Pan African Studies 115

“Approaches to University Writing”

Pan African Studies Department

California State University, Northridge

Fall Semester 2010/2011

PAS 115, Ticket #18069 Johnie Scott, M.A., M.F.A.

3 Units, GE Associate Professor of Pan African Studies

Fridays, 11:00am-1:45pm Santa Susanna Hall, Room 210

Sierra Hall Room 264 Office Hours: Thursday/Fridays,

Email 3:30pm-4:30pm or by appointment

Webpage

Telephone: 818-677-2289

Course Syllabus

Description:

Prerequisites: EPT score of 151 or higher. Expository prose writing with a focus on both content and form. Specific emphases shall include the exercise of logical thought and clear expression, the development of effective organizational strategies, and the appropriate gathering and utilization of evidence. Includes instruction on diction, syntax, and grammar, as well as the elements of prose style. Students receive credit for only 1 course chosen from AAS, CAS, CHS, ENGL, and PAS 115. Individual tutoring is available through the Pan African Studies Lab, or Learning Resource Center.

Required Textbooks:

1. Angelou, Maya, Even the Stars Look Lonesome, 145 pgs., Bantam Books/Published by arrangement with Random House, New York, NY, © 1997;
2. Gibaldi, Joseph, The MLA Handbook for Writers of Research Papers/7^th Edition, Modern Language Association of America, New York, NY, © 2009;
3. McCall, Nathan, Makes Me Wanna Holler: A Young Black Man in America, Vintage Press (Paperback), 432 pgs., New York, NY, © 1995;
4. Merriam-Webster, Merriam-Webster’s Collegiate Dictionary, Eleventh Edition, An Encyclopedia Brittanica Company, © 2003;
5. Rottenberg, Annette F. and Donna Haisty Winchell, Elements f Argument: A Text and Reader/Ninth Edition, Bedford/St. Martin’s Press, New York, NY © 2009.

Recommended

7. Spencer-Waters, Tom, ed., Kapu-Sens: The Pan African Studies Department Literary Review, CSU Northridge Publishing, Northridge, CA, © June 2010.

Course Student Learning Outcomes (SLOs):

As a General Education course, there are six (6) defined SLOs for 155UW Approaches to University Writing. Those generic SLOs are embedded in the following three (3) Pan African Studies Measurable Student Learning Outcomes:

SLO #1: Gain an understanding of the political, social-historical and cultural perspectives of the African American Experience in Africa and the African Diaspora.

· Analyze and compare perspective, meaning, and style in different texts, including those that reflect multicultural images and voices;

· Construct a theme or thesis and organize and develop a substantial, balanced and convincing defense of it in a voice, tone, language, and format (e.g., essay autobiography, report, editorial, case study, inquiry, and research) appropriate to the purpose of the writing;

· Use logical support, including informed opinion and fact, as well as their interpretations, to develop ideas, avoiding fallacies, biased language, and inappropriate tone;

SLO#2: Gain broad knowledge of the cultural, political and historical contexts in which the African and African American Experience took place.

· Analyze and compare perspective, meaning, and style in different texts, including those that reflect multicultural images and voices;

· Construct a theme or thesis and organize and develop a substantial, balanced and convincing defense of it in a voice, tone, language, and format (e.g., essay autobiography, report, editorial, case study, inquiry, and research) appropriate to the purpose of the writing;

· Use logical support, including informed opinion and fact, as well as their interpretations, to develop ideas, avoiding fallacies, biased language, and inappropriate tone;

SLO#3: Develop appropriate skills in research design and methodology used to examine the various interdisciplinary areas of the Pan African Studies Department curriculum.

· Demonstrate satisfactory competence in the conventions of Edited American English and the elements of presentation (including layout, format, and printing);

· Select and incorporate ideas derived from a variety of sources, such as library electronic and print resources, books, journals, the Internet, and interviews, and document them responsibly and correctly;

· Apply a variety of strategies for planning, outlining, drafting, revising and editing written work.

Grading Scale:

Grading for the course is on a “Plus-Minus” basis as described in the CSUN Undergraduate and Graduate Catalogue. The final grade is based upon the cumulative grade point average derived from the five (5) aforementioned primary grade factors, i.e., Let’s Write, Writing Assignments, Group Presentations, Midterm and Exit Essay Examinations, Objective Examinations, and the Capstone Paper and Student Portfolio (i.e., this is comprised of the Reflective Essay, the Common Essay, and two of the three papers written in the class other than the Capstone Paper). This data is then supplemented by Bonuses as assigned by the Course Instructor with a Mean Average of the five primary requirements and any earned bonuses. Final grading for this PAS 300OL course section shall be as follows:

“A” = 3.7-4.0;

“A-“= 3.5-3.69;

“B+” = 3.3-3.49;

“B” = 3.0-3.29;

“B-“= 2.7-2.99;

“C+” = 2.3-2.69;

“C” = 2.0-2.29;

“C-“= 1.7-1.99;

“D+” = 1.3-1.69;

“D” = 1.0-1.29;

“D-“= .7-.99;

and

“Fail” = 0.0-.69.

The grade of “Incomplete” shall only be issued to those students doing passing work (i.e., “C” or better) who are forced due to circumstances beyond their control – and subject to full documentation – miss submitting the Final Examination and/or Case Study.

In the event there are violations of the Student Conduct Code with regards to Academic Dishonesty, the student(s) shall be liable to any sanctions delineated in Section 41301, Title V, and California Code of Regulations, for which any offending student may be expelled, suspended, or given a less serious disciplinary sanction. "Academic dishonesty is an especially serious offense and diminishes the quality of scholarship and defrauds those who depend upon the integrity of campus programs." ("Academic Dishonesty," CSUN Undergraduate and Graduate Catalogue).

These sanctions to be applied as seen fit by the course instructor in conjunction with the Office of the Associate Vice President for Student Affairs ("Faculty Policy on Academic Dishonesty," CSUN Undergraduate and Graduate Catalogue).

Grade Determination

Attendance and Participation                                                      Per Class Meeting

Pan African Studies Writing Center Work                                                             As Assigned by Instructor

Moodle “Let’s Write”                                                             4 Assignments as Topics to be determined by Instructor

                                                           4 Postings + 8 Peer Responses

                                                           2,000 Word Equivalency

Homework                                                                                            Assignments w/readings (as determined by instructor)

Writing Assignments                                             4 Directed Writing Assignments

Portfolio Includes Student Self Assessment “Essay”

Must include 2 of the 3 Progression Assignments

Course Requirements (i.e., the Student Portfolio):

The final course grade for PAS 115 is based upon that body of work – otherwise known as the Student Portfolio – developed by the student as a direct result of the class. That Portfolio has five components, each representing 20 percent of the course grade. These components are each directly linked to the three (3) aforementioned SLOs. Under each component may be found specific course requirements that constitute primary grade factors averaged together in reaching the cumulative grade point average for the student. In the Pan African Studies Writing Program’s 115 Approaches to University Writing course, those five components are as follows:

1. The Writing Portfolio Assessment. The Portfolio is comprised of a reflective essay, one timed essay examination (i.e., coming from the Departmental Midterm or Common Essay Exams), two of the three assigned modes of discourse chosen by the student with all revisions. Note that the Writing Assignment of the Term Paper (i.e., the Critical Argumentative Analysis) can be included at the instructor’s discretion.

· Timed Essay Examinations: There are four timed essay examinations of 50 minutes each given in this course – these being the Pre-Semester, Midterm, Departmental Common and Self-Reflective Essays. The student is to acquire large Blue Books (i.e., 8 ½”x11”) in order to take these examinations. The Midterm and Departmental Common Essay are averaged together as one component of the final course grade average. The Self-Reflective Essay is graded separately. It is included in the Writing Portfolio as that document’s required Reflective essay. No student shall receive a grade of “C” or higher in this course who misses and fails to makeup the Midterm Essay, the Departmental Common Essay, or the Self-Reflective Essay Exam. (No exceptions!);

· Writing Topics: Students in this class will write and submit a total of three (3) essays within the modes of discourse – the Personal Narrative, Evaluative and the Assertion-with-Evidence. These papers will be written in standard manuscript format, typewritten, double-spaced with cover pages. These papers will be rewritten and revised as deemed necessary by the course instructor. The student and course instructor chooses from either the Personal Narrative, the Evaluative Essay and the Assertion-with-Evidence (to include the original drafts) for the inclusion of two into the Writing Portfolio to be submitted for assessment by Writing Program faculty. Core readings for these three writing assignments are determined by the curse instructor but may come from the assigned course reader, in this instance, Maya Angelou’s collection of essays entitled Even the Stars Look Lonesome.

· Critical Analysis Course Argumentative Paper: The assigned novel for this section is the memoir Makes Me Wanna Holler: A Young Black Man in America by Nathan McCall Based upon the student’s reading and research of this book and the issues raised therein by its author, this critical analysis is to be written according to standard manuscript format. This paper will combine the evaluative, analytical and argumentative modes of discourse. As the capstone work for this “Approaches to University Writing” class, the paper can be no less than 2,500 typewritten, double-spaced words (i.e., eight pages) with no less than fifteen (15) formal citations that include six (6) quotes drawn from no less than three (3) references other than Makes Me Wanna Holler. The Term Paper must have a “Works Cited” section done according to Modern Language Association guidelines. It is to be submitted via email as a Microsoft Word attachment. Due as noted in the course schedule, no student shall receive a grade of “B” or higher in this class who fails to submit this paper – no exceptions!

2. Examinations. This is the second of the five components used in grading the class. The objective exams consist of an objective quiz and the Midterm Examination with these averaged together. The examinations are based directly upon the materials used in the class to include any homework assignments, lectures, group presentations, assigned readings or directed notes from the instructor. This first set of examinations is factored directly as 20 percent of the final course grade.

3. Homework: The third component in this course is that of the assigned homework. The PAS 115 homework covers a number of areas ranging from time and study area management, listening and note-taking skills to vocabulary, punctuation and sentence skills. As with the other components, this third grading factor counts or 20 percent of the final course grade. To qualify for an honor grade in this class of “B” or higher, the student must achieve a grade average of at least 2.3 on the homework – No exceptions!

4. Academic Information Competency. The fastest-growing dimension of academic growth and innovation in the last two decades involves the Internet and wireless technology. From laptop computers to cell phones equipped word processing and email to “smart” classrooms to video conferencing and “threaded” web-based discussion groups, the reach of the Information Age can be seen and felt. The 115 class makes sure usage of the technology with students emailing homework and writing assignments, doing web-based research and mastering the University’s Moodle portal for classroom discussions. This fourth component of the 115 Approaches to University Writing also carries a weight of 20% of the final course grade primarily derived from the Let’s Write Discussion Forums.

Let’s Write (i.e., “Moodle”) Discussion Forums: The class has Internet Discussion Forums using WebCT in which students participate in a dialogue – Let’s Write – wherein they made a series of at least three (3) postings per discussion topic. There are a total of four (4) Let’s Write forums for the semester. The first posting is the student’s response to a question developed and directed by the course instructor to the entire class. The remaining two postings are done by the student indirect response to the comments made by two (2) classmates on the same Discussion Forum Prompt. Students must make the three postings in order to qualify for the maximum points, with each Let’s Write Forum valued on the 4.0 grade scale and then, finally, averaged together at the end of the term. These Let’s Write Discussion Forums shall be open on average for a stated period of 3-4 weeks during which time the student makes his/her posting. No postings shall count towards the student grade that are made after the Let’s Write Forum has been closed (i.e., whether it is 30 minutes afterwards or one week later, in either instance the student shall have failed to post during the appropriate time period.). Let’s Write Forum constitutes the fourth basic course requirement;

5. Formal Group Presentations. The fifth and final grading component measures the student’s ability to work with others in researching, creating and then making formal group presentations on assigned topics. This component calls not only for application of research and written communication skills. It also calls for, enhances and emphasizes those interpersonal communication skills so vital to academic and professional discourse. In this 155 course, this component is centered upon Collaborative Writer Projects that are done twice during the semester by the student and it, too, represents 20 percent of the final course grade.

Collaborative Writer Project (CWP): All students participate in two (2) Collaborative Writer Projects (CWP) for the semester – (1^st) Editing: Revising Sentences and Words and (2^nd) Research and Writing Mechanics. The presentations are made using PowerPoint with formal study guides prepared for the class. These CWPs are averaged together in representing the fourth grade factor for the class. No student may expect a grade of “B” or higher who fails to participate in these CWPs which are formal group presentations of 25-30 minutes, with study guides and discussion of assigned topics being made to the class. The Collaborative Writer Projects represent the fifth basic course requirement;

6. Earned Bonus Points. Bonus points are added to the basic grade point average derived from the five “basic” grade factors and then divided by that same number (i.e., 5) in reaching the “cumulative” grade point average (GPA) for the course. Those “bonus” considerations are given according to the instructor’s discretion but would include:

Freshman Composition Diagnostic Test Results: Every student enrolled in this section undergoes diagnostic skills testing. These diagnostic tests, developed by the College Entrance Examination Board and Pearson Longman, are administered immediately upon enrollment in the class and during the “Review” Week period at the end of term. Students whose Post-Semester diagnostic test results show an improvement over those at the beginning of the term will receive “Bonus” points per each test, dependent upon level of improvement (i.e., percentage of gain);

Attendance. With regards to classroom attendance, the student who achieves a record of perfect attendance for the semester (i.e., no absences or tardies) will automatically receive “Bonus” points. The student with no absences and no more than two (2) “Tardies” will be awarded .25 bonus points at semester’s end. It is the student’s responsibility to account for any and all absences with verifiable, documented evidence regarding the same;

Essay Examination Revisions. Students will earn bonuses for utilizing the Writing Specialists in either the PAS Writing Center or the University Learning Resource Center with regards, specifically, to revisions of the Pre-Semester and Midterm Examinations. The same holds true for those formal writing assignments (i.e., the three assigned papers) in the class. To merit these bonuses, the students must bring signature verification of the same from either one of the Writing Centers with revisions due as noted by the course instructor. The revisions are especially important as they are key factors in the Portfolio Assessments done at the end of the semester by the full Writing Program faculty.

Participation. Students can earn bonuses for exceptional in-class performance on specific course material (i.e., homework, classroom lectures, group presentations, et al) and “challenges” from the course instructor. A student can also elect to memorize and then recite in class any one of the following poems for Bonus Points: Langston Hughes, “Mother To Son,” (1.0 pts.), Nikki Giovanni, “Ego Tripping” (1.25 pts.); Maya Angelou, “Still I Rise,” (1.50 pts.); and Margaret Walker, “For My People,” (2.0 pts.); and lastly,

"When For My People by Margaret Walker won the Yale Series of Younger Poets Award in 1942, "she became one of the youngest Black writers ever to have published a volume of poetry in this century," as well as "the first Black woman in American literary history to be so honored in a prestigious national competition," noted Richard K. Barksdale in Black American Poets between Worlds, 1940-1960." (Poetry Foundation.com)

The Student Conduct Code and Faculty Policy on Academic Dishonesty. Each and every student is expected to respect, observe and practice the University Standards for Student Conduct which explicitly states that, “Students are expected to be good citizens and to engage in responsible behaviors that reflect upon their university, to be civil to one another and to others in the campus community, and to contribute positively to student and university life.” Students are especially reminded of the following as it pertains to Unacceptable Student Behaviors subject to disciplinary sanctions under Dishonesty: “Cheating, plagiarism, or other forms of academic dishonesty that are intended to gain unfair academic advantage.” (26) It is the expectation that academic integrity applies to any and all work submitted under a student’s name, e.g., Homework, Writing Assignments, examinations, etcetera.

Course Schedule

“The ax forgets. The tree remembers.”

-- Maya Angelou, “Africa”

From Even the Stars Look Lonesomee

Weeks 1-5 (August 23^rd-September 25^th)

PROGRESSION ONE [READING AND RESPONDING TO TEXTS]

Students will engage in a critical conversation that will require analysis and close reading of assigned texts. The assigned course reader, Maya Angelou’s Even the Stars Look Lonesome would be the primary text used by the student in association with those readings derived from Elements of Argument

Exercise One (with assigned readings from Even the Stars Look Lonesome)

• Students will summarize and/or reconstruct an assigned reading (e.g., Maya Angelou’s Poor Poverty,” “Age and Sexuality” or “Loving Learning.”).
• The purpose of this exercise is to engage students in an exploration of meaning (sometimes multiple meanings) in a text.
• Students will be required to directly cite the text as evidence of meaning.
• The completed exploration/summary/reconstruction should be at least 100 words in length and engage in MLA citation format, as well as include a works cited page.(Due via email as of 7:00pm, Thursday. September 23^rd, as a Microsoft Word attachment)

Exercise Two (with assigned readings)

• Students will write a letter to the author of an assigned essay (from exercise 1 above, the “author” is Maya Angelou and student can pick the essay from those listed in exercise 1).
• The completed letter will be 2-3 pages in length (600-900 words), typed, double-spaced.
• The final letter will bring up questions of how an author presents ideas in a piece of writing and how the meaning is supported. The student will not merely write an approval or disapproval letter to an author. Rather, the student will thoughtfully analyze the essay and respond to the ideas presented by the author. .(Due via email as of 7:00pm, Monday. September 27th, as a Microsoft Word attachment)

Exercise Three (with assigned readings from Even the Stars Look Lonesome Tonight)

• Students will select a second assigned reading (The second reading to come from “A House Can Hurt, A Home Can Heal,” “A Song to Sensuality” or “I Dare to Hope”) in conversation with the first assigned reading (from exercises one and two above).
• Students will compose a letter to a friend or family member that explains/describes the connection between the two selected essays. The connection between the two essays must be clearly supported with direct references to both essays.
• The completed letter will be 2-3pages in length (600-900 words), typed, double-spaced. .(Due via email as of 7:00pm, Thursday. September 30th,

Instructions for Essay One (i.e., the Personal Experience Narrative)

• Develop an idea developed from the assigned readings for Progression One.
• Consider the larger implications and meanings of the idea.
• This essay will further analyze the larger implications of the idea (topic) and require students to engage in further reading and research.
• 5-page requirement (1,500 words).
• MLA documentation or APA documentation.
• Works Cited page and parenthetical documentation as needed. .(Due via email as of 7:00pm, Thursday. October 7th,

Essay One, Draft One = Peer Review (Students to bring drafts to class for Peer Review which will take place on Friday, October 8^th, from 11:00am-12:45pm. Each student receives 26 minutes of Peer Discussion per Draft. Groups with 5 students have each student receiving 20 minutes)

Peer Review Groups are as follows: PG #1 – Taraisa Keeton, Matthew Steinbrecher, Minki Kim, and Jaylen Ross; PG #2 – John Carlos, Shukura Mays, Sean Finkelberg and Gerald Ortiz; PG #3 – Dario Alvarengo, Lynzee Carter, Phillip Flores, Evan Habbershaw and Simone Ware; PG#4 – Max Ward, Bryant Garcia, Dominique Rosson, Heejun Kim and Andrea Hammond.

Essay One, Draft Two = Instructor Review (Draft 2 developed by student based upon Peer Group Review and is due via email as a Microsoft Word attachment for instructor Wednesday, October 13^th, by or before 8:00pm)

· Let’s Write #1 (Weeks 3-5)

· 1^st Round of CWA’s: The Rules of the Academy (Friday, October 8th)

· Homework Assignments 1-4 (September 13^th-24^th, due as noted in Moodle)

Weeks 6-10 (September 27^th- October 30^th)

PROGRESSION TWO [ANALYSIS]

Rev. Jessie Jackson listens attentively to Bill Cosby as the latter delivers his controversial

“Pound Cake” speech on the 50^th anniversary of the U.S. Supreme Court’s Brown v. Board

Of Education Decision outlawing segregated schools.

Students will develop an idea/theme/issue/topic through the use of objects, personal experience, and written text.

Exercise One (with assigned readings from Chapter 3, “Reading Visual Texts Critically,” pgs. 61-77 from Elements of Argument)

• Progressing from reading and analyzing texts, students will create a word picture of a visual object (i.e., the sculpture of African American artist Charles Dickson and observe/describe what they see that is new/original/thought-provoking.
• Students will compose a 100-word description of their object.(Due via email as a Microsoft Word attachment of 7:00pm, Friday. October 8th.)

Exercise Two (with assigned readings by Maya Angelou “Art in Africa” and “Art for the Sake of the Soul” from Even the Stars Look Lonesome Tonight)

• Students will compose a scene in which the object, the student, and an outside idea are connected.
• The completed composition will reflect the writer’s (student’s) attitude towards the object and the idea it generates.
• The completed composition will be at least 3 double-spaced pages (900 words). .(Due via email as of 7:00pm, Wednesday. October 13th,.

Exercise Three (with assigned readings)

• Utilizing the materials collected in previous readings and writings, students will articulate relevance between materials collected in previous readings and an idea.
• Using three pieces of evidence (objects, written texts, reading assignments), students will compose a new scene that conveys to the reader the relationship between the student’s ideas and the three pieces of evidence.
• The completed composition will be at least 3 double-spaced pages (900 words), MLA documentation or APA documentation, and a Works Cited page. .(Due via email as a Microsoft Word attachment of 7:00pm, Monday. October 18th.)

Instructions for Essay Two (i.e., the Evaluative Essay)

• Consider the best way to use evidence to support your idea while clearly articulating the larger implications of your idea to your reader.
• Evidence provides the basis of this composition – which is to explore the meaning behind ideas.
• The completed composition will be between 4-6 double-spaced pages (1,200 – 1,800 words), MLA documentation. .(Due via email as a Microsoft Word attachment of 7:00pm, Thursday. October 21st.)

Essay Two, Draft One = Peer Review (Students to bring drafts to class for Peer Review which will take place on Friday, October 22^nd , from 11:00am-12:45pm. Peer Groups remain same for the semester. Each student receives 26 minutes of Peer Discussion on Draft)

Essay Two, Draft Two = Instructor Review (Draft 2 developed by student based upon Peer Group Review and is due via email as a Microsoft Word attachment for instructor Wednesday, October 27^th, by or before 8:00pm)

· Let’s Write #2 (Weeks 6-8 – Based upon Maya Angelou’s “Art for the Sake f the Soul,” “Those Who Really Know Teach,” and/or “Even the Stars Look Lonesome Sometimes” from Even the Stars Look Lonesome)

· Let’s Write #3 (Weeks 9-11, Bill Cosby’s “Pound Cake” Speech)

· Second Round of CWAs (Weeks 10-11)

· Midterm Examinations: Essay and Objective (Weeks 8-9)

· Exercises due as noted in syllabus or otherwise assigned by course instructor

Weeks 11-15 (November 1^st-December 4^th)

PROGRESSION THREE [ARGUMENT WITH RESEARCH]

Progression Three will culminate in the composition of an academic argument. Students should consider this assignment an engagement with the positions and contributions of other scholars or authorities on the topic selected.

Exercise One (with assigned readings from Elements of Argument)

• Read assigned argumentative readings (i.e., “Part Three: Understanding Argument: Multiple Viewpoints” from Elements of Argument). Summarize the author’s argument in your own words. Define the writer’s position and the claims made to support the argument. Playing devil’s advocate, analyze the quality of the supporting claims and evidence.
• Students will summarize findings (in relation to the validity and quality of the argument) in 2 to 3 double-spaced pages (600-900 words). MLA documentation will be required. (Due via email as Microsoft Word attachment, Wednesday, November 3rd, 7:00pm)

Exercise Two (with assigned readings from Chapter 5, “Defining Key Terms,” pgs. 122-144 of Elements of Argument)

• Outline the opposing claims to the position of the writer’s argument in exercise one. Create a fictional dialogue between 2 or more authors. Develop each claim (through dialogue).
• The dialogue text must be three double-spaced pages (900 words).(Due via email as Microsoft Word attachment, Friday, November 12th, 7:00pm)

Reading: “Defining Key Terms,” pgs. 145-167 of Elements of Argument)

Exercise Three (based upon having completed the reading of Makes Me Wanna Holler)

• Compose an argumentative proposition to your instructor based upon your reading of Nathan McCall's Makes Me Wanna Holler for your Capstone Paper. The proposition must present the main idea you are arguing supported by the three claims you plan to make in developing that idea.
• Present the main claim(s).
• Present an opposing claim(s).
• Analyze potential problems with the claim(s).
• Present one reference for each of your three claims.
• Due via email as of 7:00pm, Monday, November 29th, 2010.

· Final Let’s Write #4 (Weeks 11-13)

THE PROJECT (The Capstone Paper – Nathan McCall’s Makes Me Wanna Holler: A Young Black Man in America)

The Project Essay must be 10 double-spaced pages (2,500 words – see description of the “Capstone Paper” under “Course Requirements.”).

PROJECT TEXT



Nathan McCall’s memoir Makes Me Wanna Holler has been

hailed as a classic of African American autobiography.

This project will focus on issues (i.e., construction of race) and will require students to analyze and interpret text through close readings, references, and research on focal issues.  Text is defined by novel, short stories, plays, films, music, images, poetry, and in this instance, Nathan McCall’s memoir Makes Me Wanna Holler. Instructors will define “text” as appropriate for the themes of individual course designs. Reading for this selection includes the Nathan McCall novel Makes Me Wanna Holler as it correlates to the SLOs of the Pan African Studies Department.

Project Text will allow students to explore the larger implications of the subject of analysis (larger implications as defined and practiced in the Progression exercises).

Project Text will also allow students to move comprehensively and critically into the final research paper (with an argumentative approach).

Project Text should culminate in no less than 2,500 words and must engage in draft (revision) processing. (Due via email as Microsoft Word attachment Friday, December 10^th, by or before 4:00pm)

REFLECTIVE ESSAY

• The Reflective Essay will be timed and written in a blue book in class to reflect the following:
• What does your portfolio say about what you have learned this term?
• How might you apply what you have learned to your work in other courses?
• What do you need to work on next in your writing?
• Would you recommend this course to others? Why or why not?

Week 16 (December 6^th – 11^th)

· Each student meets with Course Instructor for Writing Portfolio Conference to include return of said document which will also include the Departmental Common Essay Examination. Students complete Post-Semester Diagnostic Testing in Logical Relationships and Usage. The Capstone Paper is due via email as a Microsoft Word attachment only as of 4:00pm Friday, December 10^th.