Armstrong Atlantic State University
English 4700  Advanced Composition

Advanced Composition Update (7 April 1999)

A few fussy reminders and then on to brief responses to your topic ideas for Assignment Five.

 Basics. To avoid surprises at the end of term, please take a minute to review the syllabus (http://www.nt.armstrong.edu/syll.htm), particularly in regard to grading and attendance policies–as well as handouts and ethics.

Also, please review format and manuscript guidelines for assignments. Though in an emergency you may have to submit an essay by e-mail to meet a deadline, you’re still expected to submit (as soon as possible) hard copies of essays in a folder--with self-evaluation, drafts, and all previously graded essays included. An essay won’t be graded until a complete folder is turned in.

Reminders. One incentive to get an early start on an assignment may be to receive some quick feedback from me via e-mail. (Caution: please use the following, fairly reliable e-mail address: richardnordquist@hotmail.com.) "Early" generally means before the weekend–and certainly not the day an essay is due.

For reasons mentioned at our first class meeting, I’ve requested that you call the office (921 5626) to schedule an appointment if at any time you want to meet in person to discuss a draft (or any other matter of concern). I’ll do my best to work with your schedule as long as you call ahead. This finicky policy becomes even more important during the advisement and registration period (which runs another three weeks).

If you miss a class, of course, it’s your responsibility to get in touch with a classmate for copies of handouts and updates on assignments. Regularly checking our web site is always a good idea.

Next Week. Keep in mind that you have Monday night (April 12) to devote extra time to your draft for assignment #5. Submit drafts via hard copy, fax (921 7339), or e-mail no later than 6:00 p.m. on Tuesday, April 13. I’ll post responses on our web site by Thursday afternoon, April 15.

Citations for Issues Essay (Assignment #5). In addition to identifying secondary sources in the body of your essay, please include as well a list of works cited, following current MLA format. If you’re uncertain about how to format citations, please check your handbook and/or pick up the MLA handout from the Writing Center in Gamble 109.

 
Responses to Assignment #5 Topic Proposals

Following are responses to all the topics I received by the deadline (the start of Monday night’s class). Keep me posted.

John Branscomb. John, if you have a genuine interest in these three topics, any one of them could work--if sufficiently focused and if a clear audience is identified. Since few students really have a choice between semester vs. quarter systems, my hunch is that topic #2 is the least promising. The book-banning topic can range far and wide. Think of public schools or public libraries (the issues differ)–and if you choose schools clearly identify grade levels. Also, consider specific books that have been subjected to this treatment. A good starting point for your research might be the banned-books web site: http://www.cs.cmu.edu/People/spok/banned-books.html.

Katy Pace Byrd. Though both topics sound extremely promising, I, too, would like to see you tackle a kind of writing you’ve not attempted before (i.e., satire). But please note my caution to Tammy, below. If you find that you’re straining to establish a voice you’re uncomfortable with, don’t feel locked in. Btw, a few nights ago I stumbled across a satirical article that I wrote about ten years ago–a review of the Armstrong catalog (submitted under an alias to The Inkwell). It would be appropriate, I think, if you were to attempt something similar with the 1998-99 Catalog–though I suspect you’re quite sick of the whole business by now.

Holly Harris. I know that you had an epiphany in class the other night, a fresh idea for this assignment–but now for the life of me I can’t recall what it was. (Sorry!) Could you please refresh my memory?

Kelli Hodges. I think for reasons suggested in class that topic #3 may hold the most promise–in part because it appeals to a wide audience and in part because you have access to plenty of information. Let me know what you’ve settled on and if you’re having any difficulties finding a focus.

Angel Jackson. I’m hopeful that our discussion today (Wednesday) encouraged you to stay with your original topic idea–perhaps specifically targeting an audience of educated women (particularly African-American women). I’ll see you Thursday to find out if you’ve made progress. On the other hand, if you encounter demons, have a look at the topic I’ve suggested to Veronica. Because of your experience in France, you too might have an interest in pursuing this subject. Btw, related to our discussion a couple of weeks ago re. graduate programs, have a look (if you haven’t already) at The Black Collegian Online (www.black-collegian.com/)–lots of useful information here.

Veronica Martini. Worry no more. The issue you’re going to examine is study-abroad opportunities for students–why such opportunities are generally a good thing that more American students (notoriously provincial, language-poor, and culturally naive) should take advantage of. (Or, I suppose, why not.) And why (and how) students don’t have to be wealthy to take advantage of such opportunities. I think you’ll find an excellent starting point on the web at www.studyabroad.com. There’s also a good article targeting minority students ("Study Abroad 101: The Basic Facts") at www.black-collegian.com/2ndsem99/abroad.html. If necessary, I can also direct you to a few students on campus who can provide first-hand accounts of study-abroad experiences. Have fun.

Judy Morris. As you know, I strongly favor the first topic because it’s already sharply focused and has a built-in audience. You also have current information readily at hand. The corporate child-care issue has potential, of course, but needs to be narrowed and focused. Let me know where you’re heading.

Tammy Owens. Tammy, I’d like to see you take on the challenge of writing a satiric (or at least humorous) essay–something quite different from anything you’ve attempted to date. But as you get working on one of these topics (#1 or #3 presumably), don’t feel trapped. If the satiric approach sounds forced or artificial to you, let me know–or at least be prepared to take a quick u-turn on your own. Establishing a convincing, consistent tone in a humorous essay is one of the hardest things to do well. Keep me posted.

Sheri Reagan. As we’ve already discussed, I think the Y2K topic is ripe–perhaps for a humorous or satiric approach. And you have some good information already on hand, Sheri. If you’re not overly concerned about high levels of sophistication, you may find a little inspiration in the online piece on "Y2K Suicide Cults" (http://www.chihuahuaboy.com/cult.htm)–or for something really sophomoric, try http://www.retraction.com/v2n3/c6.htm. I’m sure you can do much better than either one of these. Let me know if ideas on this topic have started percolating, or if you’ve hit a wall.

Mary Stone. These are two enormous subjects, Mary–particularly the first one. What forms of higher education are you thinking about, what kinds of "benefits and challenges" are you interested in focusing on, and what audience are you targeting? Are you primarily interested in traditional students or nontraditional? Please let me know what sort of focus you’re going for with this topic. There are a number of censorship-related issues tied to your second topic: how do you think you might narrow this one, and what angle do you have in mind?