Remsburg-Shiroishi 1

Syllabus for Online English G100: Freshman Composition1

Professor Remsburg Shiroishi
[email protected] (email me through Canvas In-Box)
Office ASC 326 (3rd floor of the library); Office Hrs: Virtual; Ph (714) 892-7711 x511432
Sections 22765, 22792, 22797, 23437
Course Materials/Requirements:
1. Textbook: Patterns for College Writing: A Rhetorical Reader and Guide 13th or 14th edition by Laurie G. Kirszner and
Stephen R. Mandell. Do not get the brief edition.
2. Access to a computer with Internet to access our course at https://www.onlinegwc.org/ or www.canvas.cccd.edu. 3
3. Adobe Reader (.pdf) and Microsoft Word (.doc/docx) (the free version of Office 365 is avail. at https://www.microsoft.com/en-
us/education/products/office)
4. By continuing in this class, you agree to check your student email through Canvas’ Inbox five days a week.

Course Description: This course focuses on the composition and revision of essays, critical thinking, critical reading and
documentation. I expect YOU to fix your grammar, syntax, and punctuation before I ever see your essays. This course requires
approximately twelve hours work per week: for homework, you’ll be expected to put in at least eight hours of work per week; online
you will be expected to spend at least four hours per week. Instructor may also recommend up to one additional hour per week in the
Academic Success Center.

Academic Success Center (ASC): Research shows that students who receive tutoring get higher grades in their classes and finish
their degrees quicker. The ASC offers free tutoring. We have GWC peer tutors available for individual tutoring (via Zoom) for all
levels of Math and English, as well as for courses in Biology, Chemistry, Physics, Economics, Political Science, Accounting, Spanish,
and American Sign Language. Our tutors have successfully completed courses at GWC and are recommended by our faculty. Students
also have free access to NetTutor, an external online tutoring service that offers assistance in a broad variety of subjects and for
extended hours. Within the ASC are the Student Computer Center (small cost) where students can sign up to use computers,
printers, and software such as MicroSoft Word; the Tutoring Center (free) where students can get help in almost any subject; and the
Reading and Writing Center (small cost) where students can sign up for English G020 or 21. In this conference class, students work
one-on-one with an instructor to improve an essay's content. Email me proof you're enrolled in EngW020/21 and I'll give you extra
credit; this conference class ranges from .18 to 2 units and required hours between 6 ½-45 hours depending on which option you
register for. All work must be completed by Week 15. All of my sections this semester will also have the advantage of an embedded
tutor, Elaine Anne E. Araneta.

Students can access these resources in the Fall 2020 semester by enrolling in LRSK 921, section 23026. This is a zero-unit course, so
signing up for the Academic Success Center is free to enroll and does not appear on transcripts (although if you enroll in the
conference class EngW20/21, it does require additional fees). Students can enroll at any time during the semester without the need for
an add code. However, we encourage students to enroll right away so they can easily access our resources when the need arises.
Details can be found on our website at www.goldenwestcollege.edu/asc and students can contact us
at [email protected].

Student Learning Outcomes: Students will be able to

1. evaluate published texts and individual and collaborative writing by applying critical and analytical reading
strategies.
2. support a thesis in an appropriately structured essay, using specific, factual, detailed information.
3. identify, evaluate, and select research material relevant to a well-defined topic, and properly compile this material
into a claim-based research paper using MLA format.

Course Objectives:
1. Develop and control a thesis statement in papers of varying lengths (500-750 words, 750-1000 words or 1000-2000 words) both in class
and out-of-class essays (min. of 6000 words)
2. Narrow a broad topic to a workable topic and then write a thesis about that topic
3. Develop the thesis in an appropriately structured essay, using specific, factual, detailed support paragraphs
4. Maintain logical order in ideas and paragraphs
5. Apply the principles of analytical reading to evaluating published texts as well as to his or her own writing and the writing of peers
6. Engage in understanding texts (more demanding than those used in English 099 on the literal level: topic, main ideas, supporting details
7. Use critical and analytical reading strategies:
a. annotate text
b. identify structure of text
c. apply principles of inductive and deductive reasoning
d. recognize inference, judgment, conclusions, and bias

1
Tentative, so expect changes
2
Because of on-campus limitations due to Covid-19, I recommend you contact me via email through Canvas’ Inbox.
3. If you’re having trouble signing in, go to https://www.onlinegwc.org/contact.cfm#. For telephone assistance for Canvas classes 8am-5pm M-F, call (714)895-8389 or onlinegwc.org/helpdesk. For after hours and weekends, call (844) 600-4952.
If you’re able to log on but have Canvas-related questions, you can also create a ticket by clicking on the help icon at the bottom left-hand of the Canvas program. If you still have questions about registration or MyGWC, call (714) 895-8306.
 Remsburg-Shiroishi 2

e. evaluate arguments: value conflicts, assumptions, evidence, fallacies,

denotative and connotative language, facts vs. opinions
f. recognize and analyze figurative language
g. recognize and describe irony and tone
8. Improve comprehension and retention abilities
9. Improve outlining and note-taking skills related to reading
10. Develop an independent research project through planning, writing, revising, editing, and completing a research paper on an appropriate
topic as well as
a. Use resources including the library and the Internet
b. Locate, evaluate and select appropriate research
c. Progress through the research project on a step-by-step basis
d. Integrate, acknowledge and cite all sources correctly according to current MLA documentation system
e. Compose so that the evidence supports an argumentative thesis
11. Learn to use a variety of the following rhetorical methods and discourse modes in writing: definition, comparison/contrast, narrative,
description, analysis, cause/effect, and classification; evaluation, proposal, argument
12. Choose the appropriate rhetorical method or discourse methods for an assigned topic
13. Write papers employing one or more of these methods
14. Write arguments, both documented and undocumented
15. Employ valid reasoning and avoid fallacies
16. Base arguments on facts and the reliable evidence
17. Be sensitive to audience in terms of tone and content
18. Edit his/her own work
19. Correct spelling, punctuation, grammar, usage errors, awkward sentences and paragraphs
20. Restructure disorganized paragraphs and essays
21. Remove irrelevant or superficial material from a paragraph or an essay

Grading: “Grading is something that the USDA should do to sides of beef rather than something that professors do to students” (Creed). Assigning
grades is a difficult component of education. There will be times when I will need to switch from coach to judge. Below will give you a sense of
how I grade:
70-79%=C—Indicates that the student showed strong basic understanding of the material and was able to express that understanding
clearly and accurately. Assignments were completed on time, and there was enough completed work to show consistent effort and
understanding.
80-89%=B—Indicates that the student not only showed strong basic understanding and diligence, but went beyond basic understanding
and was able to extend the knowledge to other situations, making connections between the material and other concepts. The expression of
these ideas shows greater depth of understanding and critical thinking.
90-100%=A—Indicates a superior level of understanding of material and expression of ideas, with a depth of critical thinking on issues
such that the individual shows a professional level of understanding of the material.
*Obviously anything less than good understanding and consistency would merit less than a C (Creed)

Attendance: You may be dropped from the course if you fail to do any gradable online work in the class for seven consecutive days
(counting weekends). I try to stay on top of drops every few weeks, but sometimes I get busy; therefore, if you plan to drop the course,
it is your responsibility to drop the class at MyCoastPortal.cccd.edu or MyGWC.com. I’ll remind you in Announcements of the
important drop deadlines.

Assignments:
1. Essays: For most essays (though not Essay #1 worth just 10pts.)
• Stage 1: there will be a Rough Draft Version that your classmates will peer-edit (10ish points);
• Stage 2: there will be a Graded Essay Version (up to100 points ea.) (due at 10:59pm instead of 11:59pm);
• Stage 3: there will be a Graded, Revised, Portfolio Version of Essays (up to 50 pts ea.) due Week 15
(Again, we will be writing at least 6000 words in formal essays this semester)

a. Graded Essay Version— (up to 100 pts. per essay): No Make-ups, even in the event of emergencies, so
complete your work early; the system will prevent you from making late submissions. Essays must be turned
in as a Microsoft Word/Office 365 document (.doc/docx) or as an Adobe document (pdf) ONLY. No txt,
google docs, etc. And if you save your file with any special characters like underlines, hyphens, or extra periods, I
will not be able to grade your essay. Your punishment will be zero annotations by me. You will receive a zero if
you turn in your essay via another word processing program because the system Crocodoc that our school currently
uses to mark-up essays accepts .doc/x and .pdf. All formal essays are run through TurnItIn plagiarism check, so do
your own work (no UnemployedProfessors.com please). Computers with MS Word are available in the library or
in the Student Computer Center (Learning Skills LRSK G921 for free) depending on Covid-19 status. For all
essays, we’ll be doing peer review where your classmates read your essay and offer suggestions. I am not your
tutor or grammar checker genie, so before I or your classmates ever see your essays, you should eliminate
sentence-level errors. This is not a developmental class where I help you with dozens of these blunders. You
must move beyond any such mistakes (seek tutoring) so that I can help you improve the clarity and
argument of your essay.
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b. Portfolio Version of Essays (up to 50 pts. per essay): Due Week 15, this is simply a revised version of
essays. You will revise your essays again for a separate portfolio grade. Revising is not the same as
editing where one works primarily on the grammar, syntax, and spelling. “Revising” means not just to edit the essay but to
rewrite it by adding and deleting material to improve its structure and development. I expect these to be near-flawless since
you will have benefited from my detailed input on each essay. These are not due until nearer the end of the semester, so you
can seek additional help through the Writing & Reading Center 895-8303 (EngW G020/21) and/or Tutoring Center
(714) 895-8904 (the Academic Success Center). These resources will be temporarily online during the Covid-19 outbreak;
I’ll keep you posted. This is a process; eight drafts would be an average number of revisions per essay. Don’t delay: as soon
as you get feedback on an essay (which usually takes about two weeks), revise it frequently.

An important note on grading: teacher, peer reviewer, or tutor will help guide you through the process of improving your
writing. They will not edit your complete work; this is the job of a professional editor who charges on average $40 a page,
and usually this price just includes sentence-level changes not overall content changes, both of which you will want to do
when you revise. It is your job to take the suggestions of your teacher, your peers, and your tutors to strengthen your whole
essay based on their advice. Also, you will need to learn to fix errors yourself, so pay attention to everything your teacher,
peers, and tutors tell you. Teachers, tutors, nor peers should attempt to mark every error in students’ papers: “[S]tudents do
not learn when confronted by too many markings; and exhaustive marking takes way too much of the instructor’s time”
(from UC Berkeley Teaching Guide). If I mark all the errors, you won’t learn how to proofread and search out your own
errors—a skill needed to pass this class. You must apply what you learn in one sentence or paragraph to other sentences and
paragraphs.

Also remember that I will not provide additional essay grading during my office hours; these hours are for specific, quick
questions. All students will be given equal grading time per essay. Clearly, I cannot accommodate over a hundred students
during office hours nor would it be fair to other students.

2. E- Journal Responses (up to approx. 10 points depending on assignment): In response to our textbook readings, you
will occasionally be given specific electronic journal response assignments to complete and submit in our Canvas
course. Each assignment varies in word count, so look at each journal’s specific instructions. Spelling, grammar, and
mechanics will not be graded, but obviously, proofread so that I’m not struggling to read your response; plus, I would
like you to practice using standard English. Writing these or any assignment on your cellphone is discouraged. The
purpose of journal prompts responses is to inspire you to read, reflect, and practice grammar and writing techniques, all
of which will make you a better writer. Most importantly, these will help prepare you for our formal essays.

3. Discussions (up to 10 points /forum depending on assignment): We’ll have online discussions based on our class
readings. The specifics will vary from week to week. Most weeks, after reading each week’s chapters, in two different
posts, post answers to two questions posed on the Discussion Board, then read through the other entries and
reply to two of your peers’ posts for a total of four discussion board responses. Sometimes there are several
questions when you open up one question thread. You don’t need to answer each one. A typical reply for one question
thread is three to five sentences long. Your replies to peers must add something to the discussion. Once a thread has
received four replies, I would prefer you choose a new thread to reply to. Short replies like “Right on!” and replies
where you quote large chunks of another’s words won’t count. Also, use proper English skills. Most importantly, see
rules I’ll post online for polite, academic discourse. I’ll oftentimes run these through a plagiarism detection software to
make sure they are not repeats of what previous students have written. Always due by 11:59pm on the date listed. I
give extra credit to the top student work in each discussion.

4. Quizzes/projects/group work/peer editing (points vary depending on assignment). In the case of peer editing, each
time you peer-edit another classmate’s essay it is worth five points. We will have quizzes and projects based on chapter
readings and Course Notes. If I sense through online discussions that students are not reading, I will post pop
activities and quizzes, so always be on the look-out for freshly-added projects and quizzes. Check our Canvas
class and your student email at least five days a week, preferably daily. Extra Credit: I’ll offer a few extra credit
opportunities throughout the semester. Most will be worth five points. However, extra credit caps at 25 points no
matter how many extra assignments you do. The exception is tutoring—you can receive above the 25-point cap for
proof of tutoring especially if we have an Imbedded/Class Tutor this semester.

5. International students studying on an F-1 Visa must comply with federal regulations that require them to be in
minimum 9 units of face-to-face units each semester. Typically, online and hybrid classes do not count towards those
units. However, because of Covid-19, exceptions are being made. See a counselor just to make sure your units are
good.
 Remsburg-Shiroishi 4

Additional Information:
v View the Course Orientation’s “College Supports” link for material on specific GWC resources. I’ll
introduce these in my Week 1 Welcome Video
v View the Course Orientation module titled, “What’s Expected” for additional information on our Communication
Policy, Participation/Drop Policy, Netiquette, etc. I’ll go over these in my Welcome Video too.
v No-Makeups: If you miss an assignment (whether it’s a discussion, quiz, essay, etc.), you cannot make it up. Dates will
be posted in the Course Summary (at the end of the Syllabus icon), posted in the Announcement pages, and sent via
Canvas email. Do your work well before the deadlines just in case you have a family or health emergency. You might
want to either drop the class if you fall behind or file an Incomplete so that you have a year to finish the class.
v Although this is an online class, to achieve regular and effective communication (student/teacher interaction), we will
frequently (several times a week) communicate via class discussions, essay grading, journal feedback, Announcements,
email communication, etc. Be sure to check your email frequently (at least five days/wk). The syllabus is tentative, so
check emails, Announcements, and our Canvas Course Summary often for updates, new assignments, my feedback,
etc.

Online Timed Final Essay Exam: Using LockDown Browser and a Webcam
We will be taking a timed final exam essay, so we’ll be using a program called Respondus, which requires the use of a LockDown
Browser and a webcam (Respondus Monitor) for online exams. The webcam can be built into your computer or can be the type
that plugs in with a USB cable. It basically takes a video of you writing the essay (with your student ID so that it counts as an in-
class essay. You can watch this short video to get a basic understanding of LockDown Browser and the webcam feature (also
called Respondus Monitor), but I will make sure to provide specific instructions Week 14 &15. A student Quick Start Guide is
also available. You’ll download and install LockDown Browser from this link:
https://www.respondus.com/lockdown/download.php?id=735848050.

• To ensure LockDown Browser and the webcam are set up properly, do the following:

1. Start LockDown Browser, log onto Canvas, and select this course.
2. Locate and select the Help Center button on the LockDown Browser toolbar.
3. Run the Webcam Check and, if necessary, resolve any issues.
4. Run the System & Network Check. If a problem is indicated, see if a solution is provided in the Knowledge Base.
Troubleshooting information can also be emailed to our institution's help desk.
5. Exit the Help Center and locate the practice quiz.
6. Upon completing and submitting the practice quiz, exit LockDown Browser.

• When taking an online exam that requires LockDown Browser and a webcam, remember the following guidelines:
1. Ensure you're in a location where you won't be interrupted
2. Turn off all other devices (e.g. tablets, phones, second computers) and place them outside of your reach
3. Clear your desk of all external materials not permitted — books, papers, other devices
4. Before starting the text, know how much time is available for it, and that you’ve allotted sufficient time to complete it
5. Remain at your computer for the duration of the test
6. If the computer or networking environment is different than what was used previously with the Webcam Check and
System & Network Check in LockDown Browser, run the checks again prior to starting the test
7. To produce a good webcam video, do the following:
a. Avoid wearing baseball caps or hats with brims
b. Ensure your computer or tablet is on a firm surface (a desk or table). Do NOT have the computer on your lap, a
bed or other surface where the device (or you) are likely to move
c. If using a built-in webcam, avoid tilting the screen after the webcam setup is complete
d. Take the exam in a well-lit room and avoid backlighting, such as sitting with your back to a window
8. Remember that LockDown Browser will prevent you from accessing other websites or applications; you will be unable
to exit the test until all questions are completed and submitted

Tentative Schedule/Course Summary

(For the real-time schedule, choose “Syllabus” from the course navigation menu, then scroll down to Course Summary)

1. Use our Canvas Class Weekly modules as our official schedule. This syllabus schedule here is just to give you a little
preview of some of our readings and writings. Our official schedule will be our electronic schedule in Canvas’ weekly modules
which is also neatly displayed in the real-time Course Summary under the Syllabus.
2. Check in daily (at least five days/wk) so that you get my vital emails. For example, if you accidentally submit a formal essay
in a format other than a .doc/x or a .pdf, I’ll send you an email so that you still make the deadline. Otherwise, you would
receive a 0 on the assignment.
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3. Our class begins the first Monday of the semester. Log in at https://www.onlinegwc.org/ or
https://canvas.cccd.edu.
4. Tasks to get started on for Monday:
v Complete the “Optional Preparation for Online Students” in Course Orientation Module if it’s your first time taking an online course.
v Read the Syllabus and read the “Expectations of All Students” in the Course Orientation Module (it’s right before Week 1’s module).
v Buy/Rent the Textbook
v Update Canvas Profile to include a picture; update Your Notification Preferences so that you get my emails, Announcements, and feedback daily.
v Then go to Week 1 and begin working on the course.

Course Readings/Writings
Read Chapter 1: Reading to Write: Becoming a Critical Reader p. 13-28
1. Understanding Critical Reading: Tutorials, Critical Reading, Active Reading
2. Brent Staples, “Cutting and Pasting: A Senior Thesis by (Insert Name)”/ “Cutting and Pasting: A Senior Thesis by (Insert Name)” (with
sample annotations)
3. Topic Sentences and Supporting Details
4. Purpose
5. Audience
Read Chapter 2 Invention p. 29-49
1. Understanding Your Assignment, Setting Limits
2. Moving from Subject to Topic
3. Finding Something to Say, Grouping Ideas
4. Understanding Thesis and Support
5. Developing a Thesis
Read Chapter 3: Arrangement p. 51-64
1. Recognizing a Pattern
2. Understanding the Parts of the Essay
3. Constructing a Formal Outline
Read Chapter 4: Drafting and Revising p. 65-79
1. Writing Your First Draft
2. Revising Your Essay
3. Points for Special Attention: First Draft & Second Draft
4. Laura Bobnak, The Price of Silence (Student Essay)
Read Chapter 5: Editing and Proofreading p. 81-96
1. Editing for Grammar and Punctuation
2. Commas, fragments, run-ons and comma splices, active vs. passive voice
3. Appropriate language
4. Subject-verb agreement
5. Editing for Sentence Style and Word Choice
6. Proofreading Your Essay & Checking Your Paper’s Format
Essay #1: (500 words)
Read Chapter 6 Narration p. 95-147
1. What Is Narration? Using Narration. Planning a Narrative Essay
2. Developing a Thesis Statement
3. Including Enough Detail
4. Varying Sentence Structure & Verb Tenses
5. Transitions
6. Maintaining Clear Narrative Order. Structuring a Narrative Essay. Revising a Narrative Essay
7. Avoiding Run-Ons: fused and comma splices
8. REVISION CHECKLIST: Narration
9. GRAMMAR IN CONTEXT: Avoiding Run-ons
10. EDITING CHECKLIST: Narration
11. A Student Writer: Narration
12. Erica Sarno, “Becoming a Writer” (Student Essay)
13. Points for Special Attention
14. Focus on Revision
15. A Student Writer: Literacy Narrative
16. Tiffany Forte, “My Field of Dreams” (Student Essay)
17. Peer Editing Worksheet: Narration
18. Visual Text: Marjane Satrapi, “From Persepolis II” (Graphic Fiction)
19. Junot Díaz, “The Money”
20. Bonnie Smith-Yackel, “My Mother Never Worked”
21. Martin Gansberg, “Thirty-Eight Who Saw Murder Didn’t Call the Police”
22. George Orwell, “Shooting an Elephant”
23. Sherman Alexie, “Indian Education” (Fiction)
Read Chapter 7 Description p. 151-202
1. Mallory Cogan, “My Grandfather’s Globe” (Student Essay)
2. Mary Lim, “The Valley of Windmills” (Student Essay)
3. Johannes Vermeer, “Girl with a Pearl Earring” (Google Images)
4. Bich Minh Nguyen, “Goodbye to My Twinkie Days”
 Remsburg-Shiroishi 6

5. Suzanne Berne, “Ground Zero”

6. Heather Rogers, “The Hidden Life of Garbage”
7. E. B. White, “Once More to the Lake”
8. Kate Chopin, “The Storm” (Fiction)
Read Chapter 8 Exemplification p. 207-261
1. Kristy Bredin, “Job Application Letter” (Student Essay)
2. Grace Ku, “Midnight” (Student Essay)
3. Kerri MacDonald and Jonathan Blaustein, “Food for a Dollar” (avail. at http://lens.blogs.nytimes.com/2010/10/08/food-for-a-dollar/?_r=0)
4. Judith Ortiz Cofer, “The Myth of the Latin Woman: I Just Met a Girl Named Maria”
5. Brent Staples, “Just Walk On By: A Black Man Ponders His Power to Alter Public Space”
6. Deborah L. Rhode, “Why Looks Are the Last Bastion of Discrimination”
7. Maia Szalavitz, “Ten Ways We Get the Odds Wrong”
8. Jamaica Kincaid, “Girl” (Fiction)
Essay #2: Narrative, Description, Exemplification Essay (850 words; 1500 words revised). Log onto our course to see the essay assignment. Pay
attention to due dates as there are no make-ups for any reason.
Chapter 9 Process p. 265-315
Eric McGlade, The Search (Student Essay)
Melany Hunt, “Medium Ash Brown” (Student Essay)
Wired, “Making a Mint” (http://video.wired.com/watch/making-a-mint)
Stanley Fish, “Getting Coffee Is Hard to Do”
Arthur Miller, “Get It Right: Privatize Executions”
Jessica Mitford, “The Embalming of Mr. Jones”
Shirley Jackson, “The Lottery” (Fiction)
Chapter 10 Cause and Effect p. 319-366
Evelyn Pellicane, “The Irish Famine, 1845–1849” (Student Essay)
Maggie Koerth-Baker, “Why Rational People Buy into Conspiracy Theories”
Linda M. Hasselstrom, “A Peaceful Woman Explains Why She Carries a Gun”
Janice Mirikitani, “Suicide Note” (Poetry)
Chapter 11 Comparison and Contrast p. 369-429
Mark Cotharn, “Brains versus Brawn” (Student Essay)
Maria Tecson, “A Comparison of Two Web Sites on Attention Deficit Disorder” (Student Essay)
Bruce Catton, “Grant and Lee: A Study in Contrasts”
Juan Williams, “Songs of the Summer of 1963 . . . and 2013”
Amy Chua, “Why Chinese Mothers Are Superior”
Ellen Laird, “I’m Your Teacher, Not Your Internet-Service Provider”
Deborah Tannen, “Sex, Lies, and Conversation”
Chapter 12 Classification and Division p. 433-483
Josie Martinez, “What I Learned (and Didn’t Learn) in College” (Student Essay)
Wired, “What’s Inside a Cup of Coffee” (http://www.wired.com/2009/09/st-coffee/)
Carolyn Foster Segal, “The Dog Ate My Flash Drive, and Other Tales of Woe”
Amy Tan, “Mother Tongue”
Stephanie Ericsson, “The Ways We Lie”
Chapter 13 Definition p. 487-519
Ajoy Mahtab, “The Untouchable” (Student Essay)
Visual Text: “U.S. Census Bureau, U.S. Census 2010 Form” (Questionnaire)
Judy Brady, “I Want a Wife”
José Antonio Burciaga, “Tortillas”
Skip Ch. 14 for now
Chapter 15 Combining the Patterns p. 663-697 only)
Michael Huu Truong, “The Park” (Student Essay)
Lars Eighner, “On Dumpster Diving”
David Kirby, “Inked Well”
Jonathan Swift, “A Modest Proposal”
Chapter 16 Working with Sources p. 711-718
Finding and Evaluating Sources
Finding Information in the Library and on the Internet and Evaluating Sources
Chapter 17 Integrating Sources and Avoiding Plagiarism p. 719-728
Paraphrasing, Summarizing, Quoting
Integrating Source Material into Your Writing
Synthesizing
Avoiding Plagiarism
Chapter 18 Documenting Sources: MLA p. 729-755
Parenthetical References in the Text
The Works-Cited List (only read if you have the updated 8th edition MLA format; you’ll see this logo on the cover of your textbook if you have it)
Philip Lau, “The Limitations of Wikipedia” (Student Essay in MLA Style)
How to Cite an Article in MLA Style
Chapter 14 Argumentation (pgs. 523 to 625 for now)
Marta Ramos, “Just Say No” (Student Essay)
Dear Motorist, “Dear Motorist: Pledge to Share the Road” (http://www.dearmotorist.com)
 Remsburg-Shiroishi 7

Thomas Jefferson, “The Declaration of Independence”

Elizabeth Cady Stanton, “Declaration of Sentiments and Resolutions, Seneca Falls Convention, 1848” (in 13th only so it’s optional)
Martin Luther King Jr., “Letter from Birmingham Jail”
Students for Gun-Free Schools, “Why Our Campuses Are Safer without Concealed Handguns”
Student for Concealed Carry, “Why Our Campuses are NOT Safer without Concealed Handguns”
Timothy Wheeler, “There’s a Reason They Choose Schools.”
Essay #3 Argumentation, Cause-and-Effect, Comparison-and-Contrast and Classification/Division Essay (850 words; 1750 words revised).
Pay attention to due dates as there are generally no make-ups.

Research Paper Preparation: Read these articles on Human Genetic Engineering (in our library database):
1. Wadhwa, Vivek. "If you could 'design' your own child, would you?" Washington Post, 28 July 2017.
2. Thadani, Rahul. "The Public Should Oppose Designer Baby Technology." Designer Babies
3. Guerra, Marc D. "Biotechnology Must Not Be Used to Alter Human Nature."
4. Malik, Kenan. "Concerns About Biotechnology Altering Human Nature Are Groundless."
5. Cho, Hemmy. "Enhancing Humans Through Science Is Beneficial."
6. "The Need to Regulate 'Designer Babies.'"
7. Janssens, Cecile. "Forget about designer babies—gene editing won’t work on complex traits like intelligence."
8. Shebaya, Sirine. "Expert Opinions Should Guide Designer Baby Technologies."
9. Long, Heather. "Selecting a Child's Genetic Traits Will Create a Privileged Elite."
10. Allott, Daniel. "Gattaca at 15: The Dystopian Sci-Fi Thriller Is Fast Becoming Our Reality." Medical Ethics
11. Dahl, Edgar. "Sex Selection in the Developing World Today Is Neither Unprecedented nor Gendercide." Gendercide
12. Friedmann, Theodore. "How Close Are We to Gene Doping?" Stock, Gregory. "From Regenerative Medicine to Human Design: What Are
We Really Afraid Of?"
Essay #4 Research Paper (2000 min. words): Due online after the final exam and portfolio are due. This leaves me enough time to grade Research
Papers, yet not enough time to mark up your paper rigorously—you’ll just a grade and overall comments. No late work. Research Paper Readings
and prompt to be Provided

Essay #5: Final Exam Essay (750 words):

This more than satisfies the required 6000 words in formal essays (rough drafts don’t count towards this number)

Portfolio of Final Revised Essays 2, 3, and 4 Due Week 15: These versions of your essays will each be worth 50 points each and will be turned in
Week 15, the same week we take our timed Final Essay Exam (No late work) (if you’re with DSP&S, you qualify for time and a half as long as I
have the paperwork):

Final Grades will be available at MyCoastPortal.cccd.edu about four weeks after the semester ends, but you’ll be able to see in Canvas what
your grades are as we progress throughout the semester.