The following essay assignment asks the students to define intelligence based on some of the readings from the class textbook, Rose & Kiniry’s Academic Thinking and Writing. These particular deadlines are adhering to a short term, or 9-week, class schedule; the assignment is made during the first week of class; the essay’s draft and revision are due during week 2.

Deadline: Draft is due Tuesday August 24^th at the start of class

Revision is due Thursday August 26^th at the start of class

Style: Both draft and revision must be typed, double-spaced with one inch margins and an easy-to-read font

Length: about 3-4pages typed (600 to 750 words)

Audience: College educated reader with a general interest in the topic

1) What similar traits are apparent between the Bell High School student filmmakers in Rose’s piece, and the scientists in Franklin’s article? What definition of intelligence can you give which would apply to the activities of the Bell students and Berkeley professors?

2) From Rose p. 61 #3: Speculate as to where the "intelligence" of Koehl and Emrson’s work is to be found: In their collaboration? In their modeling of frogs? In the experiments? You might wish to rank these types of intelligence–collaboration, modeling, experimentation–and then argue why one contributes more to the scientists’ successful research.

3) From Rose p. 61, #4: Koehl’s scientific work reflects, in certain ways, an artistic sensibility. Compare the work of Willie the mechanic and show how his work incorporates creativity as well. What other connections exist between the "working knowledge" of Koehl and Emerson and that of Willie? What does this say about the nature of intelligence?

4) From Rose p. 69, #4: Compare the subculture of the video production class with Hutchins’s generalizations about "distributed cognition". What similarities or dissimilarities are apparent to you? Why?

5) From Rose p. 75, #1: Using whatever materials in this chapter you need, write an essay defining intelligence.

6) From Rose p. 76 #4: Definitions are often developed through examples and comparisons. In an essay drawing on examples from the readings in Chapter 1, compare different views of intelligence and argue for the definition you think best.

Essay #2 (Summarizing/Synthesizing & Judgment)

Draft is due Wednesday July 15 at the start of class

Revision, with Draft attached, is due Thursday July 16 at the start of class

Length: approximately 600-750 words (about 3-4 pages typed, double-spaced)

Topic: Dimensions of Child Poverty (this is not your essay’s title)

Assignment: Read the attached articles related to child poverty in Chapter 2 of Rose and Kiniry’s Critical Strategies text and then, based on your reading, write an essay that summarizes and synthesizes some aspect of these articles. Your introductory paragraph should clearly state your focus on this issue, as well as your thesis, which "states the central message of the essay, accurately reflecting the essay’s content," as Troyka says. You will, of course, not be able to cover the whole issue of child poverty, so your thesis must be appropriately narrowed to fit the length of your essay.

One approach to crafting a thesis is to raise a question and then attempt to answer it. However, an essay that raises the question, "What is child poverty?" is much too broad. An answer to such a question could easily take a shelf of books. Instead, ask and answer something that forces a narrower response, such as: How does direct experience with childhood poverty shape an adult’s perspective on this issue? Direct experience with childhood poverty makes an adult more empathetic to those who suffer economically and is likely to make them an advocate for poor children. The question is paired with a suggested answer, but there are numerous possible responses. Importantly, however, the question focuses the reader, as well as the writer, on something specific.

When reading the articles in Chapter 2, underline important passages and make notes in the margin. Ask yourself questions as your read. Look for patterns and associations between the articles. Are there sub-topics covered in several of the essays? Examples may be "Child Poverty and Unions"; "Child Poverty and Ethnicity" or "Child Poverty and Agriculture." From these sub-topics you should then raise a question and attempt an answer (i.e., your thesis) that you can support in your essay. See Troyka, pps. 5-6 regarding a thesis statement, and T1, beginning on page 31 for tips on reading critically.

Troyka is also helpful in assisting you with summarizing accurately. See pages 188-190 for her suggestions. In Critical Strategies, Rose and Kiniry advise on page 81, "In the process of writing a summary, you have to make a number of decisions about what to include from the original text and what to leave out. What influenced you to include the things you included? What were some things you left out? Why?" These are good questions for your to keep in mind as you build your essay and revise it.

You may quote, paraphrase and summarize from these articles, but do not copy. You should take care to acknowledge your source(s) properly when appropriate.

During various semesters I have requested the following research paper for English 101. I provide the students with numerous sources on the J. Paul Getty Trust and then ask them to develop a specific topic about the Getty. Some of the topics have included a focus on one of the following: its museum; architecture; the construction of the Center; role in education; use of technology; impact on Los Angeles; conservation issues; and its role in the community. Though the Getty is best known for its art collection, the research paper need not be solely about art.

Topic: The New Getty Center

All of the following assignments are to be typed. Follow MLA guidelines when citing sources. All of the assignments need to be completed and submitted on date due in order to receive complete credit for the research paper project.

The final paper should be approximately 1500 words or 6-7 pages in length plus a works cited page. The paper–a well-organized essay–must be based on the materials that your instructor provided–the more than 20 articles about the Getty from the Los Angeles Times, the New York Times, The New Yorker, Architecture, art publications and various online sources for other newspapers and magazines. You may do additional research, but the bulk of your paper should be based on the Getty "package" of articles provided. You should cite at least five of the sources in your final paper and demonstrate that you can accurately summarize, paraphrase and quote original source material. Again, follow MLA guidelines were appropriate. Refer to Troyka’s Quick Access, Sections R (Research Writing) and M (MLA Documentation), for information on correct research practices and MLA guidelines.

Week 1: Topic Due

Topic: In one or two paragraphs of no more than one page, describe your particular approach to the topic. This brief description will best be written after you have read all the articles, taken notes and raised questions that are of interest to you about the Getty Center.

Week 2: Annotated Bibliography Due

All articles that were provided to you by the instructor should appear in your Annotated Bibliography. Each entry will be followed by a 25-50 word annotation or summary.

Week 3 Draft Due

Your 6-7 page typed draft following MLA guidelines will be read and critiqued by your student colleagues during class.

Week 4 Revision Due

A 6-7 page typed revised and edited essay following MLA guidelines.