English 215—Advanced Composition
T&Th 2:00-3:15 Instructor: Seri Luangphinith
Kanaka‘ole Hall 107 Office: Kanaka‘ole Hall 220
Registration # 80244 Phone: 974-7570
Fall 2003 Email: firstname.lastname@example.org
University of Hawai‘i at Hilo
Welcome to advanced college level composition. We are going to do what we do all the time—persuasion. Whether you are hashing it out with your friends over whether The League of Extraordinary Gentlemen is a better film than the X-Men, whether Waiakea is not as good as Hilo High, whether you think your parents ought to “bug out” of your love life, or whether your other half ought to help out more around the house, we engage in persuasion or what we academics love to call “argument.” All kidding aside, effective argumentation is the key to solid academic papers regardless of the discipline. So this course is designed to help you hone that natural ability we all possess. Of course, that means learning proper writing formats (i.e. APA and MLA) and well as how to get our point across in an academic manner (while it might be perfectly acceptable to call your dad an old fart for imposing a curfew, such labels are not going to work in your next psychology paper). As you may have notices, this class will try to make college writing fun. As further stimulus, this class has also yoked our academic text to materials that are not only closer to home but more enjoyable to read.
Hereniko, Vilsoni and Teresia Teaiwa. The Last Virgin in Paradise. Suva [Fiji]: Mana, 1993.
Teaiwa, Teresia. Searching for Nei Nim’anoa. Suva [Fiji]: Mana, 1995.
Wood, Nancy V. Perspectives on Argument. 4th ed. Upper Saddle River: Pearson/Prentice Hall,
2004. ISBN 0-13-182374-4. (henceforth referred to as PA)
Yamanaka, Lois-Ann. Saturday Night at the Pahala Theatre. Honolulu: Bamboo Ridge Press, 1993.
A. Undertake complex readings and analyses of Hawai‘i and the Pacific in ways that can inform our personal research.
B. Master the concept of argumentation for longer papers.
C. Compare, contrast, and evaluate sources (including one’s own assumptions) while considering merit, bias, accuracy, and currency.
D. Distinguish and effectively use a variety of primary and secondary sources.
E. Learn to use citations within a longer well-structured essay.
F. Familiarization with documentation formats, such as the MLA.
G. Familiarization with specialty writing (i.e. literary analysis).
Policies and Requirements
All students must have passed the prerequisite ENG 100. All individuals who have not met this requirement will be automatically dropped.
Your performance in this class will depend upon attendance, participation, and the completion of assignments. Regular attendance and participation are essential. Five (5) unexcused absences will result in a full grade deduction. Beyond five, failure is likely. However, if there is a pressing emergency or if there are other matters which require your absence, please see me and bring the proper documentation (i.e. a signed doctor’s note). Also, if you are in need of academic support because of a documented disability (whether it be psychiatric, learning, mobility, health-related or sensory), please see me. Any student with a documented disability who would like to request accommodations should contact the University Disability Services Office at 933-0816 (V), 933-3334 (TTY), Campus Center Room 311, as early in the semester as possible.
There are several homework assignments, three papers (various lengths), an annotated bibliography (25 sources), and a research portfolio. Please check the syllabus for due dates and requirements.
Homework (critical responses) are graded on a curve of 1 through 10, 10 being the highest. All homework, unless otherwise specified, must be typed and turned in the day they are due. (So if the schedule reads “10/3 Homework,” that’s when that particular assignment is due.) Word of caution: while these are generally responding to larger questions, keep the prose clear and concise. In other words, no jus’ write off da top of yo’ head...pay attention to things like paragraphs, topic sentences, thesis. Keep length to a minimum of 1 page, maximum 2.
The Annotated Bibliography will consist of 25 sources, and must contain at least one of each of the following types of material: (1) journal article, (2) magazine article, (3) newspaper article--actual paper source, (4) film, (5) entry from an anthology, (6) book, (7) online news article, and (8) website/homepage. The annotated bibliography will be constructed by adhering to either MLA or APA guidelines and will require a brief description of the contents of each item (that means 25 short summaries). I will cover the requirements at a later time
A portfolio containing all of your research will be due at the end of the term. This portfolio should consist of a three-ring binder which separates the following: (1) table of contents; (2) syllabus; (3) handouts; (4) class notes and homework; (5) drafts with corresponding papers in separate sections; (6) annotated bibliography with articles/materials.
All assignments must be turned in at the beginning of class on the day they are due (in other words, don=t walk into class 20 minutes late and expect to turn work in). Be advised, I will accept late papers, but I will deduct one full letter grade (no late reading responses). Failure to bring required materials (such as rough drafts, textbook, etc.) will result in a failing grade for participation. All work, unless otherwise specified, must be typed, double-spaced with 1" margins, and completed upon submission. Assignments which utilize over-sized fonts (such as the one used above for “English 215”) and/or extra wide margins will be returned and considered late. Work which does not meet the minimum length requirement will also be rejected.
For students who do not own computers, the University maintains several computer labs across campus. Contact the Computing Center (ext. 7437) for locations and hours.
As far as grades are concerned:
DO NOT RESORT TO PLAGIARISM UNDER ANY CIRCUMSTANCE! All work submitted in this course must be your own and must be written exclusively for this class. Papers that have been downloaded off the Internet, prepared for other classes or borrowed from third parties are not acceptable. Because this course includes research, the use of outside sources (ideas, quotes, paraphrases, etc.) must be properly documented. Failure to do so may result in an automatic failing grade for either an assignment or for the entire class.
Finally, disorderly conduct will not be tolerated. Be aware that your actions can have a detrimental effect on everyone. Hostile attitudes, threatening body language, and inconsiderate behavior (i.e. cell phones, speaking out of turn during class, sleeping, etc.) can be a “real drag.” So let’s all do our part to make the most of our academic endeavors.
Schedule (Subject to Change)
8/26 Welcome. Discussion: How do you engage in persuasion? How is persuasion and the conveying of opinions a culturally specific activities? What’s a “proper language” for persuasion? Brainstorming: How can this class on composition develop a relationship with the community? AUDIO—Balaz’s “Pidgin 101”
8/28 Skim PA, from “Developing a Broad Perspective on Argument” to “What are Some Academic Issues?”, pp. 5-20.
Read through the week’s newspaper (they are available at the library) and come up with a list of 5 major issues that either affect Hawai‘i or the Pacific. Then for each
of those 5 areas, list questions for inquiry that will help the class engage with these issues. As this is the first step towards your final project, I recommend you give this some serious thought.
Find an article (preferably one longer than just a few paragraphs) that relates to the questions of inquiry you’ve drafted. Then, answer questions 2-5 on page 22.
9/2 Read PA, “The Adversarial and the Consensual Styles of Argument” to “Which Styles Describes You,” pp.30-47.
Homework: Write a response to the article you’ve chosen. If you need to educate yourself on the issue, get online. THEN, answer the questions on pages 41 and 47. Be prepared to share your work.
9/4 Skim PA, “Recognizing Written Argument” to “Reading Argument,” pp. 63-79; PA “Types of Proof,” 197-219. Read handouts, Haunani-Kay Trask’s “‘Lovely Hula Hands’: Corporate Tourism and the Prostitution of Hawaiian Culture” and Bond’s “The Hula—Poetry in Movement.” DICSUSSION: What are the arguments in these essays? Thesis?
Homework: Make the connection between these two articles by asking yourself the following questions--How does Trask’s essay “respond” to Bond’s? How would Trask respond to Bond? And what kinds of argument do they employ? (see p. 217)
9/9 Read PA, “Argument and Literature,” pp. 415-422 (including review questions); PA “Paper in MLA style,” pp. 379-385. LECTURE: MLA style for citation of essays, poetry, etc. Bibliographies.
9/11 Read Hereniko and Teaiwa’s The Last Virgin in Paradise. Discussion and brainstorming: What are the issues involved in this work? Why are they being conveyed in the comedic manner that they are?
9/16 Skim PA, “The Essential Parts of Argument,” 126-145; skim PA, “Rogerian Argument, and Common Ground,” 245-253; read PA, “Visual and Oral Argument,” pp. 394-405 (skip argument theory); read handout, Thaman’s “Decolonizing Pacific Studies.” Analysis of the pictures in Bond’s “The Hula—Poetry in Movement.” HOMEWORK: How would you engage in a critical analysis of hula by using either the Toulmin or Rogerian approach? What might such papers look like? And is there a problem with using such models for Pacific oriented texts? DISCUSSION: Figuring out the Toulmin and Rogerian models. Is there, perhaps, a different, more culturally relevant model that exists in Hawai‘i? In the Pacific?
9/18 Lecture: working with film. VIDEO: American Aloha: Hula Beyond Hawai‘i.
Homework (due 9/23): What is the “argument” in this film? How are images used (or not used)? How does this video fit into the context of the earlier debate over hula and the tourism industry? (refer back to your homework for 9/4)
9/23 BRAINSTORMING: Issues and theses. LECTURE: The Literary Paper.
Begin writing drafts for paper 1 (be sure to bring all handouts and texts). FREEWRITING.
9/25 CONFERENCES. (no class scheduled)
9/30 PAPER ONE DUE: 5 pages, MLA format, citation of at least 3 separate texts (include bibliography). LECTURE: Research and the Portfolio. Selecting a Research Topic. Getting started on the annotated bib (what does one look like?)
10/2 Read PA, “Fallacies or Pseudoproofs,” 231-326. Read handouts, Hall’s Letter to the Editor and Labarre’s “No talk Stink.” Homework: What kind of fallacies plague Hall’s short argument, and what kind of argument does Labarre employ against Hall? Is Labarre’s strategy effective?
10/7 Read Yamanaka’s Saturday Night at the Pahala Theatre. Discussion and Brainstorming: What are the issues in this text? Topics for Research.
10/9 Read PA, “The Research Paper,” pp. 294-323, 335-326. Lecture: The APA model. Homework: Do section #1 and #2 on page 295 by researching a particular issue associated with Yamanaka’s book. Locate three “texts” that will help you delve deeper into whatever issue you’ve chosen. Draft a short annotated bibliography (APA) and be prepared to present your findings to the class.
10/14 VIDEO: Once Were Warriors
10/16 VIDEO: Once Were Warriors. Homework (due 10/21): Make the connection between Yamanaka’s book and the film based on Duff’s novel. What are the issues that bring these two different works together, and how are they either similar or dissimilar in their treatment of the issues. What are their “arguments” with regards to these issues?
10/21 Read Teaiwa’s Searching for Nei Nim’anoa. Discussion: What are the issues in this book?
10/23 VIDEO: The Race for Rights (Fiji). Homework (due 10/28): First, make the connections between Teaiwa’s book and the video on Fiji. What are the issues that they both address? What are their “arguments” with regards to these issues? Second, research further and find 3 texts that deal with a particular issue that links these two works together. Draft a short annotated bibliography (APA) to turn in for comment.
10/28 Brainstorming session. Further discussion of texts. Begin writing drafts for paper 1 (be sure to bring all handouts, texts, and previous homework).
10/30 CONFERENCES (no class scheduled)
11/4 PAPER TWO DUE: 5 pages, APA format, citation of at least 3 separate texts (include bibliography).
11/6 PORTFOLIO AND ANNOTATED BIB CHECK. CONFERENCES. (no class scheduled)
11/11 HOLIDAY—NO SCHOOL
11/13 COMMUNITY SERVICE DAY
11/18 RESEARCH SESSION (no class scheduled—meet at library)
11/20 RESEARCH SESSION (no class scheduled—meet at library)
11/25 CONFERENCES (optional)
11/27-28 HOLIDAY—NO SCHOOL
12/2 VIDEO—Lilo and Stitch
12/4 VIDEO—Lilo and Stitch
12/9 LECTURE: The Chicago Style
12/11 FINAL PAPER DUE. 10-12 pages, APA or MLA style, 7-8 citations minimum (3-4 different types of texts). ANNOTATED BIBLIOGRAPHY DUE. MLA or APA.
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