Beruflich Dokumente
Kultur Dokumente
Student Handbook
Instructor Edition
Spring 2007
Editors
Brady Edwards
Michael Terry
Nicole Butler
Camille Harris
Jacqueline Harris
Chelsi Linderman
Curtis Newbold
Sarah Sisson
Laura Vernon
Director of Writing
Dr. Kathryn Fitzgerald
Ray B. West 204F
797-0235
kfitzgerald@english.usu.edu
Assignments
Writing improves with practice, so the more you write, the more proficient you will become.
You will also improve your writing by reading models of the types of writing that you will
complete. Expect intensive reading and writing in this course, and be assured that if you actively
engage in these assignments, your writing will improve.
Required Texts
In addition to this handbook, you must obtain the following textbooks:
The New Century Handbook, 3rd edition, Christine A. Hult and Thomas N. Huckin
Rereading America, 6th edition, Gary Colombo, Robert Cullen, and Bonnie Lisle
Warriors Dont Cry, Melba Patillo Beals
Contents
I.
Goals and Objectives
Philosophy
Essays
The Citizen Scholar
Student-Instructor Expectations
4
6
7
8
II.
General Information
Writing Center and Computer Lab
University Policy and Procedure
Grading
Grading Scale
9
10
12
13
III.
Daily Class Schedule
Daily Class Schedule
14
IV.
Assignment Descriptions and Components
Family Narrative
School Board Project
Media Analysis
Rereading American Images
Rereading American Culture
Writing Journal
33
36
41
44
45
48
V.
Course and Textbook Information
Accessing Syllabase Online Classes
Your Past as a Writer
English Plagiarism Statement
Rationale for Textbook
Library Resource Guide
49
50
51
52
55
Writer-Based Writing
Writing is or should be for yourself.
Writer-based writing allows you to:
Formulate, explore, and express your
ideas.
Find and develop your academic voice and
style.
Think independently.
Generate ideas.
Analyze your past experiences.
Develop writing fluency.
Practice using writing rituals as learning
tools.
Be creative and enjoy writing.
Audience-Based Writing
After writing to explore ideas for yourself,
the next step is to consciously shape and
develop your ideas for a larger audience.
Audience-based writing requires you to:
Identify your audience and their needs
and biases.
Anticipate your audiences beliefs or
attitudes.
Research and evaluate information based
on what you and your audience need to
know.
Find, evaluate, and organize information
in response to your audiences needs.
Collaboration Skills
Research shows that students learn more
when they actively utilize the information
theyre learning. In group work, you will:
Talk and write about writing.
Respond critically and constructively to
others writing.
Engage in learning rather than passively
sit through a lecture.
In order to ensure that your group works
well you need to:
Understand and respond to group
dynamics.
Develop good communication skills.
Respect other group members and their
opinions.
Pause to evaluate the groups progress and
adjust when necessary.
Encourage input from all group members.
Essays
You will apply all the writing skills you learn in this class to a series of essay drafts.
Assignments have been carefully constructed to allow you to develop and use critical thinking and
reading skills, writer-based and audience-based writing, information literacy, and revision skills.
Writing to Explore
Academic writing is sometimes perceived
as dry and tedious. The purpose of these
assignments is to offer a venue for exploring
your interests and expressing your creativity
and originality. You will:
Consider your unique perspective on
various issues.
Develop and write about topics that are
important to you.
Develop your writing style and voice.
Writing to Inform
When writing to inform, you learn to
gather information and then focus, organize,
and present it clearly to your readers. You
will:
Focus your investigation by asking good
questions and being curious about your
topic.
Use research to shape and organize your
ideas.
Become proficient in a topic by consulting
outside sources, including reference
librarians and your instructor, and by
gathering first-hand information.
Write in a readable and engaging style.
Share knowledge with others.
Define key terms.
Give necessary background information
by answering a reporters wh questions
(who, what, where, when, why).
Student-Instructor Expectations
Toward a Civil and Productive English Classroom Environment
What Students Can Expect from the
Instructor
Instructors can help create a productive
learning environment when they:
Show courtesy and respect for students
regardless of their sex, race, religion, age,
or sexual orientation.
Offer assistance to students when needed.
Listen attentively when students have the
floor.
Listen to suggestions for improving the
class.
Arrive on time and prepared.
Inform students of changes in the
syllabus.
Work to solve problems if they arise.
Student-Instructor Partnership
Much of the work instructors and
students do will be in class, therefore the
student-instructor partnership is central to a
positive learning environment. Both the
instructor and the student are responsible for
maintaining a classroom atmosphere of
courtesy and respect.
Students and instructors can maintain a
productive learning environment by
developing positive interpersonal
relationships. If at any time the student or
teacher feels that the relationship needs
improvement, she or he should request an
appointment to discuss the perceived
problem.
The university expects that participation
in collaborative class management will
contribute to students development as
citizen-scholars.
General Information
The Writing Center and the Computer Lab
How can the Writing Center help you?
Writing Center tutors are trained to help
you improve your writing skills by giving you
feedback on your writing assignments. You
may go to the Writing Center at any stage of
the writing process, from collecting ideas to
narrowing your focus to making final
revisions. A Writing Center consultation
helps you:
Discuss your writing with an objective,
trained peer.
Gather ideas for your next stage of
writing.
Improve your individual writing process.
10
Plagiarism
Plagiarism includes knowingly
representing, by paraphrase or direct
quotation, the published or unpublished work
of another person as ones own in any
academic exercise or activity without full and
clear acknowledgment. It also includes the
unacknowledged use of materials prepared by
another person or agency engaged in the
selling of term papers or other academic
materials (Code of Policies and Procedures
for Students, Article V, Section V-3.A.3). The
penalties for plagiarism are severe. They
include warning or reprimand, grade
adjustment, probation, suspension,
expulsion, withholding of transcripts, denial
or revocation of degrees, and referral to
psychological counseling.
Sexual Harassment
Sexual harassment is defined by the
Affirmative Action/Equal Employment
Opportunity Commission as any unwelcome
sexual advances, requests for sexual favors,
and other verbal or physical conduct of a
sexual nature. If you feel you are a victim of
sexual harassment, you may talk to or file a
complaint with the Affirmative Action/Equal
Opportunity Office, located in Old Main,
Room 161, or call the AA/EEO office at 7971266.
Students with Disabilities
The Americans with Disabilities Act
states: Reasonable accommodation will be
provided for all persons with disabilities in
order to ensure equal participation within the
program. If a student has a disability that
will likely require some accommodation by
the instructor, the student must contact the
instructor and document the disability
through the Disability Resource Center (7972444), preferably during the first week of the
course. Any request for special consideration
relating to attendance, pedagogy, taking of
examinations, etc., must be discussed with
and approved by the instructor. In
cooperation with the Disability Resource
Center, course materials can be provided in
alternative format, large print, audio,
diskette, or Braille.
Turnitin.com
Please be aware that all English
instructors have access to www.turnitin.com,
a service provided to screen student papers
for plagiarism.
Problems in English 1010
If you have problems during the semester,
please discuss them with your instructor. If
you are not satisfied after doing so, contact
Dr. Lynn Meeks, Director of Writing, at
797-2723.
11
Grading
Grading is both the responsibility and the prerogative of the instructor of record. . . . The
instructor is the ultimate arbiter of grades in his/her course. Changing grades shall be the sole
responsibility of the individual instructor, subject to existing procedures of the University Code
and administrative procedures for review and due process (Schedule of Classes Fall 2005 105).
Writing Diagnostic
You will be asked to compose a diagnostic
essay the first week of class. This assignment
will help your instructor become familiar with
you as a writer and will ensure that you have
the skills and strategies to be a successful
English 1010 student. Students who struggle
with the writing sample will be encouraged to
take English 0010 before enrolling again in
English 1010. English 0010 provides more
in-depth instruction focusing on the
fundamentals of standard written English.
12
Grading Scale
Assignment
Points
Due Date
Family Narrative
100 January 26
Annotated Bibliography
100 February 21 or 23
Media Analysis
100 March 30
Rereading American
Images
Rereading American
Culture
100 April 27
Writing Journal
100 Ongoing
Attendance and
Participation
100
Peer Reviews
100
Student/Instructor
Conferences
100
Writing Center
TOTAL
50
1000
13
Your Score
14
Week 1
Monday, January 8th
In Class
Diagnostic essay
Introduction to course and text
Discuss addendum
Classmate introduction activity
Homework
Read this handbook and sign and return
student information sheets (HB 49-50)
Read Introduction to Rereading America (115)
Homework
Read Gary Sotos Looking for Work (RA 2630)
Read Stephanie Coontzs What We Really
Miss About the 1950s (RA 31-47)
15
Week 2
Monday, January 15th
NO CLASS Martin Luther King Jr. Day
16
Week 3
Research is formalized
curiosity. It is poking and
prying with a purpose.
Zora Neale Hurston
17
Week 4
Monday, January 29th
In Class
Discuss Reading
Introduction to School Board Project
Homework
Read Warriors (76-145)
Use Academic Search
Premier to look up journal
articles for your group
project
http://library.usu.edu
18
Week 5
Monday, February 5th
In Class
Discuss reading
Meet with librarian to form groups and
research questions
I believe that good
questions are more
important than answers . . .
And every new question is
going to disturb someones
universe.
~Madeleine
LEngle
Homework
Read Malcolm Xs Learning to Read (RA
243-251)
Read Michael Moores Idiot Nation (RA 153170)
19
Week 6
Monday, February 12th
In Class
Discuss reading
Group work
Research skills
Homework
Plan group presentation
Continue research/develop bibliography
Read New Century Handbook chapter 26,
Oral Presentations (608-617)
20
Week 7
Monday, February 19th
NO CLASS Presidents Day
21
Week 8
Monday, February 26th
In Class
School Board Project presentations
Homework
Have a good day
Homework
Bring a media source to class
Read Benjamin R. Barbers The Educated
Student (RA 283-291)
Read Todd Gitlins under the sign of Mickey
Mouse & Co. (RA 782-793)
22
Week 9
www.writingcenter.usu.edu
23
Week 10
Monday, March 12th
SPRING BREAK NO CLASS
http://writing.usu.edu
24
Week 11
Monday, March 19th
In Class
Discuss reading
Discuss Media Analysis Topics
Homework
Read Jean Kilbournes Two Ways a Woman
Can Get Hurt (RA 455-474)
25
Week 12
Monday, March 26th
In Class
Peer Review of Media Analysis draft
Homework
Begin revision of Media Analysis draft
26
Week 13
Monday, April 2nd
In Class
Discuss reading
Homework
Read Eric Lius Notes of a Native Speaker
(RA 660-673)
27
Week 14
Monday, April 9th
In Class
Discuss reading
Discuss formulating research questions
Homework
Research
Read New Century Handbook chapter 7,
Formulating Arguments (136-144)
Wednesday, April 11th
In Class
Discuss thesis statements
Discuss sample student essays
Homework
Read student essay Cybercensorship (NCH
145-152)
Read NCH chapter 7, (153-171)
Friday, April 13th
In Class
Discuss supporting evidence
Homework
Research on Rereading American Culture
Paper
28
Week 15
Monday, April 16th
In Class
Discuss research progress
Discuss writing research papers
Homework
Read New Century Handbook chapter 12,
Writing the Research Paper (265-305)
Wednesday, April 18th
In Class
Discuss Reading
Homework
Read New Century Handbook chapter 11,
Using Sources and Avoiding Plagiarism
(243-264)
29
Week 16
Monday April 23rd
In Class
Peer Review
Homework
Work on Rereading American Culture paper
30
Exercise the writing muscle every day, even if it is only a letter, notes,
a title list, a character sketch, a journal entry. Writers are like dancers, like athletes.
Without that exercise, the muscles seize up.
~Jane Yolen
31
32
Family Narrative
Draft: Monday, January 22
Due: Friday, January 26
Requirements
2-3 pages typed, double-spaced
Signed permission agreement and scoring standard attached
Purpose
The purpose of this assignment is to introduce you to the writing process. Some important writing
skills you should be developing through this assignment include understanding and using the
writing process, choosing effective words to convey meaning, and using correct grammar and
punctuation. See The New Century Handbook, chapters 3, 32, 45, and 55.
Assignment Description
Using the family narratives from Rereading America as examples, write your own narrative essay
about an experience with your family. Write a story about a specific day/event/experience using
dialogue, action, and sensory details to create a brief snapshot.
The following may serve as a starting point for your paper:
A clear and distinct memory you have of your family. Often we dont realize the significance of
the seemingly random things we remember until we write about them.
A turning point, a key event, or an encounter that reveals some aspect of your family and the
different dynamics associated with it.
A meaningful event you experienced that impacted the way you see how the family affects your
life.
Your essay will include a specific scene in your life. Do not attempt to write about your entire
childhood or your entire high school experience. Instead, select one scene that can act as a tangible
anchor for your essay.
Steps for Writing
Identify a story about your family that has specific time constraints and memorable details.
Keep in mind the narrative elements discussed in class (i.e. tension, focus, sensory details,
character development, and organization) when you write your story.
Use the narrative essays from Rereading America as models for your writing: Looking for
Work (pg. 26-31); An Indian Story (pg. 109-118); and Envy (pg. 118-131).
This assignment is worth 100 points.
33
Family Narrative
Permission Agreement
I give my instructor, ___________________, and the English Department at Utah State University:
Permission to use my Family Narrative for grade calibration purposes and as a model for writing.
You may use my name.
Permission to use my Family Narrative for grade calibration purposes and as a model for writing.
You may not use my name.
You may not use my Family Narrative for any purpose other than grading.
34
Meaning
Organization
Style/Voice
Grammar,
Punctuation,
and Spelling
Advanced
Proficient
Acceptable
Adequately, Passably
Not Acceptable
Thoroughly, Effectively
Sufficiently, Satisfactorily
No distinguishable voice
or forced, unnatural
voice.
Frequent grammar,
spelling, and/or
punctuation errors clutter
the papers surface. Some
sentences may be
awkward.
Incompletely, Ineffectively
Comments
36
Note: Your research plan and research questions should be flexible. Regularly revisit and revise
your questions, based on research findings.
Annotated Bibliography
Once your group members have found useful sources that help to answer your research questions,
you should compile your sources into an annotated bibliography. Each annotation should include
the following:
The thesis or main point of the source either quoted or paraphrased.
A description of how that source helped your group answer its research questions.
All citations should use MLA or APA format. Each group should have at least eight sources.
Group Presentation
In order to prepare for the presentation, group members need to discuss how their research
sources fit together in either supporting or rejecting the plan to integrate schools. Each group
should then decide whether or not they support the plan and why. Determine what information
you will present to support your position, create an outline of your presentation, and turn in that
outline in advance. Your instructor will provide feedback on your outline. You should then
practice so that you can give a polished presentation, and prepare to answer questions from your
classmates after you present. Each group presentation should be 10-12 minutes long, and should
involve each group member equally.
This assignment is worth 200 points.
37
Permission to use my School Board Group Project for grade calibration purposes and as a model for
writing. You may use my name.
Permission to use my School Board Group Project for grade calibration purposes and as a model for
writing. You may not use my name.
You may not use my School Board Group Project for any purpose other than grading.
38
Content
Organization
Research
Time Limit
Advanced
Proficient
Acceptable
Not Acceptable
Thoroughly, Effectively
Sufficiently, Satisfactorily
Adequately, Passably
Demonstrates
informed exploration of
the research problem.
Findings directly
address the issue and
are presented in an
engaging way.
Presentation has
excellent organization
that complements
research plan.
Research problem is
explored. Findings
presented.
Presentation is somewhat
disorganized, main points
need clarification.
Presentation is
disorganized. Main
points are difficult to
recognize.
Presentation
demonstrates
exceptional level of
reflection and
engagement with
sources.
Adheres to time limit.
Presentation
Presentation demonstrates
demonstrates reflection some reflection and
and engagement with
engagement with sources.
sources.
Presentation
demonstrates little or no
reflection and
engagement with
sources.
Somewhat adheres to
time limit.
Incompletely, Ineffectively
Delivery of subject is
confusing. All group
members do not
participate.
Comments
Complete
Annotation
Quality of
Sources Used
Required
number of
sources
Grammar,
Punctuation,
and Spelling
Proficient
Acceptable
Not Acceptable
Thoroughly, Effectively
Adequately, Passably
No annotation included.
Annotation is a copy/paste
from the article itself or its
abstract.
Incompletely, Ineffectively
Comments
Media Analysis
Draft: Monday, March 26
Due: Friday, March 30
Requirements
2-3 pages typed, double-spaced
Signed permission agreement and scoring standard attached
Works Cited page in MLA or APA format (This is to cite the object being analyzed and any
other outside sourcesthough outside sources are not required. See the New Century
Handbook for MLA and APA directions.)
Purpose
The goal of this assignment is to do a close reading or analysis of a film scene, a song (or songs), or
some other media artifact. One purpose of this assignment is to become a more aware media user.
By analyzing some type of media, you will become more cognizant of the messages being sent by
movies, music, Internet sites, etc. You will also further develop your critical thinking skills, use of
the writing process, and ability to write effective sentences and paragraphs. See The New Century
Handbook, chapters 3, 6, 7, 17, 40, and 41.
Assignment Description
As weve seen in Rereading America, the media can have a major impact on society. For example,
Joan Morgan, in From Fly Girls to Bitches and Hos (RA 539-540), discusses the implications of
hip hop music for African American women, and Jean Kilbourne, in Two Ways a Woman Can Get
Hurt (RA 455-476), claims that many advertisements hurt women.
Steps for Writing
Identify a movie scene, song, TV episode, commercial, or print ad that makes an interesting
or important statement to you. What is that statement?
How is this statement made? Through images? Characters actions or statements? The
rhythm or beat of a song? Are symbols used to convey meaning?
See chapter 17 of The New Century Handbook for ideas on how to interpret and analyze a
text.
Use the steps of the writing process to brainstorm, draft, and revise your ideas into a clear,
coherent essay.
This assignment is worth 100 points.
41
Effectiveness
of Content
Organization
Advanced
Proficient
Acceptable
Sufficiently, Satisfactorily
Thesis is vague or
embedded. Paper does
little to analyze media.
Demonstrates
engagement with media
source(s). Asks good
questions.
Clear organization with
acceptable, transitions
that could show
improvement.
Appropriate format.
Paper reads well with a
developing individual
style and voice.
Demonstrates some
engagement with
media source(s). Asks
non-specific questions.
Organization is
unclear. Transitions
may be difficult to
follow. Adequate
format.
Wordiness, clichs,
and/or vagueness
sometimes muffle the
voice. Tone is
inconsistent.
Includes a Works Cited
page that lacks
academic effort. In-text
citations may be
missing or inadequate.
Surface errors do not
alter intended
meaning. Some
sentences may be
awkward.
Style and
Voice
Documenting
Grammar,
Punctuation,
and Spelling
Advanced traditional
grammar and mechanics,
except when irregularities
are used for special effects.
Adequately, Passably
Not Acceptable
Thoroughly, Effectively
Incompletely, Ineffectively
Comments
Media Analysis
Permission Agreement
I give my instructor, ___________________, and the English Department at Utah State University:
Permission to use my Media Analysis for grade calibration purposes and as a model for writing.
You may use my name.
Permission to use my Media Analysis for grade calibration purposes and as a model for writing.
You may not use my name.
You may not use my Media Analysis for any purpose other than grading.
Signed: _________________________ Date: ______________________________
Name (Printed):____________________________
43
44
45
Permission to use my Rereading American Culture paper for grade calibration purposes and as a
model for writing. You may use my name.
Permission to use my Rereading American Culture paperfor grade calibration purposes and as a
model for writing. You may not use my name.
You may not use my Rereading American Culture paperfor any purpose other than grading.
Effectiveness
of Content
Organization
Style and
Voice
Use of Sources
Documenting
Grammar,
Punctuation,
Spelling
Advanced
Thoroughly, Effectively
Specific research problem
is clearly stated. Thesis is
engaging and clear.
Proficient
Sufficiently, Satisfactorily
Specific research problem
is stated. Thesis is
effective.
Acceptable
Adequately, Passably
Research problem is
vague, too general, or not
clearly defined. Thesis is
partially complete.
Not Acceptable
Incompletely, Ineffectively
Research problem is not
defined. Thesis is unclear, or
there is no thesis.
Clearly investigates an
aspect of American
culture through informed
exploration of the
research problem. Thesis
is well supported.
Excellent organization
and smooth transitions
between ideas.
Appropriate format.
Your own academic voice
is evident and makes the
paper engaging.
Investigation of culture is
mostly clear. Research
problem is explored, and
thesis is adequately
supported.
Investigation is somewhat
clear. Research problem is
not fully explored; thesis
only partially supported.
Investigation is
underdeveloped. Not enough
research has been completed
to address the research
problem.
Little to no organization.
Ideas are hard to follow.
Inappropriate format.
Advanced traditional
grammar and mechanics.
Few editing errors.
Organization is unclear.
Transitions may be
difficult to follow.
Adequate format.
Voice and style are
partially academic but
contains ordinary and
bland language. Lacks
individual style and voice.
Some sources seem out of
place or not completely
relevant and sometimes
disrupt the flow of the
essay.
Includes a Works Cited
page that lacks academic
effort. In-text citations
may be missing or
inadequate.
Surface errors are present.
Some sentences may be
awkward. May not have
been proofread.
47
Comments
Writing Journal
Due: Ongoing
I never know what I think about something until I read what I've written on it.
~William Faulkner
Occasionally, you will receive a specific writing prompt (to complete either in class or online)
that will help you reflect on the previous nights reading and/or focus your thoughts. These
writings are a way for your instructor to see how well you are synthesizing ideas, if you are
participating in the activities associated with the class period, and to help you strengthen your
skills as a writer. These writing prompts are developed to help you gain confidence and skill with
your individual writing style. Also, these prompts are designed to improve your critical thinking
abilities and to help you make connections inside and outside of the given topic.
Discussion Points
Due: Ongoing
There is then creative reading as well as creative writing.
~Ralph Waldo Emerson
In the introduction to Rereading America the editors state, Think of active reading as a
conversation between you and the text: instead of listening passively as the writer talks, respond to
what she says with questions and comments of your own (10). Active reading is an essential part
of this course. As you read, underline passages and write down questions, comments, and
reactions. Pick out your best ideas and/or questions regarding the text and either post them online
or bring them to class (at the direction of your instructor) as your discussion points.
Other Assignments
Due: Ongoing
Writing and rewriting are a constant search for what it is one is saying.
~ John Updike
In addition to the major assignments of this course, your instructor may give you other tasks.
Such assignments will likely serve as stepping stones for your longer assignments and for the
overall goals of the course to help you become a more critical thinker, reader, and writer.
48
You have now reached your English 1010 online class. The links you will need to use for
navigation are located at the top of the page. There are several functions under each link. For
example, if you wanted to reach the Discussion Forums, you would click the red
Communication Tools link.
A new group of yellow links will appear beneath the main red links each time you click a red
link. Your instructor will tell you which links and functions you will need to know about.
49
sophomore
freshman
2.
Circle all the types of writing you have done within the past two years: essays, poems, email,
journals, stories, work memos, school assignments, research papers (if there are any types of writing
not listed here, please write them in below).
3.
How many pieces of writing have you done in the last week (including letters, email, assignments,
journals, work memos, etc.)?
a. 0
b. 1-5
c. 5-10
d. more than 10
4.
Circle the types of essays which you are most interested in: investigation, evaluation, personal,
descriptive, compare/contrast, analyzing literature, research, observing.
5.
6.
7.
How many books and/or magazines have you read in the past year?
a. 0
b. less than 5
c. 6-10
d. 11-15
8.
9.
b. no
e. more than 15
d. somewhat positive
What have you been praised for or criticized for in the past as a writer?
2.
3.
4.
5.
50
e. positive
51
52
process or reshape what [they have] read, the better [they will] comprehend and
remember it (11). The text and curriculum require intense and diverse writing.
Academic Freedom
Plato states in Gorgias that academic freedom protects the right to develop and explore
ideas in an arena free from political, cultural, or organizational intimidation.
(Academic Freedom vs. Civil Rights: A Special Report of the Center for First
Amendment Studies California State University, Long Beach par. 1). Likewise USUs
Student Code protects both the student and the teacher from negative classroom
atmospheres. The student has the right to a learning environment free of harassment or
unlawful discrimination (Student Code Section 2). (See the USU Student Code for
further explanation of academic rights. http://www.usu.edu/stuserv/SCode/).
Classrooms are also protected under the 1st Amendment, which guarantees the freedom
of expression. The National Council of Teachers of English (NCTE) states, All students
in public school classrooms have the right to materials and educational experiences that
promote open inquiry, critical thinking, diversity in thought and expression, and respect
for others. Denial or restriction of this right is an infringement of intellectual freedom
(Introduction for Rationales for Challenged Books). Rereading America adheres to these
standards of academic freedom and promotes the above qualities.
Problems of Style, Theme, Topic
Due to several of the controversial and highly charged topics and themes in Rereading
America, it is possible that some students may feel that their academic rights are being
infringed upon. However, it is the academic duty of the English 1010 instructors to
provide an atmosphere where students feel comfortable disagreeing or coming to terms
with new thoughts. Students must know beforehand that their course grades will not be
modified according to their personal beliefs. It is stated in the preamble for the Rights
and Freedoms of Students written by the American Association of University Professors
that, The professor in the classroom and in conference should encourage free
discussion, inquiry, and expression. Student performance should be evaluated solely on
an academic basis, not on opinions or conduct in matters unrelated to academic
standards (Academic Freedom vs. Civil Rights: A Special Report of the Center for First
Amendment Studies California State University, Long Beach. Appendix #2). In using a
text such as Rereading America, it is understood that all instructors comply with
academic freedom standards and guidelines.
Rereading America, although demanding, will challenge students to critically read,
write, and think about contemporary world issues, for truly,
Academic institutions exist for the transmission of knowledge, the pursuit of
truth, the development of students, and the general well-being of society. Free
inquiry and free expression are indispensable to the attainment of these goals. As
members of the academic community, students should be encouraged to develop
the capacity for critical judgment and to engage in a sustained and independent
search for truth. (Appendix #2)
References
Academic Freedom vs. Civil Rights: A Special Report of the Center for First Amendment
Studies
California State University, Long Beach. Prepared by Craig R. Smith, Director.
(March 2004) <http://www.csulb.edu/~crsmith/acadfree.html>.
53
Introduction for Rationales for Challenged Books. CD. 1998. Version 1.0
NCTE Stock Number: 38276.
Colombo, Gary, Robert Cullen, and Bonnie Lisle. Rereading America. 6th ed. Boston:
Bedford/St.
Martins, 2004.
USU Student Code. Utah State University, Approved May 21, 1999.
<http://www.usu.edu/stuserv/SCode/>.
54
Topic Focus
Too broad = Too much
information
Example
No Child Left Behind Act
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D. Brainstorm!
List words that describe the concepts in your research
questions. Try to think of synonyms, or different words that
describe the same thing. Also try to think of different aspects
or parts of your topic.
Aspects/Parts of Your
Topic
Sub-concept: teaching
to the test
Age: elementary versus
high school
Geographic: the U.S.
versus Europe or Japan
Keyword/Concept Brainstorming:
56
Articles
Scholarly Journal Articles
Good for focused treatments of a topic. Generally, high-quality
information based on research and reviewed by experts in the
field.
For more information on how to search for articles, see the How to
Find Articles section of this guide.
Web Sites
Web sites can be good for very specific information about
people, companies, products, etc.
57
You can search for groups of keywords by connecting words using and,
or, and not, or search for phrases by putting keywords in quotations
(example: high-stakes testing). To find out how to search for a
phrase in a particular database, look for a link to Help.
Summary of Basic Search Operators
testing AND policy
Finds only those records
which contain both words
anywhere in the record.
"high-stakes testing" OR
standardized testing
"standardized testing"
(standardized testing)
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To Find:
Research
Search Strategy
Tool
Try more general
terms, because
books tend to be
written on more
general topics
Books,
government
publications
Online
Catalog
Articles
Examples
High-stakes
testing OR
standardized
tests
High stakes
testing AND
student
achievement AND
math
List the search tools that will help you locate information on your
topic:
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If you already know the book you need, click on title or author and
enter the title or the author's name (last name, first name).
B. Search Tips
Try to enter only the main concepts or keywords related to your topic.
Try to stick to very specific nouns. (Example: high-stakes testing;
test bias)
If you do not get any results, your search might be too narrow; you
might be entering too many terms. If you get too many results, try to
add terms to your search to explore a more specific aspect.
If you find a book that looks like it might be useful, look at the record
(or description of the book). Look for the "Subject Headings" listed.
If these match your research topic, try clicking on the blue hyperlinked
subject to find more material on that topic.
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The call
number is
Location/Collection
In some cases, books are stored in the BARN, our automated storage
system. To request a book, you will need to click Request Item next to the
book. You will have to create a user account in the Online Catalog the first
time you do this. For instructions, see the How to Find Articles section of
this guide.
61
Click on the Article Searching and Databases link from the Library
Home Page.
Select a broad subject area which relates to your topic from the list
below. Read the descriptions of the indexes and select one that you
think matches your topic.
Add additional search terms using AND. You will get a more specific
set of material focused on your topic. For example, searching for
"high-stakes testing" AND "student achievement" will produce more
focused results.
62
63
Apply other limits, such as Scholarly (Peer-Reviewed) articles only. Scholarly articles are
usually reviewed by a group of experts and research-based or scientific in nature. You can
also limit by date for the most recent material.
E. How
to Find
the
Actual
Article
1.
Check
to see if
the article is available in full-text, so that you can read the article on the computer. In EBSCO
databases, for example, look for the following icons:
64
OR
2. Look for an Article Linker icon near the citation or the summary of the article. Article
Linker walks you through the steps of locating the article, either
electronically or
in print.
a. Click the Article Linker button. A new screen will open.
b. The citation information (the information you need to locate and cite the article) will
appear at the top of the screen.
3. If the article is available online in one of our databases, Step 1 will appear.
Check
dates
Check to see if the dates available include the dates for the article you need. Click Article
for the database that matches the dates you need. Older articles might only be available in
print.
Follow the procedures for locating the full-text article in the database you chose. Each
database looks and operates somewhat differently. Please contact a librarian if you need
further assistance.
Note: If the Article option is not available, click Journal for the database that matches the
dates you need and browse or search for the article. Here are two examples:
65
4. If Step 1 does not appear, proceed to Step Two to locate an article in print.
For example, you have found the following information in an article database.
a. Click By Journal Title to search the library catalog. In this case, the journal title is
Childhood Education.
b. The title will appear first on the list of results if we
print subscription.
have a
available in
66
and 2003
Dates owned by
the library
Shelved in current
journals on the
2nd floor
d. Click on the Items Available tab (shown above) to get a list of all of the volumes
available for this journal. All journals older than one year are stored in our
automated storage area, called the BARN. If you do not see a volume listed, it might
be shelved in Current Journals on the Second Floor.
Scroll down to Volume 80, make sure it is checked in and click Request Item.
67
e. If you have not created a user account for the Online Catalog, click register as a
new Information Portal user and follow the instructions to set up an account.
f. If you have an account, log in. You will see the following screen. To request the
journal from the BARN, click the Request button.
The journal will be available at the service desk on the 2nd floor of the library
approximately 10 minutes after you make your request.
5. If we do not have a print copy of the journal you need, proceed to Step 3 on the Article
Linker screen. This link will take you to InterLibrary Services. We can find a library that has
the article you need and send it to you as a PDF via email.
a. Scroll down to Step 3 in Article
Click Request the journal using
Interlibrary Loan to open the
Interlibrary Loan web page.
Linker.
Log-on
article.
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