Pan African Studies 155SI

Approaches to University Writing

Pan African Studies Department

California State University, Northridge

Fall Semester 2010/2011

Ticket No. 11467 Johnie H. Scott, M.A., M.F.A.

3 Units GE Associate Professor of Pan African Studies

Monday/Wednesday, 9:30am-10:45am Faculty Office: Santa Susanna 210

Sierra Hall 106 Office Hours: MW, 12:00pm-1:30pm or

Email or by appointment

Webpage

Course Syllabus

Description:

Prerequisites: EPT score of 146-150. 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. This section has a University 60 co-requisite that meets twice per week on Monday/Wednesday from 11:00am-11:50am. Students receive credit for only 1 course chosen from AAS 155SI, CAS 155SI, CHS 155SI, ENGL 155SI, and PAS 155SI. Individual tutoring is available through the Pan African Studies Lab or Learning Resource Center.

Required Textbooks:

Angelou, Maya, Letter to My Daughter, 192 pgs., Random House, New York, NY, First Edition © September 23, 2008;
Gibaldi, Joseph, The MLA Handbook to Writers of Research Papers/7^th Edition, Modern Language Association of America, New York, NY;
Merriam-Webster, Merriam-Webster’s Collegiate Dictionary, Eleventh Edition, An Encyclopedia Brittanica Company, © 2003;
Nadell, Judith, John Langan and Eliza Comodromos, The Longman Writer/Brief Edition with MyWritingLab: Rhetoric, Reader, Handbook,, Pearson Longman Publishers, New York, NY, © 2005

5. Wright, Richard with Introduction by Julia Wright, A Father's Law, 268 pgs., Harper Perennial, © January 8, 2008.

Recommended:

6. Spencer-Walters, Tom, editor, Kapu-Sens: The Pan African Studies Literary Review, California State University Northridge, © June 2010.

Course Student Learning Outcomes (SLOs):

As a General Education course, there are six (6) defined SLOs for appropriate course title. Those generic SLOs are embedded in the following 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.

Grade Determination

Attendance and Participation per Class Meeting

Lab Work University 60 Cohort

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

4 Postings + 8 Peer Responses

2,000 Word Equivalency

Homework Assignments w/readings (“Exercises” as determined by instructor)

Writing Assignments 4 Assignments (i.e., Personal Experience Narrative, Evaluative,

Argumentative and the Capstone Paper

Portfolio Includes Student Self Assessment “Essay” and Common Essay

Must include all 3 Progression Assignments with revisions

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

The final course grade 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 aforementioned SLOs stated for Writing courses. 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. 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) and the three assigned modes of discourse chosen by the student with all revisions. Note that the Capstone Paper is graded separately as it is the final writing assignment in the course. The writing assignments in this class consist of the following:

· 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 argumentative. 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 Portfolio will contain the Personal Narrative, Evaluative Essay and the Argumentative for the inclusion of two into the Writing Portfolio to be submitted for assessment by Writing Program faculty. Core readings for these 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 Letter To My Daughter.

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· The Capstone Paper: The assigned fictional work for this section is Richard Wright's A Father's Law. 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 A Father’s Law. 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!

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.

Homework: The third component in this course is that of the assigned homework. The PAS 113 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!

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 113 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 113Approaches 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 Moodle 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 constitutes the fourth basic course requirement;

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 155SI 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;

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 in Reading Comprehension, Vocabulary, Sentence Structure and Usage. 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.

Grading Policies:

Grading for the course is on a “Plus-Minus” basis as described in the 2010-2012 CSUN Undergraduate and Graduate Catalogue. The final grade is based upon the cumulative grade point average derived from the aforementioned primary grade factors, i.e., Let's Write, Group Presentations, Essay Examinations, Objective Examinations, Writing Assignments, Student Portfolio and the Capstone Paper This data is then supplemented by Bonuses as assigned by the Course Instructor with a Mean Average of the primary requirements and any earned bonuses. Final grading for this PAS 155SI 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-“= 0.7- 0.99;

and

“Fail” = 0.0- 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 Exit Essay Examination and/or Case Study.

Statement on Academic Honesty:

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, 587-589).

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, 587-589).

Statement on Turnitin.Com:

In the final week of the course, the two written assignments in Moodle (i.e., the Exit Essay Examination and the Case Study) will use Turnitin to generate originality reports. Turnitin is plagiarism detection software that checks written papers for originality against a database of over 125 million papers; 90,000 journals, periodicals and books; and 13+ billion web pages. To receive more information on the features and capabilities of Turnitin, please visit their Website at http://www.turnitin.com.

Course Schedule

“You may not control all the events that happen to you,

but you can decide not to be reduced by them. Try to

be a rainbow in someone's cloud. Do not complain. Make

every effort to change things you do not like. If you cannot

make a change, change the way you have been thinking.

You might find a new solution.”

-- Maya Angelou

Excerpt from Letter To My Daughter

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

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 Letter To My Daughter, would be the primary text used by the student in association with those readings derived from The Longman Writer.

Exercise One (with assigned readings)

Students will summarize and/or reconstruct an assigned reading (e.g., Maya Angelou’s “Letter To My Daughter,” pgs. xi-xii from Letter To My Daughter).
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 Wednesday, September 15^th)

Exercise Two (with assigned readings of Maya Angelou’s “Home,” “Philanthropy,” and “Revelations,” pgs.5-22 from Letter To My Daughter)

Students will write a letter to the author of an assigned essay (from exercise 1 above).
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 Monday, September 20^th).

Exercise Three (with assigned readings “Giving Birth,” “Accident, Coincident or Answered Prayer,” and “To Tell the Truth,” pgs. 23-40 from Letter To My Daughter)

Students will select a second assigned reading 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 Wednesday, September 22^nd).

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 a Microsoft Word attachment by 7:00pm, Friday, October 8th^th).

Essay One, Draft One = Peer Review (Monday, October 11th, Groups have 70 minutes total in which to work. Students, afterwards, revise papers based upon Peer Critiques and submit that draft to course instructor by 9:00am, Friday, October 15th)

Peer Group 1 -- Raymond Bruce, Jessica Garcia, Vanessa Lozoya and Abbie Rambaoa. Peer Group 2 -- Leidi Chan, Nicole Jarvis, Edwinna McFadden and Caryssa Sanchez. Peer Group 3 -- Alyssa Clark, Emily Jocz, Tatiana Menard and Rahwa Joseph. Peer Group 4 -- Demi Corso, Andrew Santamaria, Natalie Newton and Cassandra Klueger. Peer Group 5 -- Glenna Dixon, Crystal Spracklin, Serena Ng and Salvador Ornelas. Peer Group 6 -- Melissa Elswick, Andrew Krawchuk, Aaron Lee, Julia Ober and Jasiel Zedan.

Essay One, Draft Two = Instructor Review (October 15th-20th)

· Let’s Write #1 (September 7th-28th))

· 1^st Round of CWA’s: The Rules of the Academy (September 29th, October 4th, October 6th))

· Assigned Reading: “Introduction” by Julia Wright and A Father's Law, pgs. 1-90 by Richard Wright

Richard Wright is shown here with his daughter Julia at the author'shome in Paris with picture taken during the 1950s. Wright and his

daughter were very close. Upon his death, she became executor.

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

PROGRESSION TWO [ANALYSIS]

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

Exercise One (with assigned readings “Vulgarity,” “Violence and “Mother’s Long View,” pgs. 41-56 from Letter To My Daughter)

Progressing from reading and analyzing texts, students will create a word-picture of a visual object (painting, sculpture, photography) and observe/describe what they see that is new/original.
Students will compose a 100-word description of their object (Due via email as Microsoft Word attachment 7:00pm, Monday, October 4^th).

Exercise Two (with assigned readings “Morocco,” “Porgy and Bess,” and “Bob and Decca,” pgs. 57-78 from Letter To My Daughter)

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 that is due via email as Microsoft Word attachment 7:00pm, Wednesday, October 6^th).

Exercise Three (with assigned readings “Celia Cruz,” “Fannie Lou Hamer and “Senegal,” pgs. 79-94 from Letter To My Daughter)

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 Microsoft Word attachment 7:00pm, Friday, October 15^th).

The South African production Tsotsi received Academy Award for Best Foreign Film

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 Microsoft Word attachment 7:00pm, Friday, October 22^nd).

Essay Two, Draft One = Peer Review(Monday, October 25th, Groups have 70 minutes total in which to work. Students, afterwards, revise papers based upon Peer Critiques and submit that draft to course instructor by 9:00am, Friday, October 29th)

Essay Two, Draft Two = Instructor Review (Friday, October 29th - Monday, November 15th)

· Let’s Write #2 (Tuesday, September 28th - Tuesday, October 26th – "Nobody Wants to Admit I'm Even Alive!" The Lament of the Black Homeless in America

· Let’s Write #3 (Tuesday, October 29th - Tuesday, November 19th – Based upon Bill Cosby's "Pound Cake" Speech delivered on 50th Anniversay of US Supreme Court's Brown v. Topeka, Kansas Board of Education decision)

· Second Round of CWAs: The MLA Style Guide based upon Gibaldi's MLA Handbook for Writers of Research Papers ((November 10th, 15th and 17th)

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

· Assigned Reading: A Father's Law by Richard Wright, pgs. 91-180.

· Screening: Tsotsi, Academy Award Winner for Best Foreign Film (Students to view film at Oviatt Library Media Center for Evaluative Essay writing assignment)

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

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 of “The Eternal Silver Screen,” “In Self-Defense,” and “Mrs. Coretta Scott King,” pgs. 95-110 from Letter To My Daughter)

Read assigned argumentative readings. 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 Monday, October 25^th).

Exercise Two (with assigned readings of “Condolences,” “In the Valley of Humility,” and “National Spirit,” pgs. 111-128 from Letter To My Daughter)

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 and is due Wednesday, October 27^th).

· Final Let’s Write #4 (November 19th - December 6th; Based upon Maya Angelou’s “Mt. Zion Address” and/or “Keep the Faith” from Letter To My Daughter)

· Assigned Reading: A Father's Law by Richard Wright (complete final reading)

Exercise Three (with assigned readings)

Compose an argumentative proposal to your instructor based upon having completed the reading of Richard Wright's A Father's Law.
Present the main claim(s).
Present an opposing claim(s).
Analyze potential problems with the claim(s).
Present your claim.
Present the claims of others (scholars, authorities).
Due via email as of 9:00am, Monday, November 29^th.

· Post-Semester Diagnostic Testing (Logical Relationships and Usage)

· Departmental Common Essay Examination (Week 14)

· Self-Reflective Essay (Week 14)

· Assembly of Student Portfolio

THE PROJECT (Capstone Paper)

Based upon A Father's Law, the Project Essay must be 7 double-spaced pages (2,100 words).

A somber Richard Wright thinks about next writing project.

PROJECT TEXT

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 so forth. Instructors will define “text” as appropriate for the themes of individual course designs. Reading for this selection would include, for example, the Richard Wright novel A Father’s Law or other novel as determined by the course instructor that 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 at least 2,100 words and must engage in draft (revision) processing.

REFLECTIVE ESSAY

The reflective essay will be timed and written in a blue book in class to reflect the following:

o What does your portfolio say about what you have learned this term?

o How might you apply what you have learned to your work in other courses?

o What do you need to work on next in your writing?

o Would you recommend this course to others? Why or why not?

Week 16 (December 6th-11th)

· 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.