Pan African Studies 350

Advanced Writing

Pan African Studies Department

California State University, Northridge

Fall Semester 2010

Ticket # 11489 Johnie H. Scott, M.A., M.F.A.

3 Units Associate Professor of Pan African Studies

TTh, 2:00pm-3:15pm Santa Susanna Hall Room 210

Manzanita Hall 112 Office Hours: TTh, 3:30pm- 5:00pm

Email or by appointment

Webpage

Course Syllabus

Description:

Prerequisites: Completion of the Lower Division Writing requirement. Advanced course emphasizing alternative strategies in expository writing skills development. Focus on such purposeful forms of discourse as reports, the research paper, critiques, the essay examination, and selected forms of correspondence. Cursory review of grammar, mechanics and syntax is offered as needed. More intensive review of such basics as available on an individual basis in the PAS Writing Ceter. Course, though equivalent to, is not a substitute for ENGL 305 or BUS 305. Individual tutoring is available through the Pan African Studies Lab or Learning Resource Center.

Required Textbooks:

Ali, Ayaan Hirsi, with Foreword by Christopher Hitchens, Infidel, Simon & Schuster, New York, NY, © 2007;
Edelman, Marian Wright, The Sea Is So Wide and My Boat Is So Small: Charting a Course for the Next Generation, Hyperion, New York, NY © 2008;
Gibaldi, Joseph, The MLA Handbook to Writers of Research Papers/7^th Edition, Modern Language Association of America, New York, NY;Miller, George E., The Prentince Hall Reader/9th Edition, .Allyn & Bacon, New York, New York © 2009;
Lunsford, Andrea A. and John Ruszkiewiz, everything’s an argument, beford/st. martin’s press, Upper Saddle River, NJ, © 2010;
Merriam-Webster, Merriam-Webster’s Collegiate Dictionary, Eleventh Edition, An Encyclopedia Brittanica Company, © 2003;

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;

· 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 As Assigned by Instructor for Rewrites and Revisions or

elected by the student (i.e., PAS 099 Writers Workshop)

Moodle “Write Time” 4 Assignments (formerly WebCT) 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 Assignments (i.e., Personal Narrative, Evaluative,

Argument and Capstone Paper)

Portfolio Includes Student Self Assessment “Essay”

Must include all Progression Assignments

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), two of the three assigned modes of discourse chosen by the student with all revisions.

· 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. Core readings for these writing assignments are determined by the curse instructor but may come from the assigned course reader, in this instance, Marian Wright Edelman’s collection of essays entitled The Sea Is So Wide and My Boat Is So Small.

· The Capstone Paper: The assigned fictional work for this section is the memoir Infidel by Ayaan Hirshi Ali 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 “Advanced 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 Infidel The Capstone Paper must have a “Works Cited” section done according to Modern Language Association guidelines. It is to be submitted via email through Turnitin.com 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 the Midterm Examination and the Self-Reflective Essay with these averaged together. The two assessments 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 350 homework covers a number of areas ranging from opening and closing essay gambits, listening and note-taking skills to analysis of nonfiction and fiction. 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 350 Advanced Writing 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 Advanced Writing course also carries a weight of 20% of the final course grade primarily derived from the Write Time Discussion Forums.

Write Time (i.e., “Moodle”) Discussion Forums: The class has Internet Discussion Forums using Moodle in which students participate in a dialogue – Write Time – 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 Write Time Forum valued on the 4.0 grade scale and then, finally, averaged together at the end of the term. These Write Time 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 Write Time 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.). Write Time 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 drawn from Andrea Lunsford’s everything’s an argument and Joseph Gibaldi’s MLA Handbook for Writers of Research Papers. 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 350 Advanced Writing 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) How to Write an Argumentative Essay and (2^nd) The Modern Language Association Style Guide. 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:

Advanced Writing Diagnostic Test Results: Every student enrolled in this section undergoes diagnostic skills testing in Vocabulary, Sentence Structure, Logical Relationships 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 .50 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)

Grading Policies:

Grading for the course is on a “Plus-Minus” basis as described in the 2008-20010 CSUN Undergraduate and Graduate Catalogue. The final grade is based upon the cumulative grade point average derived from the aforementioned primary grade factors.. 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 350 Advanced Writing class 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).

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

“God, help our children to learn what is real. Help them not to defer to people

Because they are powerful or rich but because they are good or wise or helpful

Or loving.

Help them not to defer to people because they are attractive or famous but because

They share a mission, a life view, a commitment to something bigger than

Themselves.

Help them not to defer to people because of race or gender but because they are

Principled and honest.

.”

-- Marian Wright Edelman, “A Letter to Young People: Anchors and Sails for

Life’s Voyage”

From The Sea Is So Wide and My Boat Is So Small

Chidlren’s Defense Fund Founder and President Marian Edelman shown here at University of California at Santa Barbara forone of her many nationwide speaking engagements.

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

Week 1 (August 23^rd-28^th)

1. Tuesday, August 24^th Course Orientation

2. Thursday, August 26^th Pre-Semester Essay Exam

Reading: “Foreword”and “Letter to Parents” from The Sea Is So Wide and My Boat Is So Small; “Foreword” and “Introduction” from Infidel.

Week 2 (August 30^th-September 4^th)

3. Tuesday, August 31^st Pre-Diagnostic Testing (Logical Relationships and Usage)

4. Thursday, September 2^nd Overview: The Group

Presentations with Group Assignments

Presentation: “Of ‘Write Time’ and

Moodle” (Kate Berggren, Office of

Online Instruction)

Reading: “A Letter t Parents” from The Sea Is So Wide and My Boat Is So Small; Chapters 1-3 from Infidel.

Week 3 (September 6^th-11^th)

Note – Monday, September 6^th, is Labor Day – National Holiday – Campus is closed.

5. Tuesday, September 7^th Orientation: Essay Examination

Rubric and Grading Policies

6. Thursday, September 9^th Field Work: Group Presentation

Research for CWA#1 (Oviatt Library)

Reading: “A Letter to Neighbors and Community Leaders”

from The Sea Is So Wide and My Boat Is So Small;

Chapters 4-6 from Infidel.

Week 4 (September 13^th-18^th)

7. Tuesday, September 14^th Peer Critiques: “The Pre-

Semester Essay Examination”

(with return of Green Books

for Revisions due Thursday,

September 23^rd)

Lecture: “The Principle of Unity

in Writing”

Homework #1 – The Opening and Closing Essay Gambits

Homework #2 – The 13 Keys to Effective Note-Taking

Homework #3 – The Looping Technique

8. Thursday, September 16^th Lecture: “From The Principle

of Unity in Writing to Essay

Gambits”

Reading: “A Letter to Faith Leaders” and “A Letter to Young

People: Anchors and Sails for Life’s Voyage”

from The Sea Is So Wide and My Boat Is So

Small; Chapters 7-9 from Infidel.

PROGRESSION ONE [READING AND RESPONDING TO TEXTS]

Students will engage in a critical conversation that will require analysis and close reading of assigned texts. Marian Wright Edelman’s The Sea Is So Wide and y Boat Is So Small, will be the primary text used by the student in association with selected readings chosen by the instructor.

Exercise One (with assigned readings)

Students will summarize and/or reconstruct an assigned reading (e.g., Marian Wright Edelman’s “A Letter to Parents,” “A Letter to Teachers and Educators” and “A Letter to Neighbors and Community Leaders.”).
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 Microsoft Word attachment on Tuesday, September 21^st by or before 1:00pm)

Exercise Two (with assigned readings e.g., Marian Wright Edelman’s “A Letter to Parents,” “A Letter to Neighbors and Community Leaders.”).)

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 via email as Microsoft Word attachment on Thursday, September 30^th, by 7:00pm).

Instructions for Essay One (i.e., the Letter)

Develop an idea developed from the assigned readings for Progression One (Include in this e.g., Marian Wright Edelman’s “A Letter to Teachers and Educators..”)..
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 Microsoft Word attachment on Thursday, October 7^th, by 1:00pm).

Essay One, Draft One = Peer Review

Peer Group #1: Lyndsie Gooden, Charles Harris, Eniola Jose and Justin Marks. Peer Group #2: Jacquelyn Badejo, Luby Benton, Sophia Sheik, Aria Swanson and Lon Williams. Peer Group #3: Dathan Lyles, Rashaun McLemore. Gregory Pancho and Sara Tekle. Peer Group #4: Lenny Daniel, Robin Fox, Christopher Madison, Samantha Morin and Jonna Thompson. Peer Group #5: Kristyn Autry, Aja Franks, Brianna Hightower, Terrence Stewart and Sean Williams. Peer Group #6: Jeffory Alexander, Vincent McGhee, Samantha Vaughn and Samantha Wauls.

Essay One, Draft Two = Instructor Review

· Let’s Write #1 (Weeks 3-6)

· HW#1 (Essay Gambits)< HW#2 (The 13 Keys to Listening Skills”), HW#3 (The Looping Technique), HW#4 (The Cubing Technique) and HW#5 (The Track-Switching Technique)

· 1^st Round of CWA’s: Everything Is an Argument, Chapters 1-4 (Groups 1-2, Tuesday, September 28^th, Groups 3-4, Thursday, September 30^th and Groups 5-6, October 5^th)

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

PROGRESSION TWO [ANALYSIS]

The world-famous Watts Towers of Simon Rodia

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

Exercise One (with assigned readings from the official Watts Towers web page and related materials)

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 on Tuesday, October 12^th, by 1:00pm)

Exercise Two (Based upon the utilization of "Space" as expressed in the student's selection from list of choices in either Los Angeles or the San Fernando Valley)

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 on Friday, October 22^nd, by 7:00pm)

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 the ideas articulated in the Academy Award-winning Best Foreign Feature film Tsotsi.
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 on Thursday, October 28^th, by 7:00pm).

Essay Two, Draft One = Peer Review (To take place in class on Thursday, November 4th. Students to email drafts of their WA#2 to Peer Critique group members by or before 7:00pm Tuesday, November 2nd)

Essay Two, Draft Two = Instructor Review (Based upon the revisions made by students of the WA#2 after workshopping the same in class in the Peer Critiques. The revised draft is due via email to the instructor by or before 5:00pm Monday, November 8th)

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

· Write Time #2 (September 24^th-October 16^th )

· Write Time #3 (October 29^th-November 19^th))

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 problems that surfaced in New Orleans as direct result of Hurricane Katrina and the Great Flood of 2005 as shown in the award-winning documentary Trouble the Water.

Exercise One (with assigned readings)

Read any four of the 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 via email as Microsoft Word attachment, Thursday, November 4th, by 12:00pm)

Exercise Two (with assigned readings)

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, Tuesday, November 9th, by 12:00pm)

Instructions for Essay Three (i.e., the Argument)

Compose a well informed, well researched, critically supported, fair, and logical argumentative essay based upon your having viewed the film Trouble the Water.
Reflect on the larger implications of your argument and substantiate the claims in relationship with the larger implications.
The final Argumentative Essay will be 4 to 6 double-spaced (1,500 – 2,000 words), MLA format and a Works Cited page.(Due via email as Microsoft Word attachment, Wednesday, November 17th, by 7:00pm)

Essay Three, Draft One = Peer Review(Peer Review to take place, Tuesday, November 23rd with revised drafts emailed to the instructor by 7:00pm, Friday, November 26th)

Essay Three, Draft Two = Instructor Review

· Final Write Time #4 (November 19th-December 6th)

· Second Round of CWAs (Groups 1-2, Thursday, November 11^th, Groups 3-4, Tuesday, November 16^th and Groups 5-6, Thursday, November 18th)

THE PROJECT ESSAY (The Capstone Paper)

The Project Essay(i.e., the Capstone Paper) must be no less than 8 double-spaced pages (2,500 words).

Students will self-select from a category below. Work for THE PROJECT will begin after midterms (drafting, researching, revisioning, peer workshopping) and continue throughout the latter half of the semester.

The categories are:

PROJECT SPACE (OPTION ONE)

This project will analyze the diagramming of space. Space can be defined as urban spaces, community spaces, personal spaces, campus spaces, geographical spaces. This analysis will take into consideration race, social economic class, geographic and political themes. One example of this would be study of homelessness in Black America wherein students (Three per group) would go to downtown Los Angeles, visiting and working with homeless shelters. Reading for this selection would include, for example, The Soloist by Steve Lopez.

This project will result in an academic essay as well as providing students the opportunity to present their findings in a class presentation. This assignment can be presented as a group project (to be determined by instructor).

Project Space provides an opportunity for students to gather research material through self-guided field trips (analyzing “space” as it is themed in the final product).

Project Space should culminate in at least 2,100 words and must engage in draft (revision) processing.

PROJECT TEXT (OPTION TWO)

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 Ayaan Hirshi Ali memoir Infidel 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:

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.