BOROUGH OF MANHATTAN COMMUNITY Web viewPlagiarism is the presentation of someone else’s ideas,...

It is the student’s responsibility to read this syllabus entirely and ask questions if anything is unclear.This course utilizes e-reserves, email and Blackboard as a regular part of the course.

BOROUGH OF MANHATTAN COMMUNITY COLLEGEDepartment of Social Sciences and Human Services

Human Services Program

HUM 411/985: Social Welfare Programs and PoliciesFall 2012

Tuesdays 2:00 – 3:30 PM Room M1212

and Blackboard online: one hour weekly

THIS IS A HYBRID DISTANCE LEARNING COURSEThis course is designated Writing Intensive

Assistant Professor Debra Greenwood Office: [email protected] Phone: 212-220-8000 X 7259(Do NOT add me to your personal email list!) Office hours: Wed 12 – 2 pm, Thu 3 – 5 pm

Course Description:

This course is intended to provide students with an understanding of historical and contemporary social welfare policy issues/programs and to sharpen students’ ability to analyze these issues and programs.

Prerequisites: POL 100; ACR 095, ENG 095, ESL 095.

Professionalism:

In HUM 411, there is an additional expectation of professional behavior from the student. You have chosen to take courses that will lead eventually to a professional position, and at some point you will engage in field internships in professional settings as a part of the curriculum. Class time is an opportunity to practice those professional skills. Please see the syllabus section labeled “Professionalism” for classroom expectations.

This course is a “hybrid” Distance-Learning course:

E-learning is a flexible and exciting way to learn. You will log on to Blackboard during the time of day that suits you best. Much of your coursework, including some class participation, is completed through the Internet. There are three types of E-learning approaches at BMCC: 100 percent online, hybrid (typically 33 – 67% online, the rest in class), and web enhanced (meets in person but utilizes online resources).

This course is a hybrid course; we’ll meet in person on campus for 67% (1.5 hours) of the course, and in an asynchronous online instructional environment (Blackboard) for the remainder of the course.

Required text:

Segal, E. 2009. Social Welfare Policy and Social Programs: a Values Perspective. Tompkins: Brooks-Cole. Second edition. ISBN- 0495604194. ISBN13- 9780495604198 Available on reserve in the library

McKnight, J. The Careless Society: Community and its Counterfeits. ISBN-13: 9780465091263 (on Blackboard) Amidei, N. So You Want to Make a Difference: Advocacy is the Key (on blackboard) Other readings as assigned in class

Student Learning Outcomes:

Learning Outcomes Measurements (means of assessment for goals listed in first column)

Communication Skills - Students will be able to write, read, listen and speak critically and effectively (general education).

Debate paper, Blackboard discussions, class discussions, quizzes.

Social and Behavioral Sciences - Students will be able to apply the concepts and methods of the social sciences (general education).


Values - Students will be able to make informed choices based on an understanding of personal values, human diversity, multicultural awareness and social responsibility (general education).

Blackboard discussions, class discussions.

Complete (a) formal writing assignment(s) of at least 10-12 pages in length that has/have gone through the revision process (e.g. research paper, content-related report, essay) (writing intensive).

Blackboard discussions, debate paper.

Generate pieces of informal writing in response to a variety of prompts, concepts, situations or reading assignments (writing intensive).

Blackboard discussions, debate paper.

Students will be able to discuss the history of social policy development in the U.S. (course specific).

Blackboard discussions, class discussions.

Students will be able to define a number of key concepts on social welfare policy including universal and residual policies, and public assistance and social insurance (course specific).


Students will be able to discuss contemporary issues of social welfare and analyze the impact in terms of social justice (course specific).

Blackboard discussions, debate paper, quizzes.

HUM411-985Fall 2012 Greenwood

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Important BMCC Policies

While I support all BMCC policies, the following policies refer directly to the classroom and are therefore important to discuss as a class. It is your responsibility to read and fully understand these policies. They can be found in the BMCC student handbook.

College Attendance Policy:

“At BMCC, the maximum number of absences is limited to one more hour than the number of hours a class meets in one week. For example, you may be enrolled in a four-hour class that meets two times per week. You are allowed five hours of absence (not five days). In the case of excessive absences, the instructor has the option to lower the grade or assign an F or WU grade” (p. 166, Student Handbook).

This particular course (HUM 411) meets for 2 hours and 30 minutes per week – 1.5 hours in person, and one hour online; this means that BMCC policy only allows you to miss 3 hours and 30 minutes of class/Blackboard, which is the equivalent of roughly three class periods.

Academic Adjustments for Students with Disabilities:

Students with disabilities who require reasonable accommodations or academic adjustments for this course must contact the Office of Services for Students with Disabilities. BMCC is committed to providing equal access to all programs and curricula to all students.

BMCC Policy on Plagiarism and Academic Integrity Statement:

Plagiarism is the presentation of someone else’s ideas, words or artistic, scientific, or technical work as one’s own creation. Using the ideas or work of another is permissible only when the original author is identified. Paraphrasing and summarizing as well as direct quotations require citations to the original source. Plagiarism may be intentional or unintentional. Lack of dishonest intent does not necessarily absolve a student of responsibility for plagiarism. Students who are unsure how and when to provide documentation are advised to consult with instructors. The library has guides designed to help students to appropriately identify a cited work. The full policy can be found on BMCC’s website, www.bmcc.cuny.edu. (see Student Handbook, page 168).

My policy on plagiarism: on the first incident, the assignment will not be graded; it will receive a zero grade. The second incident will result in a failing grade for the course.

Children on Campus:

“…[Y]oung children who are not registered in the child care center should not be brought to the campus, and, of course, may not attend classes with their parent or guardian. There may be occasions when brief visits by children of students may be necessary. Children may visit college offices and facilities, other than classrooms, for limited periods of time when their parent or guardian is conducting routine business at the college” (p. 166, Student Handbook).

Food and Drink in Classrooms:

“Food should not be eaten in classrooms and hallways. Food should be consumed in the cafeteria on the second floor” (p. 167, Student Handbook).

Elevator:

“Elevators may not be used by students. This rule is waived only for students who have chronic or acute physical disabilities or who are non-ambulatory. Students should utilize the escalators and stairways” (p. 167, Student Handbook).

If you see someone who is disabled, a professor with audio-visual equipment, or food/maintenance staff with equipment waiting for the elevator, please step off the elevator and take the escalator/stairs. The elevator situation has become quite severe with the additional student enrollment this academic year.


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WHAT DO I NEED TO DO TO PASS THIS COURSE?

Do not thank me at the end of the semester for ‘giving’ you an ‘A.’ Do not ask me at the end of the semester why I ‘gave’ you a ‘D’ or an ‘F.’ I do not ‘give’ students grades – students EARN their grade.

So how does a student earn a passing grade in this course? (Please note: a ‘passing grade’ is not necessarily synonymous with an ‘A’ grade.)

Attend class regularly Be on time for class Respect your professor and fellow students Comply with BMCC policies, especially those listed within this syllabus Participate in class or group discussions and activities Give equal time to fellow students rather than monopolize discussions Complete any in-class or additional, ungraded assignments Be present for, and receive a passing grade on, all quizzes (I do NOT give makeup quizzes) Turn in all written assignments on time (I do NOT accept late assignments) and receive passing grades for those assignments.

Assignments are due by midnight sharp on the due date unless otherwise specified. You may not use class time to complete an assignment; please plan ahead for computer issues.

That’s it – it’s that simple.

Graded Course Assignments (details of these assignments are provided later in this syllabus):

How do I figure out my grade for the semester?

Easy. You simply add all the points you earned and divide that number by the total possible points for the semester. For example:

Assignment Maximum possible points

Professionalism 15Blackboard discussions (6 x 10) 60Quizzes (3 x 25) 75 Debate paper 40 Total possible points for semester 190

Let’s say a student earned the following points:

Professionalism 10Blackboard discussions 50Quizzes 65Debate paper 30 Total points earned 155

The student earned a total of 180 points. Divide that 180 by the total possible points for the course: 155/190 = .8157. Turn this into a percentage by moving the decimal two places to the right and rounding: 82%. Then use the BMCC grading policy, which can be found online at: http://www.bmcc.cuny.edu/academics/grades/grading-policy/4_gradesystem.html. I have included it here as well.

BMCC Grading Policy:

Points/% Letter GPA100-93 A 4.092-90 A-89-87 B+86-83 B 3.0

Points/% Letter GPA82-80 B-79-77 C+76-73 C 2.072-70 C-

Points/% Letter GPA69-67 D+66-63 D 1.062-60 D-59-0 F 0.0

You can see that 82% is the equivalent of a letter grade of ‘B-.’ This is the grade that the student in this example would earn for the semester in this course.

I do not give grades over the phone or via email. They will, however, be posted on Blackboard as soon as they are available.


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UNIT IValues, History, Basic Concepts

WEEK In Class (IC)90 minutes

On Blackboard (Bb)60 minutes

Notes/Assignments due

Aug 28Week 1

Introduction to the course, content and structure.

Handout instructions to log on to Blackboard.

Basic concepts and values Chapter 1, Segal

1. Log onto Blackboard – see handout. Now is the time to troubleshoot any problems logging on – do NOT wait.

2. Read the Syllabus and Course Map carefully; be sure you understand all course expectations.

3. Edit your email and personal information so it is accurate.

4. Breaking the ice: Write a brief post on Bb discussion board; tell us a little bit about yourself, and say hello to your fellow students.

Say hello on Bb

Sep 4Week 2

HistoryChapter 2, SegalElizabethan Poor Laws

Participate in Bb discussion. Bb discussion

Sep 11Week 3

Delivery systemChapter 4, Segal

Read from the McKnight book: John Deer and the Bereavement Counselor, pp 3-15.

Sep 18 No In-Class SessionParticipate in Bb discussion based on last week’s McKnight reading.

Bb discussion

Sep 25 No In-Class Session Read from the McKnight book: Do No Harm, pp 101-114.

Oct 2Week 4

Budget, taxes, employmentChapter 9, Segal

Participate in Bb discussion based on last week’s McKnight reading.

Review the charts discussed in class on the federal budget expenses and revenue, and listen to the following podcast: Where do our federal tax dollars go? http://www.cbpp.org/cms/index.cfm?fa=view&id=3144

Bb discussion

Oct 9Week 5

Small group review – 45 minutesQuiz – 45 minutes

Quiz 1

http://www.cbpp.org/cms/index.cfm?fa=view&id=3144

UNIT IIPolicies and Programs Addressing Poverty


On Blackboard (Bb)60 minutes


Oct 16Week 6

Social insurance programsChapter 7, Segal

Read from the McKnight book: The Need for Oldness, pp 26-35.

Oct 23Week 7

Poverty and public assistance programsChapter 8, Segal

Participate in Bb discussion based on last week’s McKnight reading.

Video: Watch A Day’s Work, A Day’s Pay, on electronic reserves in the library.

Bb discussion

Oct 30Week 8

Food policy programsReading: The Politics of Food Policy and Rural Life, Karger & Stoesz (on Bb)

Listen to the following podcast: Food insecurity http://www.cbpp.org/cms/index.cfm?fa=view&id=3052

Draft of debate paper due by midnight on the 30th via SafeAssign

Nov 6Week 9

Health insurance programsChapter 11, Segal

1. Read from the McKnight book: the Medicalization of Politics, pp 55-62.

2. Listen to the following podcast: How the health reform law reduces the deficit, parts 1 and 2 http://www.cbpp.org/cms/index.cfm?fa=view&id=3194 http://www.cbpp.org/cms/index.cfm?fa=view&id=3198

Participate in Bb discussion.

Bb discussion

Nov 13Week 10


Quiz 2

HUM411-985Fall 2012 - Greenwood

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UNIT IIIHow Policy is Made, Advocacy


On Blackboard (Bb)60 minutes (see due dates)


Nov 20Week 11

How policy is made; who makes policy; stages in policy making process

Reading: Politics and Social Welfare Policy, Popple & Leighninger (on Bb)

Video: Watch Unbought and Unbossed, on electronic reserves in the library. Read the discussion guide first (available on Bb) for background information.

Nov 27Week 12

Agency & legal advocacyReadings: Agency Advocacy, Mark Ezell (on Bb)Reading: Legal Advocacy, Mark Ezell (on Bb)

Participate in Blackboard discussion about last week’s video.

Bb discussion

Dec 4Week 13

Policy advocacyReading: Legislative Advocacy, Mark Ezell (on Bb)

Final debate paper due by midnight on the 4th via SafeAssign

Dec 11Week 14

Policy advocacy, cont.Reading: Community Advocacy, Mark Ezell (on Bb)

Dec 18Week 15


Quiz 3


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PROFESSIONALISM and ATTENDANCE

Professionalism

You have made a conscious, informed choice to be a member of this class, and a student in the Human Services program. It is expected that you will use the opportunity to practice – and demonstrate – professional behavior. Professional behavior includes, but is not limited to:

Attending class Arriving on time for class and not leaving early Reading assigned readings prior to class Completing any in-class or additional, ungraded assignments Participating in class and group discussions and activities Giving equal time to fellow students rather than monopolize discussions Listening respectfully when others are speaking Coming prepared with textbooks, paper, writing utensils Keeping private conversations with fellow students outside of the classroom Staying awake in class Taking care of personal business before or after class (not during) Turning off cell phones for both calls and texts Putting cell phones and all other electronic devices away before entering class (including laptops) Not eating or drinking during class (water is allowed) Not packing up personal items to leave before class is over Cleaning up your space when you leave Communicating appropriately to the professor in person and via written communications

Attendance

Regular attendance is necessary to successfully complete this course. An absence is an absence; there is no ‘excused’ absence policy. It is your responsibility to be sure you have been marked present and on time each day; you cannot come to me later and insist that you were present on a particular day earlier in the semester.

Students with more than three absences will note an adverse affect on their grade; students with more than five absences may receive a failing grade for the course.

If you miss class, it is your responsibility to follow up on any material you may have missed. Check the syllabus, Blackboard, with fellow students, or make an appointment to meet with the instructor – but do so in a timely manner. Class time will not be used to cover past material for students who were absent.

This class will begin and end on time. Being tardy, or leaving early, is disruptive to the learning process. Coming in before class, leaving your personal belongings at your desk, and then leaving (for any purpose) does not constitute being on time. There is no ‘five minute leeway.’

If you are not in your seat and prepared to begin when roll is taken, you are late. If you leave class before it is over, you will be marked as if you were late.


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ASSIGNMENTS

This course utilizes e-reserves, email and Blackboard as a regular part of the course. Class videos are available for viewing on the library e-reserves. All assignments are submitted via SafeAssign on Blackboard, unless otherwise noted. You can use any personal email address you prefer for communication, but you will still need to check your student email account weekly, as that is the email account to which announcements on Blackboard are sent.

The following link will help you to access Blackboard: http://www.bmcc.cuny.edu/it/blackboard/gettingstarted.html.

The following link will help with accessing e-reserves (the password is dgreenwood):http://lib1.bmcc.cuny.edu/services/studenteresinfo.html

Emails to your professor are considered to be professional communication. You should take care to explain yourself fully, use complete sentences, include your name and put something appropriate in the RE: line.

VERY IMPORTANT POINTS TO REMEMBER:

All assignments are due by midnight on the due date specified in the syllabus. Be sure you allow ample time for computer crashes and Blackboard issues.

Late assignments are not accepted for points/grade; I will read and give feedback, but the assignment will receive zero points. There is a late assignment contract which can be used once (not for quizzes) over the course of the semester.

Keep your copy of all quizzes, papers, and assignments until after final grades have been submitted at the end of the semester. Also, keep computer copies of all formal writings and copies of emails with the date and time stamp if you contact me for any reason. These are your backup documents to support yourself if there is a discrepancy. This is your responsibility. Always back up your work to a second, safe place, and save changes daily; the worst can, and will, happen – ensure that your work is not lost in cyberspace.

The writing assignments are a mix of formal and informal writing assignments. For formal assignments, papers should follow standard APA formatting, including: typed and double spaced, Times New Roman size 12 font, with one-inch margins all around. See page 18 of your syllabus to see how the finished paper should look. You should spell-check your paper and work toward correct grammar and punctuation.

The sources for your papers should be cited correctly, and there should be a reference page. Please see page 17 of your syllabus for citation examples, or your library website: http://lib1.bmcc.cuny.edu/help/citing/citingapa.html, or this quick guide: http://writing.wisc.edu/Handbook/DocAPA.html.


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http://writing.wisc.edu/Handbook/DocAPA.html

http://lib1.bmcc.cuny.edu/help/citing/citingapa.html

Directions for Submitting Assignments via SafeAssign on Blackboard

First, you must complete your assignment as you normally would, using a word processing program such as Microsoft Word, and save your assignment as an electronic file. As you save your document, name it with your last name and the name of the assignment i.e. GreenwoodPR1. Naming it that way insures that you will find the correct file on your computer or flash drive when you attempt to submit it through SafeAssign.

1. To submit your assignment:

Log in to Blackboard as you would normally and click into our course main page

From the main page, click into the tab on the left side of the page Find the correct assignment – be sure you have the correct assignment Click on ‘View/Complete’

\ You will see a screen that looks similar to an email format: a text box (in case you want to let me know

something about your submission), and a link box.

Click into the link box, search the drive (either your computer’s hard drive or your flash drive), find the file/assignment you wish to submit, and click ‘open.’


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Scroll down to the next section and be sure check (click on) the box to allow Global Reference Database

Scroll down and click the button You should see a message at the top of your screen saying that the paper was successfully submitted; click

2. To double-check that your submission was successful:

Click back into the Assignments, tab, and click the correct assignment as though you were going to submit it for the first time.

When you ‘View/Complete’ this time, you should see the following message: "You have already completed this SafeAssignment. Click OK to review your results."

Click and it will take you to a View Safe Assignment page that shows the date and time you submitted your assignment

3. To triple-check that your submission was successful:

From the main course page, scroll down and click into ‘Course Tools’ in the sidebar on the left

Scroll down and click into ‘My Grades’

From there, you can see every assignment you’ve submitted. If it has not been graded yet, you will see a green checkmark where the grade should be; if it has been graded, you can see the points you earned.

4. If your double-check above did not give you a message stating that your submission was successful, or if you got an message stating that your submission was not successful:

Resubmit your assignment using the instructions above Make sure you click the submit button at the bottom of the page Be sure your paper is in one of the accepted formats listed: .doc, .docx, and .rtf documents are the best. Do NOT

use .pdf, as I cannot edit PDF documents.

When in doubt, or when Blackboard seems to not be functioning, email me your paper as an attachment, with a message telling me why you are doing so. That will serve to count as turning the assignment in on time. You must then go back and submit the assignment via SafeAssign at your first opportunity.

I will grade your paper right in the document and email it back as an attachment to the email address you provided on the first day of class. You need to download the paper to your own computer or flash drive, then open the file and scroll to the end of the paper for your grade and any feedback I’ve provided.


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QUIZZES

There will be three quizzes during the semester, which will be taken during class time – they may consist of multiple choice, true/false, and/or fill in the blank questions. Each question is worth one point, for a total of 25 possible points.

The quizzes cover material discussed since the last quiz – they are not comprehensive.

Quiz 1 March 13 Segal chapters one, two, four, and nine

Quiz 2 April 24 Segal chapters 7, 8, and 11Reading: The Politics of Food Policy and Rural Life

Quiz 3 May 22 Reading: Politics and Social Welfare Policy Reading: Agency AdvocacyReading: Legal AdvocacyReading: Legislative AdvocacyReading: Community Advocacy

STUDY AIDES:

There are study guides available on Blackboard for the quizzes. You may feel free to use them as necessary.


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BLACKBOARD DISCUSSIONS

Learning goals:

Students will articulate course/text concepts to peers via written communication Students will critique peers’ articulations of course concepts Students will utilize ongoing discussion exchanges in exams and written assignments

Each week, you have from Monday morning until midnight Wednesday to post your own thoughts. Then you have from Thursday morning until midnight Friday to comment on one of your peers’ posts. I will read and assess the discussion over the weekend.

DISCUSSION BOARD EXPECTATIONS

These are informal writing assignments; the content is the key here – writing skills are secondary. This means that you earn points for the content of your post, not your writing. However, you still need to use basic grammar and composition to be understood – even in informal writing. If your reader can’t understand what you’re writing, the content means very little and will not be helpful. “Netiquette” is important as well. Do not write in all caps, for example. When replying to a peer’s post, focus on the content – do not attack the person or make personal references.

Note: Discussion at a critical level means discussing things such as your opinion of the point mentioned, why you hold that opinion, what you see wrong with the point mentioned, how you see the point consistent/ inconsistent with what you have learned so far, implications for the future, consistencies/inconsistencies within the article or reading itself, and so forth. In other words, critiquing an article means analyzing the good and/or bad aspects of the article and justifying your analysis. Do not just tell me what the article or reading states; I already know this.

The following points are what will be assessed in your original postings to the Discussion Board and your replies to others postings. Each of the six discussions is worth up to 10 points; following is the grading rubric:

Points PossibleOriginal Posting:

1. Mentions at least 2 specific points from the article or reading. (2 points)3. Relation of information in article or reading to personal experience. (1 point)4. Discussion at a critical level, not just recitation of facts from the article. (3 points)5. Length of posting approximately 300 words. (1 point)

7 points

Reply to Others' Postings:

1. Discuss one point you like/agree with, and one point you dislike/disagree with, and why. (2 points)2. Length should be about 1/2 page in length (approximately 100 words). (1 point)

3 points

Total 10 points


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DISCUSSION BOARD TOPICS

Week of Assignment

Sep 4

This week share an experience that you or someone you know has had with a social welfare program. It could be related to applying for the program, how the program affected you, or how others treated you when they discovered you were a part of the program. Identify the program, and describe the experience. Was it a positive experience, negative, or a little of both? What do you think might have improved the experience?

Sep 18

Reading: week of Sep 11. Discussion: week of Sep 18.In John Deere and the Bereavement Counselor, McKnight suggests that “we can assess the degree of impediment incorporated in modern service technologies by weighing four basic elements.” Briefly summarize the four elements in your own words, and discuss why you think they might be important to consider in discussions of the provision of social services.

Oct 2

Reading: week of Sep 25. Discussion: week of Oct 2.In Do No Harm, McKnight focuses on adverse affects of human service interventions. He suggests that there are “four structurally negative characteristics of the human service tool.” Briefly summarize those four characteristics in your own words. Think about the questions at the end of the chapter, and also consider whether you think the field of social work might have developed any assessment tools to address McKnight’s concerns.

Oct 23Reading: week of Oct 16. Discussion: week of Oct 23.In McKnight’s The Need for Oldness, he states that “the economic use of classifying “oldhood” as a problem serves two purposes.” What are those two purposes (in your own words), and how are they significant to the field of social work?

Nov 6

Reading and discussion: week of Nov 6.In McKnight’s the Medicalization of Politics, he lists seven specific functions of what he calls “the system.” Pick four of those functions and describe them in your own words. Why do you think it is important to understand? One extra point will be given to the first person to post who adequately defines the word "hegemony" in their own words, with an example.

Nov 27

Video: week of Nov 20. Discussion: week of Nov 27. Choose one of the three following discussions:

1. Chisholm says doesn’t want to be remembered as the first black female Congresswoman or the first black woman presidential candidate; she says she wants to be remembered as a catalyst for change. What do you think she meant? Do you think she was a catalyst for change? In what way(s)? How does this play into the advocacy readings for this week?

2. By running for public office, Chisholm was trying to change the system by working from the inside. At the time, others who shared her views on key issues believed that the only way to bring change was to oppose or reject the system altogether. What are the strengths and weaknesses of each of those two approaches? Which do you think is most important and why?

3. The Black Panthers, a controversial organization, endorsed Chisholm. If you were the candidate, would you welcome such support, denounce it, or simply ignore it? Chisholm’s response to those who questioned the value of the endorsement was: “Ask yourselves, why did you have the development of such a group as the Black Panthers in this country? Ask yourselves why they came into existence in the first place in this country?” In your view, would this response satisfy critics? Why or why not? How might Chisholm’s response help people think more deeply about issues of racial and economic justice?


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DEBATE PAPER

Learning Goals: Students will identify and discuss opposing views regarding social welfare policy Students will apply course/text concepts to current policy issues Students will discuss the complexity of social welfare policies and programs

The following debates are from Gale Opposing Viewpoints in Context on the BMCC library website. For each debate, you will need to read two articles to get both opposing viewpoints. The debates were selected because they complement the course content. You may choose to write about either the Social Security program or welfare reform. Choose one topic, and read the two articles for that topic. The readings are available on Blackboard.

Social Security: Read Lifting the SS wage cap will increase revenues and Lifting the SS wage cap will not save the system Welfare Reform: Read Welfare reform has helped people out of poverty and Welfare reform has increased poverty

Your three to four page paper will include the following points at a minimum. You may add more if you wish, as long as the following are adequately – and clearly – addressed.

1. briefly summarize each of the two opposing viewpoints in the debate in your own words (look for the main points; do not rely on direct quotes) – roughly one page. Identify each author as you summarize him/her.

2. identify at least one key point that both authors make and compare (if they agree) and/or contrast (if they disagree) the viewpoints on that one key point – about one page.

3. identify at least one concept from our class readings and/or discussions that applies to the debate, summarize the concept, and state why you think it applies– about one page.

4. provide your personal opinion about the subject (you are not graded on your opinion, but on how well you express that opinion) – about one page. Your paper should be objective (no personal opinions) until the end. Your personal opinion should be based on the readings, any outside sources, and personal experience.

This assignment provides you with an opportunity to explore some of the concepts from class through an alternate source of information – in this case, the debates – while further practicing your writing skills. You will hand in a draft of the paper on October 30; I will provide feedback, you will revise your paper, and the final paper will be due December 4. The draft is not graded; you will receive ten points for submitting it on time. The final paper will be graded. Be sure to follow the correct format, cite your sources in the paper and provide a reference page at the end. Remember, the more effort you put into the draft, the more feedback I can provide, and the better your final product will be.

You may earn up to 40 points for this assignment; points are awarded as follows:

10 points Draft – the draft isn’t graded, but you can earn up to ten points for turning it in. Points will be based on how much of the draft you have completed. For example, if you complete about 25% of the draft, you will earn 2.5 points. This means that you can no longer simply turn in a couple of sentences and earn the whole ten points; however, you do not earn points based on content or writing skills, as you do in the final paper. If you turn nothing in, you lose a potential ten points. Most students earn a higher grade on the final assignment when they submit a comprehensive draft for me to provide feedback.

Final paper points (30) are awarded equally (six each) in each of the following areas:

Summary of views Were you able to demonstrate that you understood the broader points of both viewpoints?

Key point & compare/contrast Did you identify what the key point was and either compare or contrast it between the two viewpoints?

Application of course concept Did you describe the concept and explain how it applies to the documentary?

Personal opinion Was your personal opinion well articulated and based on what you’ve learned so far?

Writing quality Did you edit for spelling, grammar, punctuation; did you cite/reference correctly; did you follow the assignment directions correctly?


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LATE ASSIGNMENT CONTRACT

Assignments are due on the date stated in the syllabus – late assignments are not accepted. However, occasionally life does interfere with a written assignment due date. This late assignment contract allows you to turn in one assignment late during the semester – but only one, so use it wisely. You will propose a new due date for the assignment in question, within reason. If you fail to turn in the assignment by the date you suggest below, you will receive a zero for the assignment.

On the date the assignment is due, you must turn in this contract, completed and signed. If you are absent on the date an assignment is due, you must email me prior to class time and inform me that you intend to use the contract for that particular assignment. If you fail to use this contract appropriately, then the assignment is deemed late and will not be accepted.

Student Name:_________________________________________________________________________

I understand that assignments are due on the date indicated on the course syllabus. However, I would like to turn in the following assignment on the following date because:

Assignment: __________________________________________________________________________

New (proposed) due date: ________________________________________________________________

Reason: ______________________________________________________________________________

_____________________________________________________________________________________

I understand that if I do not turn in this assignment by the above date, it will not be accepted by the instructor and I will receive a zero for this assignment.

Student signature:______________________________________________________________________

Date: __________________________________


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Referencing and Citing SourcesFrom the BMCC Library Website

Research Help: Citing Sources – APA

Reference Page:

Print Book example:Baron, R. A., & Kalsher, M. J. (2002). Essentials of psychology. Boston: Allyn and Bacon.

Reference Book example:Harik, E. M., & Harik, I. (1999). Lebanon. In World Book Encyclopedia (Vol. 12, pp. 170- 174). Chicago: World Book.

Print Journal Article example:Park, S. M. (1996). Research, teaching, and service: why shouldn't women's work count? Journal of Higher Education, 67(1), 46-84

Journal Article from a Database example:McDavid, V. (2000). Lines and patterns. American Speech, 75(3), 233-235. Retrieved September 10, 2004, from Project MUSE database.

Journal Article on the Web example:Zhang, N. L., & Kocka, T. (2004). Effective Dimensions of Hierarchical Latent Class Models. Journal of Artificial Intelligence Research, 21. Retrieved September 23, 2004, from http://www-2.cs.cmu.edu/afs/cs/project/jair/pub/volume21/zhang04a.pdf

Print Magazine Article example:Ballinger, C. (2000, May). Changing time: improving learning. High School Magazine, 7(9), 5-8.

Magazine Article in a Database example:Dobb, E. (2002, May). Should John Walker Lindh go free? Harper's Magazine, 304(1824), 31-41. Retrieved Sep. 9, 2003, from EBSCO Academic Search Premier database.

Citations in the Text

Examples that Refer to a Whole Work examples: Zeilik (2002) argues that...In his recent book, Mazur (2002) describes...Baron and Kalsher (2002) found that...

Examples for Citing Part of a Work examples: “The need for community in schools is universal because children are social beings with basic needs for belonging, and friendship” (Schaps, 1985, p. 192).

You can find more information about citing and referencing at the BMCC Library: http://lib1.bmcc.cuny.edu/help/citing/citingapa.html


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Jane SmithAssignment: example of written assignment formatHUM201-121

This page is intended to serve as an example of the format you should use for written assignments. The

assignments should be typed, double spaced, with one-inch margins on the top, bottom, and sides of the paper.

You should use Times Roman font, size 12. Indent the first line of the paragraph, but do not leave extra lines

between the paragraphs.

Each paragraph should look just like this. This uniformity does several things: it encourages students to

follow written directions; it allows for an even ‘playing field’ among all students, regardless of their access to

new computers and programs; and it helps your professor to more easily read and grade multiple student papers.

Don’t forget to proofread your work and check for spelling and grammatical errors as well – students

should strive to put their best foot forward in any assignment, whether it is a quiz, a presentation, or a written

paper. Also, note the page numbers at the bottom of each page – please include page numbers in your written

assignments.

Don’t forget to cite the sources of material that you read and summarized for your paper like this (Smith,

2008). And don’t forget to include a reference page at the end of the paper; it should be a separate page

following your written work. Your references should be listed completely, so that your reader could find the

same article/text/webpage with little effort. Please see the page just previous to this one, titled ‘Referencing and

Citing Sources,’ for help with citations and references. You may also ask your professor if you have a question

on this, or any, subject.

One last piece of advice: back up your written work to an external source regularly. If you keep

your school papers on your hard drive, please copy your work to a disc, flash drive, or external hard drive every

time you make changes to your work. If you keep your work on a disc, copy it to another external source –

preferably one you can keep at another location. Expect the worst to happen at the worst possible time, and be

prepared. ‘The computer ate my paper’ is not an acceptable excuse for failing to turn in an assignment on

time.HUM411-985Fall 2012 - Greenwood

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