English and Literature
You know of course, that all of these essays have something to do with the concept of the self. But that concept alone—the self—is not an idea. Rather, each of these writers has expressed his/her ideas in the context of a conversation about the self in relation to other concepts: ethics, language, poetry, technology. And so these authors have articulated ideas that are not merely abstract but truly significant, i.e., that have broad implications for the world in which we live. Such ideas present windows into the larger world beyond ourselves and our own limited visions. Recall Goulish’s metaphorical thoughts about windows: …[W]e will treat the [essay] … not as an object in this world but as a window into another world. If we can articulate one window’s particular exhilaration, we may open a way to inspire a change in ourselves, so that we may value and work from these recognitions… But can we recognize windows to other worlds without some formal, historical, or theoretical understanding of what we are looking at? If we deepen our understanding, might we increase our chances of locating these moments? How do we deepen our understanding? (559) Deepening our understanding of an idea is the primary business of this progression. 1.) providing evidence from essays; 2.) establishing a context for what you have seen and are now trying to convey; 3.) providing thoughtful explanations about the connections and their general (and perhaps far-reaching) implications Now it is time to think more clearly and directly about how you are connected to your chosen idea, why it is important to you, why it excited you in the first place. Select a moment from your own experience that is most clearly associated with this relationship between you and the idea. Recreate that moment without feeling obligated to include your own essay work in the recreated experience or to explain what the relationship is. Your task for this exercise is simply to recall the moment and recreate it as a scene. Think of this moment of experience as a dramatic scene. Recreate the moment so that your reader can step into it, or stand back from it and watch the action. Recreate the moment so that it has drawing power. Do not write as if you are a reporter telling a story from a distance. Aim for something suggestive and nuanced. Now, step back from that preliminary work and consider how you might write a more thoughtful essay. Take that idea from the essay you read and chose to work with during this progression, and analyze it in light of these questions: 1.) What are the larger implications of the idea? 2.) How do other texts you have read in the course or in other courses, change the way you think about the idea? 3.) How does your own experience influence your thinking? What do you actually think about the borrowed idea? That is ultimately what readers should learn from your essay. We want you to deepen our understanding of the idea as you pass it through the filter of your own mind. To do that well you will have to play out your idea against the backdrop of the selected essay that set this whole process in motion. That essay must provide the foundation for your ruminations, so your reader will have to understand that essay. But the deepening will come through your own thinking, aided by the connections you make between the idea you borrowed from the initial essay and one or two other written texts—and connections between the evolving idea and your recreated experiences (if you choose to use them). Good beginnings do several things: o they establish the central inquiry or “problem” the writer is thinking through in the essay; o they establish key terms and concepts – the “vocabulary” of the essay, but do not announce or hit us over the head with this “vocabulary” (see the Mercer Street essays for examples of not announcing or hitting us over the head); o they indicate the kind of essay that will follow; o they indicate or gesture toward the idea of the essay. The middle of your draft. (Recall: you cannot write the ending until you know the middle, and you cannot write the beginning until you know the end.) The middle of the draft is the part that takes up specific, particular pieces of evidence (written texts, scenes from your own experience) and then thinks-in-writing about that evidence — analyzing, interpreting, questioning, reflecting on that evidence. You are writing the middle of the draft with the aim of developing your own idea – something you, and only you, can say, given the evidence you have presented, and the work you have done thinking-in-writing about that evidence. For this middle, you should think-in-writing about at least two written texts. You must make use of your first, chosen text, and at least one other, “ancillary” written text from Occasions. You may also use other written texts, not in Occasions, but these should be in addition, not a substitute for the texts from Occasions. Remember that you are – always – assuming that your reader has no knowledge of the texts you are using. This means you will need to represent the texts as a whole and in part – working with specific quotes from the text. You may also use scenes from your own experience, but remember that you are using those scenes in service of the development of your idea. Your final draft should have a beginning that pulls readers in, introduces us to and establishes the central inquiry of the essay and the key conceptual terms (the “vocabulary” of the essay), and indicate the kind of essay that will follow – all the while considering how to make these things clear to us without “announcing” them to us. In the middle of the essay, your draft should engage evidence as a way of developing and complicating our understanding of your inquiry. For this essay, you are aiming to create a conversation among the texts you are using from Occasions and the texts you are using to present a current, public issue – something reasonable people are arguing about and trying to resolve, out there in the world today. Remember the mantra, that each piece of evidence, and your thinking about that evidence, needs to bring us to some new, deeper insight: essays work in series, not in parallel. In the ending of your essay, your draft should show us what you have discovered, through your engagement with the evidence presented – the ideayou have come to understand, through the writing and construction of the essay. ○ This essay should be 5-7 pages long, typed and double-spaced [the essay must not exceed 7 pages!]. ○ This essay calls for documentation: when you quote key phrases from the essay, parenthetical documentation is required; a “Works Cited List” should be included at the end of the essay [it does not need to be on a separate sheet of paper]. During this progression, we will have discussed documentation in class, but you should dig out the essential information on your own. There is nothing mysterious or complicated about MLA documentation. Familiarity and consistency remain the key. Consult the LBH pgs 147-191. ○ Submit this essay in your portfolio binder; the essay, along with all of your drafts should be on top of the exercises that you have already put in the portfolio. [I will NOT accept a loose leaf portfolio; NOR will I accept plastic covers. The portfolio must lie flat when assembled so that I can carry it around without losing pages]. ○ KEEP COPIES OF EVERYTHING YOU SUBMIT TO ME.
English and Literature Essays Link: Didion: http://profacero.wordpress.com/2010/11/29/joan-didion-on-self-respect/ Rodriguez: https://sjsucompprogram.pbworks.com/w/file/fetch/47456714/1A%20richard%20rodriguez%20reading.pdf Birkerts: http://new.bostonreview.net/BR16.5/birkerts.html You know of course, that all of these essays have something to do […]
Common Law & Early Forms of Punishments1
Common Law & Early Forms of PunishmentsWeek 7, Assignment 1: Annotated Bibliography
For this assignment you will compile 6 solid sources into an annotated bibliography. (This is a
small-scale version of an annotated bibliography to familiarize you with presenting research in this
manner; annotated bibliographies vary in length with some providing enough material on a
specific topic to fill an entire book.) The purpose of this assignment is to organize your sources and
inform your reader of the quality and relevance of these sources you have selected for your
research. In completing this assignment think about aspects of your research question that still
remain unanswered for you and search for sources to fill those gaps. You want your annotated
bibliography to be a representative sample of publications that address the different aspects of
your research question. Do not just throw any books, articles, and other publications that are easy
to locate into your annotated bibliography. Be selective and ensure that the sources you include
are truly helping you find answers to your research question. This will also prepare you for the
literature review you will write next week. This assignment is worth 80 points and is due by
Sunday at midnight.
Please make sure you adhere to the following requirements in completing your annotated
• Your annotated bibliography should include citations for the 6 sources you have selected.
• The citation for each source you include must be done according to APA or MLA style (or any
other style approved beforehand by your instructor).
• Beneath the citation for each source, you must provide a 4-5 sentence annotation for each.
• The annotations you write for each of the 6 sources you cite must address the
o A concise summary of the source
o Your overall assessment or evaluation of the source (for this, remember the
CRAAP criteria used for previous assignments as well as that outlined in
Chapter 6 of your Badke text, pp. 145-147) — FOR BOOKS AND WEBSITES
ONLY (not peer-reviewed journal articles, since these have already
undergone a vetting process by other experts and scholars)
o How this source specifically addresses your research question (include any ideas it
gives you for further research)
• 3 of the 6 sources you include must be journal articles (they can be review and/or research
articles obtained through a library database or through an Open Access platform as per last
week’s Assignment 1). Other sources can be from reputable websites, books, and other
legitimate sources appropriate for academic research.
• You are allowed to include up to 4 sources used in previous assignments this term, if you feel
they are still relevant in terms of the development of your research. Again, be sure that the
sources you select are appropriate for use in academic research. It is your responsibility to
check with your instructor if you are not sure!
• DO NOT include encyclopedia or dictionary sources for this assignment.
• It is highly recommended that you review sources you have selected for previous
assignments that may still apply to your research question. Scan the references, works
cited, and/or footnotes sections of these sources, if provided, to see what other sources
may be useful to track down. Note specific works and authors mentioned repeatedly since
these may be seminal works or important experts to know about for your topic. View the
“Journal Finder” tutorial at http://www.screencast.com/t/glvxkjKGoC5 to learn how to find
out if Leatherby Libraries contains a particular article in its print or electronic collections. If
you need help tracking down a particular source, please contact your librarians Annie
Knight and Wenling Tseng for assistance.
• See the “Search Path Reminders” section of this assignment (listed below) for ideas and
reminders about various ways to locate appropriate sources.
• If you decide to include a web document as one of your sources, be sure that you have
thoroughly evaluated it to ensure that it is a legitimate source of information. For example, a
report published by a government or non-profit agency would be considered an appropriate
and credible source. Again, it is your responsibility to contact your instructor if you have any
questions about this.
Reminders about Content and Format of the Annotated Bibliography:
DO NOT JUST SUMMARIZE YOUR SOURCE IN THE ANNOTATION. As with previous
assignments this term, your annotations must also include the following or you will be
o Your overall assessment or evaluation of the source (for this, remember the CRAAP
criteria used for previous assignments as well as that outlined in Chapter 6 of your
Badke text, pp. 145-147) – FOR BOOKS AND WEBSITES ONLY (not peer-reviewed
journal articles, since these have already undergone a vetting process by other
experts and scholars)
o How this source specifically addresses your research question (include any ideas it
gives you for further research)
PLEASE INCLUDE YOUR RESEARCH QUESTION AT THE TOP OF YOUR ANNOTATED
LIST YOUR SOURCES ALPHABETICALLY BY AUTHOR.
Each of your sources should specifically address one or more aspects of your research question.
Your sources can include books (including e-books), journal articles, government publications,
dissertations, professional publications, or other credible sources of information. For ideas on how
to locate additional sources, please see read the following section “Search Path Reminders.” If you
are not sure whether or not a particular source is appropriate for this assignment, it is your
responsibility to check with your instructor.
You can view examples of annotated bibliography entries on Purdue University’s Online Writing
Lab website at http://owl.english.purdue.edu/owl/resource/614/03/ (there are examples
provided for both MLA and APA citation styles; you may need to scroll down the page to view
entries in their entirety).
Search Path Reminders:
• Books and Videos
Searching the Leatherby Libraries online catalog allows you to find records for books and videos
related to your topic. Most of these items can be checked out through your ILLiad borrowing
account and mailed to your home if marked as available in the catalog. Being that this service
can take up to five business days, be sure to plan accordingly. To access the Library’s catalog,
go to the Leatherby Library’s homepage: www.chapman.edu/library (see “Library Catalog”
under “Start Your Search”). To set up your ILLiad borrowing account, visit
http://chapman.libguides.com/brandman/borrowitems. Remember that you can also use
relevant books available at your local library.
Access a number of full text e-books online through Leatherby Libraries’ numerous e-book
collections. Visit http://chapman.libguides.com/brandman/findebooks for a list of e-book
collections subscribed to by the Library and to begin your search for e-books.
• Journal Articles
There are many ways for you to access scholarly or peer-reviewed journal articles. If you need a
refresher on how to access journal articles, revisit the search processes you took to complete
your work for Weeks 4-6. If you are not sure if a particular article is scholarly, consult with your
instructor earlier in the week (to allow for enough time for a response before the assignment is
• Professional Resources
Through professional organization websites, you can learn about and in many cases access
resources that may be useful for your research such as trade publications and reports. To find
professional organization websites for your area, try searching the Web using terms that
describe your field as well as the term “professional organization.” For example, if you are in the
field of nursing, try searching “nursing professional organization.” If you need help figuring out if
a professional organization is reputable, contact your instructor or a librarian for assistance.
Aside from completing your research for this course, it is a good habit for you to follow
publications produced by professional organizations in your field. This can help you keep up to
date on new trends and best practices in your profession. Not to mention, you may decide at
some point in your career to submit your writing or research for publication in certain
professional publications, so familiarizing yourself with such publications is a great place to
• Government documents
Government documents is a broad term that includes many different kinds of publications
including statistics, court cases, historical documents, and other materials that are produced by
a government agency. Your Badke text provides tips on accessing government documents on p.
14 – Section 1.5.3 “Government and corporate documents” and pp. 157-158 – Section 7.4
“Government documents.” Remember that you can employ the Google domain search
technique to find government documents, covered in Week 2, by using Google’s Advanced
Search interface at http://www.google.ca/advanced_search and enter your search terms into
the search box next to “all these words.” Then, enter “.gov” into the box next to “Search within
a site or domain:” (bottom of the page) to limit your search to retrieve only results from
Dissertations are also good resources for learning about new research done on a certain topic.
The Dissertations & Theses database is an excellent resource for locating full text doctoral
dissertations on a wide variety of topics. To access, begin at the Leatherby Libraries homepage,
www.chapman.edu/library, click “General Databases” (bottom of the page), and click
“Connect” under “Dissertations &Theses Full Text – ProQuest.” Being that this database is
proprietary (subscription-based), you must provide your Brandman username and password
when prompted. There are also a number of free sources for locating dissertations, which is
covered in your Badke text on pp. 158-159 – Section 7.5 “Doctoral dissertations.”
• And there are so many other ways to locate resources! Dig in, and feel free to ask your librarians
Annie Knight and Wenling Tseng for assistance.
– End of Assignment –
Common Law & Early Forms of Punishments1 Common Law & Early Forms of Punishments Week 7, Assignment 1: Annotated BibliographyFor this assignment you will […]
Your goal for this paper is to help me find good movies to use in this class.
Choose 2 movies from the list that have something in common (theme, period, event, etc.).
Your thesis should be an argument for which, if either, would make a good movie to use in class. You might also suggest one or more scenes from the movies rather than the entire movie.
The body of your paper should be an analysis of both movies' themes, strengths, and weaknesses. The two key pieces to analyze are a) historical accuracy and b) relevance to US foreign policy.
Your paper should include a lot of details from history and from the movies.
Use at least two sources per movie. These should be scholarly sources. One source can be the textbook.
1500 words minimum.
Papers and Essays will be graded holistically, based on whether you:
• have a strong, analytical thesis (i.e. – do you discuss how and the why rather than just the who/what/when/where) that answers the prompt.
• support your thesis with plenty of detail
• demonstrate an understanding of the historical context
• organize your essay effectively
• use college level writing
• follow the instructions
Dances with Wolves
Little Big Man
Foreign Policy Before World War II
All Quiet on the Western Front
The Grand Illusion
World War II Movies
Bridge on the River Kwai
Foreign Correspondent (Hitchcock)
Judgment at Nuremberg
Letters from Iwo Jima
Notorious (1946 – Alfred Hitchcock)
Saving Private Ryan
The Dirty Dozen
The Thin Red Line
Cold War Movies
The Manchurian Candidate (1962)
The Spy Who Came in From the Cold (1965)
Vietnam War Movies
Born on the Fourth of July
Full Metal Jacket
Good Morning, Vietnam (Robin Williams)
We Were Soldiers
America in the Middle East Movies
Charlie Wilson's War
The Hurt Locker
Black Hawk Down
Wag the Dog
HistoryHistory General InstructionsYour goal for this paper is to help me find good movies to use in this class.Choose 2 movies from the list […]
Nature and Man in Charles Darwin, Alexander Pope, and “Genesis”Paper instructions:
Nature and Man in Charles Darwin, Alexander Pope, and “Genesis”
The essay is based on Charles Darwin's “On the Origin of Species”, and “The Descent of Man”, Alexander Pope's “Essay on Man”, and “Genesis” (Old Testament). I'd prefer to see an essay clearly focused on Darwin, but exploring the other texts as well. This is not a research paper, so citations should be limited only to those texts. The goal of this essay is to show the writer's deep thought, personal views and critical thinking rather than specific knowledge.
Nature and Man in Charles Darwin, Alexander Pope, and “Genesis”Paper instructions: Nature and Man in Charles Darwin, Alexander Pope, and “Genesis” The essay is […]
The Question of Small Government (from Thomas Jefferson to Ron Paul)
Paper # 1 The Question of Small Government (from Thomas Jefferson to Ron Paul):
Many people in American history, both liberals and conservatives, have argued for limiting the size of government. Early presidents like Thomas Jefferson, famous philosophers like Henry David Thoreau and modern politicians such as Ron Paul are just few examples among those wanting to radically diminish the role of government. Not only do they not want government to legislate morality, but they also want most governmental regulatory agencies to be dismantled. This type of libertarian stance is controversial even among those who emphasize individual rights.
Is this type of libertarian stance workable? Would the lack of government regulations in regard to the shared resources lead to corporate rape and pillage of the common good? For example, wouldn’t the lack of environmental regulations lead to more pollution and environmental disasters? Is it desirable to have no working safety laws, banking laws, any type of welfare, or a strong military? Discuss these themes.
The Question of Small Government (from Thomas Jefferson to Ron Paul) Paper # 1 The Question of Small Government (from Thomas Jefferson to Ron […]