Writing Experience I ENG 131 - jetnet.jccmi.edu

Writing Experience I

ENG 131

Number of Credits: 3 Location/Venue: Distance Learning

Days Class Meets: Saturdays Instructor: Ms. Marie Anderson

Meeting Times: 7:30 a-10:30a Contact Email: [email protected]

Above schedule is subject to change to Distance Learning

Course Description

This is an intensive writing course. Narrative and descriptive modes are stressed. Basic research strategies

are introduced. An end of the semester portfolio is required. Prerequisites: ENG 085 and ENG 090* *You

may meet this prerequisite based on your course placement, ACT score or successful college coursework.

Prerequisite(s)

ENG 086 and 091

Course Goals

General Education Outcomes: The Board of Trustees has determined that all JC graduates should

develop or enhance certain essential skills while enrolled in college courses. For ENG 131, GEO #1 is the

required outcome:

General Education Outcome 1: Write clearly, concisely and intelligibly.

At a minimum, students must demonstrate proficiency in academic, professional, and personal writing

through the knowledge and use of write to learn practices; rhetorical strategies; research methodologies;

and genre and writing conventions. In order to fulfill this outcome and prepare students for careers, the

course will focus on the following skills:

Performance Objectives: In conjunction with GEO #1, the following outcomes refer to the specific

skills that learners are expected to develop as a result of the instructional process in English 131:

Critical Thinking, Reading,

and Writing Processes

Rhetorical Knowledge and

Conventions

Electronic Environment

mailto:[email protected]

2

• Practice active reading

strategies

• Identify and

contextually evaluate

assumptions, points of

view, stylistic choices,

and implications born of

reasoning

• Offer formative

feedback on others

writing in peer review

sessions

• Use genres to navigate

complex rhetorical

challenges

• Distinguish one’s own

ideas from those of

others

• Practice metacognitive

reflection

• Use genre specific

strategies, voice, tone,

and perspective to

achieve rhetorical goals

• Recognize conventions

of writing distinctive to

specific disciplines

• Employ Modern

Language Association

(MLA) style in

academic writing

• Writing in Plain Style—

simple and direct

language

• Use Microsoft Word to

compose, revise, and

save documents

• Locate research material

collected from

electronic sources,

including library

databases and other

electronic networks and

internet sources

• Use college learning

management system

Course Objectives

The following outcomes refer to the specific skills that learners are expected to develop as a result of the

instructional process in English 131:

Critical Thinking, Reading, and Writing Processes:

• Practice active reading strategies

• Identify and evaluate assumptions

• Offer formative feedback on others writing in peer review sessions

• Use genres to navigate complex rhetorical challenges

• Distinguish one’s own ideas from those of others

• Practice metacognitive reflection

Rhetorical Knowledge and Conventions

• Use effective rhetorical strategies

• Recognize discipline-specific writing conventions

3

• Employ Modern Language Association (MLA) style in academic writing

• Writing in Plain Style—simple and direct language

Textbook (chose appropriate options below)

• Title: Writing Today 2nd Ed.

• ISBN: 9780205210084

• Author: Johnson-Sheehan

• Publisher: Pearson

Extras

Paper, pen/pencil, course pack, research pack

Grading Procedure

Each assignment will contain a grading rubric that will be discussed in class. Assignments will use the

grading scale below.

Grading Scale

GPA GRADE

RANGE 4.0 94-100%

3.5 89-93%

3.0 84-88%

2.5 78-83%

2.0 72-77%

1.5 66-71%

1.0 60-65%

0.5 55-59%

0.0 0-54%

Academic Honesty Policy

Academic Honesty is defined as ethical behavior that includes student production of their own work and

not representing others' work as their own, by cheating or by helping others to do so.

Plagiarism is defined as the failure to give credit for the use of material from outside sources.

Plagiarism includes but is not limited to:

• Submitting other's work as your own

• Using data, illustrations, pictures, quotations, or paraphrases from other sources without adequate

documentation

• Reusing significant, identical, or nearly identical portions of one’s own prior work without

acknowledging that one is doing so or without citing this original work (self-plagiarism)

Cheating is defined as obtaining answers/material from an outside source without authorization.

Cheating includes, but is not limited to:

Grading Criteria:

Essays (50%)

Assignments/Activities (30%)

Attendance (20%)

4

• Plagiarizing in any form

• Using notes/books/electronic material without authorization

• Copying

• Submitting others' work as your own or submitting your work for others

• Altering graded work

• Falsifying data

• Exhibiting other behaviors generally considered unethical

• Allowing your work to be submitted by others

Accessibility

Jackson College understands that cultivating a broadly diverse community is crucial to our educational

mission and to our foundational commitment to leadership and service. Jackson College is fully

committed to ensuring our courses are accessible to everyone including those with disabilities. We are

currently working to increase accessibility and usability of our course materials in order to meet or exceed

the requirements of Section 508 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of

1991 and Web Content Accessibility Guidelines (WCAG) 2.0. If you have an accessibility need in any of

our classes, please e-mail your navigator.

Course Management

If you need to withdraw from the class, please contact your navigator.

Makeup Policy

If you miss a pickup date, please send your work in as soon as possible. All work must be in by the last

pickup date. Pickup dates vary depending on your facility; therefore, you will receive information about it

later.

Help

If you need help with/ an assignment, please contact me through Jpay.

Attendance- Participation Policy

Since I will not be receiving assignments back from you every week, we will use JPAY emails as a

vehicle for verifying student engagement in your course. Note: This information may change, and I will

be able to collect your assignments every other week.

Each week I will be sending at least one instructor-initiated email to each student—recall, instructor-

initiated emails is a critical piece of what the Department of Education used to approve our distance

learning model for CEP. When I receive an email response from you, that email response will be used as

verification of engagement with the course for that week. I will then proceed to Report Attendance.

If I do not receive an email response from you that week, and I have no other indication that you are still

engaged with the course (no work received), I will mark you as Absent for that week only. If the pattern

of no return email persists into a second week, and I receive no contrary information that you are still

engaged, then I will mark the Last Date of Attendance as the current week in JetStream Final grading

Tab.

Our attendance emails will be due every Wednesday by midnight, and you will find the due dates below. I

will send you an email with a stamp so you can complete your attendance response. Every week, for

attendance, I would like you to send me the following information:

1) What have you turned in?

2) What are you currently working on?

3) Do you have any questions about your assignments?

Since this is a writing class, please make sure your responses are in full, complete sentences and you are

using appropriate punctuation.

5

Attendance Jpay Due Dates: Please check your course packet as due dates varies.

Caveat

I retain the right to modify this syllabus and any of its terms as appropriate throughout the semester. This

right, however, is limited to practical necessities (schedule, assignments, etc.) and legal or institutional

requirements that supersede this syllabus as a contract. Student feedback will also be taken into

consideration. Students will be notified of any change to the syllabus.

Calendar

UNIT# DATE TOPIC HOMEWORK

Unit 1 9/25

Introduction/Reading

Assignments; Chapter

Readings

Course Syllabus / Unit Checklist

Complete Ch. 1,2,3 Assignment

Complete Introduction Assignment

Unit 2 10/9 Essay Assignment Sheet;

Outline; Rubric Essay 1: Memoir Essay Assignment

Unit 3 10/23 Descriptive Writing; Commas

Rules; Memoir Due

Unit 4 11/6

Essay Assignment Sheet;

Outline; Rubric;

Citations/MLA Formatting

Essay 2: Profile Essay

Unit 5 11/6 Using Formal Language;

Chapter 18 Profile Essay Due

Unit 6 11/20 Chapter 13 Reading

Assignment & Activity Essay 3: Research Report


Outline; Rubric Research Report

Unit 8 12/4 Eliminating Wordiness

Exercise Research Report Due


Outline; Rubric

Essay 4: Metacognitive Reflection &

Outline

Unit 10 12/18 Last chance to submit any

missing work Reflection Due

Important Dates: This is a tentative schedule – it is subject to change based on facility availability.

DATE EVENT

9/20 Semester Begins

9/25 Coursework Collection







Extra: Please Read Carefully!

• Students may contact me via Jpay through a professionally drafted e-mail. Casually drafted e-mails

will be deleted without a response! (Example: hey anderson when is stuff due.) Note: I will not

respond to any personal inquires or comments. Jpay is strictly for questions regarding

assignments. Since these stamps cost JC money, I will be very frugal about their use and I expect

you to do the same.

6

• Put your name, class name/number, and my name on each and every single sheet of paper you

turn in! Your papers are NOT handled with care. Even if you staple or paperclip your papers, they

are all separated, scanned, and emailed to us. Stacks of papers can be dropped and shuffled. If there is

not a name, there is no way to know what student, class, or facility it came from.

• Do not staple or clip your papers together. Your papers are all separated and then scanned to us. If

the CEP team must spend time looking for staples and paperclips through thousands of sheets of

paper, this will delay the process and delay the possibility of receiving feedback.

• Write clearly and carefully. We do not receive your original work, but a photocopy of it delivered

via email. The scanning process can often make your papers difficult to read. Please write as carefully

as you can with dark ink, if possible.

• Make two copies of everything! I know this will require extra work, but sometimes work can get

lost in the shuffle. It is better to have a copy ready in the event your assignment does not make it to

us. This will also allow you the ability to make changes to your papers.

• There are very strict rules regarding Jpay that JC monitors closely.

o Students and Instructors are not allowed to engage in personal conversations. Jpay

correspondence must relate to course materials only. At no time should you send any sexually

explicit material via Jpay and/or on any assignments for this class. Profanity is unacceptable

as well.

o Instructors are not allowed to respond to emails, phone calls, or social media posts from your

family or friends. Even if the person is your sponsor, communications with any student's

family members is strictly prohibited. If your family contacts any member of JC staff, as per

our policy, we must forward them to the CEP Director without a response. If your family

member has questions, they must contact your navigator.

o Instructors are not allowed to answer student Jpay messages after the semester has ended,

even if the question is course related. JC considers Jpay communication after the semester has

ended as over familiarization. This can lead to disciplinary actions. If you have a question for

an instructor after the semester has ended, you must contact your navigator.

• Due to turn around times, the traditional portfolio will not be required in CEP during COVID times.

In its place, the instructor will compile a portfolio of each student’s essays as they are submitted,

unless the student has time to revise the essay. If the student has time to submit a revised essay for

any assignment to be used in lieu of the original, I will replace the first essay with the revised. Each

essay from the students should be polished prior to submission to the instructor for assessment. The

instructor will retain a copy of each required essays for the portfolio.

7

Unit Checklist and Due Dates

Important note: Please review the recorded lectures for each unit before beginning the

assignments. Listed below are the assignments for each unit and the expected due dates. If you

are unable to submit your work by the deadlines, please submit them on the next “coursework

collection” date (listed below). All assignments must be submitted by August 20th.

Unit #1

1. Review Course Syllabus & Unit Checklist (handout and video)

2. Introduction Assignment Sheet (Due 10/9- Worth 20 pts.)

3. Read Chapter 1: Writing and Genres; Chapter 2: Topic, Angle, Purpose; and Chapter 3: Readers,

Contexts, and Rhetorical Situations

4. Complete “Chpts123 Reading Assignment” handout (Due 10/9 - Worth 15 pts.)

5. MLA Formatting (Use this handout to format your essays if you have access to a laptop)

Unit #2 & 3

1. Essay #1: Memoir Essay Assignment (Due 10/23 – Worth 100 pts.)

2. Read Chapter 4: Memoir; Review “Comma Rules” handout

3. Review “Comma Rules” handout

4. Memoir Title Page Template (Please use the title page I provided for each essay assignment)

5. Review Memoir Outline & Rubric

6. Practicing Description Assignment (Due 10/23 – Worth 25 pts.)

Unit #4

1. Essay #2: Celebrity Profile Assignment Sheet (Due 11/6 - Worth 100 pts.)

2. Complete Activity 1 & 2 (You do not need to submit this assignment).

3. Review Celebrity Profile Rubric

4. Review “MLA Quick Reference Guide” handout

5. Read Chapter 5: Profile; and Chapter 27: Using MLA Style

6. Review “Verbs for Signal Phrases” handout.

Unit #5

1. In-text Citations Activity (Due 11/20 – Worth 50 pts.)

2. Using Formal Language Activity (Due 11/20 – Worth 15 pts.)

3. Read Chapter 18: Revising and Editing (no assignment due)

4. Review “Transitional Words/Phrases” handout

Unit #6

1. Read Chapter 13: Research Reports

2. Chapt. 13 Reading Assignment (Due 11/20 – Worth 20 pts.)

Unit #7 & 8

1. Essay #3: Research Report Assignment Sheet (Due 12/4 - Worth 100 pts.)

2. Review Research Report Outline & Rubric

3. Eliminating Wordiness Exercise (Due 12/4 - Worth 20 pts.)

Unit #9 & 10

1. Essay #4: Metacognitive Reflective Essay Assignment Sheet (Due 12/18 - Worth 100 pts.)

2. Metacognitive Outline

Course Collection Dates: 10/9, 10/23, 11/6, 11/20, 12/4, 12/18; schedule subject to change

8

Unit #1 & 2

Introduction Assignment Sheet (20pts)

Due: 10/23

Assignment: Please provide a brief introduction of yourself. Follow these steps:

1. Introduce yourself: Where are from? How many siblings do you have? What do you

enjoy doing during your spare time?

2. Explain your goals and expectations: What is your major? What are your goals?

Explain your current writing experience. What do you hope to learn from this class?

Sample Introduction:

My name is Danielle Young, and I am from Des Moines, IA, but I recently moved to

Detroit, MI. I have two brothers and one twin sister. During my spare time, I like to read mystery

novels or watch TV shows on the CW. Right now, my favorite TV shows on the CW is Nancy

Drew and Swamp Thing.

I choose to major in mathematics because I love everything that has to do with numbers. I

heard you can earn a lot of money in the finance field which requires some good math skills.

However, I also found out that most degree majors require that you take an English course too,

so this is why I decided to take this course.

Since I am a math major, I have very little experience writing essays and feel uneasy

about writing at an academic level. Sometimes, I am not sure where to start. In this class, I hope

to build my confidence and improve my writing skills. I really struggle with getting started and

conducting research on a specific topic, but I hope this class provides me with the necessary

skills to help me better understand how to get started and research a topic.

Additional criteria: Typed: At least two paragraphs but no longer than a page. Font: Time New Roman – 12; double-space; Indent

paragraph.

Handwritten: At least two paragraphs but no longer than a page – indent paragraphs; handwriting must be neat and

legible.

9

Student Name Page:

Ms. Anderson

ENG131.

Unit #1 & 2

Chapters 1, 2 & 3 Reading Assignment

Due: 10/23

Worth 15 pts.

Chapter 1:

1. In your own words, define the word “genre,” and provide at least three examples of three

different genres (5 pts).

Chapter 2:

1. In this chapter, there are four different types of theses listed. Name at least two of them

and provide an example. To clarify, you must write at least two different types of thesis

for any topic of your choice (5 pts).

Chapter 3:

1. In this chapter, the author list five ways the genres and rhetorical situations correlates

(connects). What are they? Please provide detailed explanation for at least one of them (5

pts).

10

MLA Formatting

Before you began composing your essay, please format your paper. This is what you do first:

1. Open “Word” document and select “blank page”

2. Click on the “Home” tab (if not already selected).

3. In the “Font box” change the font to “Times New Roman”

4. Next, change the “font size” to “12”

5. In the paragraph section, click on the drop-down arrow

a. Under “General” your alignment should be “left,” and the Outline should be

“body text”

b. Under “Indentation,” both the “left & right” should be at “0” points

c. Under “Special” select “none” – do nothing with the rest in this section

d. Under “Spacing” make sure the “before & after” is at “0” pts.

e. Under “Line Spacing,” select “Double”

f. Check the box (if not already) that states “Don’t add space between paragraphs of

the same style”

To Create Title page, please follow these instructions:

1. Click on the “Insert” tab and scroll to the right to find the “Page number” drop-down

2. Hover over “Top of page” and click on “Plain Number 3”

3. Type in your last name (do not add any additional space) – Close “Header & Footer” by

clicking on the red X at the top on the right-hand corner

To Type 4-Line Header:

1. Type your full name, then press the enter key

2. Type your Instructor’s last name – press enter key

3. Type in class/course title – press enter key

4. Insert or type in current date – press enter key

After you have entered the 4-line header, do the following:

1. Click on the “center” tab at the top where it says paragraph (second lines)

2. Type the title of your essay (remember to use appropriate capitalization) – press enter

3. Now, click on the “left align” tab to go back to the original alignment

4. Type “Purpose” for purpose statement follow by a colon – press enter

5. Type “Audience” for purpose statement follow by a colon

6. Click on the “Insert” tab and select “page break” to go to the next page

7. You can now begin typing your essay – make sure to indent all paragraphs

11

Unit 3 Unit 3: Memoir (100 pts.)

Personal Narrative Essay: A Significant Experience

This essay should relate an important personal experience or event that somehow altered or affected

you (changed the way you thought about something or deepened your understanding of yourself). It

might have helped you to learn or grow, or to be wiser. (This must be a real event, not a dream or

fantasy.) The importance of this experience to you is what needs to be crystal clear by the end of the

essay. You are writing about one experience, one day in your life, NOT your whole life. Write about

one experience that taught you an important lesson.

You need a clear thesis, one that states how this experience was important to you—and why. You must

provide details and examples that “show” what happened. You must also include reflection about this

experience. These are “thought shots”—sentences or paragraphs that reveal what you were thinking or

feeling during the experience and what you think about it now as you look back, in connection with your

thesis. You must provide this reflective connection to the thesis so that readers can understand how and

why you learned this lesson.

Obviously, the people who will read this essay are your classmates and me. However, for this essay, you

need to envision a broader audience. Choose an audience who might appreciate what you have

experienced, who might learn from what you write. For this and all essays for this class, you will

indicate this audience on a Purpose/Audience Statement cover page (I will explain this later). Keep this

audience in mind as you draft your essay, keeping one idea in mind: Remember that anyone who reads

your essay knows nothing of your experience. It is your job as a writer to help your audience “see” what

you experienced by clearly and fully “showing” it.

Important note: If you have access to a computer/laptop, please format your paper before composing

your essay. I was given a list of facilities that allow students to use the laptops; therefore, I will expect

those students to type their essays. Watch the recorded video first and then review the handout titled,

“MLA Formatting Instructions” listed below. If you are unable to type this essay, then you do not have to

format it. However, your handwriting must be neat and clear. If it is not legible (readable), I cannot give

you a passing grade.

Additional guidelines: The essay must be at least 3-pages long (1 ½ pages if written); must include a

Title page with a purpose and audience statement (Please review the video on writing a purpose and

audience statement). Your essay must be written in your own words – no sources needed. Follow the

outline I provided for this assignment. Note: You do not need to turn in the outline – it is used to help

guide you.

Learning skills you’ll practice: Using writing to reflect on personal experience

Developing essays with thoughtful revision

Working effectively with others

Importance of doing this: Reflective writing is used in reports for most careers

Reflective writing is used in college courses

Effective essays cannot be written in one sitting

All careers involve effective communication with others

12

Unit 3

Memoir Title Page

Student Name

Prof. Anderson

ENG131.PCI1

Due Date:

Title:

Purpose:

Audience:

13

Outlining Your Narrative

“Narrative” is a term more commonly known as “story.” Narratives written for college or personal

narratives tell a story, usually to some point, to illustrate some truth or insight.

Introduction: Begin the essay by setting the scene. Where is the event set? What time of year?

How old were you when this happened? What event/experience is the focus of the essay?

Show, Don’t Tell” – Good story telling includes details and descriptions that help the reader

understand what the writer experienced. Think about using all five senses—not just the sense of

sight—to add details about what you heard, saw, and felt during the event. For example, “My heart

jumped as the dark shape of the brown grizzly lurched toward me out of the woods” provides more

information about what the writer saw and felt than, “I saw a bear when I was hiking”.

Supporting Evidence – In a personal narrative, your experience acts as the evidence that

illustrates your thesis. The events of the story should demonstrate the lesson learned, or the

significance of the event to you.

Passage of Time – Writing about the events of your experience using time chronologically, from

beginning to end, is the most common and clear way to tell a story. Whether you choose to write

chronologically or not, use transition words to clearly indicate to the reader what happened first,

next, and last.

Examples of time transition words are next, finally, during, after, when, and later.

Transitions – In a narrative essay, a new paragraph marks a change in the action of a story, or a

move from action to reflection. Paragraphs should connect to one another. For example, the end of

one paragraph might be: “I turned and ran, hoping the bear hadn’t noticed me, but I was wrong”,

and the start of the next might be: “He suddenly charged me, and I did what I had learned from my

grandfather.” The repetition of words connects the paragraphs.

Conclusion - The Significance/Importance of the Story The conclusion of a narrative closes the action of the event, but also must include reflection or analysis of the significance of the event to you. What lesson did you learn? How has what happened to you affected your life now? This

meaningful analysis of the event/experience provides the resolution of the essay.

Explain the importance of the event/experience, including how the events are significant to you. This final explanation provides the thesis.

Purpose Statement: Everything You Write Has a Purpose

– What do you want to accomplish? Are You Informing or Persuading?

– Informative papers inform, describe, define, review, notify, advise, explain, demonstrate

– Persuasive papers persuade, convince, argue, recommend, advocate, urge, defend, justify, support

Audience Statement: Consider who may be benefit from hearing your story;

– Are they college students who are thinking about taking out student loans? – Parents suffering from alcoholism – Young and inexperienced drivers

14

Unit 3

Memoir Rubric

Criteria Points

Effective Introduction hooking reader attention, setting scene, focusing

on the subject, establishing a speculative tone that provides a sense of

how the essay will unfold – forecasting.

___/10

A central theme that is through the narrative. ___/10

Rich, vivid details that offer imagery and work to create significance

and support purpose. ___/10

Effective cohesive organization that develops a plot and includes

transitions. ___/10

Effective support that develops main idea and creates significance.

Support may come in many forms such as anecdotes, observations,

definitions, speculations, details, comparisons, classifications.

___/10

Personal tone and voice allow writer to ‘speak’ to readers in an

intimate, personal way. The voice and tone are maintained are

maintained throughout the essay.

___/10

An engaging title that hints at the memoir’s theme. ___/5

Purpose and audience clearly shape the presentation of ideas ___/10

Conclusion clearly wraps up the story, relates back to thesis and/or

ends with a final thought ___10

Metacognitive Reflection ___/5

Conforms to Standard English grammar and structures and assigned

essay formatting ___/10

Deductions:

No audience and purpose statement: - 5 points. -5

Less than three full pages or over 4: - 5 points -5

Essay is not a memoir, - not passing. F

Total __/100

15

Unit 3

Practicing Description Writing: “Showing versus Telling”

Worth 25 points possible

Due: 10/23

For this assignment:

You will revise the given sentence listed on the next page using the five senses.

The given sentence is a boring sentence that does not describe anything. The

“telling” word or phrase is in italics.

Type or write (if no access to a laptop) sentences that include concrete details to

“show” the concept in italics/underlined. In other words, paint a word picture that

would allow any reader to visualize the scene.

Do not simply use a synonym. A synonym is another word that means the same

thing. For example, the italicized and underlined word in the sentence below is

“obnoxious.” What you would not do is write, “John’s behavior was

unacceptable.” “Unacceptable” is a synonym for “obnoxious.”

For full credit, you must “show” what was obnoxious about John’s behavior. Bring

the scene to life. Provide at least one sentence which appeals to each of the five

senses. Failure to do so will result in a deduction of points (5 pts. each). Writing

profanity or sexually explicit language will result in a zero grade for this

assignment.

16

Unit 3

Student Name:

Prof. M. Anderson

Show vs. Telling Activity

Due: 23 Oct 2021

Rewrite this sentence using the five senses listed below:

John’s behavior at the party was obnoxious.

1. Sight:

2. Sound:

3. Taste:

4. Touch:

5. Smell:

17

Unit 4:

Celebrity Profile

Title Page

Student Name:

Prof. Anderson

Celebrity Profile – Essay #2

Due Date: 23 Oct 2021

Title:

Purpose:

Audience:

18

Unit #4

Credit: EMI and Regent Sound, 1967

This is one of the most iconic music album covers in history. It is the cover of The

Beatles album “Sgt. Pepper’s Lonely Hearts Club Band.” Every person on this

cover, along with The Beatles, is known for phenomenal achievements. They changed

the world in some way. Most educated people know what these celebrities are known

for. However, their lives and who they really were is not always as well-known―but

they all had documented personal lives . . .

Documented Profile Analysis Essay:

The Reality of a Famous Person’s Life

by Professor Clarinda Flannery

19

Writing Profiles

Why profiles are written

Be able to answer this question after reading this section: Why are

profiles written?

Magazines and newspapers are often filled with profiles that tell us

about interesting people, places, and activities. They’re usually called

“human interest” stories or “features.” They are interesting to us because

they take us behind the scenes of people’s lives, giving us a glimpse at

the inner workings. The writer observes a person or place, and then

conveys a new interpretation or perspective that gives us new insights.

As you already know, a writer’s perspective or angle is called the thesis.

For profiles, the thesis is called a slant.

Well-done profiles are interesting because they may introduce us to the

exotic—peculiar hobbies, unusual professions, and bizarre personalities.

They may also allow us to see the familiar in a fresh, unique way. In

other words, profiles make the unfamiliar familiar and make the familiar

unfamiliar—in an intriguing way. Through profiles, writers even may

attempt to probe the social, political, and moral significance of our

institutions by closely profiling them.

About profile essays

Be able to answer this question after reading this section: What is the

purpose of a profile, and how is it different than a personal narrative?

The purpose of a profile essay is to examine and vividly present a

person or culture to an audience. The writer supplies a well-defined,

well-thought-out perspective, so that the essay conveys a particular

interpretation of the subject.

The profile essay, therefore, is part objective (expository), and part

expressive (interpretive); it’s an interesting hybrid between the two.

20

When you write a profile essay, it is expository because you inform your

readers about your subject—you want readers to learn something about

your subject they might not have known, and they can learn, through

your profile. At the same time, you are also conveying a kind of personal

interpretation, a personal perspective, your own attitude towards this

subject; so in that sense, it’s expressive.

A profile essay has many of the same features as a personal narrative

essay (think about what you did for the Personal Narrative Essay). A

profile uses features of narrative, like description (word pictures)

anecdotes (brief, personal stories), and dialogue (recreated

conversation).

However, the two essay genres have differences. A personal narrative

essay is autobiographical; it’s about a writer’s remembered experience;

the focus is on the writer. On the other hand, a profile is (usually) about

newly acquired information based on research. The focus is on someone

or something else.

This kind of writing helps you practice the research methods used

across many disciplines. Observing, interviewing, reading, and note-

taking are all techniques commonly used by teachers, police officers,

chefs, nurses, lawyers, auto mechanics, and coaches, just to name a few.

The challenge, once data is gathered, is analyzing and synthesizing it in

order to shape it into an essay.

Where you have seen profiles

Be able to answer this question after reading this section: What are

the two types of profiles? Give an example of each.

Visual profiles (shows like 60 Minutes) profile someone every week.

Also, local TV channels usually have human interest, “feel-good,”

stories. One cable channel is devoted entirely to profiles: The Biography

Channel. In fact, Biography will sometimes include its slant in the

21

subtitle of the episode. Another channel that specializes in profiles is

The Travel Channel, which takes us to exotic locales and intriguing

cultures, such as Anthony Bourdain’s No Reservations, which focused

on the food of global cultures. Bourdain’s slants were extremely

interesting because they went far beyond showing us what we already

know about other places and their cultures.

Print profiles are common, too. Profile essays are included in your

textbook, and popular magazines also contain profiles. Check the

popular magazines you may have at home or look at some in our library.

If a magazine has a famous person or specific place on the cover, there

most likely will be either an interview or a profile of who or what is on

the cover of that issue.

Features of the profile


goal of a profile, what must it present, and what effect should it have

on readers?

An effective profile is focused on an intriguing, well-focused subject: a

person, place, or activity. It can be the familiar or the exotic. Even the

ordinary can look interesting if you look closely and have a unique

point-of-view to offer. Whatever your subject is, your goal is to bring

out its uniqueness, to show what’s amazing or fascinating about it to

you.

A vivid profile must present a specific point of view rather than a

general or stereotypical one. For example, if someone were profiling

teenagers, instead of writing about “teenagers” in general, the profiler

would present a vivid portrait of one teenage in particular, or a group of

them, in order to show who they really are. The important element to

note is that if someone were profiling teenagers, they would have to

observe teenagers in some way, or read observational accounts of teen

22

life, before they could come up with a slant. The slant would be based

on what was learned from the research.

When a profile is done well, it should leave readers with a clear,

dominant impression of the writer’s interpretation or impression of

whom or what was profiled. When you write a profile, you must convey

your own special insights—based on what you learned from observing

and/or talking to your profile subject or group. You also need to look at

secondary sources, others’ account of your profile subject to deepen

your understanding. In other words, your observations, discussions, and

secondary research will help you form your slant. It is your informed

“take” on your profile subject that becomes your slant.

The slant = the angle = the thesis


slant in a profile, and how is it different from narrative writing?

A profile’s slant, the interpretive element, makes this essay genre

different than narrative writing. Because you are not writing about

yourself, but are writing about someone or something else, you must

figure out how best to bring your perspective about your subject, your

slant, to life. Details from your primary and secondary research must be

carefully selected and arranged in such a way to convey this. Is this

easy? Not necessarily, but when you look at anything with “fresh eyes,”

you’ll discover new insights. These new insights are what can interest a

reading audience.

What this has to do with the ENG 131 Profile Analysis Essay?

Be able to answer this question after reading this section: For the

profile analysis essay, what does your slant need to state?

Remember, profiles have a “slant,” a point-of-view. For example, I

23

recently saw a profile of a dog that helped as a lifeguard and could even

surf. The “slant” was that this dog really was “man’s best friend”

because he kept people from drowning. Since this is not what we would

normally expect a dog to be able to do, this was a fresh slant. The whole

piece showed examples that supported this perspective. For this profile

essay, your slant will state your “take” on your celebrity, based on what

new insights you gained from your research. The rest of the essay will

show how your research helped you gain these new insights.

24

Introduction to the Documented Profile Analysis Essay

Does the title of this unit make your heart sink? Are you thinking, “Crap!

Analysis? Sounds hard, and I don’t think I can do it!!! And what the heck does

‘Documented’ mean?!”

Let’s start with analysis. You can do this. Why? Because you do it all the time. My

guess is that you may not realize that this is called analysis.

What Is Analysis?

Let’s say you are watching a scary movie where a character is doing something

stupid, like running into the building where the monster/psycho killer/terrifying

alien obviously is waiting.

When this happens, you say to yourself or to the people you are with, “Why would

anyone do that? Guess what? That is analysis. Analysis is the academic word for a

detailed examination of the elements or the structure of something.

Truth be told, you have been doing analysis since you could talk. As a child, if you

asked someone, “Why do I have to eat this?” or “Why do I have to go to bed

now?”, you were analyzing.

Of course, this is a college writing class, so the analysis for this assignment is a bit

more complicated.

What Does Documented Mean?

Completing research and then citing research sources in an essay in order to

support a thesis. This is a complex process, but for the Profile Analysis Essay, this

process will be broken into stages. At each stage, each assigned activity can help

you move forward with this essay. Staying on-track with these activities will

benefit you greatly. I am happy to help you with this work, but doing the work will

be your responsibility.

What Is Needed to Successfully Complete this Essay?

First of all, you will be doing research about a famous person’s life―who they

really were. This is NOT about what they are known for or how they became

famous. Obviously, you should choose someone you admire, someone you have

25

thought about, or someone you have been interested in because of news stories you

have heard―or because of what you might have heard family members say about

this person. However, the purpose of the assignment is to find out who this person

really was.

For example, during Winter Semester 2020, some students chose to focus on Kobe

Bryant. His death devastated some of our JC athletes who worshipped him. They

wanted to focus on him for the Profile Analysis Essay. At first, this was a

challenge because they wanted to write a tribute to him, but the assignment is not a

tribute. It is an investigation of a person’s life and who they were before they were

famous and/or who they were when they were not in the spotlight.

Another example of what former students have done in the past is an analysis of a

performer, like Judy Garland, who played Dorothy in The Wizard of Oz, but went

on to have a fabulous stage career as well. Even though she died a long time ago,

students wanted to know more about her. The challenge for these students was

focusing on her “real” life, not her celebrity life.

Any famous person who has passed on is a great choice for the Profile Analysis

Essay—IF the focus of the assignment is maintained and IF enough has been

written about them since their death. The essay CANNOT be a biography (a book

report) of a famous person. It is a much more complicated.

26

Unit 4

Pre- writing Activity #1: Beginning the Profile Analysis Essay

When famous people die, biographers begin to objectively examine these

celebrities’ lives in order for us to understand them. For this essay, you will focus on a

famous person, no longer living, from the list provided. Choose the celebrity that

interests, intrigues, and/or fascinates you the most. Then, you must decide what you

want to learn about them and why. Your research will involve reading sources to learn

what you can about what this person’s life was really like, what challenges they had,

and who they were when they were not in the spotlight. Note: You will receive a

research package for each celebrity from the Jackson College library.

List of celebrities/political figures: Aretha Franklin, Freddy Mercury, Tupac Shakur,

Kobe Bryant, Mahatma Gandhi, Ruth Bader Ginsburg, Martin Luther King Jr.,

Muhammad Ali, Selena Quintanilla-Perez, Tecumseh.

The goal in research is to learn if you choose someone you know everything

about, and simply plan to write about what you already know, you won't be able to

effectively address the assignment. Here’s why: You will not be writing a biography

or a “book report” on this person. You will be writing about what you learned

from research. Choose your famous person wisely. Activity #1 will help you do this.

Activity 1

To get started, you should generate a list of at least 5 people you are interested in

learning about (from the list provided). Then, explain at least one thing you would like

to learn about each of these people. It must be something you don’t already know.

“Show” this clearly. Carefully read the following examples and note the detail.

Examples:

Person of interest: Janis Joplin

What more I would like to know about this person: I would like to know what caused her to be so

insecure and needy.

Person of interest: Albert Einstein

What more I would like to know about this person: I would like to know how a person who

didn’t speak until he was four years old and couldn’t read until he was nine went on to become one of the

greatest physicists in history.

Now, go to the next page and follow the directions to complete this activity:

Using the examples from the previous page, complete the following work for three to five people.

“Show” what you would like to learn with specific details. Be sure it’s something you don’t already

know. The more you think about this, the clearer your focus will be.

27

Activity #1: Pre-writing Assignment

Person of interest:

What you would like to know about this person:

Person of interest:


Person of interest:


Person of interest:


Person of interest:


28

Pre-writing Activity #2: Finalizing Choice for the Profile Essay

NOTE: BEFORE YOU START YOUR RESEARCH, TWO TASKS MUST BE

COMPLETED:

• Your choice of celebrity must be selected from the listed provided which has

already been preapproved.

• Decide what you want to learn about this person—other than what the public

already knows (based on what you generated for Pre-writing Activity #1)

The goal of the Profile Analysis Essay is to show readers that this is person is more

complex than what they are known for, that they are “deeper” than what might be

expected.

What you will be doing is taking an in-depth look at what historians and

biographers have to say about this person. You must also write about what your

reaction is to what these experts have to say, based on what you already know. To be

successful, you must really get to know this person by reading in-depth information

about them. The more you know, the easier it will be to write the essay. Here are

some areas to think about:

• what was going on in the world during this person’s lifetime

• what his or her young life was like, both in childhood and in their teens

• what his or her family was like, and what this person thought about their

family life

• what factors shaped his or her personality and drive to achieve

• how s/he became famous and who were the mentors in this process

• who let this person down in life, and how that affected them

• what disappointments and struggles they faced, and how they responded to

those situations

• what challenges they faced, given the times they lived in

• what the public’s perceptions were of this person in their lifetime

• how that perception has changed or not since this person died

• what made this person so special, according to historians and experts

When Pre-writing Activity #2 is completed, and you have a game plan, you will do research

in order to find out who this person really was.

29

Unit 4:

Celebrity Profile (100 pts)

Due: Nov 6, 2021

Assignment: You will write a profile analysis about a celebrity from the list in your research

packet. Choose a celebrity and began your research.

After you have completed the activities and researched your celebrity, think about an angle (direction)

you want to take and began composing your essay. Start with an introduction of the celebrity followed by

a thesis statement. As you compose your essay, consider the following questions:

• What was going on in the world during this person’s lifetime?

• What his or her young life was like, both in childhood and in their teens?

• what his or her family was like, and what this person thought about their

family life?

• What factors shaped his or her personality and drive to achieve?

• How s/he became famous and who were the mentors in this process?

• Who let this person down in life, and how that affected them?

• What disappointments and struggles they faced, and how they responded to

those situations?

• What challenges they faced, given the times they lived in?

• What the public’s perceptions were of this person in their lifetime?

• How has that perception changed or not since this person died?

• What made this person so special, according to historians and experts?

Additional requirements: Your essay must contain both in-text citations and a Works Cited

page to avoid plagiarism.

• Typed: Use MLA formatting as described in Essay #1. Essay must be at least 3-pages

long but does not exceed 5-pages.

• Handwritten: Essay must be 3-5 pages long, neat, and in manuscript. Please do not write

in cursive.

• Direct Quotes: The essay must contain 3-5 direct quotes from all articles (at least one

from each article). Do not use a series of quotes and paraphrases to tell your story. You

must use your own words.

30

Unit 4: Profile Outline

(Turn in with essay assignment)

A. Title Page: Use the template I provided.

B. Introduction: 2-3 paragraphs

• Who: Who is the celebrity – state their name and title – introduce the person at the

beginning of the essay?

C. Body of Essay: Here is where you will write about what you’ve learned about the

celebrity based on your research.

• What was going on in the world during this person’s lifetime?

• What his or her young life was like, both in childhood and in their

teens?

• what his or her family was like, and what this person thought about

their family life?

• What factors shaped his or her personality and drive to achieve?

• How s/he became famous and who were the mentors in this process?

• Who let this person down in life, and how that affected them?

• What disappointments and struggles they faced, and how they

responded to those situations?

• What challenges they faced, given the times they lived in?

• What the public’s perceptions were of this person in their lifetime?

• How has that perception changed or not since this person died?

• What made this person so special, according to historians and experts? D. Conclusion:

• Explain why you think this person is significant and how they

affected, impacted, and/or changed people’s lives. • Celebrity Image: find an image that best supports your celebrity characteristics. In

this section, explain the image and its meaning, or how you interpret it (Disregard

this part for CEP Students).

Additional requirements:

• Vivid Images: Use vivid images to “show, don’t tell” your story

• Significance: Reveal what the celebrity did that you found intriguing or

significant? You may want to focus on a particular incident that happened. For

example, many people did not know who Taylor Swift was until Kayne West’s

infamous 2009 Grammy interruption and vice versa.

• Quotes: Research your topic to see what others are saying about your celebrity of

choice and add at least three quotes from three separate sources - provide an

explanation for each quote.

• Reflection: Provide your feedback or thoughts on the celebrity – this should be

throughout the body of the essay.

31

Unit 4

• Profile Formatting Requirement

Essay Requirements: Must be at least 3 pages long and no more than 5 pages. Must be in Word

document only. For handwritten assignments, essay must be at least 3-5 pages as well.

If typing the essay, you must use the correct format:(Times New Roman 12, double-spaced, no

extra spaces between paragraphs, proper title, required 4-line heading, 1-inch margins)

You must include a title page with the purpose and audience statement (Please use the template I

provided):

• Purpose statement: The purpose statement should explain what you hope to accomplish.

For example, are you trying to analyze/profile something or someone, argue a point,

inform your audience about a particular topic, or share a significant experience?

• Audience statement: A specific group of readers who would benefit from reading your

story and/or who could actually make those changes. Narrow your audience selection!

Everyone or Anyone is too broad.

Example: Beyoncé Knowles’ audience may be women of color who struggle with the

racism in Hollywood and staying true to her identity as a black woman which was

illustrated in her “lemonade” song.

• ClipArt: Add an image of the celebrity (disregard for CEP Students)

32

Introduction: Hook that draws the reads in. Refer to the Power Point and textbook if you

have questions. Transition. This links your hook and your thesis together. Thesis statement will

go at the end. Your thesis statement should clearly state who your celebrity is and what angle

you will be proving. (Example: Muhammad Ali always put his faith above everything else.)

Background Info on your celebrity. You should include some background information on

your celebrity. You also need to include how they became famous, what they are famous for,

when and how they died. You need to include how they became famous, what they are famous

for, when and how they died. You don’t need to quote anything directly, but the source where

you got your information from should be in the parenthetical information at the end of your

paragraph. You don’t need to quote anything directly, but the source where you got your

information from should be in the parenthetical information at the end of your paragraph.













33

















Frist example of your celebrity angel. Make this very clear. The first example of (insert

celebrity and angle). Example: The first example of how Muhammad Ali put his faith above his

career is when…Your example paragraphs should contain at least one source and one direct

quote. Paragraphs should be in full, complete sentences, use formal language, and remember to

cite your sources. Paragraphs should be in full, complete sentences, use formal language, and

remember to cite your sources.

34

Second example of your celebrity angel Make this very clear. The second example of

(insert celebrity and angle). Example: The second example of how Muhammad Ali put his faith

above his career is when…Your example paragraphs should contain at least one source and one

direct quote. Paragraphs should be in full, complete sentences, use formal language, and

remember to cite your sources. Paragraphs should be in full, complete sentences, use formal

language, and remember to cite your sources.

Third example of your celebrity angle. Make this very clear. The third example of (insert

celebrity and angle). Example: The third example of how Muhammad Ali put his faith above his

career is when…Your example paragraphs should contain at least one source and one direct

quote. Paragraphs should be in full, complete sentences, use formal language, and remember to

cite your sources. Paragraphs should be in full, complete sentences, use formal language, and

remember to cite your sources.

Conclusion. Restates your thesis and angle. Make sure to give an overview of your main

points. Example: Muhammad Ali was a great boxer but he was also a very religious man who put

his faith above his career. He refused to go to war, he never missed a church service, and he had

a spiritual routine that he would not deviate from. This shows that Muhammad Ali was a man of

great faith.

Metacognitive reflection. Here you will talk about your writing process for this essay and

what you did different from the last essay. How have you grown as a writer for this essay? How,

where, and when did you write? What worked for you? What did not work for you? What will

you do differently next time?

35

Unit 4 Profile of a Celebrity Rubric

Purpose/Audience Statement page should include all required elements, presented clearly.

The quality of this is:

___Excellent(5) ___Needs more work(4) ___Needs a lot of work(3) ___Poor (2) ___Missing(0)

The introduction needs to explain who you are writing about, their profession (dancer, actor, singer, etc.),

and you must provide specific details about him/her. This section is no longer than ½ - ¾ of the first page.

The quality of the introduction is:

___Excellent ___Needs more work ___Needs a lot of work ___Poor ___Missing

The slant (thesis) must be clearly stated by the end of the introduction— it should state your reason for

choosing this celebrity. The quality of the slant is:


Included examples and anecdotes clearly must illustrate the slant in a meaningful way w/clear explanation of

how they illustrate the slant (Examples that supports the celebrity characteristics). The quality of this is:


One requirement of this essay are direct quotes from other sources in reference to the celebrity. Immediately

following the quote should be a thoughtful discussion of what you think about this—and why. The quality of

this is:


The essay addressed the questions listed on the assignment sheet which are key elements in composing the

essay. The quality of this is:


The conclusion should be a rich reflection of what you learned about the celebrity in your research how it

enriched your understanding of this person. The quality of this discussion is:


Quotes are incorporated correctly into the body of the essay correctly with citations to avoid plagiarism. The

quality of this method is:


Mechanics and Punctuation

Ideas are organized logically with clear connections (transitions) between paragraphs and ideas

Excellent (5) Needs more work (4) Needs serious attention (3) Poor (1)

Grammar, syntax, and punctuation conform to standards of conventional, academic English

Excellent Needs more work Needs serious attention Poor

The MLA formatting is perfect/handwriting is neat and legible

Excellent Needs more work Needs serious attention Poor

Deductions Essay does not meet page requirement (3-5 pages) = -20 pts. Essay does not contain parenthetical (in-text) citation and/a Works Cited page/considered plagiarized = -

100 pts. Essay is not a Profile on a deceased celebrity - not passing. = -100 pts Total points possible: 55

36

Unit 5 In-Text Citations (20 pts.)

Due: 11/20

Assignment: Create mock in-text citations using the information provided. The first two are

already done for you. Review the “MLA Quick Reference Guide” for examples and rules for

citing various sources.

1. First Time Author is Used

a. Author: Ramisi Jangoi

b. Article: Generation Z and the Age Gap

c. Page: 267

d. Quote: “the use of Facebook has led to a decline in reading.”

Here’s an example,

According to the Ramisi Jangoi, “the use of Facebook has led to a decline in reading” (267).

Notice that I use an introductory phrase (According to) before I mentioned the author’s

name. Then, I added the direct quote in quotation marks followed by a parenthetical (in-

text) citation. Since I’ve already mentioned the author’s name, I only needed to add the

page number.

2. Website No Author. First Time Used.

a. Author:

b. Website: www.collegeboard.com

c. Title of Article: Student Debt and College

d. Page:

e. Quote: “35% of students leave college with huge student loan debt and no

degree.”

Here’s an example,

In the article, Student Debt and College, the website claims that “35% of students leave college

with huge student loan debt and no degree” (www.collegeboard.com).

Since there is no author, you can use the website as the parenthetical citation. However, if

the title wasn’t mentioned, then use the title as the in-text citation.

3. First time using source.

a. Author: Jamaya Lewis

b. Website: www.payforplay.net

c. Title of Article: Food Insecurities in the USA

d. Page:36

http://www.collegeboard.com/

http://www.payforplay.net/

37

e. Quote: “Half of the population in the USA go to bed hungry due to the lack of

money.”

4. More than three authors. First time used.

a. Author: Dominic Rosales, Megan Lewis, Joe Kavis

b. Title: Saying Goodbye to Grandma: Benefits of Doctor Assisted Suicide

c. Page: 44

d. Quote: “Patients with a terminal illness deserve the right to say goodbye to their

family in a way that benefits them.”

5. Website No Author. First time used.

a. Author:

b. Title: Vape Facts

c. Website: Medsource.com

d. Page:

e. Quote: “38% of teenagers who vape, say they started before they were 18.”

6. Two authors same last name. Second time used. Here you have two articles. One article is

by William James and the second is by Anika James. You are using a quote by Anika.

How do you show your reader this?

a. Author(s): Anika James

b. Article: Why Dogs Should Be Allowed on College Campuses.

c. Page:

d. Quote: “dogs have a very calming effect on people.”

7. Three or more authors. Second time used

a. Author(s): Sheri Peralta, Rosa Diaz, Emmanuel Cordova

b. Article: The Legalization of Marijuana.

c. Page:

d. Quote: “The legalization of marijuana has led to a rise in patients seeking

alternative medicine.”

8. Corporate Author. Second time used.

a. Author: American Cancer Society Incorporated

b. Brochure: Vaping and You: What Parents Should Know

c. Page: 3

d. Quote: “Teens are at increased risk of lung cancer if they begin to vape at an early

age.”

38

9. Website No Author. Second time used.

a. Author:

b. Website: www.thetruth.gov

c. Title of Article: Voting in the USA

d. Page:

e. Quote: “Since the election of Donald Trump, voting has increased.”

10. No Author. Second time used.

a. Author:

b. Title of Article: Computer Gaming and the Brain of the Teen on Weekends

c. Page:

d. Quote: “Brains are not fully developed until a person reaches 25. Many

adolescents damage their brains by age 18.”

http://www.thetruth.gov/

39

Unit 6

MLA Quick Reference Guide

General guidelines

The Works Cited page contains a list of the sources you quoted or paraphrased in your research. No sources

may be listed that are not; there’s a one-to-one correspondence between parenthetical citations in the text of

your paper and your Works Cited page.

The Works Cited page is always the last page of an MLA-documented essay. Also, it never counts as part of

the required pages. For example, if your paper must be at least 3 pages long, then a Works Cited page would

be considered page 4.

A word of caution (NOT for CEP Students): There are software and web sites that contain automatic citation

generators; in other words, they will do your Works Cited page for you. However, many are incorrect, and if

you turn in an incorrectly documented essay, all instructors will “grade you down” for this. Because you are

ultimately responsible for anything you turn in, always double-check your work for correctness. You also

need to make sure you change the print size and font to match the actual paper. Correctness is fully your

responsibility.

General format for the Works Cited page

• Sources are listed alphabetically by last name (or first key word of the title if source has no author).

(Note: Sometimes an author of a Website is an organization, for example, The American Cancer

Society.)

• The page is double-spaced, and no extra spaces between sources.

• For each listing, the first author’s name is inverted, last name/first name; if more than one author, the

other’s names are listed by first name/last name. Use “and” before the final name.

• If you have more than one author for a source, do not alphabetize them. List them in the order listed

on the source.

• If you have more than four authors, list the first author (last name/first name), followed by a comma,

and then with the abbreviation et al. which is Latin for and others.

• The first line of each source listing is flush with the left margin; all subsequent lines are indented.

• All months are abbreviated by the first 3 letters except for May, June, and July, which are spelled out,

and the month of September, which is abbreviated by the first 4 letters.

• All journals have a volume number; however, some have an issue number as well.

• There is a period at the end of every source listing.

• Use italics for the main title of publications: books, magazines, newspapers, journals, and Websites.

• Use “quotation marks” for article titles from those publications.

• Use all date information; if you have a month and a day, as well as a year, include all info.

40

Formatting Sources for the Works Cited page

Entries for Library Database Sources Note: CEP Student may not have access to the URL

Smith, Sam, John Hyde, and Mark Daniels. “Jews and Muslims in Dante’s Vision.” European Review, authors’ names article title publication title

vol. 50, no. 1, 2016, pp. 101-114. Wilson Select Plus, cambridge.org/core/eu-review. volume/issue publish date page nos. database title URL (plus doi#, if given)

Accessed 14 Sept. 2019. date when you accessed the source

Entries for Websites

Dalenberg, Alex P. “NASA Looks Beyond Mars Mission.” Cable News Network, 24 July 2018, author name article title website sponsor publish date

cnn.com/2017/06/19/us/exoplanets-nasa/index.html. Accessed 20 Sept. 2019.

URL (plus doi#, if given) date when you accessed the source

Entries for Books

Standard Book

Sterling, Bruce. Shaping Things. MIT, 2017. author’s name title of book publisher publish year

Online Book

Albrecht, Oscar. “Chapter 1: Time for a Change.” A New Paradigm. McGraw-Hill, 2017, pp. 21-45. author’s name title of chapter publisher publish year title of book publisher publish year page nos.

Ebook Central, ebookcentral.proquest.com/lib/jcc/action?&query=economy.

title of database URL (plus doi#, if given)

Book with an Edition Number

Crowley, Sharon, and Debra Hawhee. Ancient Rhetorics for Contemporary Students. 3rd ed., authors’ names title of book edition number

Pearson, 2018. publisher publish year

Book with an Editor

Bronte, Charlotte. Jane Eyre. Edited by Margaret Smith, Oxford UP, 2018. author’s name title of book editor publisher publish year

41

Unit 6: Continues…

Works Cited

Bacon, Charles O. "Death in Twentieth-Century America." Newsweek Media Group, 3 Feb.

2018, newsweek.com/2018/02/03/us/euthanasia/index.html. Accessed 6 Nov. 2019.

“The Cost of Dying.” Detroit Free Press. 15 Oct. 2017, freep.com/2017/10/15/medical

costs/index.html. Accessed 3 Nov. 2019.

Garrison, Harvey. “Chapter 5: Prolonging Life.” It’s Never Too Late. McGraw-Hill, 2017,

pp. 215-265. Ebook Central. ebookcentral.proquest.com/lib/jccmi/ebooks/&query=life.

Quill, Timothy. My Patient's Suicide. Bergin and Garvey, 2017.

Vancourt, Rebecca. The Hidden Costs of Extended Life. Edited by Johan Sims. MIT, 2017.

Xanther, Julius. “Not the Way I Want to Go: Essays on Assisted Suicide.” Science and

Medicine, vol. 25, no. 2, 11 Oct. 2017, pp. 515-555. Wilson Select Plus,

oxford.org/2017/10/11/core/journals/science-medicine/index.html. Accessed 5 Nov.

2019.

This is a sample Works Cited page. Note the alphabetical listing, the line spacing, the similarities and

differences of information included for each type of source, and punctuation. This is a publishing

code, and doing it correctly matters. It’s either correct—or it’s not.

Final Note: You should never attempt to do this from memory. It’s as pointless as deciding to memorize

a dictionary. Any documentation style is meant to function as equations in math. You follow the format

and plug in the variables. Use an MLA guide for this.

42

Setting-up Cited Material (quotes) in MLA-Documented Essays

For information from a source that you use in a research paper, you need to include required pieces of

information:

For a hard copy source: actual book, newspaper, magazine, or journal, or PDF file:

✓ the author's name, either in the signal phrase before the quotation OR in a parenthetical

citation, but not in both places; just one place or the other

✓ the page number where you found the quote

For an online source: downloaded and printed from a computer that is not a PDF file:

✓ the author’s name, either in the signal phrase before the quotation OR in a parenthetical

citation, but not in both places; just one place or the other; NO page number needed.

To properly include source information in an essay:

a.) Begin with the author’s credentials (qualifications), if known, followed by both the author’s first and

last name (when you introduce an author for the first time). The name is mentioned first, followed by a

verb, followed by a comma, and then the direct quotation, encased in quotation marks.

b.) If the source is a hard copy text (or a downloaded PDF file), include the page number where the

information was found, encased in parentheses. (The end quotation marks come before the parentheses,

and the period comes after the parentheses.) If the author’s name is included in the signal phrase, include

only the page number in the parentheses. If the author’s name is not included in the signal phrase, include

the author’s last name (only) and the page number in the parentheses.

c.) If the source is a downloaded online article, mention the author in the signal phrase OR enclose the

last name of the author in a parenthetical citation. NO page numbers are needed.

You use the author's full name only once—when you quote them for the first time. After that, you

use last name only. Never refer to an author by his or her first name—ever.

Direct quote when the author is referred to before the quotation

From a hard copy source—actual book, newspaper, magazine, journal, or PDF file

Physicist insists, "The ozone layer will continue to disintegrate unless we begin to remedy the situation

this year” (15).

(note the parenthetical citation; page number is needed)

From a downloaded source—database article or Website w/the exception of PDF files

43

Biophysicist Juan Juarez insists, "The dangers of destroying the ozone layer was first mentioned in

Rachel Carson’s book Silent Spring.”

(no parenthetical citation is needed because author is mentioned in signal phrase; no page numbers are

included)

Direct quote when the author is referred to before the quotation

From a hard copy source—actual book, newspaper, magazine, journal, or PDF file

One physicist insists, “The ozone layer will continue to disintegrate unless we begin to remedy the

situation this year” (Downing 15).

(note the parenthetical citation; page number is needed)

From a downloaded source—database article or Website w/the exception of PDF files

One biophysicist insists, "The dangers of destroying the ozone layer was first mentioned in

Rachel Carson’s book Silent Spring (Juarez). (parenthetical citation is needed because author is not mentioned in signal phrase; no page numbers are

included)

Important note: Only the author's last name is used in the parentheses. The first name is never used

in parentheses. Note there is no comma between the name and the page number.

If a source has 2 or 3 authors, you name them all:

For two authors: (Brown and Smith 15) or (Brown and Smith)

For three authors: (Brown, Smith, and Gray 15) or (Brown, Smith, and Gray)

If a source has more than 3 authors, you do this:

(Brown et al. 15) or (Brown et al.)

The Latin abbreviation et al. means and others

You’re quoting a person who is included in an author’s source

Let's say you find that in John Downing's book, Downing includes a quotation of Stephen

Hawking’s. You can't use Hawking's name in the parenthetical citation because Hawking didn't

write the book. Downing did. Here's the way to do this:

Physicist Stephen Hawking claims, “Problems with the ozone layer can be solved, but only by a

concentrated effort” (qtd. in Downing 15). Note—If the quote is from an online source the

parenthetical citation would look like this: (qtd. in Downing).

The abbreviation qtd. means quoted. What this says then, to any reader, is that Hawking is

quoted in Downing's book.

44

Setting up paraphrases

When you don’t directly quote from a source, but you do include an idea you’ve put in your own

words, you don’t need quotation marks, but you do need a parenthetical citation. If I were

paraphrasing the Hawking quote from above, it would look like this: patchwriting

Physicist Stephen Hawking believes we all need to work together to solve the ozone problem

(qtd. in Downing 15)—or for an online source (qtd. in Downing).

Formatting a block (extended) quotation: DO NOT USE BLOCK QUOTES FOR THIS CLASS

If you include a quote longer than 4 typed lines, it is formatted differently. If you set it up like

shorter quotes, it won’t be documented properly.

The following quote is formatted incorrectly

Physicist John Downing insists, “Many experts in the last twenty years have scoffed at the idea of

an expanding hole in the ozone layer. However, the most recent satellite data shows that, not only is

there one expanding hole in the ozone; there are a couple that are growing larger yearly. The ozone

layer will continue to disintegrate unless we begin to remedy the situation. To insist that global

warming doesn’t exist is ignorant denial. The disintegration of the ozone is an indisputable—and

frightening—fact at this point” (15).

(Reminder: you would need no number in the parentheses if this were an online source.)

The following quote if formatted correctly

(Note: You hit the “tab” button twice to indent every line of the quote itself, rather than once like

you would for a paragraph. Also, note the difference in formatting end punctuation. Remember, too,

to maintain double-spacing for these quotes. Don’t single-space them.)

Physicist John Downing insists:

Many experts in the last twenty years have scoffed at the idea of an expanding hole in

the ozone layer. However, the most recent satellite data shows that, not only is there

one expanding hole in the ozone; there are a couple that are growing larger yearly.

The ozone layer will continue to disintegrate unless we begin to remedy the situation.

To insist that global warming doesn’t exist is ignorant denial. The disintegration of

the ozone is an indisputable—and frightening—fact at this point. (15)

(Reminder: you would need no number in the parentheses if this were an online source.)

Setting up quotes from an interview

When information is included from an interview, you use quotation marks but no parenthetical

citation. You do list interviews on the Works Cited page.

45

Setting up a quote when there is no author given or if the author is an organization

If you have a source with no author, instead of using the last name of the author in parentheses,

use the first key word of the title.

Example: An article titled “Effective Teaching at Eastern Michigan University” from

Time has no author, and you want to include a quote from page 13 of that

article. The parenthetical citation would be set-up as follows:

An article in Time states, “Quotation goes here” (“Effective” 13).

If you are quoting material from a Website where the author is an organization such as the

American Cancer Society, you use the first word of the organization in the parenthetical citation.

Example: The American Cancer Society’s Website has a piece of information in

paragraph 25 that you want to include in your paper. The parenthetical citation

would be set-up as follows:

One medical Website asserts, “The most curable form of cancer, if detected early,

is colon cancer” (American).

Setting up a quote when using only a portion of an author’s words

Let’s say you find a sentence in an article on page 99 where the author has written: In all levels

of education, it’s important for teachers to engage students in their own learning.

You decide to only use the portion of the sentence that states “it’s important for teachers to

engage students in their own learning.” You can do this, but you must indicate in your own

writing that you’ve omitted part of that sentence. You use what’s called an ellipsis, a series of

spaces and periods. This is how you would do this using the example above:

(The author) asserts, “. . . [that] it’s important for teachers to engage students in their own

learning” (99).

You use an ellipsis whenever you omit words. This means an ellipsis may be at the beginning,

middle, or end position of a quote, depending on what’s omitted.

Important note: You can never use an ellipsis to distort meaning by omitting a word, so that the

sentence means the opposite of what it originally said.

Example—A sentence reads, “This is definitely not the best way to teach.”

You cannot do this: An author writes, “This is . . . the best way to teach.” This is a gross

misrepresentation of the author’s idea. This is called lying.

46

Unit 5

Verbs for Signal Phrases

Use verbs like these in your signal phrases to introduce quotations, paraphrases, and summaries.

Citation: Johnson-Sheehan, Richard, and Charles Paine. Writing Today. Pearson, 2019.

47

Unit 5 Using Formal Speech (Worth 15 pts)

Due: Nov 6, 2021

Purpose: The purpose of this assignment is to test your ability to transform informal sentences

into formal. Avoid using get, got, getting. Can you find another word or way to write the

sentence? Rewrite Each Informal Sentence to Make it Formal.

If you are able to type this assignment, please follow the MLA guidelines. Note: You do not

have to rewrite the original sentence – just keep version in the same numerical order.

1. Doctor assisted suicide should be legal. If I got cancer that is what I want.

2. Sorry, I can’t come to the meeting.

3. Nobody can get the right help they need in this country for there mental

problems. We need universal healthcare

4. Email me if you got questions

5. Drinking milk from animals is gross and only babies drink it to get fat

6. Dogs can make people relax. They are good therapy animals.

7. Women stay in abusive relationships because they don’t got any money or a

way to get to a job.

8. People work 39 hours a week because they can’t work 40 or they will be full

time and then they have to pay them benefits and more money and they

don’t want that so they send them home and they work a lot but can’t pay

their bills even.

9. Bullying and cyberbullying are the same thing and they can both make a

person want to kill themselves because they feel so bad about what is being

said about them and that is wrong.

10. 3-D printing is making stuff we used to get from China a lot easier to get.

11. Back in the day African Americans could not play on sports teams but even

though that’s gone there is still racism in sports.

12. The computer is broke. When can you fix it?

13. If you can go to war and kill a guy you should be able to get a drink and

that’s why the drinking age should be lowered.

14. We’ll help you if you need it.

15. Music therapy is good for old people. It helps them a lot with memory.

48

Unit 5: Transition Words

The best stylists become masters at artfully placing transition words in pivotal positions—i.e., places where the

sentence or paragraph meaning "shifts" slightly. What follows is a handy list of common transition words and their

functions. If you open sentences appropriately with these words, it will help your writing to flow [better].

One caveat though: Always keep the literal meaning of a transition word in mind as you use it—therefore, do not

use "for example" unless you are introducing an example that links to the preceding information; do not use

"nevertheless" unless you are offering a contrasting point. Note how this paragraph has required a minimal use of

transition words; they should not be forced in where they do not belong. When you do use them, keep their broader

functions (i.e., "causality," "emphasis," etc.) directly in mind. [Do not forget to include the comma] .

Citation: Dutton John A. “Effective Technical Writing in the Information Age.” PennState College of Earth and Mineral Sciences, 2014, https://www.e-

education.psu.edu/styleforstudents/c1_p14.html. Accessed 04 Apr 2020.

Causality Emphasis Amplification

Accordingly Above all Again

Consequently Certainly Also

For this reason Clearly Apparently

Hence Indeed Besides

Therefore In fact Equally important

Thus In short First, Second, etc.

Obviously Finally

Intention Of course Further

For this purpose In addition

In order to do this Closure Moreover

To this end In conclusion

With this in mind In sum Detail

On the whole Especially

Location To summarize In particular

Beyond In regard to

Here Similarity Namely

Nearby Likewise Specifically

Opposite Similarly

There Comparison/Contrast

Time However

Concession Afterward In contrast

At any rate At the same time In relation to

At least Before Nevertheless

Earlier On the other hand

Example Eventually Still

For example In the meantime

For instance Sometimes Interpretation

To demonstrate Later Fortunately

To illustrate Next Interestingly

Preceding this Significantly

Simultaneously Surprisingly

Soon

49

Unit 6

Research Report Reading Assignment

Due: 11/20

(Worth 20 pts.)

Chapter 13: Research Papers: Please read assigned chapter first.

1. In this chapter, there are two type of research papers listed on page 312. What are they

and what are the difference between the two? You need to explain the difference in your

own words based on the information you read in the textbook.

2. Provide at least one example for one of the types of research papers listed in your

textbook. Your textbook provided some examples, but you must come up with your own.

Try using one of the verbs (listed on page 313) as you write your example.

50

Unit 7 &8: Research Report Title Page

Student Name:

Prof. Anderson

Research Report – Essay #3

Due Date: 04 Dec 2021

Title:

Purpose:

Audience:

51

Unit 7 & 8:

Research Report Assignment (100pts) Due: Dec 4, 2021

Learning Objectives: • Use the rhetorical situation (purpose, context, and audience) to inform your audience

• Locate useful, relevant research sources that answer research question

• Create content for your report with solid research to support your thesis

• Use report genre pattern to organize the document

• Use the report genre to describe your research, findings, and recommendations

• Use electronic environment for drafting, reviewing, revising, and editing

Assignment:

You will write a research-based report which analyzes the answers you find to an

open-ended question, based on valid research sources, resulting in a thesis that

reflects your research findings. The keys to success for this assignment are:

1. Identifying a personally relevant subject and developing an open-ended question

2. Finding valid research sources which results in a plausible thesis

3. Following the conventions for the research report genre

4. Meeting the learning objectives (provided in this unit)

5. Maintaining a balanced, objective presentation of research results

To successfully complete the work, you must effectively complete the following

activities:

1. Identify a focused topic and angle (choose one of the topics listed below)

A. The Benefits of Emotional Support Animals

B. Generational Trauma and its Effects

C. The Tuskegee Syphilis Experiment

D. Pipelines and their Effects on Environment

2. Engage in the research process (see Chapter 13 in Writing Today, pg. 305)

3. Develop an open-ended research question

4. Create a research plan and carry out research

5. Evaluate sources for credibility

6. Complete an Active Reading page for each of the 3 required sources

7. Develop a thesis, based on the answers to your research question, found in your

sources (NO ARGUMENTATIVE THESIS ALLOWED)

8. Write a fully developed, carefully presented report on your research findings.

Formatting Requirements: (For students who have access to a laptop)

• 1-2 paragraph Abstract (this page does not count toward the required 4-pages for the report)

• Purpose/Audience cover page (this page does not count toward the required 4-pages for the report)

• Minimum 4 full pages for body of essay, Times New Roman-12 font

• Bold-faced, underlined sub-headings for required sections (review Chapter 13 in text)

• MLA-formatted annotated bibliography (doesn’t count toward the required 4-pages for the report)

• Correct MLA documentation (in this course pack, or in Chapter 27 of textbook, pg. 504)

• Paragraphing with first line indentation (no extra spacing between paragraphs)

• Double spaced, 1-inch margins

• Standard English spelling; correct grammar; no run-ons or fragments

• Clearly revised for clarity of expression; clearly proofread/edited for punctuation.

• Sources: The library will provide you with the necessary sources to use.

52

Unit 7 &8:

Research Report Outline &

Requirements/Criteria

To successfully complete the assignment, you must effectively include all of the sections

below. Please watch the recorded lecture for more details.

1. Purpose/Audience Title Page (does not count toward required 4 pages for essay)

2. Abstract (no more than 1 page—does not count toward required 4 pages for essay) A separate page that follows the Purpose/Audience Title Page that devotes a summary statement for each

of the sections in the body of the essay (see below). This should be in paragraph format.

3. Body of the Essay (must be at least 4 pages long, properly formatted)

Introduction

• States topic and what you were trying to learn (your approved research question)

• Provides background information that sets the context for the report

• Explains why the topic would be important for your target audience

• States purpose of your research: your research question

• Summarizes your research findings: your thesis—THE ANSWER(S) TO YOUR QUESTION

Methodology and Findings—ONE DISCUSSION PER SOURCE (may be more than 1 paragraph)

This section is about your sources, and the research studies discussed in them. You

include NO reflection nor response. You need the following body paragraph for EACH

SOURCE in this section:

• Introduce the sources author(s) (and credentials, if provided)

• A one – two sentence summaries of the source

• The author(s) research method(s): (interviews, analysis of records, surveys, etc.)

• The author(s) research results/findings

• A “direct quote” of one or two sentences (only) that illustrates the author’s

research results in correct MLA format (NOT a paraphrase, NOT a full paragraph

of quoted info—and NOT a string of copy-and-pasted quotes)

Note: The direct quotes cannot be used twice, once in “Methodology” and once in “Discussion.” Their purpose is different for each section (note the passages in red), so different info is needed.

Discussion—ONE DISCUSSION PER SOURCE (may be more than 1 paragraph)

This section is based on the work of the “Skeleton” sheet. This section includes the

answer(s) to your research question and MUST INCLUDE reflection and response.

You need the following body paragraph “sandwich” for EACH SOURCE in this section:

• Re-introduce author

• Summary of research findings (one-to-two sentences)

• Next, from each source, you need:

o A “direct quote” of one or two sentences (only) that specifically and directly

answers your research question and correlates to your thesis in correct

MLA format (NOT a paraphrase, NOT a full paragraph of quoted info—and

NOT a string of copy-and-pasted quotes)

o What you think about this quoted information—and WHY—in terms of your

research question

53

Conclusion

This section is your chance to have the “last word” on your topic. It should share your new insights

and share the importance of what you have learned in your research (for real).

4. Annotated Bibliography (does not count toward 4-page requirement)

Properly MLA-formatted page a list of your sources. Each source listing also includes a source

summary and an explanation of how it helped you answer your question.

Additional requirements: For CEP Students

Typed assignments: If you are able to type this essay, please format your essay appropriately (Refer to

the MLA formatting handout). You must type at least 4-pages, but do not exceed 6-pages.

Written assignments: For handwritten assignments, you are still required to write an Annotated

Bibliography page (not counted towards page minimum requirement). You must write at least 1 ½ pages,

but do not exceed 3-pages.

Please review the sample Annotated Bibliography listed on the next page.

54

Unit 7 & 8

Annotated Bibliography (Sample)

Dumont, Deborah Elizabeth. “Facing Adulthood: Helicopter Parenting as a Function of the

Family Projection Process.” Journal of College Student Psychotherapy, vol. 35, no. 1.

Jan. 2021, pp. 1–14. Ebsohost,

http://ezproxy.jccmi.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&

db=a9h&AN=148181246&site=eds-live&scope=site. Accessed 29 March 2021.

This article taught me about how overattentive parenting can lead to emotional

immaturity and anxiety in growing children. This article brought forth the idea that this

new way of parenting may have been developed because the roles of adults in marriage

and parenthood are no longer as clear as they were in the generations that came before,

thus leading to emotional dependence on the parents’ part. I used this source to support

my theory that helicopter parenting can be detrimental.

Binns, Ian C., et al. “Making Sense of Science and Religion: Strategies for the Classroom and

Beyond.” National Science Teachers Association, vol.24, no 2. 12, Mar 2019, pp.31-54.

Ebscohost, https://eds-a-ebscohost-

com.ezproxy.jccmi.edu/eds/ebookviewer/ebook/ZTAwMHhuYV9fMjMyNDk2N19fQU4

1?sid=a0a3278f-185e-46a9-b24f-57b5384f8c5f%40sdc-v-

sessmgr03&vid=2&format=EB&lpid=lp_77&rid=0. Accessed 24 Mar. 2021.

This book was written in order to help teachers understand that science and religion don’t

have to clash with one another. It goes into great detail about how a lot of science

teachers have trouble teaching evolution to middle and high school aged students because

many of them grow up in religious households and don’t know how to properly process

http://ezproxy.jccmi.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=148181246&site=eds-live&scope=site

http://ezproxy.jccmi.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=148181246&site=eds-live&scope=site

https://eds-a-ebscohost-com.ezproxy.jccmi.edu/eds/ebookviewer/ebook/ZTAwMHhuYV9fMjMyNDk2N19fQU41?sid=a0a3278f-185e-46a9-b24f-57b5384f8c5f%40sdc-v-sessmgr03&vid=2&format=EB&lpid=lp_77&rid=0




55

the two different subjects. It attempts to show that there is a way to teach science to

students without interfering with their religious beliefs. I used this source to support my

claim that science and religion does mix.

56

Unit 7 & 8:

Sample Research Report

John Smith

Ms. Anderson

Essay #3 – Research Report

2 November 2020

Euthanasia

Purpose: The purpose of this Documented Research Report is to show that people’s views on

assisted suicide are based on their values which makes this practice hard to legislate.

Audience: People who are unaware of the complexities of assisted suicide

57

Abstract

This report explores the issues surrounding the controversy over euthanasia (assisted

suicide). It examines the challenges for families who are faced with loved ones being kept alive

when their loved ones will never recover. In addition, it examines the cost to taxpayers to take

care of the chronically ill. It also explores the ethical dilemma of the issues as well as the moral

dilemma for medical professionals who have taken the Hippocratic Oath to “do no harm.” My

research included a social psychologist’s survey of over 1500 people which found that the

number of people who approve of euthanasia has increased dramatically in the last 20 years. It

also included Dartmouth University’s detailed analysis of Medicare’s patient records which

showed that doctors make money from keeping patients in hospitals.

In addition, it included the results of one researcher’s study of health care professionals

which found that most are conflicted about the issue even though they were committed to

keeping their patients comfortable. It is clear that as our life expectancy increases, this issue will

not disappear. In fact, it will become more important. However, until laws change, those who

wish to medically end their own lives will have no choice. They will be forced to live.

58

Introduction

Many families are faced with the horrors of a family member suffering from chronic and

debilitating illnesses, such as cancer and Alzheimer’s disease. People with dementia, such as

Alzheimer’s can live for years with no chance of every becoming better and must live in assisted

living facilities where they cannot recognize their relatives, even their spouses.

In addition, other families have loved ones who have been seriously injured and are kept alive

through artificial means such as ventilators and feeding tubes, often for years, when there is

virtually no chance of recovery. These people are declared either “brain dead” or clinically dead.

These tragic circumstances take their toll on families. For one, having to live with

chronically ill family members is stressful, and causes emotional pain and stress, which can

affect marriages and family relationships. Additionally, living in medical facilities costs

hundreds of thousands of dollars, and most families do not have this much money at their

disposal. They become financially crippled which affects the entire family in a number of ways.

Some believe that people should have the option of ending their life if they choose to do

so while others strongly believe that where there is life, regardless of the quality of that life, there

is hope. We do have the choice of whether or not to be kept alive artificially with the “Do Not

Resuscitate” order if we become clinically dead. However, we do not have the choice to commit

suicide, and medical practitioners who help people do so are prosecuted and imprisoned.

Euthanasia, or “mercy killing,” as it is commonly called, is still illegal. With the advances in

medical technology which allows us to live longer and be kept alive longer, regardless of the

quality of our life, this debate will continue.

The purpose of this research project was to learn the underlying causes for this on-going,

heated debate, and what is responsible for the difficulty in legislating euthanasia. There are three

59

factors that contribute to this debate: people’s moral values, the cost of medical care for

terminally ill patients, and the ethical dilemma for medical practitioners of keeping terminal

patients alive who are suffering.

Methodology and Findings

Charles O. Bacon, a social psychologist, surveyed over 1500 people for Gallup in order

to learn their views on assisted suicide and their rationale for those views. Bacon states, “The

number of people who agree with assisted suicide has increased over the last twenty years, and

Bacon also states that most who agreed were those 18-34 years of age.”

The chart below shows the results of his work, and how public opinion began to change

at the end of the 20th Century. Bacon’s chart suggests that more people were living longer with

chronic illness because of advancing technology.

In addition to the public’s opinions on assisted suicide, another facet of this issue is how

much it costs all of us to keep the seriously ill in hospitals, funded by government funds which

are funded in part by tax dollars.

Dartmouth University’s Institute for Health policy did a detailed analysis of Medicare

patients’ records for the last two years of their lives. The Institute found that it is more efficient

for doctors to manage patients, who are seriously ill, in a hospital situation, and most doctors get

paid on the number of patients they see, and most hospitals get paid for the patients they admit.

60

The Institute’s 2016 report states, “Medicare paid $60 billion just for doctor and hospital bills

during the last two months of patients’ lives—that’s more than the budget of the Department of

Homeland Security or the Department of Education” (225). This asserts that the cost of medical

care is at staggering rate.

Perhaps one of the least considered factors in this issue are the life-and-death decisions

that medical practitioners must consider as they council patients who have no chance of recovery

and are at the end of their lives. Timothy Quill interviewed over 500 oncologists, physician’s

assistants, nurse practitioners, and Hospice workers to find out how they felt about euthanasia.

Quill states, “80% of those interviewed believe they should do what they can to make a patient

comfortable, regardless of their own beliefs about euthanasia” (25). Those who work with

terminally ill patients don’t think about this issue in the course of their work. Regardless of the

laws, they are committed to making their patients’ final days as comfortable as possible.

Discussion

While Bacon’s research shows that many people are in favor of assisted suicide, he

also acknowledges that many others are not. He states, “This issue is one of the most polarizing

in this country, and people feel strongly on both sides” (Bacon). While I understand arguments

for euthanasia, especially after watching my mother die, I know I could never give the order to

do this. I don’t think it’s an easy call, and I try not to judge. I don’t know how I’ll feel as I get

older and have children of my own. I certainly wouldn’t want them to see me suffer, and I don’t

want to suffer. I also know that I wouldn’t want them to have to make the decision to “pull the

plug” on me. It’s a difficult choice. I am so glad I didn’t have to make this decision with my

mother, but I may face this in the future, and I’d like to know more about it.

Of course, our personal, moral choices are not the only consideration with such a

61

complex, heated issue as euthanasia. However, keeping people alive only through medical means

has enormous financial costs. Dartmouth University states, “It is one thing to say that people

should have the right to die, but an even larger question exists, that of who makes the ultimate

decision and who will pay for it.” This surprised me because I had never thought about this

aspect of assisted suicide. It seems that people are clear on how they feel about this issue;

however, who pays for what and why does not seem to be as clear because it’s so complex.

Considering how expensive it is to have medical care, especially for those don’t have

insurance, I find myself thinking that euthanasia may be the right choice for some people,

especially if there is no hope of recovery, as in the case of my mother. We didn’t have

insurance, and her bills were in the hundreds of thousands of dollars. I was sad beyond belief to

watch her die. However, someone has to pay for this care, and I don’t know if it’s right to expect

taxpayers to do this. Again, I’m not saying we should end terminally ill patients’ lives. However,

we must acknowledge how much it costs to take care of them.

While we hear much about the ethical issues involved in euthanasia as well as the cost of

keeping terminally ill patients alive, regardless of how much they are suffering, what we don’t

often hear are the views of those medical practitioners who must provide end-of-life care for

these patients, especially those doctors who do not believe in euthanasia. While they may believe

we should preserve life, not matter what, this can be difficult in the face of their patients’

suffering.

Timothy Quill interviewed Dr. Richard Brock, an oncologist who leads a team that treats

and counsels patients with advanced illnesses. Brock says that modern medicine has become so

good at keeping the terminally ill alive by treating the complications of underlying disease that

the inevitable process of dying has become much harder and is often prolonged unnecessarily.

62

Brock asserts, “Families cannot imagine there could be anything worse than their loved one

dying. But in fact, there are things worse. Most generally, it’s having someone you love die

badly” (qtd. in Quill 20). I had never thought about this before, but it made sense in light of my

own mother’s demise. As I read on, it was clear that Brock had accurately described what I

experienced with my mother, and I don’t think anyone wants to see a loved one’s life end this

way.

In addition, when Brock was asked to explain what he meant by “die badly,” he replied,

“Dying in great suffering; dying connected to machines. I mean denial of death at some point

becomes a delusion, and we start acting in ways that make no sense whatsoever. I think that’s

what we are doing” (qtd. in Quill 44). This is certainly how it seems when patients suffer for

months with no ho hope, and our family felt like we were in some horrible waiting room of

death, waiting for my mother to die, know there was no way out. Brock shared a story about a

woman who was dying and in great pain, weighing only 65 pounds. Brock shares, “At times, my

keeping her alive felt as if we were torturing her. In the end, the pain medication did nothing, and

it seemed merciless to let her continue to suffer, but I had no choice—and she died in great

agony” (qtd. in Quill 53). To be honest, a doctor having to do this violates the Hippocratic Oath

of “Do No Harm” since doing nothing continues a patient’s suffering.

Conclusion

Given our current life expectancy, and our ability to keep people alive indefinitely, the

choices are difficult and complex. The more I have read about this issue, the more confused I

have become. It’s so complicated because no two lives are the same. It’s almost as if we need to

have the choice, and each family should decide for themselves. However, this isn’t as easy as it

sounds. After all, abortion is legal.

63

However, some people truly believe that women should not be able to make that choice.

They feel in their heart and soul that it’s wrong. While I am pro-choice, I understand why people

are not, and I think it’s the same with this issue. There are no easy answers. Many of us, at some

point, will face this decision with our families. We will have to watch a loved one suffer, whom

we know will not live and will continue to live in great pain. However, what we do will be

dictated by our laws, and for those of us who might wish that we could end our loved one’s

suffering, our current laws will prevent us from doing so. Ultimately, we have no choice.

64

Annotated Bibliography

Bacon, Charles O. "Death in Twentieth-Century America." Newsweek, vol. 20, no. 5, Feb. 2017,

pp. 101-114. Expanded Academic ASAP,

eds.a.ebscohost.com.ezproxy.jccmi.edu/eds/pdfviewer/pdfviewer?vid=3&sid=5893b1fa-

ecc7-4e38-9805-8492f974a829%40sessionmgr4009. Accessed 16 Nov. 2018.

This article provides an overview of America's changing attitudes about death and dying

during the last century. Because we are living longer, some of us end up living with chronic

illness to the point that we no longer function. Some believe we have the right to end our life if

we choose. However, others insist that life is a gift and we should never end it by our own hands.

This helped me understand that people are very emotional about this issue. It cuts to their core

beliefs and values.

Dartmouth Institute of Health Policy. "Feeling No Pain." New York Times, 27 Mar. 2016.

NYtimes.com/video/world/americas/1194817109438/clinton-on-climate-change.html.

Accessed 3 Nov. 2018.

This editorial discusses the enormous medical costs as advances in medical technology

succeed in keeping terminally ill patients alive for years, often in great pain and suffering. This

source also examines the moral aspects of euthanasia as well as financial aspects.

Quill, Timothy. My Patient's Suicide. Bergin and Garvey, 2017.

This book shares the results of Quill’s interviews of over 500 medical practitioners who

work with the terminally ill. This source allows me to hear medical personnel’s experiences with

the terminally ill and enlightened me to the complexity of this issue for those who must watch

them die.

65

Unit 7 & 8

Research Report Rubric

RESEARCH REPORT RUBRIC – ENG131

Criteria

Exemplary

Accomplished Developing Unsatisfactory or Missing

Total

10 points 8 Points 6 points 0 point /10

Purpose/Audience Statements correlates, and

identifies a specific

reason/audience

The purpose/audience statements

somewhat correlates

The purpose is clear, but the

audience is too broad, or vice

versa

The purpose/audience statements

do not correlate, and/or is missing

10 8 6 0

Introduction/Thesis Statement

Thesis is clear & concise and identifies the research topic; Introduction establishes a clear sense of context

Thesis is somewhat clear & concise and/or identifies the research topic; Introduction establishes a clear sense of context

Thesis is somewhat unclear and/or somewhat identifies the research topic; Introduction establishes a clear sense of context

Thesis is unclear and does not identify the research topic; Introduction does not establish a clear sense of context

/10

20 15 10 0

Methodology/Findings:

This section discusses sources used and has at least one required “direct quote” for each quote used and states facts with no reflection

This section somewhat discusses sources used and has at least one required “direct quote” for each source used and states facts with no reflection

This section discusses sources used and has at least one required “direct quote,” for each source used but not based on facts

This section discusses sources used, but missing required “direct quotes,” and/or not based on facts

/20

20 15 10 0

Evidence (Sources) Sources are relevant to topic and reliable/credible; all sources retrieve from

Sources are somewhat relevant to topic and reliable/credible; all sources

Some sources are relevant to topic, but are not reliable/credible; some

Sources are not relevant to the topic and/or not credible/reliable; no sources

/20

66

library database as required

retrieve from library database as required

sources retrieve from library database

from library database

20 15 10 0

Discussion This section includes the answer to the research question and includes at least one required “direct quote” for each source used. Reflection included

This section somewhat answers the research question and includes at least one required “direct quote” for each source used. Reflection included

This section includes the answer to the research question but does not include at least one required “direct quote” for each source used. and/or no reflection

This section does not answer to the research question and/or does not include at least one required “direct quote,” for each source used and/or no reflection

/20

10 8 6 0

Organization Required components: (Title page, Abstract, Body of Essay, Annotated Bibliography)

Essay is effectively organized and follows outline with the required elements: Title page, Abstract, Body of Essay, & Annotated Bibliography

Essay is adequately organized, and ideas are arranged reasonably with a progression of thought from paragraph to paragraph. Includes all required elements

Essay is somewhat organized, but occasionally ideas does not flow well from paragraph to paragraph, and may be missing some key elements

Essay lacks logical organization, and does not follow outline; ideas not connected from paragraph to paragraph; missing multiple, required elements /10

10 8 6 0

Writing Quality & Adherence to Format Guidelines/ICE Method

Essay is well written; follows MLA Guidelines; Grammar, syntax, punctuation conform to standards of conventional, academic English

Essay shows above average writing skills; somewhat follows MLA Guidelines; Minor errors in grammar and usage, syntax, punctuation, and spelling

Essay shows an average writing style; somewhat follows MLA Guidelines; some errors in grammar and usage, syntax, punctuation, and spelling

Essay shows below average writing skills; or does not follow MLA Guidelines; or frequent errors in grammar and usage, syntax, punctuation, and spelling

/10

0 -20 deduction -40 deduction -100 deduction

67

Deductions: Essay was submitted by deadline date; meet page requirements; no signs of plagiarism

Essay does not meet page requirements (more than half) and no evidence of plagiarism

Essay does not meet page requirements (half or less) no evidence of plagiarism

Essay shows some evidence of plagiarism; Essay is not a Research Report (informative)

TOTAL POINTS (Sum of 6 Criteria) /100

68

Unit 7 & 8

Exercise in Eliminating Wordiness (30 pts) Due: Dec 4, 2021

Use notebook paper (or type) and revise the following sentences. Revise them to

state their meaning with fewer words. Avoid passive voice, needless repetition, and

wordy phrases and clauses. The first three sentences have been done as an

example.

1. There are many farmers in the area who are planning to attend this

meeting which is scheduled for next Friday.

Many area farmers plan to attend next Friday’s meeting.

2. Although Bradley Hall is regularly populated by students, close study of

the building as a structure is seldom undertaken by them.

Most students occupy Bradley Hall more than any other building on

campus.

3. He dropped out of school on account of the fact that it was necessary for

him to support his family.

He dropped out of school to support his family.

4. It is expected that the new schedule will be announced by the bus

company within the next few days.

5. There are many ways in which a student who is interested in meeting

foreign students may come to know them.

6. It is very unusual to find someone who has never told a deliberate lie on

purpose.

69

7. Trouble is caused when people disobey rules that have been established

for the safety of all.

8. A campus rally was attended by more than a thousand students. Five

students were arrested by campus police for disorderly conduct, while

several others are charged by campus administrators with organizing a

public meeting without being issued a permit to do so.

9. The subjects that are considered most important by students are those that

have been shown to me useful to them after graduation.

70

Unit 9 & 10

Reflection Essay

Title Page

Student Name:

Prof. Anderson

Essay #4:

Due Date: 18 Dec 2021

Metacognitive Reflective

71

Unit 9 & 10

Metacognitive Reflection Essay

Assignment Sheet (100 pts)

Due by Dec 18, 2021

For your reflection essay, you are required to write a 1-3 page/s essay describing your experience

writing all three genres, your writing process, and the skills you learned in this class.

Your essay must contain the following information in the order listed below:

• The subjects (topics) of your papers.

• The angles and genres of the papers.

• The relationship of audience and purpose to your writing.

• The phases of the writing process you engaged and how they contributed to the essays

in this portfolio.

• How participation in writers’ groups and peer review as both writer and peer reviewer

strengthened skills; recount lessons learned in the writers’ group. Give credit to specific

people who supported your learning (disregard for CEP students)

• Discuss revision and offer evidence of revisions made on specific essays.

• Identify points of pride that you have in your writing and/or essay segments that

demonstrate your growth as a writer.

• Discuss what you have accomplished as a group member, a writer, and a college student

in this class. Again, point to specific exchanges, revisions, and areas of growth in

support of your accomplishments.

Please present a focused, well-supported, and organized reflection of yourself as a writer. This

is your chance to evaluate your writing skills.

Important Note: Do NOT use bullet points or numbering. You must write your reflection in

essay format using standard English language. You will submit this essay at the end of the

semester when you have completed all essays.

Additional requirements: Essay must be at least 1-3 pages (not to exceed three pages) long

and in MLA format via Word document. If this essay is handwritten, please make sure your

handwriting is need and clear. Use your own words – no sources needed for this assignment – no

sample essay provided. Please follow the outline listed below.

72

Unit 9 & 10

Reflection Outline

Introduction:

A. Explain your overall writing experience before taking this class and your expectations.

B. Explain your expectations and what you hoped to learn. In other words, what were your

goals?

C. Describe the writing assignments you were given in this class. What were the genres?

Ex. Memoir, Profile, Report. How do they differ?

D. Explain your understanding of the purpose and audience.

Essay 1: Memoir

A. Introduce this genre of writing. What is a memoir?

B. Explain the assignment – what were you instructed to do? For example, were you

supposed to write about a past event that was significant and taught you a valuable

lesson?

C. Discuss your topic – what did you write about? Provide your audience with a short

summary of your essay along with the purpose or main point.

D. What was your strengths and weaknesses? How did you address them?

E. What resources or advice help you to overcome those weaknesses? Ex. Peer Reviews,

handouts, video lectures, etc.

F. What would/could you have done differently? Be honest! Ex. Time management, spend

more time on assignment, watch video lectures, read assigned chapters, etc.

Essay 2: Celebrity Profile

A. Introduce this genre of writing. What is a Profile?


supposed to write about a past event that was significant and has taught you a lesson?






F. What would you have done differently?

Essay 3: Research Report

A. Introduce this genre of writing. What is a Research Report?


supposed to write about a past event that was significant and has taught you a lesson?






F. What would you have done differently?

Conclusion: Overall, what skills have you learned in this class?

Documents

Writing Experience I ENG 131 - jetnet.jccmi.edu