English 101: Composition II / Research Writing

≥Race and Education in Hollywood Film≤

SCSU English Department, Fall, 2003

Profs. DÈmian Pritchard & John Dudley

Engleman D244	Office	Engleman D244
Tu/W 4-6 pm & Th 8-9 pm	Office hours	Tu/Th 3:15-4:15
pritchardd1@southernct.edu	Email	dudleyj1@southernct.edu
392-5112	Phone	481-9677

PAPER TOPIC #1

First Draft Due in-class, Thursday, September 25 (Week 4)
Final Draft Due in-class, Thursday, October 2 (Week 5)

The purpose of this paper is to get you to think critically and write critically about the place of education in your own lives, or the life of someone close to you. We realize that you may feel that we have not yet read much in this class. However, as we wrote on your syllabus, you have a lot of life experience to draw on. Consider, for example, the following questions:

Do you think that you were treated well in your high school or elementary school, that is, do you think that you were respected as the smart person that you are?

Did you and the other students that you know all receive the same level of attention from your college counselors? Was such a service available to you?

Did your teachers treat everyone the same in your classes? Or differently? If differently, what did you observe to be the difference?

What do you believe that your schoolπs administrators and teachers were preparing you for? That is, what kind of job do you think they thought you would get? And, was that the same for everyone? If not, in what way not?

Did you like high school? Why or why not?

Do you feel high school prepared you well for college? For life as a working person? Why or why not? How or how not?

Is there a film or TV show that you think does a particularly good or bad job of representing high school or college students? Why or why not? How or how not?

Now, DO NOT ANSWER ALL OF THESE QUESTIONS!!! Rather, use them to get you thinking. But, do remember that the topic for the course is race and education. So, do your best to think about ≠ in whatever you want to say ≠ what role race has in your paper. If you donπt think about race much in your life, maybe you could use this paper as a beginning to think about why that might be. In any case, choose a topic (a point, an event that happened in your past, etc) that is very narrow, so that you can use the bulk of the paper to develop your thinking on one issue. If you choose many issues or events, you wonπt be able to reflect on or analyze any one of them with much depth. That will cause you to have a very superficial essay, and you wonπt be able to make any point very well.

So, the particulars:

This paper needs to be 3 1/2-4 pages (and, 2 1/2 pages do not count as 3, just so we are clear on that).
You should have your paperπs title (something more creative than Paper #1, please) at the head of the paper. Also, write your name and the date at the top of page 1 of your paper, to the right.
And, the paper needs to be in Times, Times New Roman, or Bookman Old Style, 12-font, double-spaced, with 1-inch margins all around.
The paper must also be stapled when you turn it in.

In your intro paragraph, introduce the topic / issue / or event that you will be focusing on. Tell your reader what your point is in choosing to talk about that particular thing. That is, if you tell a story from your past, why is that story interesting? What does that story have to tell (like with the story of the tortoise and the hare, which is about patience more than about a rabbit and a turtle)? Then, think about what kind of evidence (from your life, details from the event you are discussing, from readings in class, etc) you can use to help you prove your point. Organize them. Have the paragraphs of your paper each focus on a different piece of evidence. In each paragraph, introduce your evidence, and explain how it helps you to prove your point. Finally, offer a concluding paragraph that reminds your reader of your thesis (that is, your point) and reminds your reader of how you went about proving it to be true.

Please feel free to come to your professorπs office hours

if you think you would like to talk about this assignment in any way.

That is what our office hours are there for!

Too, you can email us any questions that you might have.

English 101 / Paper #1 / Grade Chart

Profs. Pritchard & Dudley

Name of Student: ________________________________________________

Free-write (5)

Rough Draft (10)

Abstract (1)

Length (2)

Effort (1)

Content/Structure (5)

Mechanics (1)

Final Draft (85)

Abstract (2)

Reflection (3)

Length (5)

Effort (10)

Content (30)

Structure (25)

Mechanics (10)

Total Score: /100 / Final Grade:

Guidelines for Reading / Commenting on

Paper #1

Thursday ≠ Week 4 ≠ Fall, 2003

English 101: Race & Education in Hollywood Film

Pritchard & Dudley

Name of the Author of the Paper: ___________________________________

Title of the Paper: _______________________________________________

(the paper should have a title ä be proud of your work!)

Name of the Reviewer of the Paper: _________________________________

INSTRUCTIONS:

1. Read your partnerπs first and last paragraphs first. The paper is too long to read twice in class, so that should give you a sense of her thesis and where she will take her paper.

2. As you read the draft and outline a second time, answer the following questions. Feel free, also, to write comments directly on the paper. Just be sure your comments are clear and are focused on content rather than grammar or spelling.

3. Be especially careful to give balanced comments. That is, work to point out what the writer has done well. And, point out what you think he could do better. Both kinds of comments are equally important. You will be graded on your ability to offer both to your classmate.

QUESTIONS:

A. Read the Introduction (1^st paragraph). Does the paper have a thesis? That is, does the author make clear what she intends to prove in her paper? Underline the thesis in the paper. And, write it here. If it is already clearly articulated ≠ copy it. Let the author know what you think. If the thesis could be more clear, let the author know. See if you can ask a question to help the author see her own thesis, or give her a few ideas. If you have thoughts or ideas on her topic, let her know those, too.

______________________________________________________________

B. Does the author make clear in the first paragraph what the connection will be between his personal experiences and/or observations, and the point that he will be seeking to make about education? Can you tell, up front, where the author is going both in terms of content (the ≥what≤) and purpose or thesis (the ≥why≤)? Write here your answer ≠ and explain to the author of the paper what he is doing well and what he might do better to help his readers see what he will do and where he will go with his writing.

______________________________________________________________

C. Is there evidence offered to back up each of the authorπs claims (ie, does she offer details from her life or observations she has made that help her prove her point)? And, does the author then provide analysis or explanation of that evidence? Write here to the author to show her what she has done well or what she could do better. Offer any suggestions that you might have to help her out.

______________________________________________________________

D. Are there any final comments or thoughts you would like to share with the author? You might want to answer one or more of these questions: Did you follow his argument? Do you think that he made the point he intended to make by the end of his paper? Did you find yourself persuaded by his argument? Did his paper actually do what he wrote that it would do? What are the weakest and/or strongest aspects of the paper?

______________________________________________________________

THE AUTHOR OF THE PAPER FILLS OUT THIS SECTION:

Read the comments from your workshop partner. Fill out this section. And, when you turn in the final draft ALSO turn in your draft and this workshop sheet.

After the workshop, respond to the ideas about your paper you got from your classmate. Write here what you learned about your paper and how you intend to use it to help you revise your paper.

______________________________________________________________

Thank you for your HARD WORK!

Your comments will really make your partner's work better.

ENGLISH 101 - Race and Education in Hollywood Film

Profs. Pritchard & Dudley

WRITING AN ANALYTICAL ESSAY

to help you as you are writing the draft of paper #1

For this first paper, you should have (by now) chosen a topic. Hopefully you were able to use the short writing assignment from the homework of Week 2 to help you get started on and thinking about what you will do for this paper. As you take your thoughts and your earlier writing, and begin to turn them into an åessay,π keep these following things in mind:

Even if you are writing about something that happened in your life, or the life of someone you know, or about something you have observed in your life, this essay needs to do more than just tell the story of what happened.

So, (1) Start with the story, event, thought (that is the root of your essay), and think about WHY you have chosen to tell that story. What is your point? What is your moral? As you figure out the answer, write down what it is. That answer will serve as the thesis or the root of your thesis. (This term should be familiar to you from English 100)

For example, maybe I am writing an essay about how I learned, when I was a high school teacher (at a private school in Los Angeles that I also went to when I was in high school), that students I had gone to school with had, in fact, suffered terrible racism at that school. But, I had never seen it because I did not suffer like they did. What is my point? I think, maybe, I have two points ä hm, as I write, I will have to figure out how to make one thesis. But, for now, I think my thesis is that (1) sometimes it is hard to see racism if you do not suffer from it, and (2) race often overlaps with class (I am a mixed-race person from a white, middle-upper class family ä my teachers in high school knew my parents ä maybe I did not suffer racism because they identified me with my family ≠ as white, or as well-to-do, or both). I can acknowledge at this point that my thesis is unclear, and that I am undecided, but still go on.

(2) Look at your story (which should not take more than a paragraph to set up), and your moral/point/thesis. Make a list of the aspects of the story and / or ideas that are revealed by your story that help you make your point or moral / thesis.

For example, maybe I will talk about (1) how I never saw racism there as a student; but (2) I saw a LOT of racism there when I was a teacher (it is amazing what you can learn in the faculty lounge ä), (3) I spoke to old friends years after high school, and they told me stories that I never saw when I was there, (4) when I spoke with other people like me (who were white, or light-skinned) they, like me, did not suffer racism (different experiences than the African American girls we went to school with) ä hm, Iπll start there and see what else I want to do as I go on.

Oh!! Something just occurred to me (this often happens when you are writing, and it is ok, even good!) ≠ Hm, I did not suffer racism in terms of grades or how I was treated intellectually by my teachers. However, I always identified beauty as being blond, and blue-eyed (the dominant look at my school, too). Maybe, I wonder as I write, I can talk about how I did not suffer in some ways, but, I definitely had a low self-esteem in terms of how I looked. Beauty was blond, so I would never ever be beautiful ä hm, so later I will have to decide if that fits in too ä

(3) Use the list of aspects / ideas to form the body of your essay. Use one for each paragraph. In the paragraphs, explain the idea or aspect through an analysis of the story ≠ that is, show how the story helps you prove or reveal the point you are making in that paragraph.

So, I wonπt bore you any more with my high school stories ä

But, here I would take each of my points from above, and make them each their own paragraph. Then, I would explain how each point helps me prove my thesis. For example, in one paragraph, I would talk about how a couple of African American women (with whom I went to high school as a girl) remember suffering horrible racism, but I do not, and neither do I remember thinking that they did. So I would talk about how, maybe (or most likely) when someone does not, himself or herself, suffer something, it is hard to notice it in the world. I might add, though, that once we learn ≠ we then have a choice, to continue pretending racism does not exist, or to acknowledge its existence (of course, remember this is my paper, and I am writing from my own perspective).

I would then do that for each point.

(4) Review what you have. Does it seem to tie together well? Note, if you started with an unclear thesis, or many thesis ideas (like I did, I had two), now is the time to make some decisions. Maybe upon re-reading your essay, you realize that you are really only proving one part of your thesis. Or, maybe you are mostly proving one part. So, then make the necessary changes. Change your thesis to reflect what you are really proving or explaining in your essay. Or, change some of your evidence to better reflect your thesis. This is cleaning up. Revision (as much as reading, talking, and pre-writing) is an integral part of the process. Many writers consider revision to be, in some ways, the most important part of writing. So, give this part time and reflection.

(5) Finally, write a conclusion that sums up (in the way you want to) the intellectual / idea journey on which you have just taken your reader. Use the conclusion to remind the reader of your thesis, and of (in more or less detail, your choice) how you got them there.

NOTE (this is also on your course descriptions) ‡

All written work will be given credit based on:

1. Clear sense of purpose

2. Depth and detail of development

3. Clarity and precision of language

4. Originality of thought

5. Control of mechanics and usage (only in essays and research project)

Good luck!

English 101: Research Writing: ≥Race and Education in Hollywood Film≤

SCSU English Department, Fall, 2003

Profs. Pritchard & Dudley

PAPER TOPIC #3 ≠ ANNOTATED BIBLIOGRAPHY AND REFLECTION ON THE RESEARCH PROCESS

Final Draft (80 pts) Due in-class, TUESDAY, NOVEMBER 18 (Wk 12)

The purpose of this paper is to get you started on the next step of the work you need to be doing for your final research paper. At this point, you have chosen a topic, done some limited research, and written a 4-page paper on your topic.

Now, you will need to step-up your research. For Paper #2 we allowed you to use webpages as sources. For the rest of your research, you will need to work to find legitimate and scholarly resources for your research work (that may be on-line, or may be in books and journals in the library). If you already used some, great! But, even if you have already used scholarly articles, you will still need to follow the instructions closely for this paper.

REMEMBER WHAT YOU LEARNED IN THE LIBRARY LESSON ≠ YOU WILL REALLY NEED IT NOW. YOU CAN ALSO SPEAK WITH THE LIBRARIANS, OR EVEN MAKE AN APPOINTMENT WITH A LIBRARIAN, IF YOU NEED HELP.

For this paper, you will need to do the following:

1. Choose 6 more bibliographic resources for your paper topic, of which:

at least 3 must be from peer-reviewed, scholarly journals, and
at least 3 must represent an opinion opposite to the one you have been expressing thus far in your work
(those two might overlap ≠ and that would be ok ≠ as long as you have 6 new sources, total)

As I explained before, it may be that you will find 10 or 15 or even more sources for your topic. The key, here, is that you will need to select ones that make sense for and really contribute to your project.

2. For each source, write 3-5 sentences explaining how and why that article or chapter is useful to your project. Explain, briefly, the main argument of the article or chapter, and how, precisely, it adds something new or different to what you are working on.

This is kind of like the ≥abstract≤ that you had to write for paper #1 in which you summarized what your paper was doing. Here you have to do the same thing, but for someone elseπs writing.

3. Write 2 pages describing your experience with this step of the research process. Did you have a hard time finding the sources? Why? Did you read a lot of articles that were not useful, and only found that you were able to use a few? Did you find that there are tons of articles on, say, testing, but few that specifically deal with what interests you? Did you find that your interviewees did not answer the questions the way you expected? Did you get angry as you read opinions opposite to yours? Did you find yourself persuaded by opinions that you expected to hate?

This is a section for extended reflection. Here you are to think and write about the research process, the reading, the searching, the writing of the annotated bibliography. This is not analysis, but personal reflection on this step of the research writing process. Be sure that it is a full 2 pages, double-spaced, with 1≤ margins.

OVERALL YOU NEED:

The whole paper needs to be in Times or Times New Roman, 12-font, with 1≤ margins all around.
The paper must also be stapled when you turn it in.
The entire paper: annotated bibliography and reflection, should be double-spaced.

FOR THE TITLE PAGE:

A title page with your name, the date, an abstract, and a title if you want to give the annotated bibliography a title (title not necessary)

FOR THE ANNOTATED BIBLIOGRAPHY SECTION:

You should list the source information in MLA-style. (We will go over this in class before the final draft of paper #3 is due)
Below the source information, you should write a 3-5 sentence summary / abstract of the article and its connection / potential contribution to your project for each of your at least 6 bibliographic sources.

FOR THE REFLECTION SECTION:

This section should be 2 pages long.

Please feel free to come to my office hours if you think you would like to talk about this assignment in any way. That is what my office hours are there for!

TE-6, #126 / OH: MWF 11:10-12:10, MW 3:30-4:30, and by appπt

392-5112

Email: pritchard@southernct.edu

English 101 ≠ ≥Race & Education in Hollywood Film≤

Pritchard & Dudley

Fall, 2003

In-Class Writing on K. Manganπs article ≥Battle Rages Over Plan to Focus on Race and Gender in U. of Texas Course≤

Please answer the following questions in your own words and to the best of your ability and memory (i.e., without looking at the article).

What is the ≥battle≤ to which Mangan refers in the title of her article? What happened to spur the battle? And, why, according to the article, were some people so very upset?

In the second paragraph, Mangan uses two terms ≠ and says that they came from one side of the debate: ≥Oppression English≤ and ≥politically correct.≤ What do you think those terms meant in the context of the article. And, why do you think that Mangan put the terms in quotation marks?

Also on the first page as well as on the second, Mangan refers to the other side of the debate that spoke of ≥academic death squads.≤ What do you think she meant by that phrase? And, again, why do you think she put it in quotes?

Describe the class that caused this furor. What was the purpose of the class? What was going to be some of the content of the class? (You may have already partially answered this question in #1 ≠ if so, donπt worry if you are brief)

Offer one example of an argument offered by a defender of the course. Offer one example of an argument offered by a critic of the course.

After reading the article, did you think that the U of Texas should or should not offer a composition course with a content that focuses on gender and race?

Why do you think this article was assigned as the first reading in this class (the title of this class is at the top of this page)? And, after having read this article, do you feel any more or less comfortable being in a composition class that will focus on race and racial politics in the U.S.? Why?

Thanks!

English 101: Race and Education in Hollywood Film

Fall, 2003 ≠ Pritchard

Reading Questions: Merit and Myths

Iris Marion Young

Affirmative action and non-discrimination (see pink quotes):

Affirmative action is not about equal opportunity ≠ and should not be said to be so
AA by definition needs to discriminate in order to do its job ≠ see quote top of p 158 (ie discrimination need not necessarily be seen as immoral)
Young argues that the main problem suffered is oppression, not discrimination (here indiv v group argument) ≠ indivπs suffer discrimination (easier to show ≠ victimizer specific) ≠ groups suffer oppression (less easy to show victimizer, more clear impact of victimization)

Affirmative Action and the distributive paradigm

AA not really that radical / based on an investment in structures as they exist ≠ ie help for ≥qualified≤ applicants ≠ what helps someone develop qualifications?
Are most qualified also most deserving? ≠ about indiv rather than group ≠ thus does not radically restructure the structures of inequality

The myth of merit

List some reasons merit fails as a measure to fairly weigh deserving applicants (talent is not from effort, opportunity to develop ≥qualifications≤ comes from privilege ≠ ie from a rich family, comfortable with rich people, qualifications = cultural skills)
Young argues it is virtually impossible to find merit qualifications free from cultural values (jobs are too complex / communication, etc ≠ team situations ≠ discretionary decisions re if someone does a job ≥well≤ ≠ evaluators often not familiar with what a job entails, judge performance on other things
High level positions least able to be measured (merit) fairly (see p 167)
Can there exist ≥impartiality≤? ≠ see p 168 (professors and tenure as example)

Education and testing

Equal opportunity does not lead to material equality, Young argues
Think back to Kozol ≠ what do urban schools emphasize and what do suburban schools emphasize? Who is being prepared for what? Should these students be measured according to ≥qualification≤ then? (girls in science and math classes, too, for example)
Tests reward competitive behavior (p 172)
Normalization of tests turns difference of type of skill into deviance or lack of skill (172)

Politics of qualifications

Is merit political? Why or why not? (174)
If it is, then how can we argue for AA, that is, for discrimination as necessary to justice, fairness, and to combating oppression ≠ (175)

CONCLUSION

Use introduction:
finish discussion with a detailed close reading of Youngπs intro ≠ what will her argument be (best to look at after reviewing the argument) ‡ explain what Young means in paragraph 2: pp 155-156 ≠ is affirmative action about equalizing opportunity? She says not ≠ and that that is a good thing ≠ why?

Troy Duster

how did the article come about

commissioned study on multiculturalism on UCB campus ≠ in a political ambiance with increasing mistrust of mcπism
Duster wants to make visible the myths propogated by mcπismπs critics and show how they are false

1 ‡Multiculturalism = tribalism / tearing campus apart
2 ‡ Diversity means dumber

assumption re gpa/ sat just wrong
based on a conception that the university belongs to white students ≠ that others are interlopers

3 ‡ Affirmative is negative

ie bad for campus ≠ Duster says it only helps prepare people for real life.

4 ‡Meritocracy counts

SAT scores reveal more about zip code and economic status than individual potential
People only upset when people of color and women benefit ≠ what about legacies? Athletes? Musicians? etc

5 ‡ lefty faculty dominate and brainwash students

lefties are really only 4.9 percent of all u.s. professors

Conclusion

White students see discrim on indiv level
Students of color see it on a group / institutional level

ENGLISH 101: RACE AND EDUCATION

in HOLLYWOOD FILM

FINAL RESEARCH PAPER

FOR STUDENTS WRITING ON FILM

THE FINAL DRAFT OF YOUR RESEARCH PAPER IS DUE:

(NOTE: YOUR PORTFOLIO IS DUE WITH YOUR RESEARCH PAPER!!)

THURSDAY, DECEMBER 11

(DURING WEEK 15)

BY 5 PM

in my office (Engleman D244) or in my mailbox (in the English Dept)

For the Final Research Paper, you must have the following:

1. A title page with your paperπs title, your name, the date, and the abstract for your paper.

2. The paper itself must be 8-10 pages in length.

3. You must have 1≤ margins, your paper must be double-spaced, your font should be Times New Roman (or Times) ≠ 12 font, and do not skip lines between paragraphs.

4. Do not italicize anything in your paper (not quotes, not for emphasis, not for any reason), unless you include words in a foreign language ≠ those can be italicized.

5. A ≥Bibliography≤ or ≥Works Cited≤ page. It is less important to me what you call it. But, list your sources according to the MLA instructions that we went over and I handed out in class.

6. A ≥Reflections on the Writing Process≤ ≠ that is at least 1-page long (this is in addition to the 8-10 pages of the paper, but I will not grade for grammar, structure, etc).

Content-wise, your paper must have:

A. A clearly articulated thesis.

B. An Introduction that gives your reader a good sense of what you intend to prove, and how (ie using what kinds of research).

C. A structure that prioritized the presentation and analysis of your research, showing how ≠ collectively ≠ your sources prove the thesis articulated in your Introduction.

D. A conclusion that ties your argument together.

‡ ‡ OVER ‡ ‡

And, as far as bibliographic sources, here is what is needed:

For this research paper, you must have a minimum of 15 total sources, following these guidelines (remember you should all have 11 already, that means just four more!!):

(1) No more than 5 websites (ie pure websites, this does not count, thus, journals, magazines, newspapers that are on-line as well as on paper). You can use more websites, of course, but any beyond five will not count toward your 15 required minimum.

(2) At least 7 sources that are not about the film ≠ but about the issue on which you have chosen to focus (ie whiteness, Affirmative Action, discipline, standardized testing, etc).

(3) At least 5 sources from peer-reviewed journals (of course, 2 & 3 might overlap somewhat ≠ and that is fine).

The rest is up to you.

GOOD LUCK!!!!!

Please see us or contact us with any questions at all!!!

Remember:

Profs. DÈmian Pritchard & John Dudley

Engleman D244	Office	Engleman D244
Tu/W 4-6 pm & Th 8-9 pm	Office hours	Tu/Th 3:15-4:15
pritchard@southernct.edu	Email	dudleyj1@southernct.edu
392-5112	Phone	481-9677

STEPS to follow for completing the

FINAL RESEARCH PAPER

for

ENGLISH 101:

≥RACE AND EDUCATION in HOLLYWOOD FILM≤

Fall, 2003

1. By Week 12

Finish Draft of Paper #3 ------------[ ] (Annotated Bibliography with Write-Up)

Due Tuesday, November 18!!!
We will not workshop this paper. Thus, you must finish it early on your own and see your professor with questions if you need help. Too, be sure to give yourself time for last minute revisions (hard to do if you finish a draft the night before the paper is due!).

Be sure that you are solid on your paper topic and that you are using time to continue your research, even if your Annotated Bibliography is done. ------------[ ]

Remember a Complete Draft of the Research Paper is Due Tuesday, November 25 ≠ BEFORE you leave for T-Day Break!!!
Take notes as you read, build your own personal ≥annotated bibliography≤ as you do your research.
Finish your additional research and note-taking by Saturday, November 22 (before Week 13).

3. By Week 13

Finish Draft of Research Paper! (Due Tuesday, November 25 ≠ BEFORE you leave for T-Day Break!!!) ---------------[ ]
BRING 2 COPIES TO CLASS! (to turn in to your professor and to your writing partner) -------------[ ]

4. By Week 14 (and Tue of Week 15)

Read and Comment on your partnerπs research paper ---[ ]

Be sure to ATTEND YOUR CONFERENCE!!! -------------[ ]

5. By Week 15 (Thursday)

COMPLETE your Final Research Paper!! ------------[ ]
Prepare your PORTFOLIO. ------------[ ]

Have the Portfolio put together, with all the necessary extras, by Tuesday of Week 15 to give yourself time for any last-minute changes or fix-its.

**follow closely the instructions on the Portfolio Handout that you have received≠ if you do it ahead of time, you will not be both revising your research paper AND doing your portfolio on Wednesday night**

7. THE FINAL DRAFT OF YOUR RESEARCH PAPER IS DUE:

(NOTE: YOUR PORTFOLIO IS DUE WITH YOUR RESEARCH PAPER!!)

THURSDAY, DECEMBER 11, by 5pm

(if your conference is on Dec. 2 or 4)

MONDAY, DECEMBER 15, by 5pm

(if your conference is on Dec. 9)

English 101: Race and Education in Hollywood Film

Fall, 2003

SCSU

Pritchard & Dudley

Guidelines for Reading and Commenting on Research Paper Drafts:

4. Read your partnerπs abstract and first and last paragraphs. This should give you a sense of what she is going to argue: the set up and the conclusion. Write notes to her on her paper. Do you see in the abstract and thesis: (1) the topic, (2) a thesis with tension (ie that acknowledges the opposing side and shows that she will disprove it), (3) a very brief roadmap or preview of what will be the steps of her argument? Let her know if she has these things. If not, maybe ask her a couple of guiding questions to help her do that.

5. Read the whole paper through once without writing anything, beginning to end. Do this because it will help you make your comments on the second read. It is hard to write good comments when you donπt yet know where the paper is going.

6. As you do your second read of the whole paper, answer the questions that are listed below. Do this read more slowly. And, as you read, feel free to write either on your writing partnerπs paper or on this paper (if you can print it out). Too, as you write think about how you will explain your comments to him. Think about him as you write and try to make your comments as clear and helpful as possible.

7. As always, be especially careful to give balanced comments. That is, be sure to let him know what he has done well. But, also, be sure that you help him see where his paper could be improved. Especially with the suggestions, be as specific and detailed in your comments as you can.

8. Remember ≠ this is your only home for over a week of classes. Give it the attention and effort that your writing partner deserves. And, also remember that you will be graded on this workshop ≠ it will count for 10% of your final research paper grade.

QUESTIONS:

A. Read the Introduction (1^st paragraph ≠ for the third time, yes!). Does the paperπs thesis set up the argument of the paper well? That is, does the author say that she will prove what she goes on to prove in the paper? Underline the thesis in the paper. And, write it here. If it is already clearly articulated ≠ copy it. Let the author know what you think. If the thesis could better reflect her actual paper/argument, let her know. See if you can ask a question to help her see her own thesis, or give her a few ideas. If you have thoughts or ideas on her topic, let her know those, too.

______________________________________________________________

B. Does the author set up the paper as a research paper in the intro and throughout the paper? That is, is it clear that research findings will be primary in the paper, rather than his personal opinion? How about the rest of the paper? Is information cited? Does he frame evidence (reasons) as coming from other authors or is it unclear what are his ideas and what belong to other people? Make note of your thoughts to the paperπs author.

______________________________________________________________

C. Is there evidence offered to back up each of the authorπs claims? And, does she then provide analysis or explanation of that evidence? Remember the list I put on the chalkboard of the three elements that should be present in every paragraph: (1) mini-claim that connects to the paperπs overall thesis, (2) evidence to back-up the mini-claim, and (3) analysis/explanation/interpretation of the evidence in the authorπs voice. Do you find these elements throughout the paper? Let her know, yes or no, below. Make suggestions to her here and on her paper.

______________________________________________________________

D. Do you feel like the movement from paragraph to paragraph makes sense to you? Do you feel like, in some way, the author is building an argument with her paper? Point out the transitions that work for you. Explain what you like about them. Point out, on the other hand, transitions that donπt work (or that are missing) to help out the writer). If you donπt think in terms of transitions, explain if you see steps to the argument, or if each point seems isolated from the next. Point out specifically on the authorπs paper where you think he is building well and where you think he could do a better job of making it clear that every point is part of a larger argument.

______________________________________________________________

E. After you have finished reading the paper for the third time, look closely at the conclusion. Does it, in your opinion, bring a close to the argument? Do you feel that the paper has followed through on its promises? Do you have any last questions that you feel were left unanswered in the paper? Write answers to these questions or any other questions you might have here or at the end of the authorπs paper.

______________________________________________________________

THE AUTHOR OF THE PAPER FILLS OUT THIS SECTION:

After the conference, respond to the ideas about your paper you got from your classmate and from the professor. Write here what you learned about your paper and how you intend to use it to help you as you move into revising your research paper.

______________________________________________________________

Thank you for your HARD WORK!

Your comments will really make your partner's work better.

ENGLISH 101 ≠ ≥Race and Education in Hollywood Film≤

Profs. Pritchard & Dudley

Fall, 2003

THINKING AHEAD ≠ PREPARING YOUR PORTFOLIOS!!

You will need to be saving ALL WRITTEN WORK to go into your PORTFOLIO, so, be sure to start collecting now. You may want to get a special folder to keep all of your materials, so you do not lose anything before December comes around ä

PURPOSE: The purpose of the portfolio is to keep you conscious of the development of your writing as the semester progresses. It is important to see how a paper develops, from free-writing, to draft, to comments, to final draft, and to look back on that process and see your work as a process. Good writing happens with time and reflection, with thought, input, and very especially with lots of revision work. The portfolio will help you (and us) have a sense of your overall work (as the final draft of a paper does not always reflect all of the work that has gone into it), and the effort that you put into revisions. Also, in writing the abstracts and reflection statements (explained below), you will be thinking about your writing process. What is it that you were trying to do with certain papers. Did it work? Why, or why not? You will be graded, in this class, not only on the quality of your final drafts, but also on the effort you put into the process ≠ how thoroughly you revise, how careful you are to give your classmates thoughtful input when we workshop papers, etc. Too, the portfolio will help your professors (both) to get a sense of your development as a writer over the semester, even if we are not both there the whole time. For that reason (especially in terms of your final grade), it is extremely important that you keep all of your work and hold it in a portfolio folder of your choice.

Finally, the portfolio should, at the end of our 15 weeks, give you a sense of great accomplishment. You will be able to reflect on all that you have done, comment on it, and turn it in as a reflection of all your work. We hope that will feel good!!

You will need to put into your portfolio (which you will need to hand in with the final revision of your research paper):

(1) ALL WRITING FOR PAPERS: All writing (informal and formal, in class and out) that goes into the writing of each essay (the short ones, as well as your research paper).

(2) ALL OTHER INFORMAL WRITING: All informal writing that was your homework or any kind of in-class activity.

‡ OVER ‡

(3) SELF-EVALUATION: You will need to turn-in, at the end of the semester, inside your portfolio, a ≥Self-Evaluation.≤ In 1-2 pages (typed, double-spaced, etc), you will need to reflect on your work over the whole semester, and write an evaluation of yourself as a student in the class, and of your work / your writing (the improvement you have seen, etc). As part of this, you will have the opportunity to recommend a grade for yourself. Be assured that, in the writing of your grades, we will take your recommendation seriously, if you take the writing of the ≥self-evaluation≤ seriously.

(4) EXTRA CREDIT: If you choose to do any extra credit film / TV write-ups. They need to go into the portfolio and be clearly labeled as extra credit.

(5) SPECIAL OPPORTUNITY ≠ OPTIONAL: Finally, if you want, you can take the turning in of the portfolio as an opportunity to revise an earlier paper with which you are not happy. However, you can only choose one, and you must mark it clearly so that I know you are turning in a NEW revision. If you choose to do this, you will need to add an extra ≥REFLECTION ON REVISION PROCESS≤ to go with the revised paper. And, if you indeed make significant changes, your new grade will be an average of the first and revised grades! (For example, if you first have a C+, then revise to the quality of an A-, your new grade will be: B)

We hope you see your portfolio as a way for you to keep up a conversation with yourself about your developing understanding of essay-writing and of research. If taken seriously, this activity has proven to be extremely useful to many other students (and teachers!) of composition.

ENGLISH 101 ≠ ≥Race and Education in Hollywood Film≤

Profs. Pritchard & Dudley

Fall, 2003

PREPARING YOUR PORTFOLIOS!!

Due Thursday, Dec 11 or Monday, Dec 15, by 5pm

with your Final Research Paper

YES! Please put your portfolio materials into a folder ≠ ie a manila folder or one of those folders with pockets.

NO!! Please do NOT use a three-ring binder ≠ it is too bulky and hard for me to carry around. Please also do NOT use a report folder with rings or a binding of any sort ≠ I need to be able to take the sheets of paper out easily and quickly. Please also do NOT use plastic sheets to cover / keep clean your work ≠ because then I cannot easily write comments on your writing.

INGREDIENTS:

You will need to put into your portfolio (which you will need to hand in with the final revision of your research paper) the following:

(1) TABLE OF CONTENTS

(2) ALL WRITING FOR PAPERS: All writing (informal and formal, in class and out) that goes into the writing of each essay (the short ones, as well as your final research paper).

(3) ALL OTHER INFORMAL WRITING: All informal writing that was your homework or any kind of in-class activity.

(4) ****SELF-EVALUATION: THIS IS NEW WRITING!!!!!!!!!!****

You will need to turn-in, at the end of the semester, inside your portfolio, a ≥Self-Evaluation.≤ In 1-2 pages (typed, double-spaced, etc), you will need to reflect on your work over the whole semester, and write an evaluation of yourself as a student in the class, and of your work / your writing (the improvement you have seen, etc). As part of this, you will have the opportunity to recommend a grade for yourself. Be assured that, in the writing of your grades, we will take your recommendation seriously, if you take the writing of the ≥self-evaluation≤ seriously.

‡ OVER ‡

(5) EXTRA CREDIT: If you choose to do any extra credit film / TV write-ups. They need to go into the portfolio and be clearly labeled as extra credit.

(6) SPECIAL OPPORTUNITY ≠ OPTIONAL: Finally, if you want, you can take the turning in of the portfolio as an opportunity to revise an earlier paper with which you are not happy. However, you can only choose one, and you must mark it clearly so that I know you are turning in a NEW revision. If you choose to do this, you will need to add an extra ≥REFLECTION ON REVISION PROCESS≤ to go with the revised paper. And, if you indeed make significant changes, your new grade will be an average of the first and revised grades! (For example, if you first have a C+, then revise to the quality of an A-, your new grade will be: B)

Good luck!

Profs. DÈmian Pritchard & John Dudley

Engleman D244

Office

Engleman D244

Tu/W 4-6 pm & Th 8-9 pm

Office hours

Tu/Th 3:15-4:15

pritchardd1@southernct.edu

Email

dudleyj1@southernct.edu

Phone

PAPER TOPIC #1

English 101 / Paper #1 / Grade Chart

WRITING AN ANALYTICAL ESSAY

So, I wonπt bore you any more with my high school stories ä

PAPER TOPIC #3 ≠ ANNOTATED BIBLIOGRAPHY AND REFLECTION ON THE RESEARCH PROCESS

TE-6, #126 / OH: MWF 11:10-12:10, MW 3:30-4:30, and by appπt

ENGLISH 101: RACE AND EDUCATION

in HOLLYWOOD FILM

FINAL RESEARCH PAPER

FOR STUDENTS WRITING ON FILM

BY 5 PM

Profs. DÈmian Pritchard & John Dudley

Engleman D244

Office

Engleman D244

Tu/W 4-6 pm & Th 8-9 pm

Office hours

Tu/Th 3:15-4:15

pritchard@southernct.edu

Email

dudleyj1@southernct.edu

Phone

STEPS to follow for completing the

FINAL RESEARCH PAPER

for

ENGLISH 101:

≥RACE AND EDUCATION in HOLLYWOOD FILM≤

Fall, 2003

1. By Week 12

THINKING AHEAD ≠ PREPARING YOUR PORTFOLIOS!!

PREPARING YOUR PORTFOLIOS!!