English 104.021
Jesslyn Collins-Frohlich
Project Three: Exploring Community Issues and Developing Informed Perspectives
Overview: In our first unit we explored the concepts of identity, consumerism, community and the
interrelatedness of these ideas. Unit two allowed us to discuss and experience what it means to, as a
writer, to be neither fully an insider nor fully an outsider but a mediator for both. Unit three builds upon
the key terms, theories and rhetorical moves used in units one and two by considering how our
perceptions of identity, consumerism, community and the need to negotiate the insider/outsider divide
inform ideas of what it means to be an engaged citizen. In-class readings and discussions will provide
examples of how contemporary writers address the topic of citizenship through research based essays that
present multifaceted approaches to a topic. Essay three offers the opportunity to engage in critical inquiry
by moving toward a definition of citizenship that works to answer the question of what it means to be an
engaged citizen in an increasingly globalized and consumer driven society.
Prompt: As Mark Hertsgaard contends in “The Oblivious Empire” being a truly engaged citizen
demands an understanding of what implications the actions of our communities may hold and the ways in
which those actions shape relationships with other communities worldwide. Terry Tempest Williams also
explains in “The Clan of One-Breasted Women” that engaged citizenship can at times require questioning
the values and norms of our own community and even becoming an outsider in order to successfully
mediate on behalf of your community. Despite their difference in approach and actual topics, both
Hertsgaard and Williams point to the fact that understanding the complex relationships between
communities and the individuals that form them requires active citizenship. Essay Three asks you to
partake in a similar act of critical inquiry through the writing of a research-based essay that seeks to
promote a personal theory of what it means to be an engaged citizen by addressing an issue of importance
in your own community from at least two different perspectives (insider and outsider). Just as readings
from previous units and your work with oral histories has shown, an issue important to one community is
not without tangible repercussions for and links to another community. Issues are also not without debate;
therefore, your essay should strive to create a productive dialogue through the use of personal experience
and a variety of sources that ultimately moves you toward developing a theory of engaged citizenship that
mediates between multiple perspectives.
Source Requirements: Given the demands of not only clearly presenting a topic but also in doing so
from multiple perspectives, you should consult a wide variety of traditional print and scholarly sources as
well as class readings and other forms of research such as fieldwork activities. The decision to include
particular resources should be based upon the ability of the source to advance your theory of engaged
citizenship by framing the terms of the debate, providing key theories and terms, serving as evidence, or
for complicating the discussion. In order to assure the selection of resources on the merit of their ideas
and not their ability to meet arbitrary requirements, there is no set minimum number of sources or
particular categories from which to draw resources. Instead, you are responsible for selecting credible
resources that cover a range of source types and are incorporated into your essay through a combination
of (a) direct quotations, (b) referenced summaries and paraphrases, and (c) long block quotations. Make
sure you do not overuse one technique. Instead you should strive for variety in the way you incorporate
sources.
Manuscript and Documentation Requirements: Your paper must be prepared according to MLA
manuscript guidelines; see chapter 18 of The St. Martin’s Handbook for more information. Your paper
should have the MLA heading, double-spacing, page numbers in the header, and a works cited page.
When you take information from a source (as in a short paraphrase, a summary, or a fact) or quote
directly from a source, reference the source in a parenthetical or contextual reference. For more
information, refer to chapter 16 in The St. Martin’s Handbook.
Length: Minimum length is 10 full pages of text. You may include graphics, but they will not count
towards the 10 page requirement. Acceptable fonts: Times New Roman sizes 10-12 pt. The works cited
page does not count towards fulfilling the 10 page requirement. Essays can be more than 10 pages but
should not exceed 15 pages.
Grade Weight and Criteria: Your project three essay will count 30% or 300 points toward your final
grade. See pages UK7- UK11 in The St. Martin’sHandbook for more information on grading. Keep in
mind that essays receiving below a C must be revised and resubmitted in accordance with the “C” or
Above Policy until the assignment reaches a satisfactory level. If you fail to revise you will receive a
failing grade.
Plagiarism: Plagiarism occurs when you use someone else’s words, ideas, or sentence structure without
using documentation to acknowledge the original author. Plagiarism will result in a failing grade for the
essay, and in major cases, the course.
Project Three Tentative Schedule: This schedule outlines the readings and major project due dates for
essay three. All readings listed are required and should be read carefully for class on the day they are
listed. Although this schedule includes readings and due dates, it does not include everything we will be
doing in class, so attending every day is vital to being prepared for completing project three to the best of
your ability. Unless otherwise noted, all readings can be found in The Engaged Citizen.
6.26 Introduce Essay Three / How to choose topics
6.27 Mark Hertsgaard’s “The Oblivious Empire”/ Presentation
6.30 Essay Two Due/ Michael Pollan’s “Why Bother”
7.1 Topic Due/ Research Instruction
7.2 Research Day (Meet at the Rose Street entrance to Young Library.)
7.3 Terry Tempest Williams’ “The Clan of One-Breasted Women”/ Presentation
7.4 NO CLASS
7.7 Sources Due – Bring ALL sources to class
7.8 John Taylor Gatto “Against School” / Presentation
7.9 Outline Due/ Leslie Marmon Silko’s “The Border Patrol State”/ Presentation
7.10 Conferences
7.11 Conferences
7.14 First 5 pages of Rough Draft Due to Peer Group/ Peter Marin’s “Helping and Hating the Homeless”
7.15 Peer Review
7.16 Second 5 pages of Rough Draft Due to Peer Group/ Lars Eighner’s “On Dumpster Diving”
7.17 Peer Review
7.18 Introduce Project Four/ “Stephanie”
7.21 Essay Three Due/ Film: The True Meaning of Pictures