San Jos� State University 
Department of English and Comparative Literature 
English 1B, Composition, Spring 2011 GE Area C3, Section 38 


Instructor: 
Kelly A. Harrison www.sjsu.edu/faculty/harrison 

Office Location: 
FO222 

Telephone: 
408.924.4496 

Email: 
kelly.harrison@sjsu.edu 

Office Hours: 
T/Th 10:00-11:45, Wednesday by appointment 

Class Time/Place: 
Tuesday, Thursday 12-1:15 SH444, section 38 

Prerequisites: 
Written Communication 1A or approved equivalent course 

Required Texts/Materials 

� 
Ramage, Bean, Johnson: Writing Arguments: A rhetoric with readings, 8e ISBN 978-0-205-64836-8 with 
access code for MyCompLab.com 
� 
Graff, Birkenstein: They say, I say, 2e ISBN 978-0-393-93361-1 
� 
Recommended: your 1A grammar text or The Little Penguin Handbook ISBN 0-321-24401-X 
� 
College-level dictionary 
� 
3 LARGE blue or green books in-class and final essays 
� 
Lined binder paper (8.5�x11��smaller papers get lost) for in-class writing. 
� 
Blue or black pens for in-class writing and green, purple, or red pens for editing 
� 
Internet access (for online work) and email 
Course Description 

English 1B is the second course in SJSU�s two-semester lower-division composition sequence. Beyond providing 
repeated practice in planning and executing essays, and broadening and deepening students� understanding of the 
genres, audiences, and purposes of college writing, English 1B differs from English 1A in its 

� 
emphasis on persuasive and critical writing (with less attention paid to the personal essay), 
� 
requirement for fewer but longer essays, and 
� 
introduction to writing informed by research. 
Students will develop: 
� 
sophistication in writing analytical, argumentative, and critical essays 
� 
a mature writing style appropriate to university discourse 
� 
reading abilities that will provide an adequate foundation for upper-division work 
� 
proficiency in basic library research skills and in writing papers informed by research 
� 
mastery of the mechanics of writing 
Academic policies 

You are responsible for reading the SJSU academic polices available online: 
http://www.sjsu.edu/english/comp/policyforsyllabi.html 

Course Goals and Student Learning Objectives 

Building on the college-level proficiencies required in English 1A, students shall achieve the ability to write 
complete essays that demonstrate advanced proficiency in all of the following: 

Harrison - English 1B Spring 2011 
Page 1 of 10 


� 
Clear and effective communication of meaning. 
� 
An identifiable focus (argumentative essays will state their thesis clearly and will show an awareness, 
implied or stated, of some opposing point of view). 
� 
An appropriate voice that demonstrates an awareness of audience and purpose. 
� 
Careful attention to review and revision. 
� 
Effective and correct use of supporting materials, including independent research (e.g., quoting, 
paraphrasing, summarizing, and citing sources); 
� 
Effective analysis, interpretation, evaluation, and synthesis of ideas encountered in multiple readings. 
� 
Effective organization and development of ideas at paragraph and essay levels. 
� 
Appropriate and effective sentence structure and diction. 
� 
Command of conventional mechanics (e.g., punctuation, spelling, reference, agreement). 
Student Learning Objectives: 

SLO 1: Students shall write complete essays that demonstrate the ability to refine the competencies established in 


Written Communication 1A. 
SLO 2: Students shall write complete essays that demonstrate the ability to use (locate, analyze, and evaluate) 
supporting materials, including independent library research, and identify key concepts and terms that describe 
the information needed. 


SLO 3: Students shall write complete essays that demonstrate the ability to select efficient and effective 
approaches for accessing information utilizing an appropriate investigative method or information retrieval 
system. 


SLO 4: Students shall write complete essays that demonstrate the ability to synthesize ideas encountered in 


multiple readings. 
SLO 5: Students shall write complete essays that demonstrate the ability to incorporate principles of design and 
communication to construct effective arguments. 


SLO 6: Students shall write complete essays that demonstrate the ability to identify and discuss issues related to 
censorship and freedom of speech. 


Course Content 

Writing: In English 1B, your assignments will emphasize the skills and activities in writing and thinking that 
produce both the persuasive argument and the critical essay, each of which demands analysis, interpretation, and 
evaluation. These assignments will give you repeated practice in prewriting, organizing, writing, revising, and 
editing. Your writing assignments will total a minimum of 8000 words and this word requirement will be met by 
writing a sequence of six to eight essays. At least one of your essays will require research. This 8000-word 
minimum does not include the final exam, quizzes, journals, or any brief or informal assignments but may include 
any major revisions of essays or assignments. A major revision is defined as rethinking or reworking an 
assignment rather than just correcting grammatical or structural errors. Your instructor has listed in this syllabus 
how you will meet the 8000 word minimum. You must write all formal essays to pass the course. 

Reading: The reading in English 1B includes useful models of writing for academic, general, and specific 
audiences. Readings will be used consistently with the course goal of enhancing ability in written communication 
and reading. The majority of the readings are devoted to analytical, critical, and argumentative essays. However, 
other readings may include poetry, fiction, and drama. Your instructor will help you develop and refine strategies 
for reading challenging, college-level material. 

Research: English 1B includes an introduction to the library and basic research strategies. You will learn to 
locate materials and use them effectively (i.e. paraphrasing, quoting, summarizing) as well as how to properly cite 
them. You will be required to write a traditional research paper or a series of short essays in which you use library 
research to inform your position or thesis. As part of this requirement, a University Librarian will lead one class 
session of your English 1B course. 

Harrison - English 1B Spring 2011 
Page 2 of 10 


Diversity: The assignments (reading and writing) in English 1B will address issues of race, class, and gender and 
will include the perspectives of women and diverse cultural groups in an inclusive and comprehensive manner 
whenever possible. 


Course Materials: The English department suggests that a dictionary, a rhetoric (or rhetoric/reader), and a 


handbook are appropriate materials for this course. 
The University Essay Final Exam: Twenty percent of your course grade comes from an essay final exam, 
graded holistically. This department-wide final consists of reading and responding to two or more college-level 
passages chosen by the English Department Composition Committee. You must take the final exam in order to 
pass the course. 


Grading: A-F. 

Tutoring 

San Jose State University provides students with free tutoring at the Learning Assistance Resource Center (LARC) 
and at the Writing Center. Both of these centers will help students at any stage of the writing process, from 
brainstorming to major reorganization to stylistic polishing. Students of all abilities are encouraged to use these 
services; it is a common myth that these services are for "dumb" students, but no published author made it without 
another pair of eyes on her/his work. 

Learning Assistance Resource Center 

The Learning Assistance Resource Center (LARC) is located in the 10th Street parking garage, room 600 in the 
Student Services Center. It is designed to assist students in the development of their full academic potential and to 
motivate them to become self-directed learners. The center provides support services, such as skills assessment, 
individual or group tutorials, subject advising, learning assistance, summer academic preparation and basic skills 
development. The LARC website is http:/www.sjsu.edu/larc/ and phone is (408) 924-2587. 

SJSU Writing Center 

The SJSU Writing Center is located in Room 126 in Clark Hall, (408) 924-2308. It is staffed by professional 
instructors and upper-division or graduate-level writing specialists from each of the seven SJSU colleges. Our 
writing specialists have met a rigorous GPA requirement, and they are well trained to assist all students at all 
levels within all disciplines to become better writers. You can schedule an appointment online: 

http://www.sjsu.edu/writingcenter/tutoring/requestforappointment/index.htm 

Peer Mentor Center 

The Peer Mentor Center is located on the 1st floor of Clark Hall in the Academic Success Center. The Peer Mentor 
Center is staffed with Peer Mentors who excel in helping students manage university life, tackling problems that 
range from academic challenges to interpersonal struggles. On the road to graduation, Peer Mentors are navigators, 
offering �roadside assistance� to peers who feel a bit lost or simply need help mapping out the locations of 
campus resources. Peer Mentor services are free and available on a drop �in basis, no reservation required. The 
Peer Mentor Center website is located at http://www.sjsu.edu/muse/peermentor/ 

Student Technology Resources 

Computer labs for student use are available in the Academic Success Center located on the 1st floor of Clark Hall 
and on the 2nd floor of the Student Union. Additional computer labs may be available in your department/college. 
Computers are also available in the Martin Luther King Library. 

A wide variety of audio-visual equipment is available for student checkout from Media Services located in IRC 

112. These items include digital and VHS camcorders, video players, 16 mm, slide, overhead, DVD, CD, and 
audiotape players, sound systems, wireless microphones, projection screens and monitors. 
NO LAPTOP, NO CELLPHONE POLICY 

You are expected to be present in both mind and body. You can�t do that if you�re checking Facebook or texting a 
friend. Therefore, you may not use laptops in the classroom. If you must take a call because of an emergency 
(such as a hospitalized parent), please notify me that you are expecting the call and then leave the classroom to 

Harrison - English 1B Spring 2011 Page 3 of 10 


take the call. Anyone using a phone during a quiz or in-class essay or during any other assignment will receive an 
F (0 points) for that assignment. 

On course work load 

Reading and writing form the backbone of this class. Most of your work will be text analysis and essay writing. 
In addition, all discussions and activities will center on the assigned readings, which are designed to give you 
examples of good argumentation and persuasion. Bring your textbooks to class every session. 

This class requires you to read a lot. Research shows the more you read, the better writer you become. Be 
prepared for at least 7 hours of homework per week. Consider: In high school you had 4-5 hours of instruction 
and 3-5 hours of homework per week, for a total of 7-10 hours per week. This class meets for less than 3 hours a 
week; therefore, to simply keep up with what you did in high school, you�ll do 7 hours of homework. Consider 
this a minimum requirement. 

Essays 

You are required to write 7 papers�three in-class essays, two out-of-class essays, a portfolio, and one research 
paper�and you must complete all papers in order to pass the course. This means that if you miss an in-class 
essay, you flunk the class! Expect to produce a minimum of 8000 words during the semester. (This is a university 
and department requirement.) Because this is a writing course, expect to write every week. 

� 
Out-of-class essays: These must be 1200-1500 words, typed and double-spaced with a readable serif font 
(Times, Garamond, Palatino, 11-12 point), and spell and grammar checked. You must staple all papers. 
No paperclips. Some papers will be due online in MyCompLab.com. Each is worth 100 points (10% of 
your total grade). SLO:1-6 
� 
In-class essays: These must be at least 500 words and written in an official blue book, available for 
purchase in the Spartan Bookstore or Robert�s Books. Bring your dictionary and a blue or black pen. 
Don�t miss class on these days. In-class essays cannot be made up unless you get prior permission from 
me, and I will give make ups only in cases of serious emergency. Each is worth 50 points (5% of your 
total grade). SLO: 1, 4, 6 
� 
Portfolio: Most 1B classes at SJSU have a common essay final. This class is part of a pilot program. In 
lieu of a final, you will compose a portfolio of 1,000 words. 
� 
Research paper components: points word count 
Topic question & status 10+15 ~150 
Outline & thesis 25 ~100-200 
Annotated bibliography 25 ~200-400 
Draft & workshop 50+25 1500 minimum or no credit for assignment! 
Final report 100 2000-2500 
Total 
250 

SLO: 1-5 

Quizzes, class assignments, and homework 

Throughout the semester, I will give pop-quizzes on the assigned reading and grammar assignments. These 
quizzes will not be announced in advance and cannot be made up. I will assign various responses to reading and 
other short writing assignments both in and out of class. 

No late assignments 

You are adults and responsible for attending class and turning in assignments on time. In business, you can be 
fired for not meeting deadlines. If you must miss class, contact a classmate about what we covered. Do not email 
me asking me what we did or if you missed �anything important�. (You did.) Instead, contact a classmate for that 
material and take responsibility for your actions and choices. 

I encourage you to email me if you need clarification on an assignment or to arrange an appointment to meet in 
person. 

Harrison - English 1B Spring 2011 
Page 4 of 10 


Final Portfolio Assignment: 

During this course, you will create a portfolio of your work, including a written reflection of 1000 words, that is 
worth ten percent of your grade. Think of it as a scientific study of your progress as a writer over the next four 
months. What you include in your portfolio doesn�t have to be perfect. Remember, writing is a process. 
Collecting your work and then reflecting on that work is part of the process. The portfolio project is designed to 
get you thinking about your specific challenges, your strategies for improvement, your successes and failures, and 
your goals for the future. Every writer, no matter how accomplished, has room for improvement. This portfolio 
is your culminating experience. This course does not have a final exam. 

Grading Policy 

In English Department Courses, instructors will comment on and grade the quality of student writing as well as 
the quality of ideas being conveyed. All student writing should be distinguished by correct grammar and 
punctuation, appropriate diction and syntax, and logical organization. 

The Department of English reaffirms its commitment to the differential grading scale as defined in the SJSU 
Catalog (�The Grading System�). Grades issued must represent a full range of student performance: A = excellent; 
B = above average; C = average; D = below average; F = failure. 

Grading: Out-of-Class Essays (2 essays @10% each) 
In-Class Essays (3 essays @ 5% each) 
Research paper & its components 
Portfolio 
20% 
15% 
25%
10% 
Quizzes, workshops, in-class writing, discussions 30% 

NO LATE ASSIGNMENTS! I�m serious about this! 

Academic Standards for Assessment 

The �A� essay will be well organized and well developed, demonstrating a clear understanding and fulfillment of 
the assignment. It will show the student�s ability to use language effectively and to construct sentences 
distinguished by syntactic complexity and variety. Such essays will be essentially free of grammatical, 
mechanical, and usage errors. 

The �B� essay will demonstrate competence in the same categories as the �A� essay. The chief difference is that 
the �B� essay will show some slight weakness in one of those categories. It may slight one of the assigned tasks, 
show less facility of expression, or contain some minor grammatical, mechanical, or usage flaws. 

The �C� essay will complete all tasks set by the assignment, but show weaknesses in fundamentals, usually 
development, with barely enough specific information to illustrate the experience or support generalizations. The 
sentence construction may be less mature, and the use of language less effective and correct than the �B� essay. 

The �D� essay will neglect one of the assigned tasks and be noticeably superficial in its treatment of the 
assignment�that is, too simplistic or too short. The essay may reveal some problems in development, with 
insufficient specific information to illustrate the experience or support generalizations. It will contain grammatical, 
mechanical, and/or usage errors that are serious and/or frequent enough to interfere substantially with the writer�s 
ability to communicate. 

The �F� essay will demonstrate a striking underdevelopment of ideas and insufficient or unfocused organization. 
It will contain serious grammatical, mechanical, and usage errors that render some sentences incomprehensible. 

Workshops 

Workshops consist of commenting on and editing your classmates� papers. You are expected to comment 
thoughtfully and accept criticism with aplomb. (Use your dictionary�look it up.) 
Your rough draft and workshop sheet must also be included with your final draft of the essay. 


Harrison - English 1B Spring 2011 Page 5 of 10 


Plagiarism 

Plagiarism means passing off someone else�s work as your own, such as: 

� 
using text from a book and not citing it as such 
� 
using web page text directly in your papers without citing 
� 
having someone else write all or part of your paper. 
You can also plagiarize yourself by using work done in a previous course. University policy does not allow you to 
use work. Any assignment containing plagiarized passages will receive an F grade. 
Plagiarism and cheating will not be tolerated. Plagiarism or cheating on any portion of any assignment, including 

copying more than seven consecutive words from a website, will result in a failing grade for assignment and 
possibly the course. 


Turnitin.com 

You will upload your three out-of-class essays to http://www.turnitin.com. You will receive points for uploading 
your paper. I won�t grade your paper until after you have turned in both a hard copy (due in class) and a soft copy 
to turnitin.com. 

Class ID: 3069467 password: sjsu 

Course Schedule 

Homework is listed on the date assigned and is due the following class session. WA = Writing Arguments, TSIS 
= They Say, I Say 

Week 1 
Class Introduction and Syllabus Review 
�Shitty first drafts� handout, �Clutter� handout, �How to Mark a Book� handout 

TH 1.27.11 

Week 2 

T 2.1.11 
In-class essay #1, bring a LARGE bluebook, pens, and dictionary 
Homework: WA Chapter 1 (skip pg 6-7, 17-22), TSIS preface 

TH 2.3.11 
Discuss essay #1, reading assignments, Chapter 1, taking notes 
Homework: WA Ch 2 (omit �For Class Discussion� sections) 
Do the Infopower and plagiarism tutorials online: http://libguides.sjsu.edu/tutorials 
Do the Diagnostic on MyCompLab.com 

Week 3 

T 2.8.11 
Classic argument structure, out-of-class essay #1 assigned, 
Homework: WA Ch 3, �A for Effort�, TSIS ch1-2, TSIS pg 214, �Agonism� 

TH 2.11.11 
Block-by-block vs point by point, WA Appendix 1: Informal fallacies pg 401 
Homework: �Would Legalization of Gay Marriage�� pg 301 

Week 4 

T 2.15.11 
Homework: WA �Half-Criminals� or Urban Athletes?� pg141, TSIS ch3 

TH 2.17.11 
Due: Workshop out-of-class essay #1, minimum 1000 words or no credit for draft! 
Homework: WA Ch 4, student essay �Why Lawrence Summers Was Wrong,� pg 254 

Harrison - English 1B Spring 2011 
Page 6 of 10 


Week 5 
T 2.22.11 Essay #1 due (100 points), �Different but (Probably) Equal,� pg 258 
Homework: WA Ch5, Chavez pg 507, Nature Neuroscience pg 510 
TH 2.24.11 �Solve for XX,� pg 512 
Homework: WA 6, Pinker pg 514, TSIS ch4-5 
Week 6 
T 3.1.11 Malakoff, pg 525 
Homework: WA Ch 7, Declaration of Independence, US Constitution (preamble) & Bill of Rights 
TH 3.3.11 In-class essay #2, bring a LARGE bluebook, pens, and dictionary 
Homework: WA Ch 8, HANDOUT, TSIS ch6-7 
Week 7 
T 3.8.11 Discuss essay, discuss gov�t docs. Choosing a research topic 
Homework: WA Ch 10, TSIS ch8-9 
TH 3.11.11 In-class essay #3, bring a LARGE bluebook, pens, and dictionary 
Homework: WA Ch 16 (read), ch 17 (skim), choose topic for research paper, HANDOUT 
Week 8 
T 3.15.11 Out-of-class essay #2 assigned (revision of in-class #2 or #3, Rogerian format), research Qs 
Homework: TSIS ch10-11, formulate research question to bring to library 
TH 3.17.11 Research Qs due 
Library Day. Meet in MLK library TBD_____. NO FOOD allowed in the computer rooms. 
Homework: Milgram, pg 648, �The Perils of Obedience�� 
Week 9 
T 3.22.11 Due: Revised research question (10 points) 
Discussion and analysis of �Perils�� 
Homework: �Don�t Blame Wal-Mart� pg 566, �Why Wal-Mart is Good� pg 568 
TH 3.24.11 Workshop: revision of in-class essay 
Homework: �A Downward Push�� pg 558 
Mon-Friday March 28 � April 1 Spring Recess, Campus Closed 
Week 10 
T 4.5.11 Due: Revision of in-class essay 
The WalMart Movie 
Homework: TSIS ch12 
TH 4.7.11 Due: Status on sources (15 points) 
The WalMart Movie cont�d 
Revision of draft essays, 
Homework: Kennedy, pg 473 

Harrison - English 1B Spring 2011 Page 7 of 10 


Week 11 

T 4.12.11 
Due: Research outline and revised thesis due (25 points), 

Current Affairs �test� 

Homework: Seigenthaler, pg 436 

TH 4.14.11 
Research paper: annotated bibliography due (50 points) 

Week 12 

T 4.19.11 
Homework: Mathias, pg 438 

TH 4.21.11 
Homework: Finish draft of research paper 

Week 13 

T 4.26.11 
Workshop completed draft of research paper + outline (2000 words minimum, 50 points 
draft, 25 points workshop) (bring 2 copies of your draft with you) 

TH 4.28.11 
Discussion on papers, WST exam 
Homework: TBD 

Week 14 

T 5.3.11 
Portfolio Q&A 
Homework: TBD 

TH 5.5.11 
How to present your research paper 

Week 15 Portfolio due, Presentations 
T 5.11.11 Presentations (both days) 
TH 5.12.11 Presentations (both days) 

Week 16 
Research paper due (2000 words minimum, 100 points) 

T 5.17.11 Letter to Kelly due 
LAST DAY 

Important SJSU dates Spring 2011 

Monday January 17 Dr Martin Luther King, Jr Day - Campus Closed (K) 
Tuesday January 25 Spring Semester Begins 
Wednesday January 26 First Day of Instruction � Classes Begin 
Monday February 7 Last Day to Drop Courses Without an Entry on Record (D) 
Monday February 14 Last Day to Add Courses & Register Late (A) 
Tuesday February 22 Enrollment Census Date (CD) 
Mon--Friday Mar 28-April 1 Spring Recess 
Thursday March 31 Cesar Chavez Day - Campus Closed (CC) 
Tuesday May 17 Last Day of Instruction � Last Day of Classes 
Wednesday May 18 Study/Conference Day (no classes or exams) (SC) 
Thur-Friday May 19-20 Final Examinations (exams) 
Mon-Wed May 23-25 Final Examinations (exams) 
Thursday May 26 Final Examinations Make-Up Day (MU) 
Friday May 27 Grade Evaluation Day (G) 
Saturday May 28 Commencement (C) 
Monday May 30 Memorial Day-Campus Closed (M) 
Tuesday May 31 Grades Due From Faculty - End of Spring Semester (G) 

Harrison - English 1B Spring 2011 
Page 8 of 10 


1B Portfolio Assignment 

One definition of a portfolio �is a meaningful collection of selected artifacts . . . that demonstrate a writer�s 
thinking and learning processes.� It can be designed as well to enable students to practice a form of reflective 
learning process, meaning �to think consciously or deliberately about how you learn best or what is most 
meaningful to you about what you�ve learned.�1 

For this portfolio assignment, you are being asked to collect all relevant artifacts that will highlight the process 
you undertook to write an essay, evaluate, workshop, edit, and revise the same essay, and then present a final 
revision. Your primary focus will be on the process and not the product. 

This process analysis will be in the form of a reflection in the hope that you can �discover something about [your] 
writing patterns that [you may not have] noticed before [and possibly] find areas [of writing practices where you] 
need to work harder� to make improvements.2 

The reflection: Consider your strengths and weaknesses as a writer when you began English 1B. Think 
about what you learned over the semester and what skills you will use in future coursework. Write a 1000word 
reflection that answers at least three of the following questions: 

1. 
Include a paragraph (original and revision): How did you revise the paragraph? Describe the choices you 
made and why. 
2. 
Given that 1B includes research: Include a paragraph of summary, paraphrase, or direct quotation within a 
paragraph. Why did you choose one method over the other? How did you weave or transition the information 
into your essay? 
3. 
Evaluate your writing. What do you do well? What do you need to work on? What are your individual 
patterns of error and what strategies have you devised to combat them? Illustrate with samples from your 
semester's writing. 
4. 
Reflect on your writing habits. Where do you do your best work? What tools are helpful when writing? What 
time of day or under what conditions (at home, in the library, at a cafe) do you write best? What do you think 
these preferences say about you as a writer and learner? 
5. 
What advice did you receive (from peer review, tutoring, workshop, instructor feedback) that was particularly 
helpful when revising your work? Illustrate using at least two examples from past assignments, including the 
comments. How can you apply that advice to future writing? 
Grade: 

You are being graded on the following: 

� 
Did you answer at least three questions and include artifacts as appropriate? 
� 
Does your reflection demonstrate serious consideration of your work? 
� 
Do the artifacts you include support your reflection? 
� 
Is the overall presentation of the portfolio professional? Does it incorporate principles of effective design 
and communication? 
� 
Does your writing reflect college-level syntactic variety and diction and demonstrate your fluency with 
the competencies established in first-year composition (grammar, mechanics, usage, etc.)? 
The portfolio counts as 10% of your final grade. 

Due Date: TBD 
No late portfolios 

1 Reynolds, Nedra and Rich Rice. Portfolio Keeping: A Guide for Students, 2nd Edition. Boston: Bedford/St. Martin�s, 2006, 

p. 1. 
2 Ibid, p. 23. 
Harrison - English 1B Spring 2011 
Page 9 of 10 


English 1B: Research Paper 

You will write a well-analyzed research paper using secondary research techniques. You can choose your own 
topic, but I must approve of the topic. General topics that are off limits include (but are not limited to): 

� 
Abortion 
� 
Gun control 
� 
Capitol punishment (death penalty) 
� 
Hate speech or denigration of a group of people 
� 
Religion 
Good topics require analysis. This paper is not a simple exercise in research; do not write a paper that only dumps 
information on the page. An �info dump� lists information and quotations without analysis. You must think about 
and reason through your thought process and you must have a topic that can be argued against. 

Begin with a question: Which is better, whiteboards or chalkboards? Then do some preliminary research and 
hone your question. This narrow question typically uses a keyword. What is the keyword for this revised question: 
Which is better for the environment, whiteboards or chalkboards? After doing some preliminary research, you 
might come up with several questions. How might you research and write a paper when starting with one of the 
following questions? 

� 
Do college professors prefer whiteboards or chalkboards? 
� 
How environmentally dangerous are whiteboard pens like Expo markers? 
� 
What is financially more feasible, whiteboards or chalkboards (including costs for purchase, installation, 
and maintenance)? 
Your research paper will demonstrate effective understanding of the course objectives: 

� 
Clear and effective communication of meaning. 
� 
An identifiable focus on one topic (a clear thesis and support of that idea). 
� 
An appropriate voice (college-level language) that demonstrates awareness of audience and purpose. 
� 
Careful attention to review and revision as demonstrated through drafts, workshops, and final paper. 
� 
Effective and correct use of supporting materials based on your research (e.g., quoting, paraphrasing, 
summarizing, and citing sources). 
� 
Effective analysis, interpretation, evaluation, and synthesis of ideas encountered in your research. 
� 
Effective organization and development of ideas at paragraph and essay levels. 
� 
Appropriate and effective sentence structure and diction. 
� 
Command of conventional mechanics (e.g., punctuation, spelling, reference, agreement). 
Research papers are not personal. You cannot use �I� in your paper. Focus on the issue and those whose expertise 


you cite (i.e. your sources). 
LENGTH: 2000-2500 words (approximately 6-8 pages double-spaced). This page/word count does not include 
your annotated bibliography. 


FORMAT: Use 12-point Times or Times New Roman for your font, and staple your research paper. Margins 
should be 1-1.25� on the sides and 1� top and bottom. Follow either MLA or APA format, as listed in the 
textbook. (If you prefer the style guide for your major, see me for an exception to this.) 


COMPONENTS IN THE COMPLETED VERSION: 

� 
An appropriate title � 
Body of the paper (use of sections/subheadings is OK) 
� 
Properly cited sources � 
Annotated bibliography including at least five sources (three 
must be peer-reviewed/journal articles) 
You will turn in various other assignments associated with the research paper, including a draft. 

WORKSHOP: 

Bring three (3) copies of your research paper to the workshop. Workshop attendance is mandatory. 

Harrison - English 1B Spring 2011 
Page 10 of 10