You are responsible for having read and absorbed the material in this syllabus. It contains important and specific information
about this class. It is my contract with you. Read it carefully. Follow it. Ask questions about anything in it.
English 1302 – Composition II -- Calendar ~ Summer 2016 ~ 5 Weeks ~ Arzola ~ CRN 13988
Online using Canvas not Eagle Online ~ 48 Contact hours
Instructor's name: Prof. L. Arzola (Use the class email within our class page for ALL your communications unless you simply cannot reach
me there for some reason.) Email: laura.arzola@hccs.edu. Make sure to add the word, tree, in the subject line, so your messages come to
the right bin in my Mailbox. Tel. 713-252-4042. [I prefer that you text me rather than calling my phone no. Be sure to include your name and
class (1302) in the text, so I know who you are.] Office hours: Available weekdays online or by phone from 9A-7P. US Mail: Prof. L. Arzola/
English Dept./ Eastside Campus/ 6815 Rustic/Houston TX 77087
Textbooks: Any ONE of the three following books will work for this class: Purchase your book immediately. As this is a short class, it is
critical that you get your book immediately. Delay can seriously hamper your progress in this course.
Purchase your book immediately. Delay can seriously hamper your progress in this course.
Textbook: Barnet, Sylvan and Hugo Bedau, Eds. Critical Thinking, Reading, and Writing. 8th ed. Boston: Bedford/St. Martin's, 2013.
Print. ISBN: 9781457649974
Estimated Student Price
1. Print, new: $58.00
2. Print, used: $43.50 (25% Savings)
3. Print, new rental: $37.70 (35% Savings)
4. Print, used rental: $26.10 (55% Savings)
5. eBook, rent (for 180 days): $27.00 (53% Savings) ISBN-10 1457651998, ISBN-13 9781457651991 Digital Book
Rental. (Go to http://www.coursesmart.com/IR/3027714/9781457649974?__hdv=6.8)
6. OR the 7th edition of Critical Thinking is acceptable.
You also need a recent handbook to support your work in writing. Wadsworth (my favorite), Little Brown, MacMillan, Penguin will all work.
You may order your books online at: www.hccs.bkstore.com.Textbooks for all distance education courses are housed at the Central bookstore. We do offer, free of charge,
transfer requests for students who wish to pick up their distance education textbooks at one of our 7 other locations that may be closer to them. Phone either Central, or the
requested campus, and request that their books be transferred. Get your books as early as possible. Having a book in front of you makes all the difference. If you have to wait
for your book, see if you can locate a copy at either an HCC or the public library. Also used book stores may have copies. The library may have ebook versions that can be
used temporarily. There may be pdf versions somewhere online.
Grade Percentages: (The total will equal 100%)
15% Critical Analysis of the Essay (includes Pre-writing & evidence of Tutor
by phone.
review).
15% Critical Analysis of Fiction (includes Pre-writing & evidence of Tutor
10% Midterm Exam (online)
review).
30% Research Paper (RP) (14% = Pre-writing & evidence of Tutor review).
20% Final Exam: Critical Analysis of Fiction (online)
(Phone Conference to review your RP Rough Draft with Instructor
10% 10 Journals (200 words each)
REQUIRED / No Conference = No Grade Conferences will be conducted
June 7:
June 6:
June 9:
HCCS Crucial Days for Summer:
July 4: Last day to submit Journals 7-10
July 2-4 (Sat.-Mon.): Final Exam online
OE Date/ Sign in to class before this date.
Tues., July 5 Last Day to submit revised papers – 11:59pm
Last Day for Drop/Add/Swap
Class begins, Monday
June 20: Last day to submit Journals 1-6
June 18-20 (Sat.-Mon.): Midterm Exam online
June 27, Monday, 4:30PM
Sunday, July, Class pages closes to students
Last Day for Student Withdrawals
All papers are submitted online through Eagle. Students MUST keep copies of all submitted work in case the instructor does not receive it. Store all
papers until the end of the following long semester. Remember that computers break down. Keep backup copies of your work.// Papers must be saved
as .doc (MS Word documents) or .rtf (Rich Text File). My computer will not open .wps (MS Works documents) or odt.
The computer lab at SE College will help you upload temporary versions of MS Word for this class if you need it. Call 713-718-7263 for more
information. Or call a lab at a campus nearer you for this information.
ENGL 1302 ~ Composition II ~ Arzola
Page 1 of 27
Tutors: FREE Tutors are available online at askonline.net or at the Eastside campus Mon-Th, Sat mornings and Mon-Thur evenings. For students
nearer other colleges contact your local English department for information on tutors. Askonline tutors are accessed through the Tutoring link at the very
top of our class page. Have tutors help you with grammar issues and format. Be sure to give tutors a copy of handouts with pertinent directions for the
essay. For problems with content ask me. All your out of class papers must be submitted with proof of tutor review.
Important Materials: Quality Dictionary & Thesaurus. Recent grammar Handbook with MLA information. Notice and use the links provided at the top of
our class page for the Works Cited, used for all your papers, and the library databases, which you will use for your research.
Every class is significant in ENGL 1302. On site students always produce better work when they have attended class and asked necessary
questions. DE students will be meeting via online chats. These sessions will give you the help you need to pass this class. Make sure you participate.
Should you need to miss, you are responsible for the missed material.// In addition, you and I will work individually to discuss your Research Paper. Be
sure to bring your Rough Draft and all your preliminary work with you. We will be working together over the phone though I may try using Skype this
semester.
Attendance: You are expected to come into the online class at least once a week. If you fail to do so, you run the risk of being withdrawn. Let me
know if there is an emergency, which prevents your going online. I will be happy to work with you if you let me know AHEAD OF TIME. Students
who go more than 14 days without logging in or otherwise contacting the professor may be dropped
without further warning prior to the drop deadline.
Communication with your instructor is essential in all your courses. Please keep me informed of problems you are having either with the course itself or
with keeping up with assignments. It is possible to give you extra help. Questions are invited in this course. It is my opinion that questions from you
demonstrate both interest and knowledge. Feel free to ask questions at any time. Do not call your questions “stupid.” If you have a question, ask it.
Plagiarism: [MEMORIZE THIS INFORMATION] I am seeing an increasing amount of plagiarism. Be aware that I find plagiarism to be immoral. Read
the following information and be aware that if I find that you have plagiarized, you WILL receive a grade of 01 (one point) for the entire assignment. Be
very careful with the work you turn in for this class. Any time you use someone else’s ideas or words you must give him credit. EVEN IF YOU
PARAPHRASE, (USE YOUR OWN WORDS) YOU ARE STILL BORROWING IDEAS FROM SOMEONE ELSE, YOU MUST INDICATE THE SOURCE
IN THE TEXT AND IN THE WORKS CITED. In order to be able to be honest about your sources you must take notes carefully using quotation marks
whenever you use the author’s exact words, writing down source information with each note whether it is quoted or paraphrased. Papers which show
plagiarism will receive a grade of zero, and be aware that at times plagiarism can result in an F for the course. In egregious cases the student may be
expelled. Familiarize yourself with plagiarism and what it means. Ask questions as necessary.
Student Grievances: Students who wish to complain about any aspect of their education should first speak with their instructor. If the situation remains
unresolved, then the student has the right to file a student grievance with the dept. chair, Ms. Beverly Hixon, 713-718-7057. Forms can be picked up in
the office of the Dean of Instruction, 713-718-7066. It is important that you familiarize yourself with both your rights and responsibilities as a student.
Student Handbooks are available from the Office of the Registrar.
HCC Course Withdrawal Policy In order to withdraw from your class, you MUST first contact your professor, at least one week PRIOR to the
withdrawal deadline to receive a “W” on your transcript. After the withdrawal deadline has passed, you will receive the grade that you would have
earned. You may withdraw yourself from the class. Your professor reserves the right to withdraw you without your request due to excessive absences.
See the withdrawal deadline above under crucial days above on p. 1 of the syllabus.
For the HCC Policy Statement on the following: ADA, Academic Honesty, Student attendance, 3-peaters, and the Withdrawal deadline, Access
Student Services on their Website: http://central.hccs.edu/students/student-handbook/
Here is the HCC policy statement on Sexual Misconduct: Title IX of the Education Amendments of 1972 requires that institutions have policies and
procedures that protect students’ rights with regard to sex/gender discrimination. Information regarding these rights is on the HCC website under
Students-Anti-discrimination. Students who are pregnant and require accommodations should contact any of the ADA Counselors for assistance. It is
important that every student understands and conforms to respectful behavior while at HCC. Sexual misconduct is not condoned and will be addressed
promptly. Log in to http://www.edurisksolutions.org. Sign in using your HCC student email account, and then go to the button at the top right that says
Login and enter your student number.
All students are responsible for reading and understanding the HCC Online Student Handbook, which contains policies, information about conduct, and
other important information. For the HCC Online Student Handbook click on the link below or go to the HCC Online page on the HCC website. The HCC
Online Student Handbook contains policies and procedures unique to the HCC Online student. Students should have reviewed the handbook as part of
the mandatory orientation. It is the student's responsibility to be familiar with the handbook's contents. The handbook contains valuable information,
answers, and resources, such as HCC Online contacts, policies and procedures (how to drop, attendance requirements, etc.), student services (ADA,
financial aid, degree planning, etc.), course information, testing procedures, technical support, and academic calendars. Refer to the HCC Online
Student Handbook by visiting this link:
http://www.hccs.edu/media/houston-community-college/distance-education/student-services/HCC-Online-Student-Handbook.pdf
Access CE Policies on their Web site: http//www.hccs.edu/continuing-education/
The Distance Education Student Handbook contains policies and procedures unique to the DE student. Students should have reviewed the
handbook as part of the mandatory orientation. It is the student's responsibility to be familiar with the handbook's contents. The handbook contains
valuable information, answers, and resources, such as DE contacts, policies and procedures (how to drop, attendance requirements, etc.), student
services (ADA, financial aid, degree planning, etc.), course information, testing procedures, technical support, and academic calendars. Refer to the DE
Student Handbook by visiting this link: http://de.hccs.edu/de/de-student-handbook
Class Conduct All students in HCC courses are required to follow all HCC Policies & Procedures, the Student Code of Conduct, the Student
Handbook, and relevant sections of the Texas Education Code when interacting and communicating with faculty and fellow students.

The instructor reserves the right to change various parameters of this syllabus at her discretion.*

CATALOG DESCRIPTION of ENGL 1302: A more extensive study of the skills introduced in English 1301 with an emphasis on critical
thinking, research, documentation techniques, and literary and rhetorical analysis. Prerequisite: English 1301 or a satisfactory score on the
CLEP Exam. Credit: 3 semester hours (3 lecture hours).
Core Objectives
Given the rapid evolution of necessary knowledge and skills and the need to take into account global, national, state, and local cultures, the core
ENGL 1302 – Arzola
Page 2
curriculum must ensure that students will develop the essential knowledge and skills they need to be successful in college, in a career, in their
communities, and in life. Through the Texas Core Curriculum, students will gain a foundation of knowledge of human cultures and the physical and
natural world, develop principles of personal and social responsibility for living in a diverse world, and advance intellectual and practical skills that are
essential for all learning.
Students enrolled in this core curriculum course will complete a research project or case study
designed to cultivate the following core objectives:

Critical Thinking Skills — to include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information

Communication Skills — to include effective development, interpretation and expression of ideas through written, oral and visual
communication

Personal Responsibility — to include the ability to connect choices, actions an consequences to ethical decision-making

Teamwork (Comp I, Comp II, and TW) — to include the ability to consider different points of view and to work effectively with others to
support a shared purpose or goal
Student proficiency in Communication Skills will be assessed as a formal written out-of-class essay, which is at least 500+ words long. Student
proficiency in Critical Thinking will be assessed by a formal out-of-class essay assignment. Personal, Social Responsibility, and Teamwork will be
assessed as part of long unit or major essay assignment, which will include assigned reading responses, prewriting activities, multiple drafts, and group
activities (such as peer review or group presentations). This will also include an oral presentation component as well as a visual component
English Program Student Learning Outcomes (Composition, Literature, Creative Writing, and Technical Writing)
1. Write in appropriate genres using varied rhetorical strategies.
2. Write in appropriate genres to explain and evaluate rhetorical and/or literary strategies
employed in argument, persuasion, and various genres.
3. Analyze various genres of writing for form, method, meaning, and interpretation.
4. Employ research in academic writing styles and use appropriate documentation style.
5. Communicate ideas effectively through discussion.
Student Learning Outcomes: Upon successful completion of this course, students will:
• Demonstrate knowledge of individual and collaborative research processes.
• Develop ideas and synthesize primary and secondary sources within focused academic
arguments, including one or more research-based essays.
• Analyze, interpret, and evaluate a variety of texts for the ethical and logical uses of evidence.
• Write in a style that clearly communicates meaning, builds credibility, and inspires belief or action.
• Apply the conventions of style manuals for specific academic disciplines (e.g., APA, CMS, MLA,
etc.)
Feel Free to Ask Many Questions! You must ask questions any time you need clarification or explanation of some point being
discussed. If you would like to set up a chat, about a specific topic, we can do that as well.
The HCC grading scale is:
A = 100 – 90;…………….…
B = 89 – 80: …………………
C = 79 – 70: …………………
D = 69 – 60: …………………
59 and below = F………….
IP (In Progress) …………….
W(Withdrawn)…………….
I (Incomplete)……………….
AUD (Audit) ………………….
4 points per semester hour
3 points per semester hour
2 points per semester hour
1 point per semester hour
0 points per semester hour
0 points per semester hour
0 points per semester hour
0 points per semester hour
0 points per semester hour
IP (In Progress) is given only in certain developmental courses. The student must re-enroll to receive credit. COM (Completed) is given in non-credit and continuing education courses.
To compute grade point average (GPA), divide the total grade points by the total number of semester hours attempted. The grades “IP,” “COM” and “I” do not affect GPA.
ENGL 1302 – Arzola
Page 3
Summer 2015 Course Calendar
Wk.
All readings come from Current Issues (CI) or Critical Thinking, Reading & Writing (CTRW). The page nos. and the readings are the same in the latest editions of each of these books.
All assignments due by Sunday midnight of that week unless otherwise indicated.

June
6-12
 Read and highlight Ch. 3 (73-111) [Super IMPORTANT information! Learn what it means to argue effectively. Ch. 3 discusses effective elements,
which form convincing arguments, such as: facts, evidence, statistics, authoritative testimony, and deductive reasoning, etc. What should a persuasive
essay contain in order to make its arguments effectively?]
 Critical Analysis: (CA #1) Due wk. 2. Read “From Utopia” Thomas More (463) for your Critical Analysis essay. Select 2-3 quotations from this essay
showing arguments made by More.
 Skim , Chapters 6, 7, & 9.
 RP: Research Paper Topic: For Wk. 3 +Research Paper Topic: For Wk. 12 create a Persuasive Research Paper on a controversial topic relating to the
topic of the city of Houston. You can talk about, schools, recycling/waste disposal, availability of city parks & pools, public transportation, bike trails, etc..
You must present facts, evidence, statistics, authoritative testimony, etc., PROVING that what you say about one aspect of the city of Houston is right. The
RP is due Sunday, wk. 3. Begin background reading for it. Use only sources found in the HCC Library, which is accessible from home with your student id.
Require: Use 3+ books or e-books & 5+ database articles.
 Due CA Bodynotes
Turn Bodynotes into Rough Draft of Critical Analysis.
 Due CA to the tutor.
Read & Highlight , Ch. 5, “Writing an Analysis of an Argument" 179 (Pay special attention to “For Environmental Balance” (186) as a sample essay for
analysis and “Tracking Kristof” by Betsy Swinton (192) as an example of a Critical Analysis Essay).
 Due RP: Submit The Research Question (Yes/No), Audience (specific age group and gender), Purpose. Your topic must be PERSUASIVE, i.e., you
are PROVING you are right regarding your topic. Your topic must be approved by me.
Library: Continue background reading for Research Paper (RP). Collect list of 3+ books & 5+ database articles – NOT internet. Access Database on
class page above wk. 1.
 Due Journals #1 & #2 Due Sunday this week.
 RP: IMPORTANTStudy the “Guidelines for a Persuasive RP” handout. Study the sample RP in ch. 7; it does not have a title page or outline, which
I require. See the sample RP on the class page for examples of these: Title page, Outline, Text, Works Cited – in that order.
 RP: Begin gathering sources for the Works Cited, and start the 40-100+ notes for the Research Paper. Notes are quotations, paraphrases and
June summaries with their parenthetical references in MLA format. See examples on the class page.
13-19  Midterm: Read & Study Machiavelli’s “From The Prince” (477). Skim More’s “From Utopia” (463), which will be used as an example for the Midterm
Exam. You may focus on one of the 4 sections of The Prince reproduced in our text. Review the Study Guide for the Midterm Exam.
CA1 Revise according to notes from Tutor.
Due CA1: completed essay due this Sunday
 Due Journals 3-6
RP: Skim Ch. 6 (226), “Developing an Argument of Your Own,”
RP Study carefully your TEXT, Ch. 7 on elements of the Research Paper.
Due RP: 40-100+ Notes with the Works Cited on its own page at the end of the notes. (Insert a Page Break between Notes & WC.)
Mid-term exam Online June 18-20, Sat.-Mon.  Due No Late Journals #1-6 accepted after Midterm

RP: Set up phone conference with me to go over the RP this week. Email partial rough draft, outline, WC page. This conference is a requirement for
the RP. No conference = NO GRADE!
Due RP: Due Preliminary Outline. Show that you are following RPGuidelines by having body sections incorporating the ideas of Background,
June
Refutation of opposing views, Arguments in favor, and Solutions. Optionally you can include the Introduction and Concusion.
20-26
 Due RP Completed Rough Draft of RP, 2000+ words. Write in the word count at the end of the rough draft.
 Due RP: Peer Reviews of RPAlmostFinal. Post your own paper; then review a classmate’s paper. Revise according to comments.
 Due RP: RPAlmostFinal to Tutor and revise according to comments. Send this in ASAP as tutors may take some time with your paper.
 Due Submit Research Paper by Monday week 4 Title page, Outline, Text, WC in ONE document. Use RP Template for Headers. Save as:
YourLastNameRPFinal.

 Read Ch. 12, CI/CTRW, A Literary Critic’s View: Arguing about Literature 420.
 CA Poetry. Read, then select one of the poems posted on class page. Work to find significant quotations in the poem around one of its arguments.
 Begin creating Rough Draft of the Critical Analysis of Poetry working with one argument found in your selected poem, using Bodynotes to help shape
June the paper.
27- Take draft of Analysis of story to Tutor. Get evidence of this visit to turn in with your paper.
July 3 Due:  CA Poetry Due By Thursday, this week, analysis of argument in poem.
Due Journals #7-10 before the last day of the final. No late journals accepted.
Final Exam: Read “Mending Wall” Robert Frost (426) for Final Exam. You will discuss one argument found in this poem.
Final Essay Exam Online July 2-4, Sat.-Mon.
Due Journal #10
All Journals 7-10 must be submitted before taking the final. No late journals accepted..
July
Last day to submit any revised papers: Wednesday this week.
4-10
Online class access closes Sunday this week. Grades posted by Monday next week.


______________
The Writing Assignments
 This class is intensive. There is a great deal to be done, and you are doing it in 5 weeks instead of the 16 weeks of the fall and spring semesters. The
only way to handle the amount of work before you is to keep to the strict discipline of doing each week’s work on time. Take the time to do your work
well. Work methodically, carefully. Make an effort to submit excellent work.
ENGL 1302 – Arzola
Page 4
 Each paper is worked through a series of preliminary assignments starting with journals, which involve the simple writing down of ideas on your part
and selecting relevant quotations, and then moving to the creation of rough drafts following a pattern, then working with tutors and/or the instructor to
review your rough drafts, and finally submitting your carefully edited final version.
 Follow directions: A large part of what we are looking for in your submitted assignments is that you have followed directions.
 Use MLA format. This may be unfamiliar to you because you have never used a writing style before or because you typically use APA format. If you
have used APA, you are in luck because MLA is similar; the differences are there, but once you master them, you can easily convert the way you
have written before. If you are completely unfamiliar with either of these scholarly writing styles, then you must train yourself. Sit down with chapter 7.
Study it carefully working to master what it is saying. Ask me questions via email making sure to write the term listed above in the subject line. We
can set up a time to talk together on the phone. You can also get help from on campus tutors. You can ask classmates for help. Whatever you do,
keep working until you understand what MLA format is about. It is a way of referencing sources within the text of your paper. It is the way you tell your
reader 1. That you have borrowed specific information from a book or a database, etc., and 2. Where, specifically, you found that information (even
giving the page number when the source is printed), so your reader can find it for herself if she wishes to do so.
 All the writing in this class has something to do with persuasion. You are either evaluating someone else’s argument (in the Critical Analysis essays)
or creating your own (in the Research Paper). Chapter 3 in your book is what we are using as the basis for evaluating others’ arguments. We are
looking in their essays for elements mentioned in chapter 3, such as facts, evidence, statistics, etc.
 Most of your assignments will be submitted as attachments. Save these documents with your surname on them: SmithCAFinal or
SmithTeresaCAFinal; This tells me that Smith has sent me the final draft of the Critical Analysis essay.
15% Critical Analysis of the Essay (out-of-class essay)-500-750 words (10% of Final Grade comes from Prewriting and Tutoring Evidence.)
See Week 1 above for the selections for this essay. Criticize it selecting both negative and positive aspects of the target essay for discussion. The
analysis and criticism will then be incorporated into a short essay. The final essay, however, is not the entire grade. One third of the grade comes from
the pre-writing evidence. It is REQUIRED that you fill in and submit the Bodynotes sheet found under the CA icon. In addition you are expected to
submit a rough draft to either an in-person tutor or askonline.net and then revise the rough draft according to comments received before submitting the
final draft to me. This is an unusual type of essay that students are frequently unfamiliar with. In order to prevent many revisions, it is advisable that you
do the background reading in ch. 3. Follow directions carefully.

Submit this Paper to me on EAGLE under its link as an attachment.

Save your paper with your last name followed by the name of the assignment: YourLastNameCATutor, YourLastNameCAFinal.

If you need to submit more than one rough draft, use this form: YourLastNameCARough2, or YourLastNameRough3, etc.

All files should be submitted as either .docx, .doc or .rtf.

Keep in mind that your writing does not simply analyze what this essay is about. It works to show whether and why this essay is convincing to its
readers. You are evaluating the effectiveness of the writer:

Did he or she do a good job of convincing his or her selected audience?

What makes this essay so effective or ineffective? As you write you must work not to insert yourself into your paper.

Avoid saying “I think” or “I believe” or “In my opinion.” We know you wrote the paper, so these are your opinions.

Also do not use “YOU” in any form in any paper written for this class.
10% Midterm Essay Exam (Online)- 500+ words
The essay for the Midterm should be carefully studied ahead of time; it will be analyzed and criticized by you. You will be presented with several
quotations from your selected essay. You will select ONE of those quotations and write a paragraph of Critical Analysis in the time allotted. Information
about the exam is available on the class page. Careful preparation is essential.
30% The Research Paper-@ 1500+ words (14% of Final Grade comes from Prewriting and Tutoring Evidence.)
Conference with Instructor REQUIRED for the Research Paper! No Conference = No Grade.
One third of the available class time will be spent working with this essay. Students will choose a topic, select a series of sources, take notes, create an
outline, and finally write the paper. This is a Persuasive Paper, which involves a refutation of Opposing Views. Make sure you follow the Guidelines
sheet in creating the paper. Failure to do so will result in a drastically lowered grade.
15% Critical Analysis of Poetry or Fiction (out-of-class essay) -750+ words (10% of Final Grade comes from Prewriting and Tutoring
Evidence.)
We will be analyzing one of the poems or stories posted for you in Eagle. You will read the work you have selected then analyze its arguments. [To
help you in your analysis, only when you are analyzing a story, you will fill in the 7 sheets, a single handout, which takes you through the story asking for
elements of characterization, setting, symbols, etc.] Submit this Paper through Eagle as Your LastNameFictionFinal or
YourLastNamePoetryFinal.
20% Final Exam-Critical Analysis of Fiction (online final essay exam)-750+ words
This essay is written online. Students will write a commentary on – for poetry -- Frost’s “Mending Wall” or – for fiction -- LeGuin’s “The Ones Who Walk
away from Omelas.” Information about the exam is available under its link. This Final Exam essay is written online. You have a 2-hour time limit.
Submit a backup copy of the exam in the link provided under the link for the final -- just in case your exam does not go through. This is important as
the exam does not always save properly. Be sure to submit this IMMEDIATELY after taking the exam. A delay could cause this backup to be
unacceptable to replace the submitted final.
10% 10 Journals (200 words each): Journals should be written consistently during the semester. Submit them under the appropriate Discussion.
Specific topics are listed under Discussions.
Be aware that preliminary assignments form part of the final grade for each paper. Also the journals add up to one letter grade. There is a deadline for
the journals: Journals 1-6 must be completed before the Midterm; journals 7-10 must be written before the Final Exam. Submitting journals outside their
due dates is pointless; you will not receive credit.
The Library Homepage: You have a link to this page at the top of our class page. There is also a link to information on MLA style on
the top of our class page. You will be expected to use the section on MLA Style if you do not have a Handbook for the class.

For the Works Cited use http://bcs.bedfordstmartins.com/resdoc5e/RES5e_ch08_s1-0011.html

For Parenthetical References use http://bcs.bedfordstmartins.com/resdoc5e/RES5e_ch08_s1-0001.html, (Par. Ref. are also called intext citations.)

For Library databases use http://library.hccs.edu/articles/atoz.php

To access the databases you will need the number on the back of your student id card.
ENGL 1302 – Arzola
Page 5
Some Thoughts about Writing
Formal Papers:

All papers in this class (except Journals which are un-graded writing) are considered formal papers; this means that you are not to use
the words you, or I (or any of their variants such as your and my.) in your papers.

“You” can be replaced by a noun such as a person’s name or the words “a person.”

Instead of using “I” the writer might use a different form of the sentence. For example a sentence like, “I think all teenagers are drug
addicts,” could be replaced with a much stronger statement: “All teens are drug addicts.”

When you say, “I think,” you indicate that you are not sure. In persuasive writing you must strive to make it at least appear that you
are sure. Thus, it is best not to say, “I think,” etc.

Learn to strengthen your comments by EXCLUDING mention of yourself.

In addition do not use contractions such as can’t. Use the written out form, cannot, instead.

Use MLA format in all papers.
Becoming an Excellent Writer:
 Be aware that often “sounds right” will not work in your writing. You must learn the rules of grammar and follow them, so that your writing is
at the best level possible.
 If you are unfamiliar with the rules of grammar, with how to write well, my best suggestion is to become a reader and to observe how good
writers write. Also read that expensive grammar handbook you have. Follow the rules of grammar. There are a limited number of
rules. It is quite possible to learn and follow them.
 The sort of English we are asking for in your writing is the kind that will be understood by speakers of English in any part of the world;
consequently, you must use what is called standard English.
 When errors in your writing are pointed out to you, make a strong effort to correct those errors in future. I put a great deal of time into
making comments on student papers. The purpose of these comments is to help you improve your writing, NOT to put you down. If
you disregard those comments of mine when you revise your papers, then you are likely to get a low grade.
 If you keep getting corrected for the same sorts of mistakes, it’s time to learn the rules and change your style.
 Learn the rules of grammar: They are simple and few in number.
 Work to make this class the one in which you learn the rules so that you reduce the number of errors you consistently make.
 Ask lots of questions. Never be afraid you will look stupid. It’s the smart student who asks questions. And . . . she gets the answers! You
cannot get the answer to an unasked question. Right?
Editing your Work:

As you begin to write a paper, allow the ideas to flow. Let the writing happen. Do not try to control it as you work to get your ideas
down on paper. After you have gotten as many ideas as possible, then you can start to select, organize, and shape those ideas into a
good paper.

It is not a good idea to edit your writing from the beginning.

Begin your writing process by focusing only on getting all your ideas on paper. From this series of thoughts, select the best, and then
begin to organize and develop the paper itself.

Work to make these ideas as clear as possible.

Grammar and mechanics should be the LAST thing you worry about as you do your final editing and revisions before turning in your
work.

If you worry too early about grammar, you will find that you get lost in the trees and forget the general direction of the forest you are
walking through.

If you are foreign speaker, it might even be best to write the first drafts of your paper in your native language. Once you get the ideas
down in your own natural language, then go back and correct what you have written.

Careful and detailed editing is the hallmark of good writing.

With time you will get better and better at this so that there is less and less to correct.

But no matter how good you get, it will rarely be possible to put something out which is well written without editing.

The best writers spend as much time editing the final draft as they did creating it.
Creating Papers:

Although previously you may have been taught to start with the 1st par., I would suggest that instead you begin with the Body.

Usually you will begin with the ideas for each body paragraph.

Next you will develop each body paragraph.

After that you will decide on a Topic Sentence for that paragraph which indicates exactly what is discussed in it.
o Think about the Topic for that paragraph and the sequence of the sentences in it.
o Is this the clearest sequence for your reader?
o Work to make the paragraph flow clearly from the first idea to the last in a logical sequence that will be easy to understand.
o Remember your reader will not be able to ask you questions.

Once you have the body pretty much in order, your next step is the Introduction.
o Here you tell your reader what is coming in the paper.
o You will frequently summarize the work you are analyzing.
o You will give your thesis, that is the essence of what you will be saying in the paper.
o The thesis should work well if you were asked for a one-sentence summary of your paper.

Finally you create the conclusion.
o Review what was said in your paper.
o Draw a conclusion from the ideas you have stated.

You have worked to make a case.

Now tell your reader what she should have understood from what you said.
ENGL 1302 – Arzola
Page 6
Here is how your grade is determined:
Assignment
Advanced Forum: Submit Journal #1 here.
Directions for this journal are located here.
Advanced Forum: Submit Journal #2 here.
Advanced Forum: Submit Journal #3 here
Advanced Forum: Journal #4
Advanced Forum: Journal #5
Advanced Forum: Journal #6
Advanced Forum: Journal #7
Advanced Forum: Journal #8
Advanced Forum: Journal #9
Advanced Forum: Journal #10
Category total
Assignment: CA #1 0 Submit Bodynotes for
Building Essay CA1.
Assignment: Submit CA #1 Tutor's Comments on
Bodynotes
Assignment: Due: CA #1 due Sunday this week.
Total
Category Total: Grade/100 for this Category
Quiz: Midterm Exam #2
Advanced Forum: Submit here RP #3 Yes/No
Question, Audience, Persuasive Purpose
Advanced Forum: PEER REVIEWS: Submit here
your Almost-FinalRP//Submit here at least ONE
Peer Review
Assignment: Due: RP #3 Submit Works Cited (In
Summer this is combined with the Notes & WC,
which is then worth 20 points.)
Assignment: Due: RP 40+ Notes & Revised Works
Cited
Assignment: Due: RP Outline 0 Submit here.
Submit as: YourLastNameRPOutline
Assignment: RP Rough Draft 0 Submit Here//
Save As: YourLastNameRPRough
Advanced Forum: Submit here your choice(s) for
your RP Conference.
Assignment: RP #3: Submit here Evidence you
worked with a Tutor
Weight:
Value for
this
Assignment
Points for each part of Assignment
10%
10
10
10
10
10
10
10
10
10
10
100
10
10
5
8
10
10
10
10
10
10
93
0
0
0
0
10
10
10
10
10
10
60
25
25
0
25
100
150
Equals Category Total / 150 X 100
100
25
65
115
77
78
0
65
65
43
75
10
10
0
10
10
0
10
0
0
10
10
0
10
10
0
10
10
10
10
10
10
10
0
0
15%
10%
Example
Student
#1
Example
Student
#2
Assignment: RP #3 Submit Completed RP
100
70
70
Total
180
130
90
Equals Category Total / 180 X 100
72
50
25
25
0
25
100
150
Equals Category Total / 150 X 100
100
Equals (Journals X .1) +
(CA1Category Total X .15) +
(Midterm X .1) + (RP Category
Total X .3) + (CA4 Category Total
X .15) + (Final X .2)
Final Letter Grade
0
85
110
73
78
0
65
65
43
80
77
C
58
F
Category Total: Grade/100 for this Category
Assignment: CA Fiction. Submit The Seven
Sheets here.
Assignment: CA#4: Submit here Evidence you
worked with a Tutor.
Assignment: CA #4 Poetry/Fiction
Total
Category Total: Grade/100 for this Category
Quiz: Final Exam: Open May 205 (Fri.0Mon.)
30%
Course Total
Slash (/) means "Divide by"
(X) means "Multiply by"
15% translates to .15 when calculating a value
100%
15%
20%
ENGL 1302 – Arzola
Page 7
Sample of Preliminary Writing Assignment for the First Critical Analysis Essay:
Bodynotes: The Structure of the Critical Analysis Essay
Your tentative Thesis: ___________________________________________
Follow these directions carefully, and you will prevent having to revise and resubmit your paper.
You d/n have to write your essay in these tables. You can write on a blank sheet, but DO follow the directions
listed for each section.
Write the Body paragraphs first. Then write the Intro and Conclusion.
When you send or take this information as a rough to a tutor, be sure to include this sheet, so the tutor can see
what you are being required to write.
Each body paragraph should contain:
Keep in mind that you are CRITICIZING this writer’s effectiveness at convincing HIS or HER audience s/he is right.
1. Topic Sentence (Informs the reader what will be discussed in the paragraph. Helps maintain unified paragraph.)
2. Background statement leading into the quotation explaining what it is about.
3. Signal Phrase (telling the reader what the quotation is about, who said this, where it comes from) Introduce the qn. saying
something like: Near the beginning of his essay More says, “. . .” (3). Don’t just stick the qn. in the paper and expect the reader
to know who is speaking and what is being discussed. Signal phrases are required every time you quote in any paper you write.
4 Quotation from the essay w/Parenthetical Reference. (One of three related arguments which you will be discussing. Make sure they
are on similar issues so that the paper will be unified.)
5. Interpretation & Discussion of the Quotation (Explain it for your reader. Imagine a reader who needs a bit of help in
understanding the essay. An interpretation is not a paraphrase. Rather it explains what is meant by the quoted words.)
6. Evaluate the writer's effectiveness. Will his/her Audience be convinced by what he has said in the Quoted material? Why?
(Important: Do not leave out this part as this is what makes your paper a CRITICAL Analysis. Look in Part 2 of CTRW for
help in what to look for in criticizing a writer’s ability to convince his reader that he is right. Review Ch. 3 for what makes an
argument persuasive.)
7. Transition to the next par. (Optional)
Body Par. 1 (Write directly in the boxes. They will expand to accommodate your words.)
1.
2.
3.
4.
5.
6.
7.
Body Par. 2
1.
2.
3.
4.
5.
6.
7.
Body Par. 3
1.
2.
3.
4.
5.
6.
7.
ENGL 1302 – Arzola
Page 8
Now (AFTER creating the Body) write the Introduction and Conclusion:
Introduction
Reminders:
1. Make an interesting opening remark.
2. State the author’s name and the title of the essay you are analyzing
3. Summarize the essay you are analyzing.
4. Who is the author’s audience? Purpose?
5. Tell your reader what your essay will be about. What will you discuss in Body Paragraphs 1, 2, & 3?
6. State your thesis. (What is your paper going to discuss? Thesis should make a statement indicating
how you are going to criticize the essay you are analyzing.)
Introduction:
1.
2.
3.
4.
5.
Conclusion
Reminders:
1. Tie together what you have already said in your paper.
2. Review what was said in Body Paragraphs 1, 2, & 3.
3. Summarize what you have said about whether the author’s audience is convinced by his essay.
4. Restate your thesis.
5. Make an interesting closing remark.
Conclusion:
1.
2.
3.
4.
5.
Now edit and revise what you have said putting it into a completed Critical Analysis of your selected essay.
Mistakes to avoid:
1. Sometimes students wait until the conclusion to indicate whether an author has written persuasively. This
is incorrect. EVERY paragraph should indicate whether and why the author has or has not written a
persuasive argument. Refer to Ch. 3, CI for help with this. You should be looking for whether an author
has used definition or deductive logic. Has the author used an authoritative source? Has she used a logical
fallacy (Barnet & Bedau 368-381). Etc.
2. Students often create a parenthetical reference incorrectly. You are expected to study the correct format
and use it for every formal paper written in this class including the Midterm and Final. Really look at
where the period sits. Notice there is only one period, not two. Notice there is NO COMMA in the
parenthetical reference. Example: “xxx” (Smith 455). Example 2: (Barnet & Bedau 333) – Here there are
two authors. When you are not sure how to create the parenthetical reference, LOOK IT UP! Don’t guess.
You are in school, and a great part of your job is to educate yourself. In reality the teacher can only lead
you to the answers. She cannot put them into your head for you. Think about it.
3. Use PRESENT TENSE when writing about a literary piece whether it is an essay or a poem.
4. Students often fail to interpret quotations. It is important to explain what a quotation means. In doing this
you show your reader that you understand what the qn means, and you also guide the reader, so she
ENGL 1302 – Arzola
Page 9
5.
understands the qn in the same way you do. In other words you are persuading your reader that your
interpretation is the right one.
Students often use YOU or I in their papers. Never do this in formal writing as it weakens your statements.
Why? Who is that “you” you talk about in your paper? Usually it means both somebody and nobody. In
other words you mean no one specifically. Find a different way to make your “you” statement: Instead of
“When you walk down the street,” say “When people walk down the street.” In the same when you say,
“In my opinion Mary is tall,” or “I think Mary is tall,” people will be led to question your statement
because it is ONLY your opinion. Study how much more power there is to this statement: “Mary is tall.”
You are saying the same thing, but you are not quibbling about it; you are simply stating what you perceive
to be a fact. This is a much stronger way to make the “same” statement.
ENGL 1302 – Arzola
Page 10
Sample Critical Analysis Essay:
Maria Martinez
Professor Arzola
English 1302
09/27/2009 This date should be written in MLA format. Check your book for the correct
form.
Header should be in the same font and in the same size as the text of your paper.
On King’s Persuasive Strategies in” Letter from Birmingham Jail”
How does Martin Luther King Jr. convince people to change their views on racial
issues? Martin Luther King Jr., author of” Letter from Birmingham Jail,” writes to eight
white clergymen who express different It might be clearer if you used a word like
“opposing.” views on issues regarding race in Alabama. King plans to establish a
common ground between the clergymen and him. In addition to this purpose, King
intends to demonstrate how African Americans living in Alabama are unjustly
discriminated by the Birmingham Police Department. Some material from King’s letter
shows how he provides facts, examples, and emotional appeals to support his assertion
that injustice threatens the black Birmingham community. Excellent.
The “Letter,” begins by formally introducing the clergymen to be men of good will
and then, King states the fact that he is president of the Southern Christian Leadership
Conference operating in every southern state. King further states, ‘“as the prophets of
the eight century B.C. left their villages and carried their ‘thus said the Lord’ far beyond
their boundaries of their home towns, and just as the Apostle Paul You need a verb
here. . . ., so I am compelled to carry the gospel of freedom beyond my home town”’
(King 912, par. 3). King means that as a Christian Leader, he responds to the needs of
ENGL 1302 – Arzola
Page 11
others regardless of where they live. His mission is to abolish racism and put a stop to
segregation because it the Christian thing to do. Therefore, by using an analogy to
compare King to biblical religious leaders who had to travel from their hometown to
another, he points out that not only is he not a meddlesome intruder This only works if
you have mentioned this phrase above in the beginning of this paragraph. but that he is
a man who has a peaceful message to deliver to the people of Birmingham. King gets
the clergymen to start forming logical thinking You probably mean that King has used
deductive logic. You should say this and then show the syllogism written in your own
words this time. about the new information that he has given. Still, the information lacks
sufficient evidence to prove King is right about the main issues that are in jeopardy WC
. However, it is an effective way to establish a common ground between King and the
clergymen and to break away any tension that exists.
In contrast to his tone in the beginning, King changes direction further in his letter
and testifies against ^ appraisal of the Birmingham police department. Here is what he
says about the Birmingham police: Indent long qns. by one inch.
I doubt that you would have so warmly commended the police force if you
had seen its dogs sinking their teeth into unarmed, nonviolent Negroes. I
doubt that you would so quickly commend the policemen if you were to
observe their ugly and inhumane treatment of Negroes here in the city jail;
if you were to watch them push and curse old Negro women and young
Negro girls; if you were to see them slap old Negro men and young boys;
if you were to observe them, as they did on two occasions, refuse to give
us food because we wanted to sing praise together. (King 924, par. 45)
ENGL 1302 – Arzola
Page 12
I doubt that you would have so warmly commended the police force if you had
seen its dogs sinking their teeth into unarmed, nonviolent Negroes. I doubt that you
would so quickly commend the policemen if you were to observe their ugly and
inhumane treatment of Negroes here in the city jail; if you were to watch them push and
curse old Negro women and young Negro girls; if you were to see them slap old Negro
men and young boys; if you were to observe them, as they did on two occasions, refuse
to give us food because we wanted to sing praise together. Format
In King’s commentary, he is witnessing cruel and unusual punishment happening
inside the jail where he stays. King vividly unmasks the Birmingham police department
to be nonviolent in public but violent and racist in their own territory. A little more detail
here would help. In King’s statement he shows the clergymen that they are wrong
about praising the Birmingham police. King’s authoritative testimony, because the
experience is first hand, is an effective method that validates his opinion on not
agreeing to the commendation of the police department. 
Furthermore, in King’s letter, he asserts that racial injustice damages the human
personality in the following commentary: Again, indent one inch.
When you suddenly find your tongue twisted and your speech stammering as you
seek to explain to your six-year-old daughter why she can’t go to the public amusement
park that has just been advertised on television and see tears welling up in her eyes
when she is told that Funtown is closed to colored children, and see ominous clouds of
inferiority beginning to form in her little mental sky, and see her beginning to distort her
personality by developing an unconscious bitterness toward white people. . . . . And
ENGL 1302 – Arzola
Page 13
what are these ellipses for? You are not quoting here. Or, if you are quoting, you are
indicating it incorrectly. ( Revise) Indent this long qn.
King is saying that segregation is another form of abuse because its psychological
effects are irreparable. King uses two methods to support his assertions. First, he has
a unique way of reeling in his audience by using the powerful tactics of emotional
appeals. His words bring in a heart breaking emotion that could stir up a sense of
sympathy and tear-filled sorrow for the victim king describes in his letter. Second, King
uses paragraph fourteen and fifteen of the letter to correspond with one another. King
states the opinion that any law that damages the human personality is unjust. King’s
evidence is the testimony of the authoritative figure, Thomas Aquinas, who said that, “a
law that degrades human personality is unjust,” therefore, King has an effective
argument, by deductive reasoning, that segregation is unjust because it damages the
personality of a person (King, pg.916, and par.16). You should not end your paragraph
by inserting a new quotation at the end. The end of each paragraph should relate to the
effectiveness of the quotation you are discussing. If you want to use more than one
quotation in a single paragraph, you need to go through the entire routine for each one:
introduce it, give a signal phrase, give the qn. and its par. ref., interpret the quotation
and then make a critical statement.
In King’s letter, he states that he has a right to march in Birmingham, even
though it is civil disobedience in the eyes of the eight clergymen. King is determined to
change the views of his audience from their “conformist,” “do-nothing” views and
“narrow-minded” criticisms about racial injustice and segregation issues. King’s
experiences and testimonies in jail prove that injustice engulfs the Birmingham
ENGL 1302 – Arzola
Page 14
community. In conclusion, using valid, adequate examples as evidence to support his
assertions, and by giving expert opinions on relevant issues, King’s methods are most
effective in persuading his audience. Good job! Teacher is smiling!!!

If you put the Works Cited on the same page as the text, draw a line between it and the
text.
Work Cited
King, Martin Luther, Jr. “Letter from Birmingham Jail.” Current Issues and Enduring
Questions . Ed. Sylvan Barnet and Hugo Bedeau. 8th ed. Boston: Bedford/ St.
Martin’s, 2008. 912-925. Print.
Well done.
Sample Research Paper
The Moringa Tree: Hope for a Hungry World
ENGL 1302 – Arzola
Page 15
by
Cynthia Pope
Professor Laura Arzola
ENGL 1302
15 November 2006
Outline
Thesis:
With thousands of children in Africa dying every day, the Moringa Tree is an
effective and cost-efficient resource in the fight against malnutrition
I.
Definition and statistics of malnutrition
II.
A.
Definition
B.
Statistics
1.
General population
2.
Children
Effects of malnutrition
ENGL 1302 – Arzola
Page 16
A.
General population and children
B.
How famine and poverty contribute to malnutrition
xxxxxxxx
C.
III.
1.
Famine
2.
Poverty
How malnourished children fail to thrive in adulthood
How the Moringa Tree combats malnutrition
A.
B.
Description of Moringa tree
1.
Growth pattern
2.
Nutritional value
V.
Percentages of protein
b.
Percentages of vitamins
Specific uses of Moringa tree as food supplement
1.
IV.
a.
Success stories
a.
Cookies
b.
Feeding Centers
Arguments against global support of hunger
A.
Why spend money globally when there is need at home
B.
We are called to care for all
1.
Bible reference, Mark 6:56
2.
Quote from George F. Pope interview
Cost of programs utilizing Moringa tree
A.
Davis and Haninger on specific costs
ENGL 1302 – Arzola
Page 17
xxxxxxxxxx
B.
Use of donated dollars ensures survival
The Moringa Tree: Hope for a Hungry World
In a world where McDonald’s sells hamburgers by the billions yet children in Africa are
hungry and dying from lack of food, there is a cost-effective remedy to be found in moringa
oleifera, more commonly know as the Moringa Tree. Living in a super-size-me culture, it is
hard to imagine going hungry when there is a Starbuck’s or fast-food restaurant on every corner.
Yet every day, millions in Africa are starving. And each day thousands die needlessly from
malnutrition. According to the World Hunger Education Service, over 798 million suffer from
chronic hunger, which means their daily intake of calories is insufficient for them to lead active
ENGL 1302 – Arzola
Page 18
and healthy lives (World Hunger). In fact, each day many children in Africa die, not from
accident, illness or disease but from hunger.
The impact of malnutrition on Africa cannot be underestimated. According to Dr.
George Pope, executive director of the Medical Benevolence Foundation, in third world
countries the daily death toll from over malnutrition is 13,698 (Pope). As this statistic
demonstrates, men, women and children are at risk of succumbing to malnutrition. The most
vulnerable are children who account for more than half of those who fall ill to one of the two
forms of malnutrition. First and most deadly is protein–energy malnutrition (PEM). The second
is micronutrient deficiency malnutrition which also accounts for many deaths (World Hunger).
Infants and children are most at risk of death from malnutrition because of their increased need
for energy and protein. The impact is not only limited to those who die from the disease. For
those children who survive, malnutrition often has devastating effects leading to the development
of serious health issues. World Hunger Education Service has taken note that malnutrition
results in vitamin deficiencies which contributes to blindness, iron deficiency, growth
retardation, and mental impairment (World Hunger). As devastating as these health issues can
be, they do not begin at birth. According to World Hunger, the problem for children begins in
the womb with malnourished mothers contributing to malnourished children (World Hunger).
Lacking the needed vitamins to ensure healthy development during pregnancy, babies are often
born with inherent problems from malnutrition. So severe is the lack of food that as Lowell
Fuglie notes, “In virtually every year the wet season is a lean period where food stores have been
exhausted one to three months prior to harvest. Within this region, infants in the weaning stage
are the most vulnerable” (47). The results of this vulnerability are devastating. Children
suffering from malnutrition have stunted physical development and do poorly in school. For
ENGL 1302 – Arzola
Page 19
those who survive to adulthood, the effects of malnutrition can be seen in the inability to thrive.
Fuglie notes as adults, they have poor work records and are more likely to become imprisoned or
prostitutes (47).
The face of malnutrition as reflected in the children of a small village outside Matepile, Malawi. Personal photograph by author. 23 Aug. 2002.
On a recent trip to Malawi, Africa, I was able to see first hand the effects of malnutrition.
Visiting remote villages outside the capital city of Lilongwe, I observed hundreds of children
who lived on nothing more than seema, a paste-like by-product of maize lacking in many of the
basic nutrients. With a shortage of food and no substantial nutrients in their diets, children had
several of the indicators of malnutrition including bloated bellies, stick-thin arms and legs and a
reddish tinge to their hair, a sign of iron deficiency. Many of these children had lost brothers
and sisters to malnutrition. In fact, according to Dr. Pope, of all infants born in Malawi, only
half will survive to the age of five (Pope). Of those who do, many are destined to a future of
little or no employment and an early death form a disease that is treatable and preventable. The
effects of malnutrition on the children of Africa go beyond the present. As Fuglie notes,
ENGL 1302 – Arzola
Page 20
malnutrition is affecting the future of Africa. “There is no other way to develop than to put good
food in their mouths and build up the human resource of the country” (48).
The problem seems insurmountable, yet there is hope. The Moringa tree, also known as
“mother’s best friend,” offers a cost-effective solution to the problems of malnutrition as seen in
Africa (Price). Dr Monica Marcu, in her book The Miracle Tree, has noted several
characteristics of moringa oleifera including its ease of adaptability to other regions, fast growth
period and its ability to produce in a dry climate (1). Reaching a height of twelve feet, the
Moringa tree is so easy to grow it can grow indoors even in the coldest of climates. This is good
news to regions in Africa which are currently enduring years of drought and famine. With many
crops dying out due to drought conditions, the fast-growing Moringa is able to provide a steady
source of nutrition in a region in desperate need of food sources.
ENGL 1302 – Arzola
Page 21
The adaptability of the Moringa tree is not its greatest characteristic, however. It is the
nutritional value contained within the tree, particularly the leaves, which offers hope to a hungry
world. Almost the entire Moringa tree is edible and packed with nutrients. Dr. Marcu lists the
many vitamins Moringa has in abundance including A, C, and E, noting the Moringa tree has
Source
informati
been known to have the highest protein ration of any plant studied so far on earth. Moringa
on
missing
powder made from the dried leaves of the tree is packed with nutrition as illustrated in Figure 1.
from
graphic.
Citing research done by Optima of Africa, Ltd., Dr. See
Manuscri
Marcu states twenty-five grams of a powder made pt
Format
from the leaves of the tree provides daily
in Wk. 0.
allowances of protein (42%), calcium (125%),
magnesium (60%), potassium (41%), iron (71%),
Figure
The Miracleon
ofgraphic
the Moringa
Tree. Vitamin
(WC 1.
information
missing)
Chart. Horizons May/June 2006
A (272%), and vitamin C (22%) (24). Clearly
moringa oleifera offers a high level of nutritional value. With its abundance of protein and
vitamins, the Moringa tree holds promise of alleviating the symptoms and conditions of
malnutrition.
With its high nutritional value and ease of growth, the benefits from the use of the
Moringa tree as a food supplement are readily apparent. With the current food shortages, the
ability to grow trees during drought can mean the difference between life and death (Marcu 3). It
is not just the intake of a steady source of food that recommends the Moringa tree. As indicated,
the consumption of Moringa can have a great effect on the health of children. In his report Dr
Price notes, “For a child aged 1-3, a 100 g serving of fresh cooked leaves would provide all his
daily requirements of calcium, about 75% of his iron and half his protein needs” (5). One can
imagine the impact if all children in Africa had access to food supplemented by Moringa. With
ENGL 1302 – Arzola
Page 22
its short growing season, the Moringa tree provides a variety of edible uses. The leaves
themselves can be mixed in salads and eaten, or cooked into sauces. Catherine Davis and Nancy
Haninger, in their work with Moringa powder, found the powder is also a high source of
nutrients and is easily made by drying the leaves in the shade, then pounding and sifting them
into powder form (16).
The implications of the use of Moringa in powder form are great as
many villages have limited methods of food preparation.
With all of its promise to alleviate malnutrition, attempts to introduce the Moringa tree as
a food supplement have met with success. An example of some of the applications can be found
in the work of Davis and Haninger. Under their guidance, The Moringa Tree Project has
traveled to the Democratic Republic of Congo, distributing six thousand seedlings and countless
seeds to village families and educating them on its use. As they have sought to find ways to
implement Moringa powder in treating malnutrition, Davis and Haninger note that four cookies
made with Moringa powder provide children 55% of the daily requirement of protein plus other
vital nutrients. “The recovery rate is 96% and the number of children readmitted to the program
is only 0.15%” (17). Not quite clear what “recovery rate” and “the program” relate to. The
results obtained with The Moringa Tree Project are an example of what can be accomplished by
introducing Moringa as a food source. As the drought continues, more and more will suffer the
effects of malnutrition. In a nation devastated by famine, the Moringa tree offers hope to a
hungry people.
.
Clearly the effort to introduce the Moringa tree to Africa as a food supplement has merit
and deserves support. Yet many would ask why we should direct dollars to programs overseas
when there is so much need here at home. As an example, in addition to recent wildfires and
flooding, our own nation has been hard hit by hurricanes Katrina and Rita resulting in many who
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are homeless and in need. Given the scope of these recent catastrophes one could ask if donated
monies would not be better spent in our own country. In response Dr. Pope puts it simply,
saying as Christians “our mandate is to care where need is present”. Citing “and wherever he
went, into villages or cities or farms, they laid the sick in the marketplaces” (Mark 6: 56a), Pope
adds “We must be global Christians with a global vision because our God is a global God.” It is
easy to focus on the need in our own neighborhood but we are called to care for those beyond
our doors, particularly when we can provide much needed help. As demonstrated, the problem of
malnutrition is a disease of poverty which is preventable and treatable.
The support of programs introducing the Moringa tree is cost-effective and successful.
Davis and Haninger in their work with villagers note the total cost includes $1.00 for seedling
plus construction costs for feeding centers to nurse malnourished children back to health (16).
By utilizing local resources to help keep costs low, the implementation of Moringa tree programs
is easy to fund and demonstrate a high level of success. Individuals and congregations searching
for mission projects that will make a difference need look no farther than the Moringa tree. As
seen, every dollar donated ensures the survival of children the world over.
The solution is simple. Providing basic nutritional needs, the Moringa tree is an effective
and cost-efficient resource in the fight against malnutrition, particularly with children. In the
time it took to read this report, another child died needlessly from malnutrition. Every day
children and the promise of their future suffer and die, and the future of Africa is slowly dying
with them. Yet there is a chance to stop the suffering. Christians can reach out to a hungry
nation with caring hearts and helping hands and make a difference. With their commitment of
funds and resources in support of the implementation of Moringa Tree programs, individual and
congregations can reach out to a hungry world with help and hope.
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ENGL 1302 – Arzola
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Works Cited
Davis, Catherine, Nancy Haninger. “The Miracle of the Moringa Tree: Turning Helplessness
Into Hope.” Horizons May/June. 2006: 16-17.
Fuglie, Lowell. Niger Moringa Proposal. ECHO. December 2005. 19 September 2006.
<http://echonet.org>
Bible. Nashville: Thomas Nelson Publishers, 1989.—alphabetical order
Marcu, Dr. Monica, G. Miracle Tree. La Canada, CA. KOS Health Publications. 2005
Price, Dr Martin L. “The Moringa Tree.” ECHO. 2000. 19 September 2006.
<http://echonet.org>
Pope, Dr. George F. Personal Interview. 5 October. 2006
World Hunger Facts. World Hunger Education Service. 16 October 2006.
<http://worldhunger.org/articles/learn/world>
. Outstanding work!!!
Grade: 100
LA
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ENGL 1302 * Arzola * The Research Paper
Grading Rubric
Name: ______________________
Thesis: ____________________________________________
Does the Title Page have the correct format?
Does it contain the correct information matching the example given in the book?
Is it Centered?
Does the Outline have the correct format?
Does it have Lower case roman numerals in the header?
The word “Outline” at the top?
Is the Thesis at the top of the page?
Correct formatting? Correct letters, etc., in the outline?
Does the Outline begin at the top of its own page?
Does the Text of the paper have the correct format? Does it begin at the top of its own
page?
Is at least 75% of the paper in the author’s own words? Remember the student writer is the
author.
Is fewer than 25% of the paper borrowed from sources (Quotations/ Paraphrases/ Summaries)?
Is there a reasonable balance between the author’s own words and what is borrowed?
Are long quotations indented one inch?
Are the parenthetical references correctly formatted?
Is there a strong Introduction?
Does it present an overview of the entire paper?
Is there a Background section to the paper?
Does it have History, Definition, Description, Other important information necessary for the
reader’s understanding of the topic at hand? (Circle those that apply.)
Is the paper Persuasive?
Are its arguments convincing?
Are they clearly supported?
Are there Facts? Evidence? Examples? Statistics? Pictures? Graphs? (Circle those that apply.)
Is the Opposition View presented?
Is it refuted? Does the writer take the time to show why the Opposing Viewpoint is wrong?
Is care taken to identify the source of the borrowed material within the text of the paper?
Are parenthetical references in the correct format?
Are parenthetical references correctly used?
Is there any place in the paper where the author seems to be using someone else’s own words
without giving them credit through a parenthetical reference? (Plagiarism)
Are interpretations given for Quotations/ Paraphrases/ Summaries?
Is borrowed material discussed?
Is every word written in the paper strongly persuasive?
Does the Works Cited page have the correct format? Does it begin at the top of its own page?
Is it in the correct format?
Is the page no. at the upper right?
Does the no. follow the last page of text’s no.?
Are books, journals, internet sites and newspapers underlined or italicized?
Are the titles of short pieces in quotation marks?
Are all punctuation marks correct and in place?
Is every source listed on the WC also found in parenthetical references in the text?
Is the WC page in alphabetical order?
1. What are the major weaknesses of the paper?
2. What are the major strengths of the paper?
How could they be corrected?
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