3

ENG 101: First-Year Composition I Fall 2017 - October 16 to December 14

Course Information ENG101-0031 (17591) ONLINE, asynchronous 3 Units Online—Web-based, no classroom

Instructor Information Instructor: Adam D. Hoffman Email: adam.hoffman@gatewaycc.edu Degrees: M.A. English Literature, NAU

Office: N/A Office hours: by appointment only B.A. Religious Studies, U of A

Course Description Emphasis on rhetoric and composition with a focus on expository writing and understanding writing as a process.

Establishing effective college-level writing strategies through four or more writing projects comprising at least 3,000

words in total.

Requisites Prerequisites: Appropriate English placement test score, or a grade of "C" or better in ENG091.

Course Attributes General Education Designation: First-Year Composition - [FYC] Arizona Shared Unique Number SUN#: ENG 1101

Course Competencies Through four writing projects comprising at least 3,000 words (in final drafts), the student will further demonstrate an

understanding of writing as a process through the ability to do the following:

1. Analyze specific rhetorical contexts, including circumstance, purpose, topic, audience, and writer, as well as the writing`s ethical, political, and cultural implications. (I, III)

2. Organize writing to support a central idea through unity, coherence, and logical development appropriate to a

specific writing context. (II, IV) 3. Use appropriate conventions in writing, including consistent voice, tone, diction, grammar, and mechanics. (I, IV)

4. Summarize, paraphrase and quote from sources to maintain academic integrity and to develop and support one`s

own ideas. (III, IV) 5. Use feedback obtained from peer review, instructor comments and/or other resources to revise writing. (II)

6. Assess one`s own writing strengths and identify strategies for improvement through instructor conference, portfolio

review, written evaluation, and/or other methods. (II, III)

7. Generate, format, and edit writing using appropriate technologies. (II, IV)

MCCCD Official Course Outline I. Understanding Rhetorical Contexts: Circumstance, Purpose, Topic, Audience, and Writer. II. Defining Effective Processes: Invention, Drafting, Feedback, Revision, and Presentation.

III. Thinking, Reading and Writing Critically: reading to discover, reading to analyze rhetorically, writing to discover,

writing to communicate, and writing to reflect.

IV. Knowing Conventions: Documentation of Sources, Format, Structure, and Mechanics.

Textbooks and Other Materials All students must purchase the required texts for ENG 101; please purchase the exact version of the texts listed below

for corresponding page numbers. All students need these texts to complete assignments and writing projects. (Note: e-text versions are allowed, though I generally recommend physical books).

Required Texts:

Bullock & Goggin. Norton Field Guide to Writing, w/ Readings & MLA Update. 2016. 4th ed. ISBN:

9780393617375 (several chapters are digitized in CANVAS while you wait for your textbook orders) ~$64

Hacker & Sommers. A Pocket Style Manual, 2016 MLA Update. 7thed. Print. ISBN: 9781319083526 ~$18

Required Films:

To be announced (if available and in the public domain, I will try to post a link in our CANVAS shell).

Optional (NOT required) Text:

4

Axelrod and Cooper’s Concise Guide to Writing, 7th Edition, Bedford St. Martin’s, 2015. ISBN: 9781457669552 (Optional reading, not required for the course).

Required Electronic Resources Adobe Acrobat (.pdf): required to read documents available for download in the CANVAS Course Shell.

Microsoft Word (.doc .rtf & .docx): All Writing Projects uploaded into CANVAS need to be in MS Word format.

These file types will NOT be accepted: links to Google Docs, PDFs, and Macintosh/Apple computer files (e.g.

ODT).

CANVAS Instructure: our online course shell will be used to complete weekly homework logs, writing projects, and

to view grades. WARNING: All students are responsible for verifying their files uploaded successfully. If your papers fails to upload, you will receive a “0%” for the assignment; so, always double-check to verify it uploaded.

Technology Support - In CANVAS click “Help” or call the 24 hour 7 days a week support line: 1-888-994-4433. Or visit https://community.canvaslms.com/docs/DOC-4121 Tech Support must be your source for troubleshooting

CANVAS and other technical issues (failed hard drives, computer crashes, etc). I cannot provide tech support; please

inform me when you have technical trouble, but contact Tech Support for a solution. CANVAS Student Tutorials - If you are brand new to CANVAS and would like help learning how to update your

profile, set your notification preferences, and communicate with your instructor and peers, click on the link below

for the online CANVAS tutorials: https://resources.instructure.com/courses/32

Methods of Assessment Grades are awarded on this point scale: Grade = 900 -1000 = A; 800 - 899 = B; 700 - 799 = C; 600 - 699 = D; 0 - 599 = F

Assignment Type (all found in CANVAS) Grade % / Points

Writing Projects (WP) including a reflection: four papers, three formal and one semi-formal 65% (650pts)

Homework Logs (HL) : Short assignments in CANVAS to prepare students for major papers 20% (200 pts)

Discussion Logs: Short responses to readings, PPTs, and peers’ replies in CANVAS 15% (150 pts) Total Grade: 100% (1000pts)

Major Writing Projects Grade % / Points

WP1: Informational Report (600 words)* - a detailed report on an aspect of Chinese culture 10% (100 pts)

WP2: Position Paper (700 words)* - a thesis-based argument on a social topic from Chinese culture 20% (200 pts)

WP3: Review Paper (1200 words)* - a detailed review of a Chinese restaurant, film, or organization 25% (250 pts)

WP4: Reflection Paper (600 words)* - reflection paper on your ENG 101 educational experience 10% (100 pts)

Paper Total: 65% (650pts) *Note: word minimums do not include words in Works Cited (reference) pages.

Literacy, Language and Literature Courses Students in Literacy, Language and Literature division courses develop a dialectical approach to thinking through a

variety of learning strategies including discussion. In order to have meaningful discussions, students are expected to listen and communicate respectfully. They are encouraged to consider a broad spectrum of viewpoints, and to support

their own ideas with appropriate evidence and relevant logical reasoning. These courses support the ability to learn from

reading independently and writing to learn, communicate and organize thoughts.

Course Policies

Attendance For online classes, logging in and completing work is considered “attendance”; however, no attendance grade is awarded

in this course, nor is “attendance” in a conventional sense required. Students are required to log in to our CANVAS shell

and complete daily work, and students who do not log-in to the course shell at all in the first 7 days (of the class start date) and/or do not complete work in the first 7 days, will be administratively dropped. The class is also asynchronous:

there is no set time to log-in, though you are required to check your GCC student email once a day.

Official Absences Official absences are for official college activities and do not count against the number of absences allowed by the

college. These absences fall into three categories: Athletes participating in scheduled college athletic games, jury duty

and military commitments. If students in one of these 3 categories has an official absence from class, it is the students’ responsibility to arrange with their instructor in advance of the absence a plan to make up the work or points they will

5

miss during their absence. If they do not make these arrangements to make up the work in advance of the absence they will lose the points represented by the activity/assignment they missed.

Note: Students who participate in college-sanctioned activities should move to another section where their activity

schedules will not interfere with their classroom obligations. If you think that this course may conflict with a college- sanctioned activity in which you are involved—athletics or the debate team or another— please see me immediately.

Public Nature of Writing and Discussions Please consider every piece of writing you do for this class to be "public property." Remember that you will often be

expected to share your writing with others, so avoid writing about things that you may not be prepared to subject to

public scrutiny, or things you feel so strongly about that you are unwilling to listen to perspectives other than your own.

You are entitled to an opinion but you must adopt positions responsibly, contemplating the possible effect on others. This course may contain content (assigned readings, in-class discussions, film, etc.) considered offensive by some students. If

you have concerns about any course content, please bring these concerns to the attention of your instructor.

Late Writing Projects and Late Work Policy Please do not submit Writing Projects or class assignments late, unless you negotiate with me BEFORE the due date—

NEVER on the same day the assignment is due. Late work will only be under extenuated circumstances. In special cases,

I do allow a student to complete work late, but the grade may be reduced up to -10% per day late. In the case of rough drafts if you do not submit your draft on time, you may lose of one-three letter grades (10-30%) on your final draft

(penalty depends on how late and how complete the draft is). Late rough drafts also prevent you from participating in

peer review as well as getting timely teacher and tutor feedback. Rough draft revision is essential for learning and missing a rough draft will likely impact your grade directly (HLs/DLs) and indirectly (WP score). Overall, I generally do

not accept late work past 7 days late. Do your best to follow the weekly schedule and to get assignments done on, or

ahead of time.

There are some exceptions to the general late work policy (but not exceptions to the “hard dates” below):

• Illness or injury verified by a doctor’s note scanned and emailed to me.

• Institutional excuses (academic, extracurricular, or athletic).

Hard (fixed) dates for late work:

Writing Project 1 & 2, and all work from the first half of the class cannot be turned in late, even with extensions past:

WEDNESDAY 11/15 BY 11:59PM

Writing Project 3 & 4, and all work from the second half of class cannot be turned in late, even with extensions past:

FRIDAY 12/8 BY 11:59PM These dates were created because I need to process and post final grades, they are not negotiable.

Academic Misconduct (A.R. 2.3. 11 – Student Handbook) Academic Misconduct associated with the classroom and other course related activities includes, but is not limited to,

cheating and plagiarism. Plagiarism is defined as presenting the work of another as one's own. Plagiarism includes, but

is not limited to, the use of paraphrase or direct quotation, of the published or unpublished work of another person without full and clear acknowledgement. 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. Cheating includes, but is not limited

to, bringing in unauthorized materials during the exam, removing any portion of the exam from the classroom (electronically or physically), looking at someone else’s test during the exam, copying from someone else’s exam, and

continuing to take the exam after time has been called. Any student found by a faculty member to have committed

academic misconduct will be subject to the sanctions for Academic Misconduct in the GateWay Catalog and Student Handbook section A.R. 2.3.11 https://chancellor.maricopa.edu/public-stewardship/governance/administrative-

regulations/2-students/2.3-scholastic-standards/2.3.11-academic-misconduct. For more on what constitutes plagiarism, as

well as tips for avoiding plagiarism please visit: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml

Student Code of Conduct (A.R. 2.5. 1 and A.R. 2.5.2 – Student Handbook) Students are expected to show respect for the educational process in the classroom. It is the instructor’s responsibility to

maintain the educational process for all enrolled students. Behavior which disrupts the learning environment and/or

hampers the ability of other students to learn, and of instructors to teach, will not be tolerated. Students who disrupt the educational process may be removed from class per the GateWay Catalog and Student Handbook sections A.R.2.5.1 and

A.R.2.5.2. https://legal.maricopa.edu/student-guide-policies-procedures-and-resources/student-conduct

6

Maricopa Community Colleges Sexual Harassment Policy Everyone in this class, including the instructor, must adhere to the policy of the MCC District which states: “The policy

of the Maricopa County Community College District (MCCCD) is to provide an educational, employment, and business

environment free of unwelcome sexual advances, requests for sexual favors, and other verbal and/or physical conduct or communications constituting sexual harassment as defined and otherwise prohibited by state and federal law.”

Early Alert GateWay is committed to the success of its students by providing an environment conducive to learning. To ensure that

every student takes full advantage of the educational opportunities, the College has implemented a retention program

supported through an Early Alert System (EAS) that is managed by the Student Success Coordinator. The goal of the

Early Alert program is to improve students’ persistence and promote cognitive and affective skills. The system allows faculty to be proactive, supportive, and involved in facilitating the academic components of student retention through

early detection and intervention of students who are experiencing problems that affect academic performance.

The Learning Center The Learning Center (IE 2108) is a great place to get help with your writing. Tutors and multi-media are available free.

Call or stop by to set an appointment. Fall hours and contact information here: Phone: 602-286-8800.

The Writing Center Writing tutors are available through the Learning Center, free of charge, for both drop-in tutoring and tutoring by

appointment. Typically, making an appointment guarantees a more thorough consideration of your writing, but it requires you to plan ahead. Call our Learning Center at 602.286.8800 to schedule a visit. You can also make an appointment in

person in room Learning Center, IE 2108. While tutors will not edit or format your papers, they will identify recurring

grammatical and mechanical errors and will also provide constructive feedback. Please allow tutors one week in advance

before the paper’s due date. Get online tutoring by enrolling here: https://maricopa.instructure.com/enroll/CJK8PH. You may also contact Joel Arthur directly at (602) 286-8077 or email him at: joel.arthur@gatewaycc.edu.

Veterans Services Office If you are active military or a student veteran, THANK YOU for your service! There are resources on campus to keep

you informed of your rights and privileges. If you have any questions regarding the certification of educational benefits

for active duty military, dependents and veterans please contact GateWay’s new Veteran’s by calling 602-286-8076 or email at veterans@gatewaycc.edu or visit the Veterans' located in room MA1220.

Disability Services Inform the instructor of any documented disability and needed accommodation, per the American Disability Act (ADA). Information for Students with Academic Adjustment Needs: If a student has a documented disability (as protected by the

Americans with Disability Act/ Amendment Act) or is pregnant or parenting (as protected under Title IX) and would like

to discuss possible academic adjustments, please contact the Disability Resources and Services Office. Access to Course Materials: If a student is experiencing difficulty accessing course materials because of a disability, please contact your

instructor. All students should have equal access to course materials and technology. A student in need of

accommodations can call Disability Student Services, 602-286-8900 or 602-286-8171 or contact James “JR” Rogers,

Director of Disabilities at 602-286-8191. Disabilities Resources Office is located in IE1202.

RICOH Copy Center, PROSPER, Children’s Learning Center, and Library RICOH Copy Center is conveniently located in the center of campus in the Instructional Building, room MA 1210. Contact: 602-286-8313. Providing Resources & Opportunities to Students Pursuing Educational Rewards (PROSPER) is

a student support services program created to support academic development, room MA 1309. Located on the north side

of campus, childcare services are available for students & faculty. Contact: 602-286-8130. Gateway’s Library is located

in IE 1115 Circulation Desk: (602) 286-8454 Reference Desk: (602) 286-8458 Email: library@gatewaycc.edu

Additional Course Policies

Communication Methods GCC/MCCCD email is the main means of communication we’ll use in correspondence. Please use your GCC email,

NOT your private email (e.g. Yahoo/MSN) account. Please email me at my adam.hoffman@gatewaycc.edu

address with your student email—this is the main location you’ll email me. Please do not use CANVAS’s email

system.

7

Though I usually respond to emails quickly, please allow a reasonable amount of time for me to respond to your email. I may be busy or away from the computer without an internet connection, so don’t panic if I don’t email you

back within 24 hours (my target response time). It may occasionally take me 48-72 hours to respond to emails.

Feedback, Rubrics, and Grade Justification Detailed grading rubrics, in-person review, and comments in CANVAS are your main forms of feedback and grade

justification. I will not write in the body of your papers for every draft of every major writing project; instead rubrics are used. Rubrics are also used to assess grades on final drafts. If you want more detailed feedback, please ask me.

On Learning

In college classrooms students are entitled only to the earnest effort of their instructor to educate them. Good education usually, often necessarily, entails discomfort on the part of students as their thinking is stretched beyond

its familiar bounds. This feeling of discomfort is normal, but temporary, and will bring about your intellectual

growth.

Honors Program If you are available to Mentor an Honors student this semester, you may include the following blurb in your syllabi, if

you wish to do so. This semester's deadline for submission of Honors Achievement Awards is Friday, February 10. Please feel free to contact any member of the Honors staff if you have questions about Honors projects, or if we can be of

assistance.

Andy Lenartz: andrew.lenartz@gatewaycc.edu; Rikki Shannon: rikki.shannon@gatewaycc.edu; Miguel Galvez:

miguel.galvez@gatewaycc.edu

Blurb GWCC offers an Honors Achievement Award to students who have completed 12 credits (100 level and above) at any

MCCCD College and have a cumulative GPA of at least 3.25. Benefits of this program include membership in the

Honors Program, up to $500 award/semester, additional scholarship opportunities, free travel, distinguished speakers, and transcript recognition. Any students who qualify for this award should contact the Honors Program: Room AF 106 or

(602)-286-8722 within the first four weeks of the semester.

Notice on Syllabus Information Students are responsible for all information in the syllabus. Information in this syllabus (other than grade and

absence policies) may be subject to change. It is not common for me to change the syllabus policies, but may become necessary in the course of the semester. If this happens, I will make sure you are informed with reasonable notice.

Syllabus Receipt and Agreement for Students and Instructor By maintaining your enrollment in the course with the registrar, students agree to complete assignments and to abide

by the policies set forth above (in this document). You (the student) are prepared to accept the consequences of any violation of these policies and procedures. I, Adam D. Hoffman, the instructor, agree to assess student grades solely

based upon performance in course assignments, not upon favoritism, preference, caprice, or subjective feeling.

Please print a physical copy, then sign below and keep with your course materials.

Written Name_________________________________

Signature_________________________________________

Date________________________________________

13

ENG 101 (17591) Fall 2017, 8 Week Schedule *WEEKLY SCHEDULE SUBJECT TO CHANGE AND REVISION*

(KEY: Bold Black denotes graded work due; Green denotes a new unit; Blue denotes rough drafts due; Red denotes a final draft)

Week 1 - Class Agenda and Homework Monday 10/16

Today’s Work -First day of class: please email me with your STUDENT email adam.hoffman@gatewaycc.edu saying “Hi”: You must email me with your STUDENT email (I can’t respond to personal email accounts)—if you don’t have a MCC or GCC email sign up HERE. -Log-in and familiarize yourself with CANVAS -Review (and sign)the syllabus in CANVAS under “syllabus” link, and review the Weekly Course Schedule (this document) in its entirety -Purchase Norton and A Pocket Style Manual textbooks—purchase the exact editions listed in the syllabus page 1 (see for ISBN number) Note: the first few Norton chapters have been uploaded in PDFs in our CANVAS shell (under “Files” > “Readings”) for those waiting on textbook orders

Homework -Read Norton Ch5-9 “Rhetorical Situations” p55-70 (skip “thinking about” sections) PDF version in CANVAS under “Files” > “Readings” -Complete Homework Log 1 (HL1) “Intro to Course” due Wednesday 10/18 by 11:59pm -Complete Discussion Log 1 (DL1) (your original reply) Wednesday 10/18 by 11:59pm -Complete your DL1 response (to two classmate’s replies) Friday 10/20 by 11:59pm

Wednesday 10/18

Today’s Work WP1 INFORMATIONAL REPORT PAPER -Review Writing Project #1 (WP1) prompt and rubric, under “Files” > “Writing Prompts” in CANVAS -Review the WP1 Example Papers in CANVAS, under Files” > “Example Papers” (Note: all these student sample papers are examples of “A” papers, but “non-China” papers are informational reports written about non-Chinese topics)

Homework -Read Norton Ch12 “Reporting Information” p129, 145-155 (PDF in CANVAS under “Files” > “Readings”) -Compete HL2 “Intro to Info Reports” due Friday 10/20 by 11:59pm -Watch PBS China “A Century of Revolution 1 (1911-49)” for DL2 (Note: these videos are designed to give you a basic and thorough understanding of Chinese history and culture) -Complete DL2 (your original reply) Friday 10/20 by 11:59pm -Complete DL2 response (to two classmate’s replies) Sunday 10/22 by 11:59pm -Read the Hacker text, “Wordy Sentences, Active/Passive Verbs” pg4-6 for Mon 10/23 (PDFs versions are unavailable in CANVAS)

Week 2 - Class Agenda and Homework Monday 10/23

Today’s Work -Read the following examples of informational reports: Luo’s “Reform in China’s Organ Transplant System Not to be Trusted” and Schmitz’s “TFBoys ‘GoAMIGO’ A Slice of Pop Propaganda” PDFs in CANVAS under “Files” > “Readings”

Homework: -Compete HL3 “Paper Proposal” TUESDAY 10/24 by 11:59pm -Watch PBS China: “A Century of Revolution 2 (1949-76)” -Complete DL3 (your original reply) Wednesday 10/25 by 11:59pm -Complete DL3 response (to two classmate’s replies) Friday 10/27 by 11:59pm -Read Norton Ch33-35 Beginning, Ending & Guiding Reader pg331-54 (PDF in CANVAS under “Files” > “Readings”) -Read Hacker “Balance Parallel Ideas, Add Needed Words, etc.” p7-10 (PDF unavailable in CANVAS)

Wednesday 10/25

Today’s Work -Discussing the third PBS China video and your WP1 paper topics in DL4 -0 drafting (see HL4 below)

Homework -Compete HL4 “0 Draft” Friday 10/27 by 11:59pm (Note: your 0 draft must be turned in on-time to receive credit, it’s a prewriting activity for your WP1 Rough Draft) -Watch PBS China: “A Century of Revolution 3 (1976-1997)” -Complete DL4 (your original reply) Friday 10/27 by 11:59pm -Complete DL4 response (to two classmate’s replies) Sunday 10/29 by 11:59pm -WP1 Rough Draft due Sunday 10/29 by 11:59pm in CANVAS (WARNING: No extensions on rough drafts can be granted as they are needed for peer review)

14

Week 3 - Class Agenda and Homework Monday 10/30

Today’s Work -Peer review: For HL5 each student will be randomly assigned two other student’s WP1 papers for review; the papers will appear today, Monday 10/30 at 11am: use your peers’ papers to complete HL5

Homework -Compete HL5 “WP1 Peer Review” due by Tuesday 10/31 at 11:59pm -WP1 Final Draft due Wednesday 11/1 by 11:59pm in CANVAS (final draft box opens today Monday 10/30 at 11am)

Wednesday 11/1

Today’s Work WP2 POSITION PAPER -Read WP2 Position Paper prompt and rubric, under “Files” > “Writing Prompts” in CANVAS -Review WP2 Example Papers in CANVAS, under Files” > “Example Papers” (Note: all these student sample papers are examples of “A” papers, but “non-China” papers are position papers written about a non-Chinese topic) -Read features of arguments: Norton pg169-70 -Read Plagiarism Handout in CANVAS under “Files” > “Handouts” AND study the plagiarism infographic.

Homework -Compete HL6 “Learning Research” by Sunday 11/5 at 11:59pm -Read Norton “Arguing a Position” pg156-161, and 169-182

Week 4 - Class Agenda and Homework Monday 11/6

Today’s Work -Complete the Hacker and Norton readings listed below -Re-read the WP2 writing prompt before you select your paper topic for WP2 in HL7 -Complete HL8 as an introduction (or refresher) to MLA’s paper parameters and its Work Cited documentation style

Homework -Read Norton Ch50-51 pg491-499 -Compete HL7 “WP2 Paper Proposal” by TUESDAY 11/7 by 11:59pm -Skim Hacker “MLA Guide” p107-173 -Compete HL8 “Learning MLA Style” Wednesday 11/8 by 11:59pm

Wednesday 11/8

Today’s Work -Review teacher comments on HL7 “Paper Proposal” to see if your topic is approved, then begin work on DL5 -Begin writing WP2 through the HL9 “0 draft”

Homework -Complete DL5 (your original reply) Thursday 11/9 by 11:59pm -Complete DL5 response (to two classmate’s replies) Friday 11/10 by 11PM -Compete HL9 “0 Draft” Friday 11/10 by 11:59pm (Note: your 0 draft must be turned in on-time to receive credit) -WP2 Rough Draft due Sunday 11/12 by 11:59pm (in CANVAS) (WARNING: No extensions on rough drafts can be granted)

Week 5 - Class Agenda and Homework Monday 11/13

Today’s Work -Blind peer review: each student will be randomly assigned two other student’s WP2 papers for review; papers will appear today, 11/13 by 11am in CANVAS: use your peers’ papers to complete HL10

Homework -Compete HL10 “WP2 Peer Review” by Tuesday 11/14 by 11:59pm -WP2 Final Draft due Wednesday 11/15 by 11:59pm (CANVAS) (drop box opens today Monday 11/13 at 11am) -Note: Late work from the 1st half of semester must be complete Wednesday 11/15 by 11:59pm

Wednesday 11/15

In-Class: WP3 REVIEW PAPER: FOOD/RESTAURANTS -Read WP3’s prompt and rubric in the “Files” link > “Writing Prompts” folder in CANVAS -Review the WP3 Example Papers in CANVAS -Read Ch13 "Evaluations" p197-205 in Norton -For HL11, you’ll need to dine at one (1) of the four (4) approved Chinese restaurants (list of approved restaurants in HL11 attachment)

Homework: -REMINDER: Late work for 1st half of semester is due tonight Wed 11/15 by 11:59pm -Complete DL6 (your original reply) Friday 11/17 by 11:59pm -Complete DL6 response (to two classmate’s replies) Sunday 11/19 by 11:59pm -Compete HL11 “Conducting Interviews” Sunday 11/19 by 11:59pm

15

Week 6 - Class Agenda and Homework Monday 11/20

In-Class: WP3 REVIEW PAPER: FILMS -In D7 and HL12 you’ll learn about film reviews, evaluate sources used in reviews, and watch a Chinese film from a list of approved movies

Homework: -Read the Boyd, Standiford, or Suellentrop example reviews in Norton pg765-771, 783-789 to help understand the review genre -Complete DL7 (your original reply) Tuesday 11/21 by 11:59pm -Complete DL7 response (to two classmate’s replies) Wednesday 11/22 by 11:59pm -Compete HL12 “Practice with Reviews” by Wednesday 11/22 by 11:59pm

Wednesday 11/22

In-Class: **Thanksgiving Break** (Thurs 23 - Sun 26) Enjoy your break but don’t forget to turn your HL13 paper proposal in by Sunday 11/26

Homework: -Compete HL13 “WP3 Paper Proposal” by SUNDAY 11/26 by 11:59pm

Week 7 - Class Agenda and Homework Monday 11/27

In-Class: WP3 REVIEW PAPER: ORGANIZATIONS -Learning about organizational reviews -Please review my feedback on HL13, your paper proposal; if your WP3 subject/text/object was approved, in DL8 you’ll share it with the class; you’ll also need to find a source (non-review) to support your final determination -All this week I suggest you draft for WP3—if you can finish 2-3 paragraphs of it before you complete DL8 you’ll have a better sense for the sources you need and DL8 will be more helpful

Homework: -Complete DL8 (your original reply) Tuesday 11/28 by 11:59pm -Complete DL8 response (to two classmate’s replies) Wednesday 11/29 by 11:59pm

Wednesday 11/29

In-Class: -Library/research/drafting day: use today to begin composing your WP3 Rough Draft -HL14 is a “0 draft” of WP3; it’s designed to get you started, to help avoid writer’s block, and give you structure (an outline) for your paper.

Homework -Complete HL14 “0 Draft” due Friday 12/1 by 11:59pm (Note: your 0 draft must be turned in on-time to receive credit) -WP3 Rough Draft due Sunday 12/3 by 11:59pm (in CANVAS) (WARNING: No extensions on rough drafts can be granted as they are needed for peer review)

Week 8 - Class Agenda and Homework Monday 12/4

In-Class: -Last week of the semester -Blind peer review: each student will be randomly assigned two other student’s WP3 Rough Draft papers for review; papers will appear today, Monday 12/4 by 11am: use your peers’ papers to complete HL15

Homework: -Compete HL15 “WP3 Peer Review” due Tuesday 12/5 by 11:59pm (your peers’ drafts will appear today 12/4 at 11am) -WP3 Final Draft due Wednesday 12/6 by 11:59pm (in CANVAS) (final draft drop box opens today Monday 12/4 at 11am) -Late work deadline is Friday 12/8 by 11:59pm (ALL late work for the second half of the semester must be completed by this deadline)

Wednesday 12/6

In-Class: WP4 REFLECTION PAPER -Last class session for semester -Read WP4’s prompt and rubric, (in CANVAS under “Files” > “Writing Prompts”) -Complete the “ENG 101 Course Evaluation” Quiz for DL9, found under “Quizzes” in CANVAS left-side navigation bar -Finish DL9 and go on to WP4 -There are no Final Exams in ENG101, after you complete Friday’s work there are no more class sessions, the course has ended.

Homework: -Compete DL9 (your original reply) by TONIGHT Wednesday 12/6 at 11:59pm -Complete DL9 response (to two classmate’s replies) Thursday 12/7 by 11:59pm -WP4 ONLY Draft due Friday 12/8 by 11:59pm (in CANVAS)

16

ENG 101: WP1 - Informational Report 10% (100 pts) of Final Grade Rough Draft due Sunday 10/29 by 11:59pm in CANVAS; Final Draft due Wed 11/1 by 11:59pm in CANVAS

Instructions The purpose of WP1 is to raise awareness about a topic in Chinese culture by giving an objective report. The subject

matter is wide open, but you must select a topic that can be covered in 600 words (minimum) that keeps your audience

(i.e. GCC students, faculty, etc.) in mind. Since the paper is objective you should not put your opinion in the paper. No matter how much you want to, do not take a position. Remember, your goal is to inform—like a news reporter, you’ll

present information in a fair and unbiased way.

The first step in writing this paper is to find a topic dealing with Chinese culture that interests you. It should be reported from a Chinese perspective, or at least, a non-US perspective. You can write about a topic you first learned about from a

reading, video, or documentary in the class. You may also pick a topic by reading a news story from a Chinese new site

like ChinaToday, China Daily, or Xinhuan News. When researching and composing your paper, make sure your information is both clear and fact-checked.

Paper Structure and Content Your Informational Report should follow these guidelines: Introduction:

State your topic and why it is relevant or important (what will your audience gain from your paper?)

Introduce your subject by offering background and context information (e.g. facts, history, etc.).

The purpose of the introduction is to set up your thesis, work toward it from the beginning.

Thesis Statement: you need a thesis that explains your topic in a single sentence—follow these guidelines:

The thesis should be located as the last sentence of your first paragraph (at the end of the intro).

The thesis will be informational, not argumentative—it should also serve as a "roadmap" to the paper.

Example Thesis: “Beijing Safety Campaign is a government program to improve road safety through education,

awareness, and community resources.” Body (main) paragraphs:

The paper should contain a minimum of 5 paragraphs; each paragraph should be about 6-10 sentences long, or 100-

200 words each.

Topic and end sentences are needed in each body paragraph; they should reflect both 1) the thesis and 2) the main

point of the paragraph. For example: 1) “Beijing Safety Campaign will improve road safety through 2) education.”

Introduce and explain all quotations (make “quote sandwiches” to guide your reader); this means explaining what

each quote means in relationship to the points you’re making in your paragraphs.

Use 1-2 quotes per paragraph (not every paragraph will necessarily contain quotes, but most will).

Sources: you need at least three non-US, reliable, trustworthy sources. Some examples are:

Chinese or international news articles (e.g. Xinhuan News, ChinaDaily, AlJazeera China, etc.).

News database archives (e.g. ChinaToday, etc.).

Reputable documentaries (e.g. Reader’s Digest, Nat. Geo, PBS, BBC, TopDocumentaryFilms, etc.).

Conclusion: Your conclusion should do several of the following:

The conclusion paragraph should briefly (in a sentence or two) recap your thesis and close the paper.

Explain the relevance of your topic—imagine the audience asking: “So what?” or “Why does this topic matter?" A

salient quote, anecdote (story), or imaginary scenario can be used to reiterate and emphasize your paper’s relevance.

Format Requirements -Use Times New Roman 12pt font; set margins to 1inch on all sides (top, bottom, left, right).

-Use a documentation style like MLA or APA in in-text citations and in the references/bibliography page.

-Write your name and date at the top of the page (e.g. MLA’s ID section is at the top left of the 1st page).

-Use a minimum of three (3) reliable sources (see examples and explanation above). -Rough and final drafts should be 600 words (a reference/bibliography page does NOT count in the total).

-To avoid a subjective tone, restrict/eliminate your use of personal pronouns (I, me, my, we, us, etc.).

-Title your Microsoft Word file: “Lastname_Firstname_WP1_Rough_Draft” or “Final_Draft” -Files must be in Microsoft Word format (.doc/.docx/.rtf); PDFs or MAC/Apple files will NOT be accepted.

-Title your paper using its topic and thesis (e.g. “Beijing Safety Campaign - A Road Safety Initiative”).

17

Informational Report Rubric (10% of grade = 100 points)

Criteria Levels of Achievement Points

Intro, Thesis,

& Conclusion

The introduction provides context for the rest of the paper; thesis is

informational not argumentative. The conclusion adequately recasts thesis but does not simply rehash the same information. The

conclusion provides cohesion for the whole paper and offers a

solution, suggestion, or notes the relevance of the information given in the paper.

30

Body

Paragraphs

Sources, and

Information

Body paragraphs are sufficiently developed beginning to end.

Paragraphs are well-supported with reasoning and information from quotes and paraphrase. The paper uses citations well.

Sentence-to-sentence cohesion is maintained throughout the paper.

40

Audience

Awareness

and

Organization

Engages audience effectively throughout paper. Paragraphs are

logically sequenced with cohesive devices (topic and end sentences). Organization and tone makes the content legible for the

intended audience.

10

Language use,

Spelling &

Mechanics

Superior editing—limited errors in spelling, grammar, word order,

word usage, sentence structure, and punctuation; good use of

academic English. Limited use of passive voice and state of being verbs; writer limits personal pronouns (I, me, my, etc.) and avoids

a subjective tone. Writer avoids slang and contractions.

20

Total points

possible 100

Possible penalties to the paper’s grade:

Plagiarism: 0% on the paper, “F” for the class, and possible expulsion from college.

Little (or no) rough draft to final draft revisions: -10% to -30% off the entire paper grade.

Late work: -10% off per day late

Paper is too short: points deducted in relationship to how many words short (i.e. 60 words short is 1/10 of

the required length, so -10% from the total paper).

18

ENG 101: WP2 - Position Paper 20% (200 pts) of Final Grade Rough Draft due Sun 11/12 by 11:59pm in CANVAS; Final Draft due Wed 11/15 by 11:59pm in CANVAS

Instructions The purpose of this paper is to write an academic argument—a position paper—which is a type of informed opinion.

Select a different topic than what you wrote about in WP1. The topic you select must be controversial, that is, there must

be at least two sides to the topic (you’ll argue for one side). Select a topic that deals with Chinese culture that can be

covered in 700 words. In contrast to WP1, in WP2 you will have an argumentative thesis where you’ll defend a side in the debate (make sure you omit personal pronouns—I, me, my, etc.). Your thesis should take an explicit/forceful stance

on your topic. While your thesis is your point of view, make sure the argument is objective and does not contain unfair

bias or unsupported opinion.

The first step is to find a controversy—pick something that you’d like to know more about. Select one of the following

topics OR propose your own (in the paper proposal): Financial regulation (e.g. Bitcoin crackdown, Yuan currency

manipulation, etc.); Chinese imperialism (e.g. Tibetan/Taiwanese freedom); CCP Governmental ethics (e.g. Chairman Mao’s ethics); Chinese Medicine (e.g. effectiveness of tradition Chinese medicine like acupuncture); Population control

(e.g. forced abortion, one/two child policy, etc.).

Position Paper Structure and Content Your Position Paper should have the following content and structure:

Research sources: you need at least 5 academic sources for your argument; use each of the following:

Two (2) library books from GCC’s Library or academic journal articles (EBSCO or JSTOR).

Two (2) Chinese or international, non-US, news articles (e.g. ChinaToday, ChinaDaily, Al Jazeera, etc.)

One (1) reputable documentary (e.g. PBS, BBC) - TopDocumentaryFilms is a helpful site* *Note: Documentaries are optional—if you don’t have one, add a book, news, or journal article.

Introduction:

State your topic and why it is important (keep in mind you’re introducing the thesis here).

Topic overview: briefly review major aspects of the topic like what started the controversy/dispute.

Ultimately, the introduction’s purpose is to build toward your thesis (central argument).

Thesis Statement: you need a thesis that argues your position in a single sentence, follow these guidelines:

The thesis should be located as the last sentence of your first paragraph (at the end of the intro).

Follow the Toulmin two-part model:

Claim: Your stance, main point, or central assertion (typically connects to support with “because”)

Support: How you will prove your argument using various evidence (i.e. supportive evidence) Example 1 (against): “Urban sprawl is destroying Beijing because of traffic congestion, decreases in air

quality, and destruction of outlying ecosystems.”

Example 2 (positive): “Despite consequences, urban sprawl is good for Beijing because it provides housing

options, improves the economy, and keeps work separate from home life.” Body (main) paragraphs:

Each paragraph should be about 6-8 sentences long, or 100-200 words each.

Body paragraphs must have topic and end sentences to introduce/end your paragraphs.

Introduce and explain all your quotes (make “quote sandwiches”); that means explaining what your quotes mean in

relationship to the point you’re trying to make in your paragraph.

Use 1-2 quotes per paragraph (most, but not every paragraph will contain quotes).

Conclusion:

The conclusion paragraph should briefly restate your thesis (1-2 sentences) and close the paper.

It should leave the audience with information for further reflection and/or give a call-to-action.

It should address overall relevance; it should respond to the questions: “So What” or “Who cares?”

Format Requirements -Use MLA paper style throughout, but especially in your parenthetical citations and Works Cited page (the Work Cited page is required for the rough draft to be considered complete).

-Use Times New Roman 12pt font, your name and date at the top, & 1in margins (top, bottom, left, right).

-Use a minimum of five (5) academic sources (see the requirements above).

19

-Both rough and final drafts should be 700 words (the Works Cited page doesn’t count toward the total). -Omit personal pronouns (I, me, my, we, our, us, etc.) to avoid a subjective tone.

-Title the Word file (NOT the paper title): “Lastname_Firstname_WP2_Rough/Final_Draft” .doc/.docx

Position Paper Rubric (20% of grade = 200 points)

Criteria Levels of Achievement Points

Intro, Thesis,

& Conclusion

Introduction provides context for the rest of the paper; thesis is

explicit and clear with the two essential parts (claim and support).

The conclusion adequately recasts thesis but does not simply rehash the same information entirely. The writer utilizes the

conclusion to effectively provide cohesion for the whole paper and

provides a solution, make a suggestion, or briefly touches on the

relevance of what they established in their paper.

50

Body

Paragraphs

and Argument

The central argument is sufficiently developed and effectively

illustrated with reasoning, quotes, paraphrase, and citations.

Paragraphs are sufficiently developed beginning to end. Sentence-

to-sentence cohesion is maintained throughout the paper.

80

Audience

Awareness

and

Organization

Engages audience effectively throughout paper. Paragraphs are

logically sequenced with cohesive devices (topic and end

sentences). The organization and tone reflects the writer's efforts to make the content of their paper legible for their intended audience.

20

Use of Sources

and Quotes

Quotes and paraphrase are well-integrated, properly used, and sufficiently explained (the writer introduces and explains each

quote appropriately). A minimum of 5 trustworthy academic

sources are used and they conform to the writing prompt’s

requirements. Sources range in diversity according to the prompt (1st page) instructions.

20

Language use,

Grammar &

Mechanics

Superior editing—limited errors in spelling, grammar, word order,

word usage, sentence structure, and punctuation; good use of

academic English. Limited use of passive voice and state of being verbs; writer limits personal pronouns (I, me, my, etc.) writer

avoids the subjective tone as well as contractions.

30

Total points

possible 200

Possible penalties to the paper’s grade:

Plagiarism: 0% on the paper, “F” for the class, and possible expulsion from the college.

Little (or no) rough draft to final draft revisions: -10% to -30% off the entire paper grade.

Late work: -10% off per day late

Paper is too short: points deducted in relationship to how many words short (i.e. 70 words short is 1/10 of

the required length, so -10% from the total paper).

20

ENG 101: WP3 - Formal Review Paper 25% (250 pts) of Final Grade Rough draft due Sun 12/3 by 11:59pm in CANVAS; Final draft due Wed 12/6 by 11:59pm in CANVAS

Instructions The purpose of this paper is to evaluate and review a Chinese film, a local Chinese restaurant (non-chain), or Chinese

organization in the local area (Phoenix valley). (Note: Additional details about topic requirements are set in the

upcoming paper proposal homework log). Select a text/subject that you believe is relevant to your audience (the GCC

community, students, faculty, and staff). Please select something to review that can be analyzed in 1200 words. Similar to WP2, you will write an argument taking an explicit stance in your review. It is possible to write a “mixed” review—

but you will still need a final determination (i.e. thesis). Though you will include your opinion (an informed one) you

should limit personal pronouns as well as any personal bias to effectively persuade your audience of your position.

In this paper, you will write about your experience with a film, restaurant, or organization but you’ll also want to write

impartially as a “scientist” using objective evaluative criteria. Remember to select a topic/subject/text that you are

genuinely interested in, something you hope to learn more about.

Structure and Content Your Review Paper should follow this content and structure:

Relevant and reliable sources: you need at least eight (8) reliable, trustworthy sources for your argument. Please use all four of the following types of sources:

Your subject/text/object’s main website; if there’s no website available, find something equivalent.

At least one (1) newspaper, international, national, or local (e.g. AlJazeera, NYTimes, AZ Republic)

At least two (2) library books from GCC’s Library or academic journal articles (EBSCO or JSTOR)

At least one (1) personal interview (in-person, phone, video) of an expert in your subject/text/object

Introduction:

State the subject/text/object of the review and give your audience contextual/background information.

Highlight the interest people have (yours or others) in the subject/text/object you are reviewing.

State your ultimate determination (thesis) about your subject/text/object. A detailed recommendation will come in

the conclusion, but you’ll need to give your argument about the Chinese film, restaurant, or organization as your thesis statement.

Thesis Statement: the thesis should argue your determination in a single sentence, follow these guidelines:

The thesis should be located as the last sentence of your first paragraph (at the end of the intro).

Follow the Toulmin two-part model of thesis writing:

Claim: What you determined about the subject/object, whether it was “good” or “bad.” Support: reasons you made this determination (list the main criteria you’ll address in the body).

Positive Review Thesis: Chou’s Kitchen (Tempe) is a wonderful and satisfying dining experience because of the

customer service, unique dishes, Manchurian authenticity, and affordable prices.

Negative Review Thesis: Chou’s Kitchen (Tempe) is an odd dining experience to be avoided because of the bizarre

fare, simplistic menu, and lack of a fully English-translated menu.

Mixed Review Thesis: Despite the unfamiliarity many people will feel with the menu and its limited choices, Chou’s

Kitchen (Tempe) is a great dining option because of the helpful wait staff, delicious exotic dishes, reasonable prices, and authentic interior decor.

Body (main) paragraphs:

Subject matter: paragraphs should both summarize (recap) and analyze/interpret the subject/object.

Criteria: use at least four criteria in reviewing your subject/text/object (minimum 6 paragraphs total).

Each paragraph should be about 6-8 sentences long, or 100-250 words each.

Body paragraphs need topic and end sentences that introduce/end your paragraphs.

Introduce and explain all quotations (make “quote sandwiches” with your quotes)—make sure you explain how they

apply to the point in each paragraph.

Explain what your quotes mean in relationship to the points you’re trying to make in your paragraphs.

Use 1-2 quotes per paragraph (not every paragraph will necessarily contain quotes or paraphrasing).

Conclusion: Your conclusion should do the following:

1. The conclusion should close the paper and restate your thesis as a final determination in one sentence.

2. It should list which criterion (or what criteria were) most influential in making your determination.

21

3. Last, the conclusion should make a recommendation—positive, mixed, negative, or qualified—a recommendation with an exception or warning can help your audience decide what’s best for them (e.g. Chou’s Kitchen isn’t for

everyone, but people who like . . .)

Format Requirements -Use MLA paper style throughout, especially in your parenthetical (in-text) citations and Work Cited pg.

-Use Times New Roman 12pt font, your name and date at the top, & 1in margins (top, bottom, left, right)

-Use a minimum of eight (8) sources (see required types above) -Both rough and final drafts should be 1200 words (Works Cited pages do NOT count toward the total).

-Please limit personal pronouns (I, me, my, we, our, us, etc.) to avoid an excessively subjective tone.

-Title your Microsoft Word file: “Lastname_Firstname_WP3_Rough_Draft” or “Final_Draft” and be sure to save it as a .doc/.docx/.rtf file. I will NOT accept Mac/Apple files, Google Docs links, or PDFs.

Writing Project 3: Formal Review Paper Rubric (25% of grade = 250 points)

Criteria Levels of Achievement Points

Introduction/

Thesis/Conclusion

The introduction provides background or contextual information

on the subject/object; the thesis (final determination) is explicit and clear following the Toulmin model. The conclusion restates final

determination, closes the paper, lists which criteria were most

decisive in making the determination; conclusion makes a recommendation to help the audience to determine whether the

subject/text/object is good for them.

50

Body/Criteria/

Summary/

Analysis

The four body paragraphs contain clear and appropriate criteria for

reviewing the subject/text/object. Each criterion is explained in appropriate detail. Each paragraph has one main point or addresses

one criterion for evaluation. Essential and specific criteria are

chosen, rather than a generalized categories.

80

Organization &

Coherence

Smooth flow of ideas ordered in a logical sequence that effectively

guides the reader; each paragraph has a well-supported clearly-

stated main point. Topic sentences (the first sentence of each

paragraph) identify the paragraph’s main point and lead the reader into each paragraph. Flow of the paper and its structure exhibits a

sound rationale and the paper's structure is helpful to the thesis and

vice versa.

40

Sources and

Citations

Successful selection of 8 appropriate sources; sound integration of

information from these sources. Proper MLA in-text and Work

Cited citations are used.

40

Language Use/

Mechanics/

Eloquence

Superior editing – limited errors in spelling, grammar, word order, word usage, sentence structure, and punctuation; good use of

academic English. Limited use of passive voice and state of being

verbs; limited use of first person or an excessively subjective tone;

contractions are avoided.

40

Total points 250

Grade penalties to avoid:

Plagiarism: 0% on the paper, “F” for the class, and possible expulsion from the college.

Little or no rough draft to final draft revisions: -10% to -30% of the entire paper grade.

Late work: -10% off per day late

Paper is too short: Points deducted in relationship to how many words short (i.e. 120 words short is 1/10 of

the required length, so -10% off the paper grade).

22

ENG 101: WP4 - Final Reflection Paper 10% (100 pts) of Final Grade Only Draft due Friday 12/8 by 11:59pm in CANVAS (there is no rough draft for this paper)

Instructions The goal of this assignment will help you remember and synthesize what you’ve learned this semester in ENG 101

through reflection. The subject matter of this paper is your learning experience in ENG 101. Your development as a

critical thinker, reader, researcher, and writer are all acceptable topics for your paper. Your audience for this project is me, your classmates, and the GCC community overall.

One way to get started is to think about what you have learned this semester, and how you learned it. Select assignments

that had the most profound influence upon you, but do not attempt to comment on every assignment. In a reflection paper, quality is more desirable than quantity or comprehensive coverage of all course material; you shouldn’t try to

address everything you learned this semester.

This assignment should not be a summary of assignments or readings; please do not spend longer than a single sentence summarizing any one assignment or reading. Instead, with this paper you need to explain how you worked through

challenges and completed the assignments in our classroom over the semester.

Reflection Paper Content This paper should have some, but not necessarily all, of the following content:

Explain challenges and successes you had in or outside our ENG 101 classroom.

Note intellectual, emotional, or spiritual growth you had over the semester.

Note the self-knowledge you gained, or how these self-discoveries happened.

Discuss the benefits or negatives of readings and assignments you had to complete.

Review the effectiveness of the class, overall, in achieving course objectives.

This paper must follow these content guidelines:

Follow a first-person narrative style; using personal pronouns is appropriate and required.

Do not discuss every assignment; please comment only on the ones that were most relevant to you.

Avoid excessive negativity; constructive criticism is acceptable, but this paper should not be overly negative. Please

do not make rude statements about your teacher or classmates.

Please do not write a summary paper that simply restates what happened in the class or rehashes the nature of an

assignment or a lesson plan (your audience knows what happened in-class—they were there). Summary papers will

not receive credit.

Format Requirements This assignment should be a minimum of 600 words long (going over is fine).

Even though this assignment is short, you need a beginning, middle, and end; your work needs to be a complete

paper.

Upload your electronic file in CANVAS with the following title: “Last_Firstname_WP4.docx” .rtf, .docx, and .doc

are correct (NO Apple/Mac files like .ODT will be accepted).

Follow MLA format: 1 inch margins, Times New Roman 12pt font, and double-spacing throughout.

Though the paper has no draft, you must edit for word choice, clarity, grammar, and punctuation.

A Works Cited page is not necessary unless you used quotations or paraphrase from an outside source.

Rubric Introduction & Conclusion 30 pts

Reflection Detail & Content 40 pts Audience Awareness & Organization 10 pts

Spelling, Grammar, Format, Mechanics, & Clarity 20 pts

Total 100 pts

23

ENG 101: Restaurant Interview Instructions Restaurant Interview

The following local restaurants have been approved because they are both authentic and recommended.

Ubiquitous chain restaurants are not permitted (e.g. Panda Express, P.F. Chang’s, etc.) as they are

Americanized and incorporated. These Chinese restaurants have been chosen so you can experience a small

aspect of Chinese life and culture to better understand how Chinese people view themselves, their

civilization, and their world.

Please choose a restaurant that you have NOT yet visited. If possible I strongly suggest you go with a group

or friend so you can talk about your experience, make notes, and/or interview them. Please select one of the

following restaurants:

Restaurant Name Location Phone Number Address_________________

Chou’s Kitchen Tempe (480) 557-8888 1250 Apache Blvd 85281

Chou’s Kitchen Chandler (480) 821-2888 910 N Almaschool Rd. 85224

Little Szechuan Tempe (480) 966-7660 524 W University Dr 85281

Nan Zhou (HD Noodle Hs) Mesa (480) 275-5352 111 S Dobson Rd 85202

Interview Questions

As we’ve learned in class the most essential part of review writing is finding clearly defined criteria (pl)

criterion (sing.). Some criteria we’ve learned about are “price,” “service,” “location,” and “food” but only as

general categories. When you write your interview questions, they should be as specific as possible about

what criterion you are referencing. So, from general to specific, I’ve written some criteria here:

General Criterion Specific Descriptors, More Detailed Criteria

Price value, affordability, cheap, economical, inexpensive, extravagant

Service wait times, friendliness, competence, thoroughness, special orders

Location accessible, bright, organized, easy-to-find, atmosphere, ambiance

Food menu, variety, taste, freshness, texture, smell, exotic

24

ENG 101: Film Reviews for WP3

Film Review The films listed below have been approved for WP3’s Evaluation paper because they are watchable, entertaining, and

educational in depicting Chinese culture. They were selected to help us understand important aspects of Chinese life and culture. After watching them you will better understand how Chinese people view themselves, their civilization,

and their world as a whole.

Please select one that you can analyze in-depth and one you have not yet seen. If possible I suggest you watch in HD,

especially Kung Fu movies like “Hero” or “IP Man.” Also, you should watch with original Chinese audio (and English subtitles) as it is important to hear the Chinese language. Avoid watching with English audio dubbed over the Chinese

as you will lose the feel of the language which is an important aspect of the story.

Some of these films like “Hero” are accessible through Blackboard under “Films & Video” > “WP3 Video Links.” Other films you will have to access through Netflix or Amazon. If you have trouble finding the one you want to watch,

try searching for the original Chinese title. If that doesn’t work, let me know and I can help you locate the film.

Film List

English Title (Original Title) Year Director_________________ “Hero” (Ying Xiong) (2002) Directed by Yimou Zhang “Journey to the West (Xi You: Xiang Mo Pian)” (2013) Directed by Stephen Chow

“IP Man” (Yip Man) (2008) Directed by Wilson Yip

“Fearless” (Huo Yuanjia) (2006) Directed by Ronny Yu “The 36th Chamber of Shaolin” (1978) Directed by Chia-Liang Liu

(Shao Lin San Shi Liu Fang)

“Return to the 36th Chamber” (1980) Directed by Chia-Liang Liu

(Shao Lin Da Peng Da Shi) “Disciples of the 36th Chamber” (Pi Li Shi Jie) (1985) Directed by Chia-Liang Liu

“Go Lala Go” (Du Lala Sheng Zhi Ji) (2010) Directed by Jinglei Xu

“King of Masks” (Bian Lian) (1996) Directed by Tian-Ming Wu “Red Sorgum” (Hong Gao Liang) (1987) Directed by Yimou Zhang

“Samsara” (2011) Directed by Ron Fricke

WP3 Film Review Structure (Outline) The following outline provides guidance for how you might structure your film review

A) Introduction/Response/Opinion/Criticism of the Film (~100-200 words)

In this paragraph state the film you selected and why. Please write in detail. (“It was short” or “it was easy” are not valid reasons). State your final determination (thesis). Did you like or dislike the film? Why? Explain in detail and

offer your evaluative criteria as support for your claim (e.g. acting, story, characters, costumes, set design, camera

work, directing, sound FX, music, etc.) B) Context and Plot Summary of the Film (~150-300 words)

Write a recapitulation of the film you selected. Explain how the plot developed sequentially from beginning to end. In

this section of the paper, list facts, events as they occurred, and plot points only; save your analysis, opinion, and

interpretation for other parts of the review. C) Interpretation and Analysis the Film (~600-800 words)

In this section of your review, you’ll identify and explain the main criteria you chose in assessing your film. Each

criterion should have its own paragraph. Examples of criteria that writers use to assess film are: acting, story, characters, costume, set design, camera work, directing, sound FX, and music. This section of your review is the

longest and should be written in at least four paragraphs, if not more.

D) Conclusion (~100-200 words)

The conclusion paragraph should close the paper and restate your final determination about the film in 1-2 sentences (rephrase your thesis). Next, offer a recommendation to help your reader determine whether they should watch the

film themselves. Would you recommend this film? Why or why not? Would you recommend it for certain people?

Qualify, for your reader, the type of people that could learn from the film, or enjoy it, even if you did not. Finally, explain which criteria were most decisive in making your recommendation about the film.

25

ENG 101: Unit 3 - Organizational Review Worksheet Name______________________________ (Due in-class Wednesday 11/1)

Instructions After viewing organizational videos respond to the following questions; let the line-length indicate the detail required.

Papers with excessively large handwriting, or lines left incomplete/empty will lose points.

Questions on the Organizational Review of Greenpeace

1. Record examples of “concise description of the subject” (context/history) that the video uses.

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

2. Record “clearly defined criteria” stated in the video review. These are the categories and criteria that the organization was assessed upon (e.g. history, mission/purpose, accomplishments, funding, political ties, membership, etc.). Please list

and describe as many criteria as possible:

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

3. Record how the video review exhibited a “knowledgeable discussion of the subject” (or used examples, experts, or

outside research). Please list and describe a minimum of one example:

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

4. Record how the video review gave a “balanced and fair assessment” (statements that were both critical and

complimentary). Please list and describe a minimum of one example:

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

5. Record the video review’s final determination, then list its “well-supported reasons” (or the justification for the

recommendation). Will the video review recommend OR reject the organization? Please list and describe as many

reasons as you can fit below.

Final recommendation?___________________________________________________________________________

Well-supported reasons:___________________________________________________________________________