ASAM 100: Composition II
MW 8:00-9:15 am
Instructor: Dr. Rosie Kar
Office Hours: Tuesday 2-5 pm and Thursday 2-4 pm
Fall 2014
Room: PH1-117
Office: MHB-822
e-mail: rosie.kar@csulb.edu
Required Text:
Lannon, John. The Writing Process, 11th Edition. (2011)
Additional readings– links to all additional readings are posted on course site.
Additional on-line reading indicated with an asterisk (*).
Course site: http://asam100.wordpress.com
Course Description and Objectives:
ASAM 100 satisfies one of the writing requirements for general education at CSULB and is designed
for first year students. It emphasizes expository, academic writing, through inquiry. We will be focusing
mostly on analytical reading, writing, and argument. In addition to improving and strengthening
compositional skills, this course will provide students an opportunity to learn about aspects of Asian,
Asian American and Pacific Islander history, culture, and identity. By the end of this course you should:
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Build greater fluency and an increased sense of authority and confidence as a writer.
Develop an effective writing process that includes generating ideas, gathering, evaluating
and arranging materials, drafting, revising, and editing your prose.
Improve your ability to write expository essays by synthesizing your ideas into coherent,
cohesive arguments with definitive points.
Strengthen your ability to read critically by analyzing texts of various genres.
Articulate your responses to texts in classroom discussions, informal writing assignments, and
formal essays.
Recognize rhetorical techniques in others’ writing and in your own prose.
Familiarize yourself with academic writing formatting, including standard MLA format.
Attendance and Participation
Consistent attendance and participation is expected. If you do not show up during the first two weeks of
class, you will be dropped. You will be granted three unexcused absences from class during the semester
without penalty. Each additional absence lowers the final grade by 1/3 of a letter grade. After 9 absences,
the student no longer receives any attendance credit. Students are encouraged to check in with me when
she or he has missed roll. Tardiness or leaving class early affects class attendance records as well, is
disruptive, and will be recorded. Please do your best to avoid tardiness. Excused absences include:
documented illness or accident, funeral, or other emergency. Acceptable documentation could include: an
appropriate note from a doctor, or boss. In each case, the relevant dates must be clearly indicated. Be
sure and consult with me if you have questions about appropriate documentation in a particular case. I
also expect that you respect each other’s opinions. Disrespect will not be tolerated. I reserve the right to
request that you remove yourself from my classroom, if necessary. Given the nature of this course,
participation in classroom discussions by you is imperative. I expect each of you to take advantage of the
fact that you can participate actively and regularly in all class discussions. If you are on the shy side,
please take this as a safe opportunity to try and overcome your shyness and share your questions,
confusions and ideas with your classmates. If you choose never to participate in class discussion, your
final grade will suffer. Every day we meet is important. Come to class having done the assigned reading.
And please keep the following things in mind:
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You must attend class on time.
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No laptops.
Walking in late is extremely disruptive.
Please do not pack your belongings before it is time to go.
Please do not engage in side conversations. They are disruptive to me as well as your fellow
students.
Cell phones should be turned off
Absences and Extensions
If you need to miss a class, you do not need to notify me in advance. However, if you will be absent,
please make arrangements to turn in assignments on time. If you believe you will be missing several
course meetings, please let me know as soon as possible. If you cannot finish an assignment on time, you
need to speak with me about requesting an extension, before the due date. I will not read papers that have
not been granted an extension. Out of respect to your colleagues, I expect you to come to class on time,
and to remain in class until the end. If you need to come late or leave early on a particular day because of
an unavoidable and desperately important appointment elsewhere, I'd appreciate it if you would let me
know ahead of time. But I encourage you to avoid making such appointments whenever possible! If you
have signed up for another class, or have a work or other commitment, that would require you to arrive
late or leave early from class regularly, please make a choice between this class and your other
commitment.
Communication and Office Hours
Please activate your CSULB email address, as I will be sending out class announcements via that
medium. If you forward your messages to another e-mail service, such as Gmail, Yahoo, hotmail, etc.,
please make sure to add me to your list of accepted users so that my messages do not get filtered into a
spam/junk folder. As per university policy, I have two office hours per week. I am also available by
appointment, and Skype. You can drop by to discuss the readings, things we have gone over in class, or
concerns you have about grading. Please note that as per federal law and university policy, I am
unable to discuss grades by e-mail! You must come to my office hours if you wish to speak about
grades! (The law is known as “FERPA”)
If you send me an email, please include “WGSS 365” in the subject line. I always attempt to respond to
emails within 24 hours. If I cannot respond to messages within that time period, I will let you know.
Electronic Devices
To discourage distractions, texting is not permitted. All cell phones must be off during class. Students
found using these devices during class will forfeit their attendance grade for the entire semester. This
policy is enforced during the entire class period, including discussions, lectures, and screenings.
Special Needs: If you have a situation that you think may pose an obstacle to your successful completion
of the course, please discuss this with me at the beginning of the semester so that we may make alternate
provisions to accommodate you.
Originality of Written Work: I expect that all written work that you turn in for this class is authored by
you and you alone, and that it is written for this class alone. Any student found to be deliberately copying
from the written work of someone else without acknowledgment--whether from a fellow student, a
published author, or anyone else-will be subjected to CSULB’s policies. If you have questions about what
constitutes legitimate paraphrasing vs. illegitimate plagiarism, please consult me. I can work with you
and your paper draft, and help clarify the lines between (legitimate) summarizing/paraphrasing and
(illegitimate) plagiarizing. For more information, see:
http://www.csulb.edu/divisions/aa/catalog/current/academic_information/cheating_plagiarism.html
Extra credit: campus event write-up (may attend 2 events MAXIMUM, points added to blog
posting credits)
At some point during the semester you may attend a lecture, film or other event taking place on
campus (for example, at the Multicultural Center (MCC) or the Women’s Resource Center) and write a
summary and personal commentary on the event. I'll inform the class regularly about possible events that
you might attend. If you hear of a campus event that goes well with the texts/topics discussed in class, that
I have not announced, please check with me ahead of time if you wish to write about it for class credit. If I
approve it, I'll announce the event to the class as well.
Suggested length: 2 pages, typed double-spaced, 12 point Times New Roman font, 1 inch
margins, to be printed and turned into me IN CLASS.
Campus Resources:
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Women's Resource Center, located in Liberal Arts 3, room 105 between the 49er Bookstore
and University Library. http://www.csulb.edu/divisions/students/wrc/
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Learning Assistance Center, for tutoring and peer mentoring, located at Horn Center, Room 104,
(562) 985-5350. http://www.csulb.edu/divisions/aa/grad_undergrad/lac/
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Counseling And Psychological Services (CAPS), located at Brotman Hall, Rm 226.
(562) 985-4001, http://www.csulb.edu/divisions/students/caps/
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Disabled Students Services Office, located at Brotman Hall, Rm 270.
(562) 985-5401, http://www.csulb.edu/divisions/students/dss/
N.B. This syllabus is subject to change. Readings and assignments may be added, subtracted or changed,
and grade point values may be adjusted, as conditions warrant.
Essay writing is difficult for everyone. Period. The idea that there are “talented writers” is a myth that
helps no one. All writers struggle with their writing, in some way. It is true, however, that some writers
are more successful than others. However, their success is not a consequence of talent but perseverance.
Successful writers write a lot. They write reading notes and lecture
notes that become drafts of their essays and then they write a lot of drafts. In other words, successful
writers are engaged thinkers and critical readers. This isn’t a pep talk from your professor; this is real talk
from a seasoned writer (who constantly struggles with her writing).
Incidentally, essay writing is not the only kind of writing that matters. People who struggle with the
academic essay (a particular genre of writing) are often wonderfully evocative fiction writers and poets or
witty Tweeps or amazing letter writers. The academic essay is only one form of writing. It has a particular
set of conventions that students often have to practice -- a lot.
While there are no short cuts to writing – trust me, there aren’t – there are a number of things you can do
that will help you become a more successful writer (or at least give your professors the illusion that you’re
a successful writer). Here’s a short list:
Preparing to write
 Take copious reading and lecture notes.
 Don’t go overboard with reading and lecture notes.
 Try outlining your paper; try doing a brain dump; try reading over your notes; try checking your
Facebook, try watching a movie; try listening to some music. In other words, figure out what it
takes for you to get in the writing zone and do it – and do it often!
While writing:
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Remember there’s no ideal thesis. It isn’t your job to figure out what we want you to write; it’s
your job to share with us what you think.
Figure out what you ACTUALLY think about your topic. What is your position/opinion? If you
have none, you shouldn’t be writing about it
Make sure your thesis is an argument and not a description, a question, or a well-established fact.
Consider the lectures and our in-class discussions thoughtfully but not uncritically. While essays
should demonstrate that you understand the key concepts and terms of the class, there’s no ideal
thesis.
The night before the deadline
Provide a THOUGHTFUL title for your essay that describes – in an INTERESTING way – the
crux of your thesis, not your topic. (Because the title should speak to your argument, it’s best to
wait until after you’ve fully figured out your argument before titling your essay.)
Provide page numbers.
Proofread!
Proofread it again! (Try reading your paper aloud. Really works!)
Make sure you’re using a standard font and formatting. (12pt. Times New Roman and 1” margins
all around should do it.)
Make sure your name appears somewhere on the first page of the text. That means, NO TITLE
PAGES.
Print your FINAL DRAFTS on only one side of the paper
Staple or paper clip your paper together.
Make Up Assignments, Late Papers, and Extra Credit: Any work turned after the deadline will lose
a full letter grade. You will not receive credit for any work that is more than SEVEN (7) CALENDAR
days late. Missed Peer review sessions MAY NOT BE MADE UP. If you are for some reason unable
to meet a deadline, please meet with me in advance so that we can (hopefully) come to some sort of
resolution.
Grading: Effective writing demonstrates your full intellectual potential. In other words, think of writing
as a means of, or even an opportunity to, show your reader how competent you are. In the real world, no
matter how intelligent or educated you are, it will be difficult for others to take you seriously if you
cannot write well. With this in mind, paper and in-class writing grades will be based on the following
guidelines:
A
B
C
D
F
Demonstrates superior overall competence – an “A” essay demonstrates an ability to
communicate effectively by exhibiting ALL of the following qualities: a well-developed
and defensible thesis; a skillfully developed and logically organized argument; uses
relevant, specific, and detailed supporting examples; is largely free of grammatical,
spelling, and formatting errors.
Demonstrates general overall competence – a “B” essay exhibits MOST of the qualities
of an “A” essay; while it shows an ability to communicate effectively, it also falls short
in one or two significant areas (such as organization or use of examples).
Suggests overall competence – a “C” essay lacks several qualities of the “A” essay,
and while it satisfies the minimum requirements of the assignment, demonstrates
deficiencies that significantly interfere with the ability of the essay to communicate a
coherent message effectively.
Suggests incompetence – a “D” essay is severely lacking in numerous areas, such as the
lack of a relevant thesis, few or no relevant examples, poor organization, and is largely
unsuccessful in
communicating a coherent message.
Demonstrates incompetence – an “F” essay demonstrates a fundamental
misunderstanding of the basic requirements of the assignment, or does not provide an
appropriate response to the assignment.
NOTE: A paper that is NOT properly proofread WILL NOT receive a grade higher than a B.
Course Requirements: Your final grade for this course will be based on three essays, two in-class
essays, daily writing assignments (both homework and in-class assignments), and your participation
in class.
Weekly news analysis (100 words each, 10 total)
‘Why ASAM?’ essay (250-300 words)
Observation, Description, Analysis Paper (500-750 words)
Cuisine as Culture Paper
(750-1250 words)
Compare and Contrast Paper
(1000-1500 words)
Final Research Paper
(1500-2000 words)
Peer Reviews
(3 total, 5% each)
In-class essays
(2 total, 5% each)
20%
5%
5%
10%
10%
25%
15%
10%
A = 100 – 90, B = 89 – 80, C = 79 – 70, D = 69 – 60, F = 59 – 0
PLEASE NOTE: You must complete ALL assignments in order to pass this course.
*It is your responsibility to keep all graded papers until after you have received your final
grade from the University.*
ASSIGNMENTS:
Weekly News Analysis (10 total postings, 20% of final grade): By the beginning of class every
Monday, starting week 3, you are to bring an opinion piece from the editorial pages of a newspaper or
magazine, a review of an art exhibit, movie, book, music, theater or dance performance, or an entry
from one of the following blogs (Black Girl Dangerous, Hyphen Magazine, The Aerogram, Angry Asian
Man, 8Asians, Tao Jones) that is connected to either Asians, Pacific Islanders, or API Americans in
some way shape or form.
In addition to the item, you will need write a grammatically correct, one-sentence summary of the main
point (thesis) of the article, as well as a very brief (at least one word, but no more than five) listing of
the topics (for example: sports, masculinity, basketball) and a succinct listing of the supporting points
within the item. Finally, with each entry, write a brief (100-word) paragraph that explains why you have
chosen this particular item, and what you find interesting about the information provide. This is to be in
your own words. Print out a hard copy of the item, as well as your brief write-up, and bring both to
class on Mondays.
These assignments are due every Monday. You are only required to do one per week. No late
submissions for this assignment will be accepted without a valid excuse and prior permission from the
instructor (FYI, you will be given the opportunity to make up ONE missed submission during the last
three weeks of class).
“Why ASAM?” Paper (5% of final grade): Your first assignment will require you to write a brief
(250-300 words) essay that explains in your own words why you chose to enroll in ASAM 100 instead
of a traditional ENGL 100 section. You will receive full credit for the assignment as long as all of the
requirements are met (such as formatting, proofreading, and the word-count minimum).
Essays (4 total, 50% of final grade): You will write four formal essays that will account for the
majority of your grade in this course. These essays will increase in difficulty, culminating in the final
paper, which will require you to incorporate outside sources. Pre-writing assignments and rough drafts of
these essays are mandatory, since we will spend class time working on these assignments. All rough
drafts must be turned in along with your final essay, and will count towards your final essay grade as
shown in the above grade distribution. Essays must be in MLA format -- typed, double-spaced, with oneinch margins -- and are due at the beginning of the class period.
The final unit of this course will focus on your 1500-2000 word research paper (using a minimum of four
sources). We will discuss what qualifies as a source, and how to incorporate sources into your writing.
Before you embark on your research, I will require a one-page proposal of your intended research topic
for my approval due Week 11.
In-class peer review workshops (3 workshops, 15% of final grade): As part of developing the writing
process, each student will participate in frequent peer-review workshops. On scheduled workshop days,
students will bring two (2) printed drafts of their papers to class to exchange with others in the group,
receiving and providing feedback on the drafts. These workshops are designed to help students become
comfortable with the revising process. If you fail to bring printed drafts to class, you will not receive
credit for participating in the workshop, and it will count as an absence.
In-Class Essays (2 essays, 10% of final grade): You will complete two in-class essays. We will discuss
how to prepare for a timed writing, and discuss potential prompts ahead of time. Do not be absent on
these days that we take the in-class essay. If you know in advance that you will not be in class, please
speak to me as soon as possible so we can schedule a make up exam. Your second in-class essay will
occur on the scheduled day of the final exam.
YOU MUST TAKE THE FINAL ESSAY TO PASS THE COURSE
Class Schedule:
Please be aware that this schedule is merely tentative; you will be notified in advance if there are
to be any changes. All assigned readings are to be completed before the class meets for the day.
Week 1 – Course Introduction
Mon 8/25 Course Introduction, syllabus, and expectations
“Why Asian American Studies?” Paper Assigned
Screening: “Slaying the Dragon”
Wed 8/27 What is Asian Pacific American Studies?
Annotating and taking notes on a text
*Print and read Zhou and Gatewood, “Revisiting Contemporary Asian America.” (PDF)
*Print and read Adler, “How to Mark a Book” (PDF)
Screening: “Slaying the Dragon Reloaded”
Week 2 – Summarizing vs. Description vs. Analysis
Mon 9/1 NO CLASS- LABOR DAY
Chapter 10 (165-176)
Read: Lannon – Introduction, Chapter 1 (2-16) AND (150-152) Answer: Questions on page
16 (re: “Breaking the Bonds of Hate”)
DUE IN-CLASS “Why Asian American Studies?” Paper
*Print and read Umemoto, “On Strike!” (PDF)
Wed 9/3 Observation, Description, and Analysis Paper Assigned
Week 3 – Writing as a Process: Writing Something “Worthwhile”
Read: Lannon – Chapter 2 (20-32, 37-39, 43-44) AND Chapter 5 (80-90)
Mon 9/8 *Print and read Espiritu, “Labors, Laws, and Love,” (PDF)
Bring weekly news article to class! (Hard copies)
Wed 9/10 Read: Lannon – Chapter 3 (48-56, 59)
In-class exercise – drafting your observations
Week 4 – Drafting, Revising, Editing
*Print and read “Why Ferguson Matters to Asian Americans” (PDF)
*Print and read “Chinatown is still Chinatown” New York Times 7 Sept. 1924: SM7.
*“Chinatown’s Strange People and the Strange Ways.” The Washington Post 14 May 1905:
G10.
* Soleil Ho, “Craving the Other” Bitch Magazine http://bitchmagazine.org/article/cravingthe-other
Mon 9/15 Read: Lannon – Chapter 6 (93-109)
*Print and read Haiming Lu, “Chop Suey as Imagined Authentic Chinese Food: The
Culinary Identity of Chinese Restaurants in the US” Journal of Transnational American
Studies 1.1 (2009): 1-24
(http://escholarship.org/uc/item/2bc4k55r)
*Print and read Krishnendu Ray, “Meals, Migration, and Modernity” Amerasia Journal 24.1
(1998) 105-127.
Wed 9/17 Observation, Description, and Analysis Paper DUE in class
Cuisine as Culture Paper assigned
Week 5 – Using Narrative and Examples
*Print and read Maira, Sunaina. “To Be Young, Brown, and Hip: Race, Gender, and
Sexuality in Indian American Youth Culture” from Desis in the House: Indian American
*Print and read Culture in NYC, Temple University Press, 2002 (PDF)
De Leon, Lakandiwa M., 2004. “Filipinotown and the DJ Scene: Cultural Expression and
Identity Affirmation of Filipino American Youth in Los Angeles” (PDF)
Mon 9/22 Read: Lannon – Chapter 11 (178-182, 189) and Chapter 12 (192-196, 202)
In-class exercise – drafting a narrative
Wed 9/24
Week 6 – Preparing for Peer Review
*Read Heterogeneity, Hybridity, Multiplicity: Marking Asian American Differences (PDF)
Mon 9/29 Read: Lannon – Chapter 4 (61-75)
Wed 10/1 Rough Drafts of Cuisine as Culture Paper DUE IN-CLASS
Peer Review Session 1
Week 7 – Working on Timed Writings
Screening: Linsanity
Mon 10/6 Read: Lannon – Chapter 27 (486-492)
Revised Drafts of Cuisine as Culture Paper DUE IN-CLASS
Wed 10/8
In-class essay 1 – Identifying and elaborating upon a theme
Compare and Contrast paper assigned
Week 8 – Analysis through Comparing and Contrasting
*Read Maira, Sunaina. “Racial Profiling” in the War on Terror: Cultural Citizenship and
South Asian Muslim Youth in the United States (PDF)
Mon 10/13 Read: Lannon – Chapter 16 (250-260, 265)
Wed 10/15 *Read: Smallwood, “Race Mixing: A Brief History with Maps” (PDF)
Week 9 – Using Division, Classification, and Definition to Compare and Contrast
*Read Spickard, “What Must I Be? Asian Americans and the Question of Multiethnic
Identity.” (PDF)
Mon 10/20 Read: Lannon – Chapter 13 (205-213, 217) AND Chapter 17 (267-276, 280)
Wed 10/22 Rough Drafts of Compare and Contrast Paper DUE IN-CLASS
Peer Review Session 2
Week 10
Mon
10/27
Wed
10/29
*Print and read “Without a Trace: Asian Americans and Pacific Islanders in
Prime Time Television.” (PDF)
In-class revising of Compare and Contrast paper
Read: Lannon – Chapter 20 (336-343)
Final Drafts of Compare and Contrast Paper DUE IN-CLASS and
Research Paper assigned
Week 11 – Creating a Research Project
*Print and read “The Cold War Construction of the Model Minority Myth.”
(PDF)
Mon
11/3
Read: Lannon – Chapter 21 (345-353)
Secondary vs. Primary research and crafting a working research plan
Wed
11/5
Week 12 – Creating A Synthesis of Source Materials
Mon
11/10
Read: Lannon – Chapter 22 (361-375)
Meet @ Spidell Classroom 2 (2nd Floor Library) – Tips on Secondary Research
Wed
11/12
Class cancelled – Begin conducting your research!
Week 13 – Organizing Your Research
Mon
11/17
Class cancelled for mandatory individual meetings
Draft of Paper Outline DUE during your meeting
Wed
11/19
Class cancelled for mandatory individual meetings
Draft of Paper Outline DUE during your meeting
Week 14 – Incorporating sources into your writing
Mon
11/24
Read: Lannon – Chapter 23 (379-400, 411-414)
Footnotes and Citations
Wed
11/26
No class- Thanksgiving Holidays commence
Week
15
Mon
12/1
Rough Drafts of Final Paper DUE IN-CLASS – Begin In-class Peer Review
Wed
12/3
Finish Peer Review
Prepare for Final In-class Essay Exam
Completed Drafts of Final Paper DUE IN-CLASS
Week 16 12/8
12/15
Final In-class Essay 8-10 AM