English 1302, Sections 202--Spring 2002
TR 5:30-6:45PM, CCH 209
Instructor: Dr. Jan Haswell
Office: Faculty Center #277
Office Hours: TR, 11:00-1:30 and W 9:00-11:00AM
Phone: 825-5981
E-Mail: jhaswell@falcon.tamucc.edu
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Course Materials:
Comley, Nancy et al. Fields of Reading: Motives for Writing. 6th ed. New York: St. Martin's Press, 2001.
Edelman, Bernard, ed. Dear America: Letters Home From Vietnam. New York: Pocket Books, 1985.
The Freshman Writing Program at TAMU-CC embraces the following principles as foundational to our work in 1302:
Course Description: English 1302 is a computer-assisted writing course that builds on the connections between reading, analysis, research, and writing. It helps you develop and refine your college-level writing skills. It offers guidance as you explore what has been written on a given subject, work toward your own informed position, select appropriate methods of persuading your reader, revise substantively, and edit competently. The course also asks you to study and master documentation styles suitable for various rhetorical tasks and to become critically engaged in primary and secondary research in order to develop a series of analytic position papers.
Course Objectives: During the semester you will
1. participate in discussion, small group activities, and peer reviews,
2. read and analyze selections from Fields of Reading and supplemental texts,
3. read and critique the context, rhetoric, and reliability of research materials (both online and print sources),
4. develop research plans and keep a research journal as you explore issues pertaining to our general topic,
5. write a series of analytic and argumentative essays that both articulate your own position and contribute to our understanding of the topic.
Course Requirements and Class Policies: To receive credit for this class, you must complete all assignments. Distribution of your final grade is as follows:
Portfolios: 10% of the final grade
Research Journals: 20% of final grade
Final Papers: 45% of the final grade
Daily work (in-class): 25% of the final grade
Portfolio: The word portfolio comes from the Latin word meaning "to carry a sheet or leaf of paper." Artists, photographers, designers, and investors carry portfolios with examples of their work to show the range and level of their talents. The English 1302 portfolio is designed to encourage your growth and to demonstrate your achievement as a writer. We will use the portfolio to collect the writing, research, and thinking you do this semester.
It is very important that you keep all the writing you do for this class, including all final papers, rough drafts, in-class writing, peer reviews, and group work. You will organize your material to allow a reader easy access and to highlight the primary components of the course. Your final grade (10%) will be based how your portfolio demonstrates both your performance and your improvement during the semester. To do this, you are required not only to show your reader what you have done, but offer reflective self-assessments of your work. To create your portfolio, please purchase a small three-ring binder (the cardboard rather than vinyl version; the spine should be about one inch). Add dividers so that you can section off the different kinds of materials you will include.
Research Journal: The Research Journal will count for 20% of your final grade. In your journal you will keep a record of your research plan or process (where you looked for information and why), what you learned from each source, the questions raised by each source, and the limitations and merits of the source, and how it relates to other sources you have examined. This last component will include authors' expertise, their motives for writing, the context out of which they are writing, the limitations of their perspective, their means of persuasion, etc. You will hand in each journal with the final paper on the appropriate due date (see class schedule below).
Papers: You will generate four polished papers (each with multiple drafts) during the semester. These papers will range from two to six polished pages long, depending on the topic. Each final paper will be graded; the four papers will comprise 45% of your final grade (5% + 10% + 15% + 15%). Each assignment will ask you to deal with a variety of rhetorical considerations that depend on secondary research to resolve.
Grades for the papers will be as follows:
D--your command of writing conventions and surface features does not fulfill college level standards and you have failed to meet the requirements of the assignment. You will have to rewrite this paper.
C--your command of writing conventions and surface features is competent for college level standards and you have adequately met the requirements of the assignment.
B--your command of writing conventions and surface features is above average for college level standards and you have displayed thoughtful analysis and care in meeting the requirements of the assignment.
A--your command of writing conventions and surface features is superior. You write with confidence and your analysis and quality of performance is excellent.
Note: On days when a first draft is due, we will have a peer review during class time. I will log into the grade book that you have brought your draft. After revising, you will bring a second draft to class for peer review. Both the first and second drafts must be typed. I will take your second drafts home, comment and mark on them, and return them the next class period. I will not accept a paper for grading unless you have brought previous drafts to class.
Daily Work: This is a large portion of your grade (25%) and will reflect attendance, preparation, and participation. Daily work will include in-class writing (usually a question from the assigned reading for the day--expect to do this the first thing when you come to class), responses to drafts by other students, and oral presentations. These assignments cannot be made up if you miss class.
In-class responses will be awarded points according to the following scale:
0 points: you weren't in class and we missed you
1 point: you attended but were not prepared
2 points: you read the material and could demonstrate that in a readable essay
3 points: you thought about the assignment and wrote a good essay
4 points: you wrote an excellent essay in terms of content and writing style
Evaluation: Your final grade in English 1302 is based on the quality of your revised papers, your readings and research skills, and your ability to evaluate evidence and argue an informed position. Generally, the grade range is between C and A, with a C representing average but satisfactory development in the above criteria, a B representing above average development, and an A representing superior development. Often, a student may have concerns about the direction of the class or about a grade he or she has received. If you have a question or concern, I encourage you to first see me about it. If after discussion your concern continues, I encourage you to see our Director of Composition, Dr. Glenn Blalock, x2640.
Attendance, Participation, and Professionalism: Because part of your grade in English 1302 is dependent upon your group and overall class participation, regular attendance is required. You are responsible for all work and for keeping up with assignments announced in your absence. You will not be able to make up or receive credit for work specifically designed to be done in class. After three absences, I will require you to meet with me outside of class and review your goals, progress, and intentions for the class. No late assignments will be accepted without previous arrangement before the due date. Please note that if a paper is due to be handed in during class, and you elect not to attend class that day, the paper will be penalized for being late.
You will also discover that this writing course is different from your large lecture class. Much of your time will be spent working in groups, drafting documents, or discussing issues. When we talk as a class, the time is meant to be a daily discussion of issues related to language and culture, a discussion that will come from your personal experience as well as the assigned readings from the text. This kind of interaction will demand (and probably help create) a "professional" learning environment wherein we take turns speaking and listening, always with courtesy and respect. There is an important different between disagreeing with someone's ideas and putting him/her down, or between offering criticism that proves helpful in the revision process and making disparaging comments. In addition to courtesy and respect, being professional in the academic world entails other things:
• Observing standards and deadlines. All the writing that you do in class must be readable, which means that your handwriting is legible and your drafts and final papers are typed, double spaced. If your have responsibilities in a group assignment, make sure you complete your responsibilities on time.
• Turning off your cell phone.
• Respecting the rule that no food or drinks are allowed in the computer labs.
Academic Integrity and Honesty: All students are expected to conform to college-level standards of ethics academic integrity, and academic honesty. By enrolling in this course, you agree to be bound by the Regulations and Procedures published in the TAMU-CC students handbook.
The most common form of academic dishonesty is plagiarism, or "the presentation of the work of another as one's own work." Plagiarism is a serious violation of professional, academic standards and will be handled by me and the Freshman Writing Program Coordinator. It includes 1) using the work of another as your own, 2) down loading or purchasing ready-made essays off the web and using them as your own, 3) using resource materials without correct documentation. Please note that just as there are sites that provide essays for use or purchase, there are sites that help teachers identify such sources.
Other forms of academic dishonesty include falsification (the intentional alteration of information), fabrication (the intentional invention of information), multiple submission (using the same material for two separate assignments or courses without permission from the instructors), and abuse of academic materials (the intentional destruction of resource materials).
1. The Tutoring and Learning Center (TLC) provides free tutoring to any student interested in improving his/her writing abilities. Tutors will assist you with all aspects of writing. The Center's purpose is not to correct or to proofread your drafts, but to help you learn strategies that good writers use during the processes of writing. You may visit the Center for assistance with a writing project for any of your classes. It is located in the Bell Library, 216-A (994-5933). No appointment is necessary. On occasion, I may require that you seek additional help from the Center on a specific project, which means I will ask the Center for verification that you visited them.
2. Disabled Student Services (DSS) is located in room 201A of the Student Services Center. Federal and state laws and university policy require that I make reasonable adjustments to accommodate the needs of students with qualifying conditions where such adjustments are needed for equal access to university facilities and programs. Please note: these accommodations are determined only by application to and review by the Office for Special Populations.
3. Student Help Desk - CCH, 2nd floor. Trained computer experts will help you become familiar with software available to you in the MAC labs.
Class Schedule:
Week #1 (January 14-18)
Tuesday: Introduction to the course
Locating Library Resources and Searching Netscape; Boolean LogicHand out paper assignment #1 and Research Plan
Thursday: Weighing perspectives
Reading due: Fields of Reading &endash; Laurence pp. 247-52 and Berger pp. 590-96.
Writing due: worksheet for Laurence & Berger
Week #2 (January 21-25)
Tuesday: Weighing perspectives on WebCT - the Research Journal
Reading due: Initial research for paper #1
Thursday: First-person testimony. MLA citation form: when, why and how to document research
Sign up for conferences.
Reading due: Letters "Introduction" and Chapter I &endash; "Cherries"
Week #3 (January 28-Feb 1)
Tuesday: Quiz on MLA; peer review
Writing due: Draft #1 of Paper #1Hand in Research Journal entries for comments
Thursday: Content Presentations and peer review
Writing due: Draft #2 of paper #1. Your draft must be documented.
Week #4 (Feb 4-8)
Tuesday: Drafts returned; Discussion
Readings due: Letters Chapter II &endash; "Humping the Boonies"
Thursday: Designing your research plan for Paper #2, Library Workshop day:
Hand out paper assignment #2. Mapping your Research Plan
Writing due: Paper #1 and your research journal
Week #5 (Feb 11-15)
Tuesday: History of the Viet Nam War (background)
Reading due: Letters Chapter III &endash; "Beyond the Body Count"
Thursday: History of the Viet Nam War (background)
Reading due: Letters Chapter IV &endash; "Base Camp"
Week #6 (Feb 18-22)
Tuesday: Discussion - "available means of persuasion"
Reading due: Fields of Reading &endash; Willett pp. 654-61, M.L. King pp. 111-17, and Sullivan pp. 664-79
Thursday: Discussion - the art of interpretation
Reading due: Letters Chapter V &endash;"World of Hurt"
Week #7 (Feb 25-Mar 1)
Tuesday: Argument structure - Sullivan revisited. Peer Review
Writing due: Draft #1 Paper #2
Thursday: Content Presentations and Peer Review
Writing due: Draft #2 Paper #2. Your draft must be documented.
Week #8 (Mar 4-8)
Tuesday: Drafts returned; discussion
Readings due: Letters Chapter VI &endash; "What Am I Doing Here"
Thursday: Designing you Research Plan for Paper #3, Library Workshop Day
Hand out paper assignment #3. Mapping your Research Plan
Writing due: Paper #2 and your research journal
Week #9 (Mar 11-15)
Tuesday: Discussion and video: Viet Nam POWs: Stories of Survival
Reading due: Letters Chapter VII &endash; "We Gotta Get Out of This Place"
Thursday: Discussion and Documentary: Back to My Lai
Readings due: Fields of Reading &endash; Milgram pp. 384-406
Week #10 - Spring Break (March 18-22)
Week #11 (Mar 25-29)
Tuesday: Discussion and Videos: Woodstock and Kent State
Readings due: Fields of Reading &endash; Walker pp. 42-8, Brunvand pp. 338-46, Gorn pp. 648-52
Thursday: Discussion - The case of Joseph Ellis
Reading due: Loewen (handout)
Week #12 (April 1-5)
Tuesday: Discussion and Videos: Hollywood's treatment of the War
Exerpts from The Green Berets, The Deer Hunter, Apocalypse Now, Platoon
Writing due: Draft #1 Paper #3
Thursday: Content Presentations and peer review
Writing due: Draft #2 Paper #3. Your draft must be documented.
Week #13 (April 8-12)
Tuesday: Drafts returned; discussion
Reading due: Letters: Chapter VIII &endash; "Last Letters"
Thursday: Designing you Research Plan for Paper #4 &endash; Research workshop
Hand out paper assignment #4. Mapping your Research Plan
Writing due: Paper #3 and your research journal
Week #14 (April 15-19)
Tuesday: : Discussion and Videos - Dear America and In Country
Reading due: Letters Epilogue, Sturkin (handout)
Thursday: Discussion - What is an Historical Fact?
Readings due: Fields of Reading - Hardy pp. 139-146 and Hersey pp. 203-210
Week #15 (April 22-26)
Tuesday: Music of the 1960s and 70s
Writing due: Draft #1 of paper #4
Thursday: Content Presentations and peer review
Writing due: draft #2 of paper #4. Your draft must be documented.
Week #16 (April 29-May 3)
Tuesday: Drafts returned
Reading due: Viet Namese Poetry [handout]
Thursday: Final examination of the war: Three Seasons; Course Evaluations
Writing due: Paper #4 and your research journal
Portfolios are due on the scheduled day and time of the final exam.
First draft - Tuesday, January 29st (must be typed)
Second draft - Thursday, January 31st (must be typed and documented)
Final version - Thursday, February 7th
General topic for research: perceptions and representations of the Second Viet Nam War.
In this paper you will research references make in the media to Viet Nam since September 11, 2001. Your purpose will be to form your own conclusions about how Viet Nam is remembered by the general public, how politicians or military leaders use collective memory and associations to shape/explain/justfy present policies, and even how various media sources (television, newspapers, popular magazines, and the internet) manipulate memory or assert "truths" that go well beyond the actual event.
Your research should include references from a variety of media and incorporate detailed analysis of how Viet Nam is referred to and why. Your purpose isn't to establish facts about the war, but rather assess attitudes and assumptions that are woven into American culture and articulated in recent months.
Your paper should not simply repeat or recount references but connect them to their author, their media source, and to a larger cultural context with an explicit, interpretive conclusion about your findings. The final paper should be at least three pages long (typed, double-spaced). Leave a one-inch margin on both sides for comments. Include a one-page cover letter explaining your topic, the purpose of your essay, and your intended audience. Also reflect on what you see as the strengths of the paper, if you accomplished the requirements of the assignment and/or your own personal goals, and in what ways the assignment proved valuable to you.
Research Journal: Include at least five sources in your research journal. At least three of your sources must originate in a print source.
Rubric for Grading:
Your paper will be evaluated according to the following considerations:
• Are you able to frame a coherent, explicit thesis based on your research?
• Do you demonstrate both critical and reflective capabilities in your analysis and commentary?
• Do you instill in your reader an interest in what you have to say?
• Is there a logical flow to your ideas? Is each paragraph unified? Are there effective transitions between paragraphs?
• Do you use correct text note and bibliographic form?
• Is your paper free of mechanical errors?
First draft - Tuesday, February 26th (must be typed)
Second draft &endash; Thursday, February 28st (must be typed and documented)
Final version - Thursday, March 7th
General research issue: Causes of and motives for involvement in the Viet Nam War
With this paper, you will analyze conflicting arguments addressing why the U.S. became involved in Viet Nam in the 1950s and why we continued our involvement through the 1960s. Because U.S. policy changed with each administration, it will be helpful to focus your research by selecting one of the following presidents.
• Dwight D. Eisenhower (1950s)
• John F. Kennedy (early 1960s)
• Lyndon B. Johnson (1960s)
• Richard Nixon (late 1960s-early 1970s)
You will research reasons/policy decisions regarding involvement in Viet Nam during the years your president was in power, paying close attention to the context as well as the nature and ramifications of those decision. Each president is associated with specific decisions. You will begin your research by consulting the following "foundational" documents:
Eisenhower: Declaration of the Geneva Conference July 1954; NSC 5492/2, "Review of U.S. Policy in the Far East," August 20, 1954
Kennedy: State Department correspondence August-October 30, 1963 on U.S. support of coup against Diem. See specifically correspondence between George Ball, Henry Cabot Lodge, Dean Rusk, McGeorge Bundy, and Gen. Paul Harkins.
Johnson: Excerpts from Pentagon Papers (such as NSAM 273 of Nov 26, 1963, Oplan 34A of Dec 1963, , memo from Joint Chiefs March 18, 1964) and the Gulf of Tonkin Resolution, August 7, 1964
Nixon: "Viet Namization" speech (Nov 3, 1969) and Invasion of Cambodia speech (April 30, 1970)
You will develop a formal argument of your own that defines 1) what the public reasons for involvement were, 2) what the unstated reasons for involvement were, 3) the accuracy or problems with official statements, and 4) your conclusion about U.S. motives for involvement. Note: this is a fact-finding assignment. You are not tackling the question of whether we should have become involved or should have remained involved. You are defining why we said we were, and (if this is different) why we really were.
The final paper should be at least four pages long (typed, double-spaced). Leave a one-inch margin on both sides for comments. Include a one-page cover letter explaining your topic, the purpose of your essay, and your intended audience. Also reflect on what you see as the strengths of the paper, if you accomplished the requirements of the assignment and/or your own personal goals, and in what ways the assignment proved valuable to you.
Research Journal: Include at least seven sources in your research journal; at least three must be print sources. Two of these sources will be your foundational documents.
Rubric for Grading:
Your paper will be evaluated according to the following considerations:
• Do you have an explicit claim that directly addresses the criteria of the assignment?
• Have you structured your essay as a formal argument (with acknowledgements, accommodations, refutations, and claim)?
• Do you have enough research materials? Do you demonstrate both critical and reflective capabilities in your analysis and commentary on that material?
• Do you use correct text note and bibliographic form?
• Is your paper free of mechanical errors?
First draft - Tuesday, April 2nd (must be typed)
Second draft - Thursday, April 4th (must be typed and documented)
Final version - Thursday, April 11h
General research issue: Policies and methods during the Viet Nam War.
With this paper, you will craft a formal, policy argument concluding what should or should not have be done with respect to your subject. Choose one of the following issues or check with me about another topic you would like to pursue:
Post Traumatic Stress Disorder (PTSD)
OSS or CIA covert operations
Paris Peace Accords
POWs or MIAs
Use of Agent Orange
Special Forces
Use of Napalm
Hmong or Montagnards
Secret invasion of Cambodia
Pardon for Draft Dodgers
Bombing of North Viet Nam
"Children of the Dust"
Anti-war movement
Medal of Honor recipients
Pentagon Papers/Daniel Ellsberg
Rand Corporation
Your argument will be based on 1) your assessment of the need or problem that this method or policy tried to answer (this will necessitate providing some background for the reader), 2) the solution it provided, 3) the disadvantages of this method or policy, and 4) its advantages.
The final paper should be at least six pages long (typed, double-spaced). Leave a one-inch margin on both sides for comments. Include a one-page cover letter explaining your topic, the purpose of your essay, and your intended audience. Also reflect on what you see as the strengths of the paper, if you accomplished the requirements of the assignment and/or your own personal goals, and in what ways the assignment proved valuable to you.
Research Journal: Include eight sources in your research journal; at least four must be print sources.
Rubric for Grading:
Your paper will be evaluated according to the following considerations:
• Do you have an explicit claim that directly addresses the criteria of the assignment?
• Have you structured your essay as a formal argument (with acknowledgements,accommodations, refutations, and claim)?
• Do you have enough research materials? Do you demonstrate both critical and reflective capabilities in your analysis and commentary on that material?
• Do you use correct text note and bibliographic form?
• Is your paper free of mechanical errors?
First draft - Tuesday, April 23th (must be typed)
Second draft - Thursday, April 25th (must be typed and documented)
Final version - Thursday, May 2nd
General research issue: the legacy of the Second Viet Nam War
With this paper, you will write a formal, evaluative argument addressing how the Viet Nam War Memorial (The Wall) might illuminate the creation of (or obsession with) other memorials such as
• Ground Zero in New York City
• the Morrow Building in Oklahoma City
• the Holocaust Memorial Museum in Washington DC.
• D-Day Cemetary in France
or other examples you might think of.
As a starting point, we will study the history, purpose, controversy, and impact of The Wall. Your research can address the following points: Jan Scruggs (the dreamer), Maya Lin (the designer), Ross Perot (the critic), the Nurses Memorial, Visitors, Offerings at the Wall, Maintenance and Funding.
As you analyze the Wall's original purpose and if it has taken on a more symbolic significance in the past decade, address 1) address what ideals or lessons can be applied to the larger issue concerning the lessons of and recovery from the Viet Nam War, and 2) how these ideals or lessons can apply to other memorials.
The final paper should be at least six pages long (typed, double-spaced). Leave a one-inch margin on both sides for comments. Include a one-page cover letter explaining your topic, the purpose of your essay, and your intended audience. Also reflect on what you see as the strengths of the paper, if you accomplished the requirements of the assignment and/or your own personal goals, and in what ways the assignment proved valuable to you.
Research Journal: Include ten sources in your research journal; at least four must be print sources.
Rubric for Grading:
Your paper will be evaluated according to the following considerations:
• Do you have an explicit claim that directly addresses the criteria of the assignment?
• Have you structured your essay as a formal argument (with acknowledgements, accommodations, refutations, and claim)?
• Do you have enough research materials? Do you demonstrate both critical and reflective capabilities in your analysis and commentary on that material?
• Do you use correct text note and bibliographic form?
• Is your paper free of mechanical errors?
With each new paper assignment, it will be necessary to map for yourself a plan of action in terms of where and what to research. We will be working with a library information specialist throughout the course, who will gradually educate us about library holdings pertinent to each assignment. However, there will be sources, holdings, and data bases that you will routinely explore. Your research plan will simply list sources and holdings as you quickly compile what is available on your topic, beginning with obvious places.
What textbooks will I rely on for basic, introductory information? Sometimes an American history text will work well (when I'm researching a President's foreign policy), but in this case, I will have to consult a book on the war to find background information. A selection of general texts on Vietnam will be held on reserve for you at the library. Print and online encyclopedias will also provide basic information. There is one print encyclopedia dedicated to the War: Encyclopedia of the Vietnam War, Ed. Stanley I. Kutler, in the reference section of Bell Library.
What specialized books are available on the topic and can I access them? In using Portal, the basic search term will be Vietnamese Conflict 1961-1975. Subtopics are categorized alphabetically. Some books will be in the stacks on the second floor; others will be held in the reserve room for you. In addition to Portal (which tells you what our library holds), you can access lists like WorldCat (through FirstSearch) and even amazon.com be fairly complete listings of what is in print.
What official government documents discuss this issue? How can I identify them? Portal provides entries for government documents available in our library (they are listed like a book). WorldCat is also an excellent source to identify government documents.
What articles have been published in scholarly journals and are they available to me? There are both online and print indexes that help you locate sources by subject. Online, the Arts and Humanities index and the Historical Index will be the most useful to you. Through either of these you can access Periodical Abstracts, which provides full-length articles, which you can search for by topic. There are also important print indexes: Readers' Guide to Periodical Literature and Humanities Index, both available in the Reference section of the library.
What articles have been published in popular magazines? Articles from magazines such as Time, Newsweek, Life, etc. are often listed in the indexes above. There are some magazines that were in print in the 1960s and 1970s that no longer are available (like Post). If our library doesn't subscribe to the magazine you need, you can retrieve an article through interlibrary loan (please allow several days for this service).
What articles have been published in newspapers? The library provides access to major newspapers and their back issues (i.e., The New York Times).
What is available on the Internet? The Internet offers access to a series of very helpful sources. See the links to websites that will prove helpful to you.
Form of the Research Plan
As you begin each paper, you should outline your plan for research. This plan must be included in your portfolio and can take various forms, including a simple list that follows the categories above (as well as additional ones). Here is a sample form.
Paper Assignment: _________________________ (number or title)
Selected topic: _____________________ Number of sources required:________
Research checklist of sources I had identified:
1.General/basic textbooks
2.Specialized books
3.Government documents
4.Scholarly articles
5.Popular articles
6.Newspaper articles
7.Internet sources
8.Other
Note: You do not have to list your sources correctly here, but it might be a good idea as you move from identifying to reading them.
This journal will comprise a large portion of your portfolio and a significant percent of your final grade (20%). The purpose of the journal is to 1) deepen your understanding of the topic as you proceed through your sources, 2) evaluate how reliable each source is, depending upon its slant, and 3) enter into an ongoing conversation or debate about your historical event/issue. It will be separate from the pages or note cards on which you write down notes, ideas, direct quotes, etc.
Format of the Journal
At the top of the page beginning each entry, identify your source in correct MLA style. Then address the following questions (understanding that not all will be pertinent to each source).
Evaluating the Content
Evaluating the rhetorical setting (who is talking to whom)
Concluding entry in your journal (for each paper). At the end of your journal for each specific paper assignment, address the following questions:
1) In general, how would you characterize the most difficult problem connected to researching this topic?
2) In general, how would you characterize the sources connected to this topic (general quality, helpfulness, bias)?
3) What is the significance of the topic? Has your sense of the issue or problem become more complex as a result of your research? How?
4) Are there any types of sources or kind of materials that you need and cannot find?
5) What else needs to be said about this topic? Do you feel prepared to add to this scholarly discussion?
Note: because your journal will be fairly complete by the time you begin drafting your paper (although you may need to add sources as you write), your first draft should be pretty easy to do!
I. Textnote form
Normal print source: after quotation, paraphrase, or summary, enclose author's
name and page number in parenthesis: "----" (Haswell 3).
Note: the citation is never part of the quote but always part of the sentence or clause.
If you have more than one consecutive citation from the same print source, use
only the page number after the first citation: (53).
Online source when there are no pages or separate parts to the source: include only
the author's name in the parenthesis: (Haswell).
If you do not have an author for the source, use the title: ("The War in Vietnam").
Online source with pages or distinct parts: include the author's name and designate the part:
(Haswell "Introduction").
II. Bibliography form
Print source:
Author's last name, first name. Title of Book. City: Publisher, date of publication.
Author's last name, first name. "Title of article." Title of Book. City:
Publisher, date of publication. pages. [no p, pg, or comma here, only page #]
Online source:
Author's last name, first name. "Document Title." Title of Website. Date of Internet Publication. Date of
access <URL>.
Examples:
Harris, Jonathan G. "The Return of the Witch Hunts." Witchhunt Infomation Page
28 May 1996. 2 June 2000 <http://liquid2-sun.mit.edu/fells.short.html>.
Shade, Leslie R. "Gender Issues in Computer Networking." 1993. 28 Mary
1997 <http://www.mit.edu:8001/people/sorokin/women/lrs.html>.
"The My Lai Massacre." The American War Library. 1996. 15 December 2000
<http://www.familyville. com/warlibrary/warlib.6v.shtml>.
ARVN: Army of the Republic of Vietnam (regime in the South supported by the U.S. (1955-1975)
Counterinsurgency: Kennedy's program modeled after France's attempt at pacification. To offset the VC (guerilla) strength in the countryside and begin a counter revolution, the U.S. attempted to established "secure" areas in the south. Based on intelligence information, U.S. troops would be deployed into villages to make sure that VC were not hiding there, that villagers were not feeding guerillas, etc. Sometimes whole villages were leveled and inhabitants moved to a safe place patrolled by ARVN or U.S. troops (this was called the strategic hamlet program).
DEROS: date of estimated return from overseas.
DMZ: demilitarized zone, or the dividing line between North and South Vietnam established in the 1954 Geneva Convention.
DRV: Democratic Republic of Vietnam; established by Ho Chi Minh after Japanese surrender in 1945.
Grunt: originally slang for a Marine fighting in Vietnam, but later applied to any soldier fighting there.
Ho Chi Minh Trail: 9,500 miles of trails and tunnels from bases in North Vietnam, through laos and Cambodian, to VC troops in the South
KIA: killed in action
MACV: Military Assistance Command Vietnam
MIA: missing in action
NLF: National Liberation Front, founded in 1960 to counter U.S. troops in south Vietnam. The fighting arm of the NLF was the Viet Cong (VC)
NVA: regular army of North Vietnam; well-trained, well-supplied, well-respected
Operation Ranch Hand: defoliation program using Agent Orange, started in 1961. More than 12% of the land in South Vietnam was destroyed by 11.8 million gallons of chemicals.
Operation Rolling Thunder: U.S. bombing of North Vietnam (1965-1972). This was the U.S.'s key to moving North Vietnam to the peace table. In 1966-67, 200,000 sorties (missions) were flown over North Vietnam, dropping 128,000 ton of explosives.
Point: leading man in a patrol.
POW: Prisoner of War
Phoenix Program: started in 1968, this plan involved special forces who would participate in terrorist activities to 1) blame on the VC, or 2) intimidate VC supporters in the villages.
Presidents of South Vietnam: Diem (1950s-63), military junta, Ky (1965-67), Thieu (1967-1973)
Search and Destroy: U.S. strategy of combat, involving sending in ground troops to provoke contact with the enemy; calling in air support to destroy a stronghold, then withdrawing trooops.
TAC: Tactical air strikes
TET: Buddhist New Year
Vietnamization: Nixon's policy to turn over the fighting to the South Vietnamese Army during withdrawal of American troops.
Viet Cong or (VC): Guerillas in South Vietnam fighting with Northern forces. Also known as Victor Charlie or Charlie.
Viet Minh: Vietnamese Independence League organized in 1941 by Ho Chi Minh to resist Japanese rule.
Vietnamese Popular Forces: South Vietnamese local military forces.
WHAM (Winning Hearts and Minds): U.S. policy of countering loyalty to VC cause by provided supplies and aid to population in South (usually diverted to black market via corrupt Vietnamese and America bureaucrats).
Electronic Sources: Vietnam War
Library of Congress term: Vietnamese Conflict (1961-1975)
Vietnam War Memorial: <http://www.vietvet.org/>.
Vietnam Yesterday and Today: <http://servercc.oakton.edu/~wittman/>
Vietnam War Internet project: <http://www.lbjlib.utexas.edu/shwv/shwvhome.html>.
Vietnam War History Page: <http://www.wfu.edu/users/wootbc02/vietnam.html>
Vietnam Veterans Home Page: <http://grunt.space.swri.edu/>
The American War Library: <http://www.familyville. com/warlibrary/warlib.6v.shtml>
Military History: Vietnam War: <http://www.cfcsc.dnd.ca/links/milhist/viet.html>
Prison-of-War/Missing-in-Action Database: <http://lcweb2.loc.gov/pow/powhome.html>
Vietnam Bibliography: <http://hubcap.clemson.edu/~eemoise/bibliography.html>
Books and government documents: <http://www.amazon.com>
Electronic sources: citations form
Delta Community College: <http://library.deltacollege.org/>
Kingwood Community College: <http://www.nhmccd.edu/contracts/lrc/kc/mlastyle.htm>
University of Illinois at Urbana: <http://www.english.uiuc.edu/cws/wworkshop/bibliography/mla/mlamenu/htm>
In-house Electronic Handbook (Caution, the form for electronic sources is not up-to-date here)
<http://kestrel.tamucc.edu/st.martins/>
Online Writing Labs
Purdue: <http://owl.english.purdue.edu/>