Kate Tierney’s Language Arts Classes

Freshman Collaborative Project
General Information

For approximately five weeks, you will research, read and become involved with a topic (one with at least two sides) that can be argued. You will study the topic; you will live in it with your friends; you will become annoying in your desire to discuss and refine your stance regarding the topic. You will talk to each other, to people in the community, to your parents, other adults, other peers, and when you speak, you will be knowledgeable and articulate. You will be confident that you have a multi-faceted understanding of the major issues and larger conversations surrounding your topic.

The expectations for tackling the project are as follows:

– Become as much an expert in the field as possible, given the time limitations. If someone else in the class asks questions (Ms. Tierney, for example), you will be the person that s/he will turn to for answers.

– All readings in the text concerning your issue are your group’s responsibility. It is also your responsibility to educate the rest of class to provide a framework or landscape for your argument. You will assign readings, film viewings, music, etc. and expect the class to come to your presentation prepared.

– We certainly encourage a hands-on approach to the issue. Nothing teaches about poverty, for example, better than having no money. No one understands the complexities of the immigration issue better than immigrants themselves. Obviously, we do not suggest becoming pregnant in order to better understand the issue of abortion; immersion in the topic means becoming deeply involved with the issue beyond the surface level.

– This project should be a mixture of individual and group work. In order to monitor the progress of your group, you will be required to fill out daily production logs as a report on what you have done in the course of the week. You will also write a self-reflection that includes a report on how well your group worked together. However, nothing is guaranteed that a situation will not come up that needs to be addressed by either you or me, so please contact me with any problems you face. You can contact me via e-mail or at Sheldon by phone. I’ll even give you my cell phone number in class.

– A large portion of your grade will be based on the presentation of this project. In your past classes, much of this material has probably come off rather haphazardly—either hastily prepared or unprofessionally given in a speech “read” that failed to excite any interest from the audience. WE DO NOT WANT A PRESENTATION LIKE THAT in any way, shape or form. You will have the opportunity to pick your own group and your own topic. You are in charge of being interested in your own topic, so make some wise decisions for yourself. We are looking for a dynamic presentation—alive, full of energy and pizzazz—the best always making the audience interactive as well.

– We want a multi-media approach—film, video, slides, overhead, lightshows, TV scripts, clips, etc.

– No more than 12- minute segments of film should be used. People tune out anyway.

– Consider using a variety of sources for research. Interviews, academic journal, books and reliable internet sources will be helpful. Guidelines for internet work include parental permission and responsible behavior.

You’ll have two class days to present your argument. A third day will be dedicated for a Q & A panel discussion of the topic.

By then end of WR 123, you will accomplish the following:

1 8-10 page documented research paper.
1 position paper on another group’s topic
3 article outlines per group
1 daily production log
1 self-reflection paper