When You Get to Class: Sign Up and Prepare for Final

1) Sign up for a meeting time with Ms. Uzzilia (either Monday or Thursday of next week). Please note the location of your meeting (either in the computer lab or MB-14).

2) Get all of your documents ready for the exam. You may use hard copies or electronic, and you are free to use your notes as well. The Krakauer and Orwell readings are both available online.

3) Sit quietly and relax until we get started.

Good luck!

When You Get to Class: Thesis Statements

Please write your thesis statement for your research paper as a comment for this post.

Singular vs. Plural

Singular subjects require singular verbs. Plural subjects require plural verbs. The subject and verb must agree in a sentence.

Example:

Singular: My dog runs across the field.

Plural: My dogs run across the field.

Directions: Choose the correct verb in each sentence.

1. Maria (talk/talks) to me each day at lunch.

2. Mom, Dad, and I (is/are) going to the park to play catch.

3. Mr. and Mrs. Ramirez (dance/dances) well together.

4. Astronauts (hope/hopes) for a successful shuttle mission.

5. Trees (prevent/prevents) erosion.

6. The student (is/are) late.

7. She (ask/asks) for directions to the senior high gym.

8. The elephants (plod/plods) across the grassland to the watering hole.

9. My friend’s name (is/are) Rebecca.

10. Many people (enjoy/enjoys) orchestra concerts.

11. The pencils (is/are) sharpened.

12. My backpack (hold/holds) a lot of things.

13. The wind (blow/blows) to the south.

14. Sam (collect/collects) butterflies.

15. They (love/loves) cotton candy.

Organizing Songs

1) Write down your three favorite songs.

2) Get the three favorite songs of everyone in your row and add them to your list.

3) As a group, come up with three different ways to organize your songs. Be creative!

When You Get to Class: Brainstorm Possible Topics

For Essay #3, you will be able to choose your own topic to research in human-animal relations. Starting with one of the general subjects below, brainstorm ideas in your notebook or in a separate Word document. With brainstorming, you don't need to worry about organization or grammar. Just try to work out some ideas on the paper or on the screen.

Animals as test subjects (medicines, makeup)

Animals as clothing (fur, leather, wool)

Animals as religious objects (animal sacrifice, snake handling)

Animals as entertainment (circus, zoo, Central Park horse and carriage)

Animals as sport (cock fighting, dog fighting, hunting)

Animals as therapy (dolphin therapy for autism, dogs and cats in nursing homes)

Animals as workers (guide dogs, cadaver dogs, drug-sniffing dogs)

Essay #3 Assignment

Class Schedule (11/17/11-12/15/11) 

Theme #3: Miscellaneous Human-Animal Relationships

So far this semester we have focused on animals as pets and animals as food. There are many other ways in which animals interact with humans, and we are going to use this opportunity to explore your personal interests in human-animal relations by doing individual research topics.

In “All Animals are Equal,” Peter Singer explores the capacities for experiencing both suffering and joy as the bases on which animals should enjoy the same rights as humans. Choose one specific subject from one of the general categories below to research. Based on your research, does this particular human-animal relationship provide the equality that Singer argues that animals deserve?  

[If you believe that Singer’s standard should not be used, you must first argue why it should not be used, provide an alternative (and, in your opinion, superior) standard to use, and then use that alternative standard to evaluate your chosen human-animal relationship.]

Possible Subjects:

Animals as test subjects (medicines, makeup)
Animals as clothing (fur, leather, wool)
Animals as religious objects (animal sacrifice, snake handling)
Animals as entertainment (circus, zoo, Central Park horse and carriage)
Animals as sport (cock fighting, dog fighting, hunting)
Animals as therapy (dolphin therapy for autism, dogs and cats in nursing homes)
Animals as workers (guide dogs, cadaver dogs, drug-sniffing dogs)

Requirements:

(Please note that there is no rough draft for this paper; instead, I will be asking for smaller assignments along the way.)

The final draft must be at least 850 words, in MLA format, and include a “Works Cited” page.

It should include at least three sources, one of which is “All Animals Are Equal.” The other two sources should be from the library databases or books, not from the general internet.   

Make sure you answer the question!

Schedule:

Th, November 17^th: Brainstorming possible topics

T, November 22^nd: Bring in three possible sources (hard copies) and five questions you have about your topic; discuss “All Animals Are Equal”

Th, November 24^th: No Class: Thanksgiving

T, November 29^th: Thesis statement due  

Th, December 1^st: Outline due

T, December 6^th: Essay #3 Final Draft Due

Th, December 8^th: Final Exam

T, December 13^th: No Class: Reading Day

Th, December 15^th: Individual Meetings (re: final, Essay #3, final grade, etc.)

*Subject to Change

MLA Style Entries (Two, Three, or More Authors)

Two or Three Authors

Doane, Janie, and Devon Hodges. Nostalgia and Sexual Difference: The Resistance to Contemporary Feminism. New York: Methuen, 1987. Print.

Notice that any authors’ names after the first author are written with the first name before the last name.

More than Three Authors or Editors

Boardman, John, et al., ed. The Oxford History of the Classical World. New York: Oxford UP, 1986. Print.

or

Boardman, John, Jasper Griffen, Henry Ames, and Oswyn Murray, eds. The Oxford History of the Classical World. New York: Oxford UP, 1986. Print.

With more than three authors, you have the choice of shortening the entry to provide only the first author’s name, followed by the Latin abbreviation “et al.” (which means “and others”), or you may provide all of the names. Notice that Oxford University Press is abbreviated “Oxford UP.”

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How would you write the MLA entry for this book?

Title: Animal, Vegetable, Miracle: A Year of Food Life

Authors: Barbara Kingsolver, Steven L. Hopp, and Camille Kingsolver

Publisher: Harper Perennial (abbreviate as “Harper”)

Place of Publication: New York, London, Toronto, Sydney, New Delhi, Auckland

Date of Publication: 2007

Medium: Print

Thesis Statement Review

Think about what we have learned so far about thesis statements. What questions does this thesis statement make you ask?

The North and South fought the Civil War for many reasons, some of which were the same and some different.

Sample Thesis Statements

On Tuesday, you worked on taking a given topic and turning it into a thesis statement by adding an assertion and writing a complete sentence.

Example:

Topic: Hollywood films set in Morocco
Thesis: Hollywood distorts the realities of life in Morocco in order to create a romantic or barbaric entertainment setting for its films.

Here are some samples of your thesis statements. How did you do?

1. Topic: movies set in Los Angeles (or another city of your choice)

a. Movies that are set in Los Angeles should show the Landscape of the city

b. Directors on movie sets in Los Angeles change the scenery often to accommodate film production budget.

c. Many movies set in New York city are shot on the back lot in Los Angeles.

d. Many Directors make life in New York seem more glamorous than it really is.

e. In LA, film editors use the beautiful views to attract the audience.

f. All movies made in the U.S.A. around the world are interesting specially than from Los Angeles.

g. Movies set in Los Angeles usually get very high ratings because of all the Hollywood stars in it.

2. Topic: turning a novel into a movie (select a specific novel and film you know)

a. Turning a novel into a movie is extremely hard; most of the time, the outcome is negatively recepted by audience. (Harry Potter movies)

b. After watching Dear John, the novel grabbed my attention more.

c. Graphic novels, such as “The Watchmen” have a loud cult following, unfortunately the film adaptation, “Watchman” was not able to do the origin story justice. (17)

d. A lot of novels are being turned into movies to make money with out creating anything new.

e. When directors turn a novel into a movie, they tend to cut out certain scenes, changing the plot of the story, which makes the audience not want to go see it.

3. Topic: portrayal of African Americans (or Latinos, or Asian Americans, or Italian Americans, or any other ethnic group) in films

a. In films, directors like for their actors to portray the ethnic backgrounds of their characters.

b. Latinos portray a dramatic acting role in films.

c. Italian Americans are unfairly portrayed as criminals in movies by perpetuating the stereotype of Italians as all being members of the mob.

d. The portrayals of certain ethnic groups are often generalized in films.

e. African Americans are stereotyped in movies as ghetto, gangster and the lower level of disappointments

4. Topic: influences of international music on American musicians (select a specific example you are familiar with)

a. In the late 90’s many American bands such as The White Stripes, were influenced by British ska records from the late 1970’s.

b. The advancement of music is rapidly changing due to the international influences.

c. Radios make us listen to international music which has include a lot of American musicians because of their instruments’s sounds.

d. International music may influence American musicans to do new and different materials.

e. The influence of international music on American music has sent many foreign singers on World tours.

5. Topic: ethnic restaurants in your region

a. New York City has a variety of ethnic restaurants.

b. The Chinese restaurants have their own taste of food, the very look of style of dressing and the image we have about them.

c. Caridad restaurant in the bronx

d. Columbian restaurants are found in roosevelt ave.

e. Many of the Italian restaurants in my home town are overpriced, especially compared to the Italian restaurants in the city.

f. Ethnic restaurants in my neighborhood do not reflect the nationality of the local population.

Sample Introductions

Example A:

We all know that family is something very special and unique. Family represents peace and tranquility and provides love to its lovely ones. Besides love, family provides security. However, in Barbara Ehrenreich’s essay, she says that “family can be dangerous”.  In other words, Ehrenreich says that “the family has become a hell”. She also provides concise examples on how family has changed. Finally, Barbara argues that “women are hurt by their own lovers”.  That is why I strongly agree with her essay. We never know when family can change from a sweet place to a horrifying place.

Example B:

Family, an exclusive group of people who share a close relationship, means a lot to everyone because people can find comfort and assistance in it. No one can deny that blood is thicker than water. However, even though families have a warm and positive influence, they still conceal some possibilities of having dangerous and negative effects. In “Are Families Dangerous?” Ehrenreich says that “the family, in other words, becomes personal hell” (38). I strongly support this point because everything a family member says and does is calculated for effect because we learn from the actions around us, which shape our characters and personalities, due to the people you are often with. Sometimes harm can't be avoided, like some bad language, violent behaviors, and even murders. Thus, families have a harmful influence on victims’ physiological and mental state.

Example C:

          Family plays a huge role in ourselves, from serving as role models, so always lending a helping hand. When you hear the word “family,” you think of a nurturing, clean, loving environment, but recently those values no longer exist in homes. People are looking for a better environment within personal relationships, gangs, and friendships, but some are healthy and others aren’t.

Example D:

The twenty-first century and its effects upon society have brought change to the true meaning of “family.” Yet, family is still the foundation of human existence, which also provides us with the greatest potentials for raising healthy individuals. It is the oasis from which we learn how to be: obedience, responsibility, discipline, protection, and love. Furthermore, it is the most important social unit: families are not dangerous. According to the essay by Barbara Ehrenreich, she emphasized with extensive detailed facts and examples how dangerous the family arena has become: “Home is all too often where the small and weak fear to lie down and shut their eyes” (5). I totally disagree with this; however, we can admit that most family members have had moments when disagreements or arguments occur, even within non-violent families “[f]eelings are routinely bruised and often twisted out of shape” (6). On the other hand, because of the unconditional love that exists “in family life, love is the oil that eases friction, the cement that binds closer together, and the music that brings harmony,” which is why relatives tend to always reunite to avoid family division (Burrows).

Example E:

Friends come and go, but blood’s thicker than water. In other words, family will always be around. Unfortunately, these days families are causing problems. We’re depending on friends to be there for us. Family members can’t be trusted anymore. So I agree with Ehrenreich’s essay “Are Families Dangerous?” that the foundation of families can be a dangerous thing.  

Example F:

Who is the most valuable person in your life? What relationship is the important in your life? When we are born, we start to live with someone naturally, it is called family. Whether we want to or not, we have our first relationship with family, and we get a lot of things from family. Sometimes families can get into bad situations each other because they can’t be always happy. The family can solve problems when they understand, trust, and forgive each other. However, some people don’t solve trouble and make situations more terrible. “Are Families Dangerous?” by Barbara Ehrenreich argues that the family unit can be unhealthy and, at times, deadly. It means the family unit is unhappy then they are dangerous like deadly. However, in my opinion, I disagree with this argument because the family is the first unit that loves each other. I support my opinion using my personal experience and two essays, which are “The Color of Love” by Danzy Senna, in which her and her grandmother are difference races, but they still feel love for each other, and “You Can’t Kill the Rooster” (in Me Talk Pretty One Day) by David Sedaris, in which the son, Rooster, shows how much he loves his father.

MLA Style Citation (Anthologies or Collections)

(Selection from an Anthology or Collection)

Give the author and title of the selection, using quotation marks around the title. Then give the title of the anthology, in italics. If the anthology has an editor, note the name or names after the “Ed.” Give the page numbers for the entire selection as shown.

 

Mabry, Marcus. “Living in Two Worlds.” Between Worlds: A Reader, Rhetoric, and Handbook. Ed. Susan Bachmann and Melinda Barth. 6th ed. New York: Longman, 2010. 109-111. Print.

(Two or More Selections from the Same Anthology or Collection)

To avoid repetition, give the full citation for the book once, under the editor’s last name. Then list all articles under the individual authors’ names, followed by the title of their work. After each title, put the editor’s name as a cross-reference to the complete citation.

Bachmann, Susan, and Melinda Barth, ed. Between Worlds: A Reader, Rhetoric, and Handbook. 6th ed. New York: Longman, 2010. Print.

Holman, M. Carl. “Mr. Z.” Bachmann 133-134.

Staples, Brent. “Black Men and Public Space.” Bachmann 181-185.

When You Get to Class: MLA Style Citations (Book with One Author)

Example:

Fiedler, Leslie. Freaks: Myths and Images of the Secret Self. New York: Simon, 1978. Print.

Author (last, first.)

Title (in italics, include subtitles after colons, period at the end)
City of Publication (followed by colon)
Publisher (followed by comma, abbreviated)
Date of Publication (followed by period)
Medium of Publication (“Print.” for book, “Web.” for online book (slightly different format),  CD, Film, DVD, Peformance, etc.)

Any line after the first line is double-spaced and indented on-half inch or five spaces. This is called a “hanging indent.”

Now we will look at two different books and put them into MLA format. First we will gather the information and then put them into the correct format.  

Example #1:

Author:
Title:
City of Publication:
Publisher:
Date of Publication:
Medium of Publication:

Example #2:

Author:
Title:
City of Publication:
Publisher:
Date of Publication:
Medium of Publication:

If you had a “Works Cited” page with all three of these sources, how would you put them in order?

Essay #2 Assignment for Theme #2 (Food)

In recent years, we have becoming increasingly concerned with the way we eat, and the question of eating meat usually arises. (Last year, for example, LaGuardia started promoting a “Meatless Monday” menu in the cafeteria.) “My Son, My Compass” by Janna Malamud Smith, “The Fruits of Family Trees” by Jonathan Safran Foer, and “Six Rules for Eating Wisely” by Michael Pollan each discuss different reasons for why we eat the way we do. How should we decide what to eat? How should our relationships with animals affect how we eat, if at all?

Use specific examples from at least one of the readings (Smith, Foer, and Pollan) and at least one outside source of your own choosing to support your position. Make sure to include at least one quotation sandwich from each reading. You can also include examples from your personal life or from other readings as well.

 

Your final draft needs to be at least 700 words, in MLA format, with a “Works Cited” page.

 Dates:

Th, October 13^th: “My Son, My Compass” (Smith)
T, October 18^th: “The Fruits of Family Trees,” from Eating Animals (Foer)
Th, October 20^th: Essay #2 Rough Draft Due, “Six Rules for Eating Wisely” by Michael Pollan
T, October 25^th: [Essay #2 Rough Draft Returned], “Delicious, Dangerous, Delicious, and Dead,” from Some We Love, Some We Hate, Some We Eat (Herzog)
Th, October 27^th: “You Can’t Run Away on Harvest Day,” from Animal, Vegetable, Miracle (Kingsolver)
T, November 1^st: Essay #2 Final Draft Due, “Grub” (Goodyear)
Th, November 3^rd: Midterm
T, November 8^th: No Class: Election Day

*Subject to Change

When You Get to Class: Easily Confused Words Quiz

Before you start, please review Grammar Girl’s explanation of the difference between “affect” and “effect.” You can listen to her (press the “play” button and use your headphones) or just read her explanation.

Copy the sentences below into a Word document (make sure to include your name) and highlight or underline the correct answers. When you are done, please print out this document, which I will collect from the printer.

Name__________________

1) I cannot accept/except your/you’re apology.

2) I hope that my poor spelling doesn’t affect/effect my grade.

3) It is going to/too/two be to/too/two hard to enjoy my ice cream.

4) To/Too/Two ice creams are usually better than/then one.

5) There/Their/They’re going to/too/two the store for ice cream.

6) It’s/Its hard to/too/two understand MLA style sometimes.

7) Your/You’re never going to/too/two believe what I saw on the news this morning!

8) There/Their/There is just not enough ice cream in the world.

9) The affect/effect of his voice on my ears is not pleasant.

10) There/Their/They’re store has every kind of ice cream accept/except mint chocolate chip.

11) We are going out to/two/too dinner and than/then to the movies.

12) It’s/Its hard to get a leopard to change it’s/its spots.

13) My grandma doesn’t like the cold because of how it affects/effects her joints.

14) The affects/effects of chemicals on young children can be devastating.

15) I will accept/except this gift, but I don’t have to/too/two like it.

"Project Nim": A Chimp's Very Human, Very Sad Life

Please read this article on the life of Nim Chimpsky, the chimp whose life is explored in the documentary Project Nim. (If you have time later, you may want to listen to the podcast of the story.) As you read, think about the life of Travis the chimp and the other animals that we have read about. What does this story make us think about the way we treat animals in our homes?

Paragraphs Without Topic Sentences

What is missing here?

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Lines to see an advisor extend beyond the walls of the counseling department. Because the health service requires proof of insurance, students wait in long lines to argue for exemptions. The financial aid office assigns appointment times, but invariably lines form there, too. At the bookstore, students wait twenty minutes at a register, and I need to have my out-of-state check verified in a separate line. Even before classes begin, I’m exhausted. 

 

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A great amount of corn is used as feed for cattle, poultry, and hogs. Corn is also distilled into ethanol—a fuel for cars and a component in bourbon. Corn is made into a sweetener used in snacks and soft drinks and a thickener for foods and industrial products. A small amount of corn is consumed at dining tables in kernel or processed form.

 

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During Kirstie’s senior year in high school, she was dating a college guy, was enrolled in college prep classes, jogged religiously every morning and every evening, and loves to ski with her family and beat her brothers down the slope. She seemed to crave the compliments she received from her brothers and their friends because of her good looks, and she received plenty! But years later, she revealed to me that her greatest pride at that time was when she discovered she could vomit automatically after eating, without needing to use a finger or spoon.

When You Get to Class: To/Too/Two, Review Than/Then

To, Too, Two: To is a preposition meaning “toward” and is part of the infinitive form of the verb (for example, to run). Too is an adverb meaning “overly.” Two is a number.

 Two trips to the market in one day are not too many for a fine cook like Mike.

 Review of Than/Then

1. Chocolate is better than/then vanilla.
2. To get to work, I have to take a bus and than/then a train.
3. Waking up early is easier during the week than/then on the weekend.

Compare/Contrast

A Venn diagram is a tool that helps you compare and contrast things. In the diagram below, a dog and a cat are compared and contrasted.

Dog	Both Animals	Cat
Range from very small to very large Wide variety of breeds Bark Eat dog food Can be trained	May be pets Usually have fur Need proper care	Generally the same small size Only a few breeds Meow Eat cat food Difficult to train

The same can be done for characters in a book.

The Wine of Astonishment by Earl Lovelace

Ivan Morton	Both Characters	Bolo
Schoolteacher/politician Moves to a big house on the hill Rich	(Kind of) community leaders Date Eulalie In a position to help the problem with the church	Stickfighter Lives in the village Poor

Practice:

To practice using a Venn diagram, compare and contrast the Gerbie and the Furbie. Record how each is different. Then, write what is the same about them. 

Gerbie	Both Items	Furbie

Once you organize ideas in a Venn diagram, you can more easily write about those ideas. When writers write to compare, they must present information in a way that makes sense to readers.

___________________

There are two ways to organize a written comparison. One way is to talk first about one object, then about the other. This is called a whole-to-whole comparison. In this whole-to-whole comparison, information about an orange is in regular type. Information about a lemon is in italics.

This orange has a slightly bumpy, orange skin. When I peel the rind off, I can easily pull apart the sections. The taste is sweet. The lemon also has a slightly bumpy skin, but it is yellow. Inside, the sections are not quite so easy to pull apart. It is the sourest thing I have ever put in my mouth.

If you were doing this in a longer essay, you might consider having one paragraph about oranges and one paragraph about lemons.

The other way is to talk first about one feature, or characteristic, as it relates to both objects. Then, go on to another feature, and so on. This is a part-to-part comparison. Here is an example. Again, information about an orange is in regular type; information about a lemon is in italics.

This orange has a slightly bumpy, orange skin. The lemon also has a slightly bumpy skin, but it is yellow. When I peel the orange’s rind off, I can easily pull apart the sections. Inside the lemon, the sections are not quite so easy to pull apart. The taste of the orange is sweet. The lemon is the sourest thing I have ever put in my mouth.

Now, look back at the details you recorded about the Gerbie and the Furbie in your Venn diagram. Write a paragraph in which you compare and contrast the two items. Decide which method of organization you will use: whole-to-whole or part-to-part. Then, write the paragraph.

Serial Commas, Grant Hill, and Jalen Rose

Like I said the other day, serial commas are used in MLA format, but not necessarily in other formats. For example, in Grant Hill's letter to Jalen Rose, Hill lists many items, but the serial comma is not used. If you had to write this article in MLA format, where would the serial commas go?

"Mixing" vs. Plagiarism

Check out this article about Helene Hegemann, a young author fighting allegations of plagiarism. What do you think of her ideas about utilizing the works of others in her book?

Essay #1 Assignment

Theme #1: Pets

Essay #1 Assignment:

Some people consider pets as part of their families. In “Then There Was You” by Anne Roiphe and “The Youth in Asia” by David Sedaris, both authors write about the bonds between humans and their pets. In your opinion, what level of respect and responsibility is required of people towards their pets? Did the Roiphe and Sedaris families treat their pets like family? Why or why not?

Use specific examples from Roiphe and Sedaris to support your position. You can also include examples from your personal life or from other readings.

Your final draft needs to be at least 600 words, in MLA format, with a “Works Cited” page.

Dates:

Th, September 8^th: Introductions, Diagnostic Essay

T, September 13^th:  [Diagnostic Essay Returned] “Then There Was You” (Roiphe)

Th, September 15^th: “The Youth in Asia” (Sedaris)

T, September 20^th: Essay #1 Rough Draft Due, 1^st part of “Pet-O-Philia” (Herzog), pp. 67-top of 80

Th, September 22^nd: 2^nd part of “Pet-O-Philia” (Herzog), bottom of p. 80 (“Can Pets Makes Us Happier and Healthier”)-end

T, September 27^th: [Essay #1 Rough Draft Returned] “Pony Party” (Grealy); Last day to officially withdraw from a course with a “W” grade

Th, September 29^th: No Class: Rosh Hashanah

T, October 4^th: Essay #1 Final Draft Due, “Travis the Menace” (Lee)

Th, October 6^th: “‘Project Nim’: A Chimp’s Very Human, Very Sad Life” (Fresh Air)

*Subject to Change

Syllabus

ENG101.0793

Composition I: An Introduction to Expository Writing

“Animal-Human Relationships”

LaGuardia Community College

Fall I 2011

Tuesdays, 1-3:15pm [1-3pm], Room E-266

Thursdays, 1-3:15pm [1-3pm], Room E-228

S. Uzzilia

Office Hours: Thursday 10:30-11:30am (MB14, office A), 11:45am-12:45pm (MB14)

E-mail: suzzilia@lagcc.cuny.edu

Course Description:

The LaGuardia Community College catalog describes ENG101 in this way:

In this course, students focus on the process of writing clear, correct, and effective expository essays in response to materials drawn from culturally diverse sources. Emphasis is placed on using various methods of organization appropriate to the writer’s purpose and audience. Students are introduced to argumentation, fundamental research methods, and documentation procedures. Students write frequently both in and out of class. Admission to this course is based on college placement test scores.

Declaration of Pluralism:

The LaGuardia Community College catalogue states the following:

We are a diverse community at LaGuardia Community College. We strive to become a pluralistic community. We respect diversity as reflected in such areas as race, culture, ethnicity, gender, religion, age, sexual orientation, disability, and social class.

As a pluralistic community we will:

• Celebrate: individual and group diversity.

• Honor: the rights of people to speak and be heard on behalf of pluralism.

• Promote: inter-group cooperation, understanding, and communication.

• Acknowledge: each other’s contributions to the community.

• Share: beliefs, customs, and experiences which enlighten us about members of our community.

• Affirm: each other’s dignity.

• Seek: further ways to learn about and appreciate one another.

• Confront: the expression of dehumanizing stereotypes, incidents where individuals or groups are excluded because of difference, the intolerance of diversity, and the forces of racism, sexism, heterosexism, homophobia, disability discrimination, ageism, classism, and ethnocentrism that fragment the community into antagonistic individuals and groups.

We believe by carrying out these actions, we, as students, faculty, and staff can achieve social change and the development of a society in which each individual can achieve her or his maximum potential.

Classroom Expectations:

Every student in this class has the right to learn in a positive and respectful environment. When you come to class, please come ready to work. This includes turning off the ringer on your cell phone, bringing all required materials to class (notebook, pen or pencil, reading, and any additional handouts), and making your best effort. Please treat others as you would have them treat you, and do your best to contribute to group work and class discussions in a positive manner.  

Attendance Policy:

Good attendance is crucial to your success in this class. You may have no more than four hours of absence through September 27^th. After four hours of absence, you will automatically receive an F, unless you are able to withdraw from the course on or before September 27^th. After September 27^th, you are allowed no more than four additional hours of absence. There are no excused absences.

You must also be punctual. Being late two times equals one absence. If you are late, please see me at the end of class.

In case you have to miss a class or be late, please have the phone numbers and/or email addresses of at least two classmates so that you can find out what you missed.

Plagiarism Policy:

It is very important that you do your own work, so plagiarism will not be tolerated.

If a paper exhibits plagiarism, it will automatically receive an F, regardless of whether the writer intended to plagiarize or not. Students are expected to understand what constitutes plagiarism. When the plagiarism is eliminated, the paper will receive no higher than a C. If there is a second case of plagiarism, the student will either automatically be required to withdraw from the course, or, if it is past the withdrawal date, the student will automatically fail ENG101.

Please see the “Statement about Plagiarism” sheet for more information.

Required Texts:

You do not need to purchase any textbooks for this class. I will be providing all reading handouts; you are responsible for reading and bringing these handouts to class for discussion.

Course Requirements:  

In-Class Essays (15%):  

Diagnostic: 0%

Midterm: 5%

Final: 10%

You will write three in-class essays: the diagnostic, the midterm, and the final. The diagnostic is not graded. The last two essays will be at least 600 words in length. Your midterm may be revised, but your final may not.

Take-Home Essays (85%):

Essay #1: 15%

Essay #2: 30%

Essay #3: 40%

You will write three take-home essays. Each of these essays must be at least 600 words in length. The first essay must include at least one primary and/or secondary source, and the second and third must include at least two primary and/or secondary sources. Because revision is important, I will ask you to write two drafts of each essay. Please note that you have to have a passing version of every essay in order to pass this class. If you do not pass an essay by the second draft, you will keep revising the paper until you do pass.

If a paper is one day late, it will be deducted by one letter grade.

Please type essays written outside of class and make sure to proofread your papers before you turn them in. Essays must be written in MLA format (we will discuss this later).  

Please come see me during my office hours for additional help. You can also visit the Writing Center (Room B-200), which is open Monday through Thursday, 9:15am-3:15pm, 4:30-9pm and Friday, 9:15am-2pm, 4:30-9pm.

Class Schedule:

Theme #1: Pets

Th, September 8^th: Introductions, Diagnostic Essay

T, September 13^th:  [Diagnostic Essay Returned] “Then There Was You” (Roiphe)

Th, September 15^th: “The Youth in Asia” (Sedaris)

T, September 20^th: Essay #1 Rough Draft Due, 1^st part of “Pet-O-Philia” (Herzog)

Th, September 22^nd: 2^nd part of “Pet-O-Philia” (Herzog)

T, September 27^th: [Essay #1 Rough Draft Returned] “Pony Party” (Grealy); Last day to officially withdraw from a course with a “W” grade

Th, September 29^th: No Class: Rosh Hashanah

T, October 4^th: Essay #1 Final Draft Due, “Travis the Menace” (Lee)

Th, October 6^th: “‘Project Nim’: A Chimp’s Very Human, Very Sad Life” (Fresh Air)

Theme #2: Food

T, October 11^th: [Essay #1 Final Draft Returned], What’s on Our Plate? (misc)

Th, October 13^th: “My Son, My Compass” (Smith)

T, October 18^th: Essay #2 Rough Draft Due, “Delicious, Dangerous, Delicious, and Dead” (Herzog)

Th, October 20^th: “The Animals” (Pollan)

T, October 25^th: [Essay #2 Rough Draft Returned], “You Can’t Run Away on Harvest Day” (Kingsolver)

Th, October 27^th: “Grub” (Goodyear)

T, November 1^st: “Essay #2 Final Draft Due, “The Luckiest Lobster” (RadioLab)

Th, November 3^rd: Midterm

T, November 8^th: No Class: Election Day

 Theme #3: Miscellaneous  

Th, November 10^th: [Essay #2 Final Draft Returned], Cockfighting readings (misc)

T, November 15^th: [Midterm Returned], “In the Eyes of the Beholder” (Herzog)

Th, November 17^th: “Petting Zoo” (Greely)

T, November 22^nd: Essay #3 Rough Draft Due, “The Moral Status of Mice” (Herzog)

Th, November 24^th: No Class: Thanksgiving

T, November 29^th: [Essay #3 Rough Draft Returned] “Death of an Innocent” (Krakauer)

Th, December 1^st: “All Animals Are Equal” (Singer)

T, December 6^th: Essay #3 Final Draft Due, Dog fighting reading

Th, December 8^th: Final

T, December 13^th: No Class: Reading Day

Th, December 15^th: Individual Meetings (re: final, Essay #3, final grade, etc.)