KINGSBOROUGH COMMUNITY COLLEGE (CUNY)
DEPARTMENT OF ENGLISH – FALL 2012
ENG 12 D24CM: FIRST-YEAR ENGLISH I
ENGLISH, SOCIOLOGY, AND WOMEN’S STUDIES LEARNING COMMUNITY
Professor: Dr. Amy Washburn
E-mail: amy.washburn@kbcc.cuny.edu
Site: www.amyleighwashburn.com
Phone: 718-368-5273
Office: F-331
Mailbox: C-309
Office Hours: M 12:30-1:30 p.m., T 10:30 a.m.-1:30 p.m., W 12:30-1:30 p.m., & by appointment
Reading and Writing Center: 718-368-5405, L-219
Course Description: English 12 is an introductory course in reading and writing that
emphasizes the development of ideas in essay form and an understanding of how language
communicates facts, ideas, and attitudes. In this particular section of English 12, we are studying
gender and the ways in which race, class, ethnicity, nationality, and sexuality shape personal and
social realities. You will learn that critical reflection is essential to social critique. You will do
close readings and analytical writings regularly in this class. In addition, you will engage in open
discussion about the works read. You will create essays in which you interpret gender issues in
your lives and in the works read, including the works you will select for your own research
project. This course is linked with Sociology 31, taught by Dr. Alison Better. After passing
English 12, you must take English 24.
Required Texts:
•Hacker, Diana, and Nancy Sommers. A Pocket Style Manual. 6th ed. New York: Bedford/
St. Martin’s, 2011 (recommended).
•Kay, Jackie. Trumpet. New York: Vintage Books, 2000.
•Additional readings on Blackboard
•Additional writing and citation help available at: http://owl.english.purdue.edu/owl/
Course Goals:
• You will do close readings of several texts, including summarizing and annotating, and
understand theoretical, historical, sociological and literary contexts and terms.
• You will create central arguments that include a clear topic, a solid stance, and provide support
for your main ideas by quoting, paraphrasing, and analyzing passages from texts.
• You will recognize your writing processes, receive feedback from your peers, conference with
me, and revise your major writing assignments.
• You will engage in rigorous discussion that fosters critical reflection about your lives, the
world, and the texts through collaborative interaction.
• You will write grammatically and mechanically correct papers and cite in MLA or ASA
format.
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Requirements:
•A joint essay, reflecting on your ideas and experiences with violating a gender norm, totaling
approximately five to six pages
• An analytical essay, reflecting on a social theme in Jackie Kay’s novel Trumpet and at least one
essay read in class, developed to approximately five to six pages
•A capstone project, reflecting on a gender issue, using at least one essay read in class and an
article you find independently, totaling approximately five to six pages
•A reader response journal consisting of daily one to two page(s) responses to at least one work
every class, reflecting on at least one topic and at least one passage
• Class attendance, participation, and conferences
Portfolio:
Your portfolio will contain the following items:
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A self-assessment essay (approximately four pages)
Your joint essay (all drafts and comments included)
Your analytical essay (all drafts and comments included)
Your capstone project (all two drafts and comments included)
You will write three drafts for each essay, excluding your reader response journal and final
exam. All drafts must be typewritten. You will receive feedback from me and from your peers
on your first two drafts as they develop. There will be fixed due dates for the first two drafts of
each essay. It is vital that you adhere to these due dates so that you do not fall behind the pace of
the rest of the class. All drafts of all essays will be submitted to me as hard copies and posted on
Blackboard as .doc, .docx, or .rtf files. It is your responsibility to keep copies of each draft of
each essay with my comments. I suggest you save them in files on a flash/ thumb drive and put
them in a folder. You will need these essays for your final portfolio and for your own reference
throughout the term.
If you do not produce enough work to submit a final portfolio (i.e., if you do not submit at least
two drafts of each essay in time to receive feedback from me and from your peers), you will not
be eligible to submit a portfolio. Thus, you will automatically fail the portfolio and the course.
Grade Distribution:
Joint Essay
Analytical Essay
Capstone Project
Reader Response Journal
Participation (Discussions, Workshops, & Conferences)
20%
30%
30%
10%
10%
Writing Procedures:
• You will engage in a process of composing (i.e., prewriting, drafting, revising, editing, and
proofreading) for all writing assignments.
• You will receive a wealth of feedback on your essays from your peers. You also will
conference with me. Before you submit your final drafts, you will produce several drafts for each
essay, including for peer review and professor review. You will present your papers to the class
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during writing workshops once during the semester for feedback. If you fail to complete your
rough drafts on time, you will have a letter grade taken off for each one late.
• You will have the opportunity to revise your essays after your initial grade is recorded so long
as you discuss your writing in informal conferences with me, preferably before the next essay is
due. Other drafts also may be revised after the first revision, but again, only after you have met
with me. Essentially, you have unlimited revision possibilities. Revisions have the possibility of
replacing the previous grade, but only if substantial improvement is evident. In other words,
simply changing mechanical errors (i.e., commas) in essays will not raise grades.
• You will be given ample feedback on each essay before the next essay is due. This feedback
will allow you to learn from the comments and apply the comments to the next essay.
Discussion Procedures:
• You will be well-prepared for all class discussions by doing all the assigned reading and
writing prior to class.
• You will demonstrate your understanding and analysis of the readings by being fully engaged
in class discussions.
• You will be respectful of your peers’ ideas and my ideas. (Being respectful also includes
turning off cell phones and refraining from other disrespectful behaviors, such as sleeping, doing
homework, and leaving class for food, coffee, or phone calls.) You will be expected to place
your cell phones in a box during class. Failure to do so will result in no credit for participation.
•Those of you who are not prepared, not engaged, and/or not respectful will be asked to leave
class.
Civility: Kingsborough Community College is committed to the highest standards of academic
and ethical integrity, acknowledging that respect for self and others is the foundation of
educational excellence. Civility in the classroom and respect for the opinions of others is very
important in an academic environment. It is likely you may not agree with everything which is
said or discussed in the classroom, yet courteous behavior and responses are expected. Acts of
harassment and/or discrimination based on matters of race, ethnicity, class, gender, sexuality,
religion, and/or ability, etc., are not acceptable. As a Safe Zone ally, I promote strict enforcement
of these rules. All students, faculty, and staff have a right to be in a safe environment, free of
disturbance, and civil in all aspects of human relations.
Attendance:
Attending class is imperative, for that is when much of the discussing, writing, and critiquing
will take place. I expect you to attend class regularly and punctually. You are allowed eight
hours of absence before you are given an Unofficial Withdrawal (WU) in the course. An
“absence” is any time that you are not in class. There is no distinction between an “excused” and
“unexcused” absence in college. Frequent lateness also counts towards absences.
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Plagiarism:
Plagiarism is the unacknowledged (intentionally or unintentionally) use of summary, paraphrase,
direct quotation, language, statistics, or ideas from articles or other information sources,
including the Internet. You must cite according to MLA or ASA format, outlined in the required
text. If you plagiarize all or part of a writing assignment, you will automatically receive an F on
it, and it cannot be revised. If you repeat the offense, you will fail the course and/ or be reported
to Office of the Dean of Student Affairs. At Kingsborough Community College, plagiarism falls
under the larger heading of Academic Dishonesty and is adjudicated by the Office of the Dean of
Student Affairs. To read a detailed description of each form of Academic Dishonesty, as well as
descriptions of sanctions that may be enforced, please see the Policy on Academic Integrity at
http://www.kingsborough.edu/subadministration/sco/Documents/CUNYAcademicIntegrityPolic
y.pdf.
Access-Ability: Kingsborough Community College provides accommodations to students with
disabilities. If you have a documented disability and need supplemental accommodations in
connection with this class, contact Access-Ability services directly; they are located in D-205
and their phone is: 718-368-5175. Please contact them as early in the semester as possible.
Schedule of Assignments: The following schedule is tentative and may change based on the
needs of the class. All assignments must be done before the date on which they are scheduled in
order to maximize engagement.
Week One (9/10-9/12): Course Introductions, Intellectual Curiosity, and Gender Norms
M: Syllabus Distribution and Introductions
W: Introduction to Gender Norms and Joint Essay
“Being Curious about Our Lack of Feminist Curiosity,” Cynthia Enloe (Blackboard)
– Reader Response Due
Week Two (9/17-9/19): Gender as Social Construction and Performance
M: No Class
W: “‘Night to His Day’: The Social Construction of Gender,” Judith Lorber and
“Acting in Concert,” Judith Butler (Blackboard) – Reader Response Due
Week Three (9/24-9/26): Sexuality as Social Construction and Performance
M: “Social Construction Theory: Problems in the History of Sexuality,” Carole S. Vance and
“Looking Like a Lesbian,” Eithne Luibheid (Blackboard) – Reader Response Due
W: No Class
Week Four (10/1-10/3): Gender, Sex, and Biological Myths
M: “The Egg and the Sperm,” Emily Martin and “We Are All Works in Progress,”
Leslie Feinberg (Blackboard) – Reader Response Due
W: “Of Gender and Genitals: The Use and Abuse of the Modern Intersexual,”
Anne Fausto-Sterling (Blackboard) – Reader Response Due
Week Five (10/8-10/10): Joint Essay Review
M: No Class
W: Joint Essay on Gender Norms Rough Draft Due – Professor/ Peer Review
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Week Six (10/15-10/17): Joint Essay Review and Analytical Writing
M: Joint Essay – Professor/ Peer Review
W: Final Draft of Joint Essay on Gender Norms Due
Introduction to Analytical Writing and Sample Student Essays (Blackboard)
Week Seven (10/22-10/24): Racial Difference and Power
M: “The Social Construction of Race,” Ian F. Haney Lopez and “Race and Race Theory,”
Howard Winant (Blackboard) – Reader Response Due
W: “White Privilege: Unpacking the Invisible Knapsack,” Peggy McIntosh, “Representing
Whiteness in the Black Imagination,” bell hooks (Blackboard) – Reader Response Due
Week Eight (10/29-10/31): Jackie Kay’s Trumpet
M: Trumpet, Jackie Kay, “House and Home” – “People: The Doctor,” pgs. 1-44
– Reader Response Due
W: Trumpet, Jackie Kay, “Cover Story” – “People: The Funeral Director,” pgs. 45-116
– Reader Response Due
Week Nine (11/5-11/7): Jackie Kay’s Trumpet
M: Trumpet, Jackie Kay, “Interview Exclusive” – “People: The Cleaner,” pgs. 117-179
– Reader Response Due – Capstone Project Topic Due
W: Library Session
Week Ten (11/12-11/14): Jackie Kay’s Trumpet
M: Trumpet, Jackie Kay, “Travel: London” – “Interiors,” pgs. 180-231 – Reader Response Due
W: Trumpet, Jackie Kay, “Style” – “Shares,” pgs. 232-278 – Reader Response Due
Week Eleven (11/19-11/21): Analytical Essay Review
M: Analytical Essay on Kay Rough Draft Due – Professor/ Peer Review
W: Analytical Essay – Professor/ Peer Review
Week Twelve (11/26-11/28): Argumentative Research and Capstone Project
M: Final Draft of Analytical Essay on Kay Due
Introduction to Argumentative Research and Capstone Project
– Capstone Project Proposal Due for Workshop
W: Capstone Project - Sample Student Essays (handouts)
Week Thirteen (12/3-12/5): Argumentative Research and Capstone Project Review
M: Capstone Project Rough Draft Due – Professor/ Peer Review
W: Capstone Project – Professor/ Peer Review
Week Fourteen (12/10): Argumentative Research Review
M: Capstone Project – Professor/ Peer Review
Final Exams (12/13-12/19): Final Draft of Capstone Project and Portfolios Due (TBA)
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Kingsborough Community College, CUNY
English 12: First-Year English I
Women’s Studies and Sociology Learning Community
Dr. Amy Washburn – Fall 2012
Reader Response Journal
Due Every Class with a Scheduled Reading
Overview
You are required to do regular responses of at least one to two pages to the each scheduled
reading throughout the semester. These responses are due after every reading assignment. They
should be informal prose. I will be grading these responses more on content than on form. You
will select one theme from a text, select at least one passage from a text, and analyze them. You
should pick a topic, make an argument, and use at last one passage from the text to support your
claims. You should not write summaries. You should not discuss personal experiences. You
should not discuss current events. Rather, you should focus on discussing the text itself, and
develop your own critical insights. For instance, you might decide to write about racial privilege
in Peggy McIntosh’s “White Privilege.” You might decide to discuss McIntosh’s experiences
with race and gender by focusing on the theme of housing. Was her neighborhood segregated/
gentrified? How did she react? Did she feel comfortable in her white communities? Did she feel
out of place in communities populated by people of color? What were her neighbors like? What
were their values and incomes? What does acknowledging her racial privilege do or not do to
challenge discrimination? One of these ideas may be your focus and argument. Then you should
locate at least one passage from the text to support your ideas about this topic. These responses
must demonstrate that you have read the works, and thought critically about themes within them
over the course of your reading. In addition, you should demonstrate that you can do close
readings of the texts by pulling examples from them and analyzing their significance. The
journals function to assess whether or not you have fulfilled the reading assignments. They
replace quizzes. They promote critical discussion in class. They also will help you generate ideas
for your analytical essay. These responses will comprise 10% of your grade. The grading will be
informal and feedback-driven. Your responses will be graded check minus, check, or check plus.
Grading Checklist
• You should check the passages you highlighted, underlined, and/or annotated while reading.
• You should refer to specific realizations you have come across while reading.
• You should record the passages that you find intellectually stimulating.
• You should demonstrate why passages are essential to your interpretation by providing your
own critical insights/ reasons.
• You should ask yourself the following questions: “what,” “how,” and “why”—what something
is, how something happens or should happen, and why something exists or occurs. What is your
topic? How can you argue your stances on the topics by giving examples and using the texts?
Why are you arguing for this stance, and are you analyzing the reasons you provide?
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Kingsborough Community College, CUNY
Sociology 31 and English 12
Women’s Studies and Sociology Learning Community
Professors Better and Washburn – Fall 2012
Joint Essay: Gender Norms
Due 10/10 (Rough Draft) & 10/17 (Final Draft)
Overview
A norm is an established standard of behavior that is shared by a culture. There are many
different gender norms, shaped by culture, family, and the media, among others. For this
assignment, you must identify different gender norms and think about different ways you can
break a gendered social norm. You also should think about what it means to break gender norms,
both for the actors and for bystanders. Incorporate as much as you can from your learning in and
out of the classroom. Following ethical guidelines, you may not put yourself or anyone else in
danger or on the wrong side of the law as you engage in this project.
Format
This essay will consist of three parts. First, you will discuss gender norms. What are they? How
do they operate in society? You will identify and discuss how gender norms emerge and operate
in society. Second, you will identify one gender norm that you will break. You will engage in
behavior that breaks a gender norm and reflect on that experience. Third, you will reflect on your
experience breaking a norm. What purposes do gender norms serve? Do we need gender norms?
Why or why not? Below is a skeletal outline to help you decide what information to include in
your essay. Be sure to cover all of these points, but do not feel that you are limited to them.
Elaborate and be creative where you can. Please consider the following criteria for your
observations and analysis:
1.
2.
3.
4.
5.
6.
Definition of Gender Norms
A. Introduce your essay by reflecting on class readings and discussions
Statement of the Problem
A. Define the gender norm you will violate.
B. Describe briefly how this norm acts as a mechanism of social control.
C. Describe what you will do to violate the norm.
Hypothesis
A. Describe the range of possible reactions others will have to the violation of this
norm.
B. What do you predict the major reaction will be?
Description of the Setting
A. Physical—where is the norm violation taking place?
B. Social—How many and what types of persons are observing?
Description the Incident
A. Tell what happened
Summary and Interpretation
A. How did you feel as you were violating the norm?
B. Why did you feel the way you did?
C. Did people react the way you expected? Explain.
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7.
D. Did you encounter any difficulties in carrying out your assignment?
E. What, if anything, did you learn about how norms exercise social control?
F. Any other pertinent observations.
Reflection
A. What purposes do gender norms serve?
B. Do we need them? Why or Why not? Fully explain your ideas.
Your essay should have fully developed sentences and paragraphs. Your essay must be:
•5-6 pages in length, typed
•Double-spaced
•12 point Times New Roman font
•1 inch margins all around
•Pages numbered and stapled
•Proper grammar and mechanics
•Good organization and development
You should submit all drafts and peer reviews. Late papers will be penalized.
Kingsborough Community College, CUNY
English 12: First-Year English I
Women’s Studies and Sociology Learning Community
Dr. Amy Washburn – Fall 2012
Analytical Essay
Due 11/19 (Rough Draft) & 11/26 (Final Draft)
Overview
The purpose of analytical writing is to argue your interpretation, perspective, point of view, or
slant on particular works. It should lure people to your way of thinking or, at the very least, to
make them aware of your views. You should not include summaries or personal experiences.
Instead, you should show your own critical understanding of Jackie Kay’s Trumpet and one
essay we read in class—what you think of them. You should shape your subject matter in a
sophisticated and persuasive way. You should consider subject, occasion, and point of view as
readers and writers for a general audience. You should narrow down your topics by a theme.
Then you must make a solid argument that contains several main ideas that support your
purpose. For instance, you might explore theme of gender expression in Jackie Kay’s Trumpet
and Judith Butler’s “Acting in Concert.” You might decide to discuss Joss’ experiences with his
communities around this theme. How did it make him feel to be out only to his partner Millie?
How did his son Colman react to his father’s gender expression after Joss’ death? What are your
thoughts about his experiences passing as a man and his sexual relationship with Millie? You
might argue that Joss kept his biological sex a secret to avoid emotional and physical violence, or
that he did not want his music career destroyed, or that he did not want to lose his Black jazz
communities in a racially segregated area in London. In addition, you could use Butler to talk
about theoretical issues related to gender performance and social norms. One of these ideas could
be your focus and argument. However, then you must find specific passages from the texts that
show this argument. You must use specific textual evidence--to quote and/ or paraphrase--to
support your central arguments. You must explain and analyze why you are using the passages to
build your arguments in all paragraphs. For this reason, you should not under-quote or overquote material. All of your citations for passages should be cited according to MLA or ASA
format (see the citation guide below for further assistance). You should organize your essay in a
way that shows your introduction, purpose, point of view, audience, central argument and main
ideas, forms of supporting evidence, and conclusion. You should check for coherence within and
between paragraphs, as well as proofread your work for errors in grammar, punctuation, sentence
structure, and spelling. You should think hard, think deep, and write an analytical essay of
approximately five to six pages that shows your thematic interpretation of Jackie Kay’s novel
Trumpet and your favorite essay read in class. You may select any theme and passages from the
novel and essay that you want. You should submit all drafts and peer reviews. This essay
comprises 30% of your grade.
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Grading Checklist
•You should write an introduction that has a strong hook or captivating opening (i.e., quote,
anecdote, or question).
• You should synthesize your central arguments and main ideas.
• You should work on rewriting in a professional tone by removing or revising personal
experiences and/ or reflections. Instead, you should focus on social and cultural commentary
about the texts for your body/ middle paragraphs.
• You should save passages from the texts you enjoyed and used in your journals, yet locate
additional passages that further support your critical insights.
• You should explain and analyze why the passages you chose are important. You should support
your claims by adding additional topic paragraphs.
• You should include a conclusion that neither summarizes your introduction nor includes topics
that you did not discuss in your portfolio. It should focus on wrapping up your portfolio.
• You should revise your portfolio with a close eye on eliminating any grammatical and
mechanical errors.
Citation Guide
•Remember to include all drafts.
•Remember to include a proper heading.
•Remember to craft a creative title. (i.e., “Analytical Essay,” “Kay and Butler,” or “Gender
Expression” are not creative).
•Remember to do parenthetical references in some type of format, MLA or ASA. For instance,
according to MLA format, all references for Trumpet should have the author and the page from
which you are citing in parentheses followed by a period. For instance, “. . .” (Kay 56). If
“Kay” is in a sentence, just write the page number. For instance, Kay writes,
“. . .” (56).
•Remember a passage that is more than four lines long needs to be indented.
•Remember that periods and commas always go in quotes and that only quotes within quotes
have single quotes.
•Remember to do a Works Cited or References page. No secondary sources are required, but if
you wish to use them, you can do so.
For a book, the MLA citation is:
Brady, Evelyn et al. In the Footsteps of Anne: Stories of Republican Women
Ex-Prisoners. Belfast: Shanway Press, 2011.
For an article in a book, the MLA citation is:
James, Joy. “Framing the Panther: Assata Shakur and Black Female Agency.”
Want to Start a Revolution?: Radical Women in the Black Freedom Struggle. Ed. David
F. Gore, Jeanne Theoharris, and Komozi Woodard. New York: New York University
Press, 2009. 138-160.
For a journal article, the MLA citation is:
Butler, Judith. “Critique, Dissent, Disciplinarity.” Critical Inquiry. 35.4. (Summer 2009):
773-795.
For a website, the MLA citation is:
Goodman, Amy. “Deportations Continue Despite Review of Immigrants with Family
Ties.” Democracy Now! 7 June 2012. Headlines. <www.democracynow.org>.
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Kingsborough Community College, CUNY
English 12: First-Year English I
Women’s Studies and Sociology Learning Community
Dr. Amy Washburn – Fall 2012
Capstone Project
Due 12/3 (Rough Draft) & 12/13-19 (Final Draft in Portfolio)
Overview
Research is not a type of essay on its own. Research merely assists in supporting a central
argument. Many of you might feel overwhelmed by information and allow it to outweigh your
own ideas. However, you should not rely exclusively on quoted passages. Instead, you should
develop your own ideas and reasons. Your goal is not to string information together, but rather to
write a coherent, argumentative essay for your capstone project—one that embodies your ideas
about one essay read in class and a scholarly peer-reviewed article you find independently to
support your ideas. You may wish to write an initial draft before you incorporate research, and
then supplement your ideas with the information you have found and synthesized. You should
research a gender issue (i.e., domestic violence, same-sex marriage, abortion, equal pay, the
media and stereotypes, etc.) about which you wish to know more. If you care about your topic,
your essay will be easier for you to write. Your scholarly peer-reviewed article must be valid. It
should come from one of the library journals or databases. It should have an author, journal title,
volume, issue, and year. It should not be a newspaper article or a magazine article. You must be
able to examine a scholarly journal article and determine its relevance to your capstone project.
You must develop your own ideas and topics, follow your beliefs and passions, and strengthen
your ideas with outside sources. You may pick any gender issue to research so long as you use
an essay we read in class, use a scholarly peer-reviewed article, make your own argument, and
provide several reasons for your arguments. For instance, you may discuss domestic violence.
You may argue about the prevalence of violence in the United States, reasons of control, and
lack of prevention. You must use at least one essay read in class (i.e., bell hooks’ “Representing
Whiteness in the Black Imagination”) and a scholarly peer-reviewed journal article found during
the library session. You should get assistance from librarians and come to me for help as you
begin to work on your projects. All projects must be revised and proofread before handed in. If
you plagiarize, the project will receive a failing grade. Your project must be five to six pages.
You should submit all drafts and peer reviews. It comprises 30% of your grade.
Grading Checklist
•This project has a clear argumentative statement. Each body paragraph raises a supporting point.
Each body paragraph has a topic sentence that clearly encapsulates the point of the paragraph
and connects it to the central argument.
•The research is smoothly incorporated into your project. Nothing seems to have been forced in
arbitrarily. All quotes need to be introduced, explained, and connected to ideas in support of the
topic.
•Every piece of information/ every word that is not your own has a clear citation within the text.
You have not plagiarized.
•There is a Works Cited or Reference page that is formatted according to MLA or ASA rules.
•The project has been proofread for errors.
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Kingsborough Community College, CUNY
English 12: First-Year English I
Women’s Studies and Sociology Learning Community
Dr. Amy Washburn – Fall 2012
Capstone Project Proposal
Due 11/28
Name:
Research is not a type of paper on its own. It is a tool that can be incorporated into other essay
form(s): informational, argumentative, and/ or analytical. For your capstone project, you must
have a clear central argument, several reasons to back up your argument, and outside sources that
further support your claims. You are encouraged to develop your own topics about gender issues.
You must answer the following questions:
What is your topic? (i.e., “social identity, undocumented immigration, and violence”)
Form your topic into a question that you specifically hope to address (i.e., “In what ways is
undocumented immigration gendered, racialized, and sexualized, and how does current
immigration policy differ in terms of genders, races, and/ or sexualities?”).
What is your central argument? (This part should directly answer the above question, i.e.,
“Undocumented people come to this country to receive basic human rights including the
following: the right to live where they want; the right to a job, education, safety; the right to be
near family; and the right to avoid violence in their native country and/ or in this country.
However, people with marginalized identities (i.e., women, trans people, queer people, and/ or
people of color) experience specific types of violence at the border and/ or in different
communities in the United States.”
Write a paragraph briefly explaining what you hope to demonstrate and discover in your project.
In other words, what is the purpose of this project?
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Kingsborough Community College, CUNY
English 12: First-Year English I
Women’s Studies and Sociology Learning Community
Dr. Amy Washburn – Fall 2012
Capstone Project Annotated Works Cited or References
Due 11/28
Name:
Cite a minimum of two sources that you have chosen to help you support your central argument.
One of your sources must be a scholarly peer-reviewed journal article obtained from the library
session. One of your sources must be an essay we read in class. If you would like, you can
include additional sources, but you are not expected or required to do so. Below each citation
you must include a brief, one paragraph summary of the article/ essay you are using, specifically
including any information that is pertinent to your central argument. In other words, why are
these sources useful? How will it help you write this project?
Source 1:
Why is this essay useful?
Source 2:
Why is this essay useful?