How to Be a Great Student at BU
The following is some advice on how to be a great student in classes at American
universities in general and BU in particular. I promise that these are very common
considerations that your professors will expect you to be familiar with, whether or not
they explicitly tell you. Some professors might not consider it their responsibility to
inform you when you are behaving inappropriately or breaking protocol, but they will
almost certainly notice and may well penalize you for these actions. In order to make the
best possible impression on your teachers and classmates, make a conscious effort to
follow these guidelines.
Understand what plagiarism is and avoid it at all times.
-For MLA format, this means that you need to credit any source from which you
take words and/or ideas in three different ways:
1) Attribute the source by giving the full name of the author and the text in
your sentence.
2) Give a parenthetical citation at the end of the sentence (not directly
after the quotation) with the page number (or line number for
poems, or paragraph number for electronic sources with no page
numbers).
3) On a separate Works Cited sheet at the end of your document, give the
complete bibliographic entry for the text, using the format
appropriate for the type of source it is. See your handbook or an
online site such as nortonwrite.com or owl.english.purdue.com
for the formats for specific types of sources.
Show respect for your teachers and classmates:
-Give your full intelligence and attention to anyone who is speaking.
-Be considerate when responding to other people’s ideas and work.
-Actively participate, but do not monopolize class discussions.
Come to class prepared with all texts and materials:
-You should bring to class all texts in which you have an assigned reading.
-It is disruptive to class if you need to share a book with another student.
-Put away all materials we are not working with, including all materials from
other classes.
Participate fully in discussions, activities, and exercises:
-You should be fully engaged for the entire time allotted for activities.
-If you finish an activity early, look over your work and consider whether you can
add to or improve it.
-You should try to contribute at least once to every class discussion.
-You don’t always need a brilliant point that explains everything.
-Point out a sentence from the reading you found interesting.
-Ask what other students thought about an idea or phrase.
-Respond to another student’s contribution: agree, disagree or both.
-Mention something that confused you or that might have more
than one interpretation.
Do not disrupt the class unnecessarily:
-Only leave the classroom in the case of emergencies. Taking frequent “breaks”
to get a drink of water, for example, sends a message that you do not
consider class time to be important.
-Taking a phone call is not acceptable during class.
-Don’t have separate conversations when the teacher or another student is talking.
Technology:
-Turn off and put away all cell phones, laptops, tablets, and other electronic
devices before class begins and leave them off.
-You might think you are being stealthy checking messages on your lap, but it is
usually quite obvious what you are doing.
-If your teacher permits you to use laptops, you should only use it for the purposes
specified by the teacher. Checking e-mail, Facebook, or doing work for
other courses means that you are not participating in class and you could
well be dismissed or considered absent.
E-mails
-Allow a reasonable amount of time for your teacher to respond.
-Include a greeting (Dear Professor X,) and closing (Sincerely, Joe) in all e-mails.
-Unless he or she tells you otherwise, address your teacher as “Professor.”
-Be careful of your tone: your teachers work hard to help you, but you should not
treat them as your “employees.” Be careful with imperatives (“Do this” or
“Do that”) and use “please” and “thank you” frequently.
-If you do not ask a question or specify that you need a response, your teacher
might not respond to your e-mail or confirm receiving it.
If you are tardy,
-Take off jackets and get out materials before entering the classroom so that you
do not disturb the class.
-Wait until after class to ask another student what you missed.
If you are absent,
-Keep up with assignments and readings listed on the schedule.
-Contact another student to find out what you missed and to copy notes from the
class you missed. Contact the teacher only if you have questions.
-Turn in a paper copy of any assignments due on the day you missed at the
beginning of the next class.
-You may make up missed quizzes at the end of the semester.
Printing:
-Written assignments are due at the beginning of class, so please give yourself
enough time to print your assignments before class. I understand that printers sometimes
fail, so I will allow everyone one “free” late submission of the paper copy of your
assignment. If you are unable to print your paper before class, please do the following: 1)
E-mail me an electronic copy of the assignment so that I know you completed it on time.
2) Bring a paper copy of identical assignment (with NO changes or differences from the
electronic version) to the next class. More than one late submission of an assignment (for
any reason) will result in a grade penalty (see syllabus).
Taking tests and quizzes:
-Unless otherwise instructed, clear your desk of all other materials and put away
your cell phones and translators. Do not talk while there are any students still taking the
test. Keep your eyes on your test only and perhaps cover your test with a sheet of paper.
If you are allowed to use notes, use only your own notes.
Tutors:
-You may always use the CAS Writer’s Studio and other official BU tutors but
are not allowed to use other help (including online “tutors”) on any class work. See me if
you have any questions about whether a particular type of outside help is acceptable.
“Grade grubbing”:
-Your teachers understand that grades are very important to you and that they
sometimes affect things like scholarships, but they will likely find it rude if you obsess
about grades (rather than the work itself) or if you treat grades as something they give
you rather than something you earn.
-Do not ask, “What do I need to do to get an A” in a class or on an assignment.
The answer is almost always, “Review course goals, materials, readings, and assignment
guidelines.” If there were a short answer or easy trick for getting an A, your professors
would tell you.
-Likewise, asking a teacher, “Why didn’t I get an A” on a given assignment can
also come across as selfish and shortsighted. The feedback your teachers give you is
almost always intended to explain, often in detail, why you received the grade.
-Of course, your teacher will almost always be happy to discuss legitimate
questions you have and to review specific issues you are having trouble with. Just make
sure your discussions are about how to improve your skills, not just about the grade itself.
“Hand Holding” Versus Independent Thinking:
-US universities, unlike many educational systems, place the greatest emphasis on
your ability to think for yourself and bring your own original responses, questions, and
solutions to class discussions and assignments.
-As such, your teachers will usually plan assignments that will require you to
come to your own conclusions and to demonstrate your independent understanding of the
material.
-Your teachers will be happy to help you—in class, in conference, by e-mail, or
during office hours—with any legitimate problems or confusion you might be having, but
they will not be impressed if you routinely show up expecting them to explain everything
or do your work for you.
-Carefully review all materials before asking for help or clarification. Asking your
teacher questions that are answered in the syllabus, assignment guidelines, or previous
emails will show him or her that you have not done your part to understand and complete
the assignment.
-Believe it or not, your teacher is not being lazy if, for example, he or she does not
give you a thesis or tell you exactly what to write about for a paper. In fact, it’s often
much easier for a teacher to just tell you what to do. Your good teachers at BU will
instead go out of their way to give you as much freedom and responsibility as possible in
order to give you the opportunity to show what you can do independently. Seek help
when you need it, but make an effort to demonstrate your own original thought.
Follow expectations for argument at US universities:
-Academic arguments in the US tend to “front load” the main claim (or
conclusion) the writer is making instead of waiting until the end of the essay to announce
the final conclusion.
-Although you will be expected to summarize, paraphrase, quote, and respond to
other sources, academic arguments at US universities tend to emphasize the originality of
your own thoughts and claims.
Group Presenting Infernal Affairs and The Departed
1) Discuss and prepare to lead a class discussion using some or all of these
questions and at least three new questions of your own.
-How is Boston different from your own city?
-Has your idea of the city changed since you first moved here? How?
-How have these films helped you to understand Boston or Bostonians?
-How are Boston and/or Bostonians depicted in The Departed?
-(YOU MUST DO THIS QUESTION) How can differences between the films be
explained by differences between Boston and Hong Kong, the US and China, and/or
Western and Eastern culture?
Other Questions:
-
2) As a group, come up with a possible thesis statement (showing multiple subtopics) or
topic sentence (just one subtopic) for an argument about these films. You may use
templates from a handout, but you do not need to. Briefly explain how you might
develop such a claim.
Presentations should be 10 minutes total.
Paper 2: Comparing and Contrasting
First Draft: Paper copy of thesis and outline due in conference
Second Draft: Paper copy due in class for peer review: 10/29
Final Version: Paper copy due 11/5 (printed single-sided)
Purpose: Comparing and contrasting is an important academic skill. It allows writers to
draw rich connections between disparate ideas and to hone broad ideas to a sharp focus.
But comparing and contrasting also poses a unique set of organizational challenges. In
this assignment, you will practice thinking in terms of differences and similarities and
presenting these differences and similarities in a balanced and organized way.
Assignment: Write an argument of at least 1200 words. The last sentence in your
introduction should be a thesis that precisely states an engaging and contestable claim
and indicates the subtopics you will address in your body paragraphs. Choose ONE of
the following topic possibilities:
1) Compare and contrast how Boston and/or Bostonians are portrayed in two films about
crime in Boston. Films might include The Friends of Eddie Coyle, Mystic River, Gone
Baby Gone, The Departed, The Town, and Black Mass.
2) Examine how a novel or memoir about Boston has been “translated” into a film.
Choices might include Girl, Interrupted, Mystic River, Gone Baby Gone, The Friends of
Eddie Coyle, Shutter Island, or Another Bullshit Night in Suck City/Being Flynn.
3) Compare and contrast The Departed and the Hong Kong film on which it is based,
Infernal Affairs. How might some of the differences be explained by differences between
Hong Kong and Boston, China and the United States, and/or East and West.
4) Explore a different topic relating to Boston in film and literature that involves
comparison and contrast.
Additional Requirements: Regardless of the topic, you will need to do the following:
-Watch Black Mass, The Departed, and Infernal Affairs, either during the class screening
or on your own. If you watch on your own, you will need to submit a brief (200
word minimum) summary with Paper 2. Watch at least one other Boston film.
-Include quotation, paraphrase, and/or summary from at least TWO secondary sources.
These might include any of the articles, reviews, or interviews posted on Blackboard, or
they could be sources you find in your own research. Cite each of the sources (as well as
your primary sources) in the 3 ways required in MLA format: give full name of text and
author when you first introduce words or ideas, give parenthetical citation with page or
paragraph number at the end of any sentence containing quotation or paraphrase, and give
a correctly formatted Works Cited at the end of your essay.
-Review the handouts “Templates for Paper 2,” “Techniques for Analysis,” “Some
Literary Terms,” and “Templates for Analysis” for possibilities and advice.
Templates for Paper 2
Topic 1
In Film 1, Bostonians are portrayed as being _, _, and _, while, in Film 2, Bostonians are
portrayed as being _, _ and _.
Film 1 is more authentic than Film 2 because it more accurately depicts the _, _, and _
of Boston.
Both films have a similar B but they differ in terms of the C,
Film 1 is better than Film 2 because the C,
C, and C.
C, and C are more effective.
Topic 2
The film is an unsuccessful translation because it fails to convey the
the novel/memoir.
B, B, and B of
The film masterfully translates the B of the novel/memoir through the C,
C, and C.
The film masterfully translates the A in the novel/memoir through its
novel/memoir through its C, and the
C, the A in the
A of the novel/memoir through its C.
Topic 3
The Departed and Infernal Affairs differ in terms of the B,
B, and B.
The differences between the C and C in these films can be explained by these
differences between Eastern and Western culture:
The differences between the C, C, and C in these films can be explained by these
differences between Boston and Hong Kong:
Topic 4
In Black Mass, Whitey Bulger is depicted as being _, _, and _, while in The Departed, the
Frank Costello character is depicted as being _, _, and _.
Research from Secondary Source shows that the depiction of Whitey Bulger in Black
Mass is not factual in terms of _, _, and _.
Research from Secondary Source shows that the depiction of _ in Film 1 and Film 2
is not factual in terms of _, _, and _.
Fine-Tuning a Thesis for Paper 2
Apple
The A in the novel contributes to its B.
The use of allegory in the novel contributes to its allegorical style.
The story can function as an allegory, since _ could be interpreted as _, _ could be
interpreted as _, and _ could be interpreted as _.
Apple, Apple, Apple
The films differ in terms of the C,
C, and C.
-Don’t feel need to make body paragraphs symmetrical or parallel.
-Vary the types of development you use.
-You could have more or fewer than 3 body paragraphs.
-A long subtopic could be divided if there is a logical reason you explain in the
topic sentences: “Another reason for this _ is _.
Apple, Apple, Orange
The films differ in terms of the C and
C, and this is especially relevant in light of the _.
The films differ in terms of the C and C, but they are surprising similar in terms of B.
The films differ in terms of the C and C, which implies _.
Apple, Apple, and also Orange, Orange
The differences between the C and C in these films can be explained by these
differences between Eastern and Western culture:
+
Research from Secondary Source shows that _.
=
Research from Secondary Source shows that the differences between the C and C in
these films can be explained by _, while my personal experience confirms that the
difference between the C can be explained by _.