at least one of the three Global Learning
Outcomes, namely, Global Engagement, Environmental Sustainability, and Diversity. The course may be
repeated for credit once with a different title and topic, for a total of 6 credits. Liberal Studies:
Aesthetic & Humanistic Inquiry block; Essential Skill: Effective Writing.
This iteration of REL 395 focuses on an important and influential east Asian religious tradition, Zen
Buddhism, which has recently established a presence outside east Asia as well. In addition, the student
will learn concepts used in the analysis of religion and some disciplinary approaches to the study of
religion. Since Buddhism was founded some 2500 years ago in India, it has spread throughout most of
Asia and profoundly transformed (and been transformed by) cultures it has permeated such as China,
Korea and Japan. Buddhists have developed answers to the perennial questions on the meaning of life,
what a human being can attain spiritually, and how to organize a sustainable society, or withdraw from
society by renouncing its values and associations. This course provides students the opportunity for indepth study of one multinational religious tradition (Chinese Ch’an, Korean Sōn, Japanese Zen) with
ancient roots and contemporary relevance.
Liberal Studies Information
REL 395 is a Liberal Studies course in the Aesthetic & Humanistic Inquiry distribution block.
(1) This course supports the Mission of the Liberal Studies Program by preparing students to live
responsible, productive, and creative lives as citizens of a dramatically changing world, and helping
students develop their abilities in the following ways:
• To understand the world’s peoples and their diversity.
• To understand the traditions and legacies that have created the dynamics and tensions
that shape the world.
• To practice the habits of an examined or self-reflective life to facilitate ethical and
responsible living.
(2) REL 395 is in the Aesthetic & Humanistic Inquiry distribution block and supports the intent of the
block by:
• involving students in the study of the human condition through philosophical inquiry
and analysis of the various forms of creative expression.
• helping students develop an understanding of the relationship between context and
human creative expression, in this case, the historical context of religious traditions.
• helping students develop an understanding of major conceptual frameworks utilized to
make sense of the creative arts, and how human experience and values are expressed
through creative endeavors. In this iteration of the course, Zen’s religious ideas and
ideals have influenced poetry, literature, calligraphy, art, and drama.
• helping students develop their capacities for analysis and ethical reasoning along with
an understanding of the multiple facets of the human condition.
(3) REL 395 will help students develop essential skills as defined in the University’s Liberal Studies
Program. The course will emphasize Effective Writing. This essential skill will be formally assessed
through three writing assignments during the semester.
Student Learning Expectations & Outcomes
One usually benefits from a course to the extent that one makes the effort to excel, to grow intellectually
and develop one’s abilities. Course objectives listed below entail study of Asian cultures and their
expressions of responses to the human condition. This course will directly address the Global Learning
outcome of Diversity:
• Diversity: Students will learn about and critically reflect upon the nature and consequences of
diversity in both the social (e.g. ethnic, religious, cultural) world and the natural environment, and
develop an understanding of how this diversity both alters and is altered in a world characterized by
increasing global interaction.
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Active engagement with the content of this course will enable the student
(1) to describe and critically examine the major teachings and the diversity of interpretations in the
distinctive form of Buddhism known in China, Korea, and Japan as Ch’an, Son, and Zen.
(2) to describe and critically examine the major practices engaged in by Zen Buddhists, particularly the
distinctive meditation practice of zazen.
(3) to describe and critically examine the unique social organization of Zen Buddhism as a religious
institution, and the diverse ways it has influenced societies in which it has flourished.
(4) to evaluate the methods Religious Studies scholars employ(ed) in the study of Zen.
(5) to write effectively concerning Zen Buddhism’s ideas, practices, and/or social organization.
Assessment of Student Learning Outcomes
Methods of Assessment
In-class discussions and academic papers assess careful reading of primary and secondary texts, and
critical thinking about the ideas presented therein. Papers of increasing length and complexity will enable
students to develop the skill of effective writing. Please see below for details on each assignment and its
value, and the course outline for due dates on assignments.
Grades for the course will be based on a combination of the following means of evaluating student
performance, each having the value indicated:
(1) Reading quizzes (50 points = 5%)
(2) In-class discussion (50 points = 5%)
(3) Article analysis (100 points = 15%)
(4) Midterm exam (200 points = 20%)
(5) Paper on the Zen monastic experience (200 points = 20%)
(6) Term paper (200 points = 20%)
(7) Final exam (200 points = 20%)
The grading scale for the course will be as follows:
90%+ = A; 80%+ = B; 70%+ = C; 60%+ = D; below 60% = F.
With 1000 points to be earned during the semester, 900 points would constitute an A, etc.
If a special event of relevance such as an expert speaker or film occurs, all students will have the same
opportunity to earn extra credit beyond the course requirements.
Timeline for Assessment & Course Outline
Week 1 Introduction to the course. Overview of the historical development
of Buddhism. ER, “Buddhism: Overview.”
Week 2 What is Zen? Kraft, “Introduction” and chapter 1, “My Struggle to Become a Zen
Monk.” Religion in China, an overview.
Chinese Roots of Zen as Ch’an: Kraft, chapter 7, “The Story of Early Ch’an.”
Week 3 First and Third Patriarchs of the tradition in China: ER, from
The Roaring Stream: A New Zen Reader, pp. 3-15.
ER, "The Image of Bodhidharma in Zen History,"
Written analysis of ER, “Bodhidharma as Textual and Religious Paradigm.”
Week 4 ER, The Sixth Patriarch’s “Platform Sutra” (selections).
Eighth-century Master Yung-Chia: ER, from
The Roaring Stream: A New Zen Reader, pp. 22-32.
Week 5 Midterm exam: The Chinese form of Zen.
Kraft, chap. 2, “Zen Meditation,” &
chap. 3, “The Private Encounter with the Master.”
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Week 6 Zen practice and the social setting in a Korean monastery:
Buswell, Introduction & chapters 1 and 2.
Week 7 Buswell, chapters 3 through 6 & Appendix.
Week 8 Buswell, chapters 7 through 9, Conclusion, & Epilogue.
Week 9 Paper on the Zen monastic experience is due.
The Japanese Zen master Dogen, in his own words:
Dogen, (1) Introduction, pp. 3-25 (his life and teaching style), and
Practical Instructions: pp. 29-66;
(2) Philosophical writings: pp. 69-94, and his poems: pp. 213-24.
Week 10
Poetic imagery as a means to communicate the fully awakened state of mind:
(1) pp. 97-139; (2) pp. 143-74. For context, Kraft, chap. 6, “Zen Poetry.”
Week 11
Dogen on transmission of the teaching: pp. 175-210.
ER, Haiku poems by Basho.
Week 12
Kraft, chap. 8, “The Development of Japanese Zen” &
ER, Paula Arai, "Sōtō Zen Nuns in Modern Japan: Keeping and Creating
Tradition."
Week 12
Kraft, Chap. 9, “The Zen Institution in Modern Japan.”
Week 13
Zen goes global: ER, selections from How the Swans Came to the Lake.
Kraft, chap. 10, “Recent Developments in North American Zen” &
“Epilogue: Problems of Authority in Western Zen.”
Week 14
Term paper is due.
Zen in America today: ER, Selections from Prebish & Tanaka,
The Faces of Buddhism in America.
Week 15
Perspectives on Zen and the study of Zen.
Final Exam at the time scheduled by NAU for this course.
Course Structure & Approach
The course is in seminar format. This means that students are required to participate in the discussions of
readings that occur at each meeting, and will lead discussion sessions and write essays analyzing
readings. Films and slides will be shown occasionally to illustrate aspects of Buddhist traditions being
studied. This is a course that requires the student to attend class regularly, pay attention, read carefully,
listen, think critically, participate in discussions on the issues raised in the course, be open-minded,
question assumptions (one’s own, as well as those of one’s fellow students, those of Zen Buddhists and
the cultures in which Zen exists), express one’s own views, and strive to understand and to be considerate
of the views of others.
Texts & Required Readings
The following books contain the readings on which this course is based. They are available in the NAU
Bookstore. Additional material may be provided in class. Please see the reading list at the end of this
syllabus for additional recommended sources.
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(1) Kraft, Kenneth (editor). Zen: Tradition and Transition. A Sourcebook by Contemporary
Masters and Scholars. New York: Grove Press, 1988.
Zen
(2) Buswell, R. E. The Zen Monastic Experience: Buddhist Practice in Contemporary Korea.
Princeton: Princeton University Press, 1992.
(3) Dogen. Moon in a Dewdrop: Writings of Zen Master Dogen.
San Francisco: North Point Press, 1995. Kazuaki Tanahashi, editor & translator.
(4) Primary texts will be provided in Vista Blackboard or its replacement.
Course Policies
Being registered for this course means that the student accepts all the specified course policies and agrees
to abide by them, and that the student accepts all the course requirements and agrees to fulfill them.
A makeup exam is available for an exam missed due to illness or approved and documented university
activities such as a fieldtrip (with paperwork submitted beforehand). Additional time will be allowed for
a documented illness that prevents a student from taking an exam or completing an assignment as
scheduled.
Any student with a disability documented through the university’s Disability Resources office will
receive the full scope of aid for which the student is eligible.
Class attendance is the responsibility of the student. Active engagement with the content of this course
requires regular attendance, and there is no substitute for your presence in the classroom. Consequently,
attendance is strongly encouraged, as those who attend will learn more and therefore be more successful
in this course. Please see the university’s statement regarding this matter in the NAU Undergraduate
Catalog under the heading “Classroom Attendance.” While the class is in session, you will have my full
attention, and I expect that you will have the courtesy to give me your full attention. This means that all
electronic equipment other than laptops (such as cell phones, MP3 players, etc.) must be turned off and
kept out of sight during class to avoid distractions. Laptops may be used, but only for activities directly
related to our course, such as taking notes or consulting electronic readings. This means that viewing
one’s email, a chatroom, or the internet is inappropriate because it is disruptive to the learning process.
Also, it is expected that students will come to class on time, be attentive while present, participate in our
discussions, and stay for the full duration of the class. To do otherwise is distracting to fellow students
and disruptive of the class. Disruption of classroom instruction is conduct prohibited in the NAU Student
Code of Conduct and is subject to disciplinary proceedings, including dropping such a person from the
class. If on some occasion you will be forced to come late or leave early, please inform me ahead of time.
Every student enrolled in this course is responsible for recognizing the distinction between the student’s
own ideas and those from another source, and for indicating that difference in the universally accepted
fashion through appropriate use of quotation marks and citation of sources. Use of the words and ideas of
others in a written assignment without giving them credit by citing the sources of that information is
called plagiarism. Plagiarism on an assignment for this course will result in a grade of zero for the
assignment, and constitutes grounds for further disciplinary proceedings by NAU. Cheating on an exam
will result in a grade of zero, and also constitutes grounds for further disciplinary proceedings by NAU.
Please see the university’s statement regarding this matter in the NAU Undergraduate Catalog or in the
NAU Student Code of Conduct under the heading “Academic Integrity.”
Please see the additional page of policy statements from NAU appended to the syllabus.
080508 Liberal Studies Proposal Form
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WRITTEN ASSIGNMENTS: DETAILED DESCRIPTION
Writing style
Since one purpose of the written assignments is to reflect on the meanings of the texts being read, half the
basis of evaluation will be the extent to which your paper shows that you have given the readings serious
thought. And since expressing thoughts clearly is one of the most important skills that one can acquire
through formal education, half the basis of evaluation will be the clarity, coherence and communicative
aptitude of your paper’s presentation. This aptitude includes such basic linguistic skills as correct spelling
and grammar, appropriateness of vocabulary, and stylistic grace. Your use of standard, formal English
must avoid slang and conversational style. Mastery of formal English writing style is the key to effective
writing.
All writing assignments are to be computer-printed in 12 point font, dark enough to be legible, and
double-spaced. Submit two copies of each paper so that one can be returned to you with comments; this
will maximize your opportunity to become more effective in your writing.
Assignment One: Analysis of an Academic Article
The first writing assignment is an analysis of the article “Bodhidharma as Textual and Religious
Paradigm,” which will be provided in the course website. Identify the author’s thesis and describe the
main points of his argument. Identify the sources he uses to support his argument. Discuss whether the
argument is convincing, whether he has proven his thesis, and whether his conclusion is warranted by the
argument and evidence. Note that you are taking a position on this matter, so your paper will have a
thesis statement in which you articulate your point of view. The paper is to be about 1200 words (about 4
to 5 pages), and is worth 100 points.
Assignment Two: The Midterm Paper
The second writing assignment is an essay on some issue encountered in the book by Buswell about the
Zen monastic experience. Other course readings may be cited also. Worth 200 points, the essay is to be
2000 to 2700 words in length (about 6 to 10 pages typed), and two copies are due in class in week 9.
Please see all the comments below on the structure of an essay, and consider informing me of your thesis
statement at least one week prior to the due date so that your essay might benefit from discussion of the
thesis statement with me.
Assignment Three: The Term Paper
In this course, the term paper is your final statement on Zen, and is to be your most polished and
sophisticated written work. The paper is to be 3200 to 4000 words in length (about 11 to 15 pages typed),
and has a value of 200 points. Again, please see all the comments below on the structure of an essay, and
consider informing me of your thesis statement at least one week prior to the due date so that your essay
might benefit from discussion of the thesis and sources cited.
Requirements for all assignments:
* Assignments two and three must include at least three quotations or paraphrased segments from
material we have used in this course, citing the page number of the text from which you are quoting or
paraphrasing; for example: (Kraft, p. 85). This is the standard procedure of all academic disciplines and
is an absolute requirement. Given that these papers are relatively short, please do not use extensive
quotations; simply refer to such a passage and cite page numbers.
* Your paper must also include a bibliography or works cited section in which you present a complete
bibliographic reference to the books and articles you have cited (but not everything you looked at). This
need not be a separate page. Please note that some works have been published several different times, so
complete information is vital. This is also standard academic procedure. At least two sources must be
used in your term paper and cited in the bibliography; and please note that websites do not count as
sources. Websites must be used with extreme caution due to the fact that anyone can post anything on the
internet, whether they actually know anything about the subject or not. Wikipedia cannot be used due to
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its proven unreliability. The only encyclopedia you may use is The Encyclopedia of Religion, Mircea
Eliade, editor (1987). Should you wish to define terms, use our course readings rather than a dictionary,
as our course readings provide much more sophisticated and correct definitions.
* Papers you write must also have the following features.
(1) A thesis statement:
This is a proposition; it presents a position. In your essay, you seek to advocate that position, so you
present arguments in support of that position. In short, your thesis must be a statement that
can be debated. A thesis statement is not simply a description of a general topic, nor is it a statement of
purpose for the essay. It is a statement of a point of view.
Example: Zen is a religious tradition, but it is not a Buddhist religious tradition.
This proposition is one that can be advocated with the support of evidence, and could
be debated.
Counter-example: In this essay, I will discuss Zen’s teachings on karma.
This is a statement of intent, identifying a general topic, but it is not a position,
it cannot be advocated or debated, and it is therefore not a thesis statement.
(2) An argument in support of your thesis statement:
Using what you know about the topic you have chosen (including what you discover by research),
formulate an argument in support of your position. Your objective is to persuade the reader that your
point of view is correct. Think of as many valid reasons as you can that support your point of view.
Assemble these into a coherent series. Use your own reason and logic, but in addition use statements
drawn from authoritative sources about the topic as evidence. Your argument for your position would be
strengthened by taking account of the other side of the debate. Think also about counter-arguments to
your position, and try to undercut their validity or diminish their significance as effective arguments
against your position. To have a persuasive argument in favor of your position, you will need several
reasons. And please note that evidence alone is not an argument, but is to be used in support of an
argument that you formulate.
(3) A conclusion:
Once you have completed your argument in favor of your thesis, state the thesis again. You may want to
try to persuade the reader that you have successfully advocated your viewpoint.
(4) The usual academic form:
Your essay must have a bibliography, and cite the sources of your material, including the page from
which each quotation is taken or from which material has been paraphrased. To do otherwise is
plagiarism. Because you have a bibliography, citing the source of the material quoted or paraphrased
simply by use of parentheses with author and page number is sufficient; for example, (Faure, p. 48). If
more than one work by a particular author appears in your bibliography, you may distinguish them by
date: for example, (Faure 1995, p. 48).
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