COURSE DESCRIPTION

English 201 classes at Bellevue Community College help students develop skills of analysis, synthesis, argumentation, and advanced reading, as well as the use of college research resources and techniques.

COURSE GOALS

· To sharpen skills of analysis, synthesis, and critical thinking.

· To use these skills in the writing of summary, analysis, and opinion (research) papers.

· To use critical thinking to explore the Japanese-American U.S. internment during

World War II, including its current relevance.

MATERIALS

When the Emperor was Divine, by Julie Otsuka

The Bedford Handbook, 6^th edition, by Diana Hacker

Photocopying: Please expect to make copies of many assigned articles and handbook exercises. In this way, we can keep the cost of materials low.

GRADES

Grades will be based on

· Research Opinion Paper and Presentation for Discussion (10 - 15 pages).

· Steps of the research process.

· Attendance at and critical journal writing about speeches of guest lecturers (exact dates and times to be announced); asking insightful questions at these events receives extra credit.

· Successful completion of all other assigned work, including classroom activities. You will, for example, do critical journal writings about movies, extra readings, etc.

· Participation in workshops and class discussions.

· Entry into the BCC-Reads! full tuition scholarship contest.

Note: I grade holistically; I do not use a mathematical average of all your work. What this means is that, at the end of the quarter, I look at the overall quality of your writing and your performance as a critical thinker. Holistic grading always works out best for the student, as this method allows the student to improve and get credit for that improvement.

Warning: If you do not turn in work on the due date, you must talk to me immediately about turning it in late. I will not give feedback on late work, but I also will not lower your grade due to lateness. However, you may not wait too long to turn in your work! If you do this, the work will receive an F. You MUST speak to me as close to the due date as possible about the date on which you will turn in your late work.

Bellevue’s grading scale is as follows:

A A- B+ B B- C+ C C- D+ D F

If, for any reason, you decide not to participate in the class, be sure to withdraw formally. Otherwise, you will automatically receive an F at the end of the quarter. There is no longer the possibility of giving students a Z, which meant “no grade, no credit.” November 12 is the last day to withdraw from classes (by 5:00 pm in person; by midnight online).

Opinion Paper (Essay)

You will write a research paper that answers a challenging, worthwhile, grounded question in response to Otsuka's book, When the Emperor was Divine.

Your question may be inspired by any point or piece of information Otsuka presents. Your research may focus on history, or explore the connection between history and today and/or a broader vision.

Although MLA format does not ask for an abstract, please include an abstract before the main body of the essay. Center the word Abstract and draw a line under the abstract, thus separating it from the rest of the essay.

You will present your question, research findings and conclusions to the class. Please use visuals to make it easy for us to follow you and understand. Following your presentation, you will lead a question and answer period about your findings.

If you wish to deal with a question that is too broad for one person to handle in the time allotted this quarter and if you wish to work collaboratively, you may work in a group. You will write the paper for your section of the project, including the Works Cited page. Your group will present the findings collectively. There are great advantages to collaborative work, and I encourage it. However, group dynamics and the shouldering of responsibility are challenging, so recognize problems and deal with them EARLY.

You will be given the opportunity to receive feedback on your essay in workshop groups during class time. I encourage you to meet outside of class for additional workshop help. In addition, you may take your essay to the Writing Lab (D 222) for individualized tutorial assistance. Also, there will be at least one week set aside for conferences with me.

FORMAT

Length: minimum 10 - 15 pages

Typed and double spaced

MLA format

DUE DATES

Research Question; Hypothesis Fri., Oct. 15

Strategy Plan Fri., Oct. 22

Annotated Bibliography Thurs., Oct. 28

Example of quote and how to Fri., Nov. 12

integrate it and cite your

source

Thesis & Outline Mon., Nov. 15

First Draft Thurs., Nov. 18 (Workshops, Conferences, Library

Nov. 18 - Nov. 24)

Works Cited page Mon., Nov. 29

Portfolio & Presentations begin Fri., Dec. 3

Steps of the Research Process

We will use an organized process for research. You must turn in your work for each step in the process ON TIME (at the beginning of class the day the work is due). Any late work will NOT RECEIVE feedback; the grade are +, check, -, or 0; late work will receive a minus or 0, depending on its quality and degree of lateness.

Guest Lecturers

The BCC-Reads! committee has chosen the autobiographical novel When the Emperor was Divine for students across the campus to read this academic year. As in the past, BCC-Reads! has organized many interesting, useful events to supplement the reading of the chosen book. You are required to attend these events and write thoughtful journal entries about these lectures.

Other Assigned Work

When you turn in a homework assignment, I assign a +, check, -, or 0. Homework MUST be turned in on time to receive credit. Please consult with me about any difficulties you may have regarding punctuality.

The ongoing homework assignment is to write an abstract of and critical questions (at least 3) about each chapter in the Otsuka book. Please do the same for all other readings. There will be other types of homework assignments given throughout the quarter, as well.

Participation

Attending class is a very crucial part of your participation, as we will be learning together as a community. Also, attendance ensures receiving instruction and benefiting from the discussion of homework.

Since there are group activities and discussions throughout the course, your active and constructive participation is important for you and your peers.

Entry in the BCC-Reads! Tuition Scholarship Contest

The BCC-Reads! committee will award five tuition scholarships for work on When the Emperor was Divine. The contest entry does not necessarily have to be extra work; you may enter a unified portion of your research paper (the whole paper will probably not be completed by the contest due date). You may, however, create an entry that is different from your research paper. I will give you more information later on.

Note: Entry into this contest sharpens the focus on the exploration of the chosen topic--Japanese-American internment in the U.S. during World War II--thus, the requirement for your grade. Three of the five scholarship winners last year were my students (yes, I was very proud of them!). The process was both exciting and very interesting. If you win, but do not wish to accept the tuition money, you may donate it to a recipient approved by the college. For example, last year, one of my students chose to donate his scholarship money to the First Nations Student Association in the event he would win.

READING ASSIGNMENTS

Discussion of assigned readings is a primary focus of this course. You are expected to read and be able to discuss all assigned readings. To help with understanding and recall in discussion, annotate your reading. You are also expected to come prepared to ask questions about what you did not understand in the readings.

For financial reasons, many students wish to resell their books at the end of a quarter. However, since annotating a text is of such enormous importance for comprehension and retention, please plan on marking up your books and photocopied papers: highlighting key ideas and making margin notes are techniques I strongly encourage you to use. The handbook will be useful in the future for all your other classes, as well as in work situations requiring writing.

PAPERS

Due Dates

All papers are due on the assigned dates. Late papers will be accepted, but only in cases of severe difficulty, and you will not receive feedback on them to aid you in improving them. The conditions under which a late paper is to be accepted must be discussed with me on an individual basis.

You must hand in to me a copy of an original paper. You keep the original!

Workshops and Conferences

On dates when you will be working on a paper in a writing group, you must have three copies ready for the other group members at the beginning of the class period.

I will give you feedback on your paper in an individual conference. If you are not prepared for the conference, you will lose your opportunity for feedback from me. If you are absent on the day of your conference, but wish to receive feedback from me, you will have to make an appointment to see me during my office hours.

Format

All papers must be typed on a computer. All papers must be double-spaced. Paragraphs should be indented and, generally, there should be no paragraph breaks between paragraphs.

Label all work handed in to me by putting the MLA label in the upper left corner of a paper:

[on page 1]

Your first and last name

English 201

Eichner

Assignment title (for example, Summary of [title of book and chapter read]),

Date

In addition, on the formal paper, add the following to the label: writing process phase (first draft, revised draft, edited draft).

[on subsequent pages]

your last name and page number in the upper right corner.

If these directions for proper format of work are followed, the quality of the overall presentation of your paper will be positive.

Please always staple homework assignments if there is more than one page.

PORTFOLIO AND PRESENTATION OF RESEARCH

You will present your research to the class at the end of the quarter: teach us what you have learned and convince us of your conclusions. Use visuals to make it easy for us to understand.

You will give me your written research paper in a portfolio on the day the presentations begin.

Here are the requirements for your portfolio presentation:

1. Use a soft folder with three fasteners.

Please, do not put your writing in plastic. Also, do not use a binder with metal rings, or a folder with a compression strip (they fall apart easily).

2. On the cover, print

Your essay title

Your first and last name

English 201

Instructor: Eichner

Fall Quarter 2004

Bellevue Community College

QUALITY AND ETHICS

All written presentations should be flawless in the smaller details of grammar, punctuation, spelling and documentation. If you do not respect your work enough to try to present it in the best possible form, you cannot expect your reader to respect your work, either.

All ideas presented must be your own. Any use of ideas or information from outside sources must be documented properly. “Idea theft” is called “plagiarism” and a serious offense.

Saying where ideas and words come from is called "citing your sources." I will teach you the basic conventions for citing your sources, and you will learn more about these conventions as you take higher level courses.

I will not accept an essay you have copied from someone else, an essay you wrote for an earlier class, or an essay in which you present someone else's ideas or words as your own.

ATTENDANCE

If you find you are missing classes on a regular basis, consider dropping the course and taking it later. If an unexpected problem arises for you, especially after having completed a significant portion of the course, please come see me in my office; I always try to support students as much as possible in their educational efforts.

If you miss more than 10 classes, I will ask you to repeat the course another quarter. Please feel free to speak with me if you are having problems with attendance.

We will start class on time. If you are late, you will be counted absent. Please speak to me about any kind of special problems regarding lateness. (You hate getting up in the morning does not constitute a "special problem"!)

ABSENCE

If you are absent, it is your responsibility to get class notes and new assignments from a classmate. Therefore, it is very important you exchange phone numbers and e-mail addresses with at least two reliable people in class. If your "buddies" turn out to be unreliable, quickly find new ones.

Important!!!

If you require accommodation based on a documented

Disability, have emergency medical information to share, or need

Special arrangements in case of emergency evacuation, please

Contact Disability Support Services (DSS) in the Student Services

Building immediately. If you would like to inquire about becoming

A DSS student, you may call (425) 564-2498 or go in person to

The DSS program office.

BCC English 201 Fall 2004 Schedule (subject to change)

Week 1

M: Syllabus. Contest. Questionnaire. Homework (H:): .

T: Sign up for Power chapters. MLA labels. Annotation 479-482.

W: Movie: Native Americans.

Th: Debrief movie. Rez 1-3.

F: Power 1.

Week 2

M: Movie: Smoke Signals

T: Movie

W: Movie. Debrief movie.

Th: Rez 4,5,6

F: Power 2, 3

Week 3

M: Handbook: Part X, 49--pose a question worth exploring: narrowed, challenging, grounded

T: Rez 7,8,9

W: Movie: Paha Sapa

Th: Power 4,5. Debrief movie.

F: DUE: Your Research Question (narrowed, challenging, grounded). Handbook: X, 50, 51--

evaluating sources; managing information.

Week 4

M: Library lesson

T: Questionnaire from college (mandatory)

W: Guest speaker: Zandra Apple

Th: Guest speaker: Zandra Apple. DUE: Strategy Plan

F: No classes--Professional Development Day

Week 5

M: Movie: Thunderheart

T: Movie

W: Movie. Debrief movie

Th: DUE: Annotated Bibliography. Rez 13, 14, 15

F: Power 8

Week 6

(Final schedule for this week to be announced--depends on speakers' schedule. However, prepare as indicated below.)

M: Analyzing arguments--compare 479 & 487

T: Construct reasonable arguments (492 - 505)

W: Frazier/Black Elk

Th: Frazier/Black Elk

Week 7

M: Part X, 53 (569): Supporting a thesis

T: Part X, 54 (575): Citing sources; avoiding plagiarism

W: Part X, 55 (580): Integrating sources. Homework: Bring examples of your sources & quotes

or points from them!!!

Th: Part X, 56 (591): MLA documentation style

F: DUE: Thesis/Outline. Part X, 57 (632): MLA manuscript format; sample paper. [Last day to

withdraw in person; May 16--last day to withdraw by remote method.]

Week 8

M: Evaluating arguments (506-518). Homework: Get examples of faulty argument from

newspapers; type short paper explaining the faulty argument.

T: Go over examples from newspapers.

W: DUE: First Draft--Workshops & Conferences (one copy handed in to Nancy)

Th: Workshops & Conferences

F: Workshops & Conferences

Week 9

M: Workshops & Conferences

T: Workshops & Conferences

W: Troubleshooting

Th: DUE: Works Cited page. Troubleshooting

F: Troubleshooting

Week 10

M: No classes--Memorial Day

T: DUE: Final Draft of Research Paper. Presentations begin.

W: Presentations

Th: Presentations

F: Presentations

Week 11

M: Presentations

T: Movie: Spirit of Crazy Horse. Return research papers. Last day of class!

Possible Research Questions

(need narrowing, but this is a start)

1. Is having a casino "good" for a tribe in the Seattle area (Tulalip Tribes, Muckleshoot, etc.)?

What is the definition of "good"?

What is the legal and financial situation regarding the casino?

Who actually owns it? Who runs it? Who gets the profit? Who takes on the financial

burden, especially if there are problems? What role does the state play? Does the state

get any money from the casino? What are the laws regarding casino gambling? What

are the current non-Native American attempts at getting in on the gambling business?

What are the arguments for and against the casino? What is my conclusion? Why?

2. Is Leonard Peltier guilty?

Who is Leonard Peltier? What are the arguments for and against his guilt? Should he be freed? Should he be on parole? Released on bond? What is Leonard Peltier's own position on his incarceration?

What was the situation at Wounded Knee in 1973? Was the U.S. government correct in what it did? Was AIM right in what it did? Were the goons right in their behavior?

3. Who is responsible for doing something about the disease of alcoholism among Native

Americans?

When did [a specific group of Native Americans, for example, the Oglala] first make contact

with alcohol? How? Why? Political reasons?

What are statistics regarding alcoholism among [specific group]?

How did alcoholism become a problem? Why?

Medical reasons? Political reasons? Emotional reasons? Etc.

How is alcoholism being dealt with? By the [specific group]? By government? By Native

Americans in general?

4. What is the role of depression and stress among Native Americans (or a specific group)?

Effects on alcoholism? Diabetes? Obesity? Poverty?

Who is responsible? What should be done?

5. Should the Black Hills be given back to the Oglala?

Why or why not? What are the arguments?

If yes, in what form? Completely? As a national park? Who should administer the area? The Oglala as a sovereign people? The U.S. government?

6. Should Native Americans be sovereign nations?

What is sovereignty? As defined by the U.S. government? The Native Americans [or specific group]? The state of Washington?

7. Should the Native Americans have special fishing and hunting rights?

What is the Boldt decision? What are its parameters?

What are the arguments for and against?

What is my conclusion?

8. Should the Makah whale?

What is the Makahs' position? What are other arguments for and against? What is the current situation?

9. What is the situation of urban Native Americans in Seattle? (KUOW recently did a series of

reports about this question.) What is one specific question about which I can draw a

conclusion?

What is the history of this situation?

10. Should reparations be paid to Native Americans [or a specific group]]?

If so, in what form?

11. Was the Native American boarding school program developed and run by the U.S.

government a positive or negative policy? For the Native Americans? For the Americans?

What was the boarding school program?

What have been the effects of it?

What are the statistics regarding the program?

What are the moral issues?

12. Has the U.S. policy and/or that of individual states toward Native Americans been one of genocide?

13. When discussing Native American rights, an automatic response is, "Of course, Native Americans cannot go back to living the way they did pre-white contact." Do you agree? Why or why not?

What are environmental considerations?

What are economic/political considerations (communal/cooperative versus individualistic/competitive)?

How does this question have connections to the issues regarding globalization?

14. Is colonialism wrong? How does this question relate to Native Americans?

Moral conclusions?

Environmental conclusions?

Anthropological conclusions?