GEOG 390--Foundations of Geographical Analysis and Writing
Dr. Jacquelyn Chase
Fall 2014
TR 12:30-1:45
Butte 503
Faculty Contact Information and Office Hours:
Butte 527—898-5587
TR 2:00-4:30, or by appointment
Please send any emails to jchase@csuchico.edu
Course Description
Geography 390 explores the diversity of geographical perspectives through critical analyses of written
sources, independent information gathering, and research writing. The course introduces students to
topics and analyses in the geographical tradition; examines and evaluates library and Internet resource
materials pertinent to geographical research; and prepares students for independent geographical scholarly
and professional research. This course is the Writing Proficiency(WP) course for the major; a grade of Cor better certifies writing proficiency.
Course Objectives and
Related Department Student Learning Objectives Covered in the Course

Course Objectives
Increase awareness of the diversity of the
geographic discipline
Related Department Student Learning Outcomes
2.1 Students can recognize the presence and
application of regional, local, and global
dimensions of the social and physical worlds in
data and the landscape

Promote critical student discussion of the
field of geography and its body of
knowledge

Increase ability to make efficient and
effective use of information sources
1.1 Students can formulate geographic research
questions

Learn basic requirement of research
design, execution and dissemination
(writing and presentation) in geography
1.2 Students can collect, compile, and interpret
geographic data
5.1 Students can write clearly in the discipline of
geography and use and cite scholarly sources of
information correctly
5.2 Students can speak clearly in the discipline of
geography
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Materials
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Turabian, Kate. Student’s Guide to Writing College Paper. 4th ed. Revised by Gregory Colomb
and Joseph M. Williams. Chicago and London: University of Chicago, 2010 [purchase]
Macris, Natalie. Planning in Plain English: Writing Tips for Urban and Environmental Planners.
Chicago and Washington, D. C.: American Planning Association, n.d.[on BBL]
Use of a bibliography software program like One Note, Zotero, or the one that comes with
Microsoft Word—most can be acquired for free
Package of 3x5 inch lined note cards
Access to computers and printers in Butte 501
Other scanned materials and links on BBL
Evaluation and Other Information
Writing and Revision: Writing is a process. Through writing you make sense of ideas. We don’t have all
their ideas in their head before we start writing. When you write you should be thinking about it as a
conversation with yourself and with others. For that reason you will also practice explaining what is on
your minds as you are reading and writing for this course. Sharing is essential to focus your ideas and to
make your writing better. You will undergo revisions of your papers and their component parts.
Understanding that revision is a major part of writing is essential to your success in this class. I am aware
that everyone comes to a class like this with a different relationship with writing, but the class is set up so
that everyone can improve their writing.
Reading and Research: We will be using a classic “how to” book on college research papers: Turabian’s
Student’s Guide to Writing College Papers. We will also have copies online of a book called Planning in
Plain English, by Natalie Macris. Even if you do not want to work as a planner, the book addresses how
professional writing gets calcified by jargon, wordiness, and lack of clarity. You will also create your own
annotated bibliography on a topic of your choice. You will share this bibliography during the course as
you use it to write your research paper.
Written Peer Response: We will read each other’s writing and give supportive feedback. If you miss class
(see below) you will disappoint others who are depending on your input and participation.
Format of Papers: We will discuss this at length and I will provide handouts and examples, but we are
going to follow the Chicago option, as shown in your Turabian book.
Late Work: Points will be taken off any late work. Much of the work in this class is cumulative—a
concept map is required before you write your statement, which is required before your draft, etc. So even
if something is late it will be required to move on to the next step. You will also hand in a portfolio of
some of your work at the end of the semester and I won’t grade the final paper until all the other pieces
are done. No make-ups are accepted for “Short Exercises, Class Participation and Advising” (see below).
Classroom Environment: The classroom is a safe place where all ideas, as long as they do not include
bigotry, intolerance or hatred, can be expressed freely and openly. All comments should be supportive
and constructive. Use non-sexist language when speaking and writing. Do not use “him,” “his,” “he”
unless you mean a male individual.
Equipment: Please turn off and put cell phones away unless we are using them as a group for research.
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Attendance and Class Participation: We will do a lot of writing, peer-review and discussion in class, so
everyone should be present and involved. To be prepared, I expect you to do more than “skim” the
reading and wait for me to clarify. I want you to read critically and to test your own understanding of the
reading by asking yourselves questions and completing exercises that I will assign.
Chico State Non-Discrimination Policy: According to the University Catalogue, the California State
system does not discriminate on the basis of sex, sexual orientation, disability, race, color, or national
origin. The CSU complies with both the Rehabilitation Act of 1973, and Title VI of the Civil Rights Act
of 1964, as amended by the American Disabilities Act (1990). If you have a disability and need
reasonable accommodation for equal access to education and services at CSU, Chico, please talk me or
call Disability Support Services (x5959). For other concerns about discrimination or harassment, please
talk with me, your advisor or department chair, or Student Judicial Affairs (x6897).
Academic Honesty: We will spend time in class discussing what constitutes plagiarism (you might be
surprised). Be familiar with the university’s policy on academic honesty at
http://www.csuchico.edu/prs/EMs/EM04/em04_36.htm. In addition to what we think of as “obvious”
forms of plagiarism (i.e. buying papers off the internet, copying a friend’s paper) there are many more
subtle kinds that we will look at in this class, such as correct paraphrasing and citation practices. I take
seriously any intentional or unintentional plagiarism.
Blackboard Learn: Check BBL for updates and announcements. Annoucnements will go to your campus
email so you need to look at that, too. Use my regular email to contact me: jchase@csuchico.edu.
Student Learning Center (SLC): The SLC prepares and supports students in their college course work by
offering a variety of programs and resources to meet student needs. You can call them at 898-6839 or go
to their website: http://www.csuchico.edu/slc/index.shtml
Course Requirements
Assignment
Short Exercises, Class
Participation and Advising
Census Exercise
Description
The course includes a set of short writing practices and short exercises.
Students will do some of these exercises in class and some online.
Instructor will announce when others are due. We will not complete all
exercises that are in the list, and new ones may be added to this list as
we go along. Some involve writing about common readings and some
are about readings you are doing for your own research. Attendance,
engagement and coming in for advising will also count towards these
points. These assignments have no make-ups.
Exploring census data and doing field observations/presenting census
data in tables and figures, and in a poster. See rubric. Include draft.
Points
80
100
RESEARCH PAPER COMPONENT:
Topic and Question
Statement of Research
Concept Map of Research Paper
Annotated Bibliography
Field Work Plan
2-3 sentences and participation in in-class revisions
Complete statement of your research topic, including a (revised)
question—1-2 paragraphs.
Concept map with at least 5 sources (complete references).
Ten sources correctly formatted and 3-4 sentence summary of each
entry and how you are going to use the item.
1-2 paragraphs describing your plan to collect original exploratory
3
10
10
10
10
20
Draft of Research Paper/Note
Cards
Final Research Paper
Oral Presentation
Total
data for your paper. See rubric.
Complete draft with at least 30 well-documented note cards and ten
sources. See rubric.
10-12 page paper on a topic of your choice (in consultation with prof)
using at least ten peer-reviewed articles or chapters and a small field
work component. It will be graded based on geographical content;
effective use of relevant literature; spelling, grammar, and
composition; format. Consultation with me in office hours is required.
Don’t change your topic without talking to your professor. All
material inclued in Research Paper Component will be handed in as a
portfolio/packet on the due date. No evaluation without all this
material, so hang onto it! See rubric.
Well-prepared but brief presentation of your final research. See rubric.
40
200
20
500
I may require additional rewrites of your assignments in which case I will assign a “0” until I get the
revision. I am always happy to read revisions of papers you choose to rewrite. I am committed to getting
work back to you as soon as possible, usually no longer than one week after you hand it in. Revisions will
be due one week after you receive the graded paper. There are grading rubrics for all research projects.
Rubrics are posted on BBL. Please look at these before you write your paper(s) to make sure you are
aware of all expectations. Filled-out rubrics need to be handed back in with any revision. Please keep all
of your graded work and rubrics. Some of the research assignments will be handed back to me in a
portfolio.
Grading Scale Based on Percentage of Total. You must receive at least a C- to pass this WP course.
Score
95-100
90-94
87-89
83-86
80-82
77-79
73-76
70-72
Letter Grade
A
AB+
B
BC+
C
C-
Tentative Course Schedule
Week
Topic
Assignments or Activities
For Thursday:
Week 1
8/26
8/28
The Geographical
Approach

Exercise #8: AAG Specialty
Groups;

“Your Information” sheet due
(see last page of syllabus)
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Reading(s) and Websites
AAG: http://www.aag.org/
Read National Research Council
Report in Readings on BBL

Week 2
9/2
9/4
Prepare to discuss NRC Report,
based on prompt given in class
Geographic identity and
action
Tuesday: Prepare to discuss Parsons,
Rhoads
The physical/human split
Exploring topics
Thursday, in advance of class: Exercise
14, from activities list; prepare to
discuss, share
Different kinds of writing
Week 3
Critical reading and
writing
9/9
9/11
Bloom’s Taxonomy
Tuesday: Discuss Hankins, Ford, find
research questions
Thursday: Lurking exercise 10 from
list, in class
Parsons in Readings on BBL
Rhoads in Readings on BBL
Items on critical reading,
Bloom’s Taxonomy on BBL
under Research Support
Turabian Chapter 1
Hankins in Readings on BBL
Observations
Week 4
Intro to Project I
Tuesday: Discuss Brady; find research
question
Ford in Readings on BBL
Brady in Readings on BBL
Turabian Chapter 2
9/16
9/18
Asking (or being asked) a
research question—What
do you want to know?
Data: Intro to 2010 census
Week 5
Use of tables and graphs
9//23
9/25
Tuesday: Discuss Allen, Helzer; find
research question; evaluate figures and
tables
Knowing your readers
Organizing your report
Rewriting draft
Week 6
9/30
10/2
Thursday: In advance of class--Exercise
12 from activities list (based on Brady
reading)
Technical language/clarity
How to do a poster
Thursday: Draft of two tables and two
figures
Tuesday: Critique of tables and figures
Thursday: Complete draft of report;
exchange, review
Kern Investment Research on
Walkability in Readings on BBL
Allen in Readings on BBL
Helzer in Readings on BBL
Consult: Turabian Chapter 11
Macris (Planning in Plain
English) Chapters 1&2 in
Readings in BBL
Turabian Chapters 14, 15
Week 7
10/7
10/9
Poster and census report
critiques
Tuesday: Submit draft poster as PDF
Gallery walk with posters--critiques
Thursday: Census exercise due; turn in
with draft
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Consult: Lynda.com on labeling
graphics:
http://www.lynda.com/Design-Infographicstutorials/Legends-sources/153776/1708974.html
Lynda.com on choosing the best
chart type:
http://www.lynda.com/Design-Infographicstutorials/right-paradigm-Basiccharts/153776/170898-4.html
Intro to Project II
What is a research paper?
Week 8
10/14
10/16
Finding a topic, asking a
question, finding a
working answer
Writing as a process
Tuesday: Library research tools—meet
at Meriam Library TBA
Tuesday: Exercise 17 from activities list
on finding a topic (hand in)
Thursday: Bring draft research topic
and a question; Gallery Walk share and
discuss topics; get and give feedback
Turabian Chapters 2 (again), 3
Pipher in Readings in BBL
Kennedy in Readings in BBL
Consult: Oxford references on
Geography or other related
topics, keywords:
http://www.csuchico.edu/lref/ele
books.html
Tuesday: Revise and resubmit research
statement to professor
Week 9
10/21
10/23
Collecting and
documenting your
research
Using note cards
Paraphrasing
Thursday: Exercise 18 from activities
list on paraphrasing: Paraphrase at least
three important thoughts from one
article--must be done in advance of
Thursday for class discussion. Put exact
quote on front of card and paraphrase
on the back.
See Student Work Samples on
BBL
Turabian Chapters 4, 5, 9
Turabian Chapter 10
See collection of concept maps
in BBL under Research Support
Week 10
10/28
10/30
Prewriting /Concept
Mapping
Preventing plagiarism
Descriptive annotated
bibliographies
Tuesday: Exercise 14 from activities list
(again--do this in advance of class)
Thursday: Concept map and 5 sources
due; Gallery walk
U of Arizona’s document on
plagiarism:
http://www.library.arizona.edu/help/tutorials
/plagiarism/index.html#How
Website on annotated
bibliographies: https://www.eeducation.psu.edu/styleforstudents/c6_p6.ht
ml
See Purdue PDF on annotated
bibliographies in BBL
6
Week 11
11/4
11/6
Format and
Documentation
Tuesday: Be familiar with your
bibliography program (i.e. Zotero)
Field research as part of
your final project
Thursday: Descriptive Annotated
Bibliography due; correct formatting of
each source required—at least ten
sources
Field Work, continued
Consent
Thursday: Submit field work plan:
Discuss field plans
Consult: Turabian Chapter 18
Using questionnaires:
http://www.geographysite.co.uk/pages/skills/fieldwork/stats/ques.ht
ml
Week 12
Tuesday
Veterans’ Day—
no class
11/13
Writing style
Week 13
11/18
11/20
Pre-Writing draft
Tuesday: Writing café. Pre-write your
entire draft. Are you comfortable with
your introduction?
Turabian Chapters 6, 7, 8
Thursday: Exercise 16 in class
Week 14
Week 15
12/2
12/4
Thanksgiving
Turabian Chapter 12, 13, 14, 15
Writing and revising your
draft
Macris Chapters 3-6 on BBL
Thursday: Submit complete draft
Week 16
Meetings with professor
12/9
12/11
Doing oral/visual
presentations
Tuesday: Return drafts
Discuss drafts with me individually
(more info to follow)
Exercise 24 from activities list to
prepare for your presentation
See Lynda.com, for resources
for good visuals and
presentation strategies
http://www.lynda.com/Officetutorials/Discovering-classroompresentation-basics/142962/155686-4.html
http://www.lynda.com/Keynotetutorials/Examples-good-presentationdesign/124082/140003-4.html
Thursday: Presentations (5-6)
http://www.lynda.com/Business-BusinessSkills-tutorials/Sketching-yourpresentation/151544/172776-4.html
Finals Week
(Day TBA)
Presentations
Paper (hard copy and entire packet as
described in assignments) due
Thursday, by 5 p.m.—send digital final
paper to Turn It In.
Your Information
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Name: _______________________________________________
Email (please write clearly): ______________________________
Where are you from?
Your photo here:
One of the many “máscaras” in the
main plaza of Barva, Costa Rica
What is most interesting to you about geography?
What do you hope to learn in this class?
What is “good writing” to you?
What are you reading?
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