Final Grades!

December 23, 2010 | | Leave a Comment

Hi everyone,

I’m in the process of posting everyone’s final paper grades and final grade for the course. Check under “grades” to see your final marks. (They should all be done by tomorrow, Dec. 24 by noon.)

Have a good holiday and a wonderful new year! It was a pleasure getting to know all of you this semester.

Best wishes,

Karen Weingarten

Hi everyone,

Here’s a reminder: Your final paper is due in my office Klapper 641 before 5 pm on Tuesday, Dec. 14. I’ll be at a meeting from 2 to 3 pm, and so if you come by then, please slide your paper under my door.

If you want your paper returned to you, please include a self-addressed, stamped envelope when you drop off your paper.

Also, I’m leaving *one more* survey for you to fill out. It’s about your group’s wiki participation. If I’m not there when you drop off the paper, the surveys will be hanging on the door. Fill it out and slide it under my door.

I hope I get to see you on Tuesday! If not have a wonderful holiday and a good new year! It’s been a great semester, and you’ve been a fun, wonderful class!


Review Meetings

November 24, 2010 | | Leave a Comment

Hi Everyone,

During the week of Nov. 29 we’re scheduled to meet in my office to discuss your research proposals. For those of you that were absent this past Tuesday, please contact me and let me know when during the available times below you can meet. Also, if you’re meeting in a group, make sure you read people’s proposals and write down two questions or comments you have for them before our meeting.

Monday, Nov. 29:

12:15- 1 pm: Sofya, James

2-3 pm: Jason

Wednesday, Dec. 1:

10-11 am: Nena

11-12 pm: Michelle

1:30-2:30 pm:

Thursday, Dec. 2:

10-11 am: Flers, Sultana, Elmer

11-12 pm: Aaron, Ariel, Ryan

12- 1 pm: Georgia, Jessie, Leor

3-4 pm: Omar, Michael


November 16, 2010 | | Leave a Comment

On Tuesday, November 23 you’ll be handing in your 2-page proposal for your final paper. This proposal should state what you think your thesis statement will be, how you plan to support that argument, and it should summarize what evidence you think you’ll use to support your argument.

You’ll be handing in a copy to me. Additionally, the following people will present their two page-paper in class:

Jessie, Georgia, Elmer, Michael, Omar, James, Michelle, Ryan, Ariel

We’ll also be meeting in my office on Dec. 2 and 3 to discuss your proposals. Meeting times will be decided soon.

Here’s the document I handed out in class last week. If you need to cite a source that doesn’t fit the three examples on the handout, you should visit the OWL at Purdue here.

Other Possible Topics

November 4, 2010 | | Leave a Comment

6. Tammy Kitzmiller, et al. v. Dover Area School District, et al. (2005 trial about teaching Intelligent Design in public school classrooms)

7. The Texas school board controversy about including information about evolution in biology textbooks.

8. Evolution, Creationism, and Intelligent Design: what’s the controversy?

9. How was Darwin received in the U.S. in the late 19th/ early 20th century?

10. Genetics, Cloning, and Dolly the sheep.

Tuesday, November 9

November 3, 2010 | | Leave a Comment

We’ll be meeting in the library. Please go to the Library classroom on the first floor of the library, room 101A. (2 flights down when you enter from the main lobby.)

Final Research Paper

November 3, 2010 | | Leave a Comment

Final Research Paper: English 110/ Evolution

Due Dates

Annotated Bibliography: November 23

Two-page Proposal/ Presentation: November 23

Respond to posted proposals: Monday, November 29

Meetings w/Professor: Wed., December 1 and Thurs., December 2

Draft #1: December 7

Final Draft: December 14

Collecting the Data

Step 1: In groups of 3 to 4 people, you will research one of the topics listed on the back. Your research will include articles from the library databases, library books, and possibly other academic sources.

Step 2: Each group will collectively compile an annotated bibliography. This is a bibliography that provides a summary of the source in 3 to 6 sentences. Your bibliography must be in MLA style. For example:

Bloom, Allan. The Closing of the American Mind. New York: Simon and Schuster, 1988. Print.

The chapter “Clean Slate” discusses the lack of great American literary works and the negative effect this has on American society, particularly in regards to the development of a defined “collective consciousness” among citizens. It argues that Americans need better secondary and university educations and better exposure to the canon of literature. Bloom believes that since Europe has produced greater art this kind of exposure might eventually help Americans create greater literature and slow down the closing of the American mind.

If your group has 3 members, you should have a list of 18 sources at the end. If you have 4 group members, you should have 24 sources at the end.

Step 3: Your group bibliography will be posted on a PB Works wiki page. ( Each member of the group should feel free to edit the other members’ entries. At the end this is a collective endeavor, and you will receive a group grade. Don’t forget to alphabetize your bibliography!

Proposing the Argument

Step 1: Using your group’s research, each student will create his or her own thesis that will form the basis of your paper. Your two-page proposal will explain the thesis of the planned paper and briefly explain what sources will be used to support that argument and why those sources offer support.

Step 2: Present your proposal to the class. If you presented in-class last time, you will present on-line this time and vice versa.

Step 3: Meet with me to go over your proposal and your plans for the research paper. Meetings times will be decided in class near the end of November.

Writing the Paper


• 6 to 7 pages, double-spaced, in 12-point font or equivalent.

• A bibliography in MLA style format.

• 4 to 6 external sources from your group research. These must be either from academic journals or books.

• Quotations from your sources.

• A thesis statement.

• A motive and a stance.


After exploring and researching one of the possible assigned topics, create an argument based on your analysis and understanding of your research.

Possible topics:

1. Darwin and the Victorianists: How was Darwin received in his time? Why was he so controversial?

2. The Bell Curve: How was this book received and why was it so controversial? What fear did it instill in its critics?

3. The Scopes Trial: Why was teaching evolution so controversial in 1920s Tennessee? Why was the outcome of this trial so influential and how does it influence the teaching of evolution in public classrooms today?

4. Genetics and Social Policy: How did the sequencing of DNA shape the way we understand our bodies and our health? How has this knowledge shaped our social policy and should there be more regulation of how genetic knowledge is used?

5. Stephen Jay Gould revolution: How did Gould critique mainstream representations of evolution? What was Gould responding to and what did he want to see happen?

Group Assignments:

Aaron Roth, James Falacara, Jessie Au, Leor Simantov

Ariel Karp, Jason Wien, Flers Kwong

Bilal Rafique, Georgia Bates, Sultana Khandakar, Vitorio Panan

Elmer Carbajal, Michael De Stefano, Nena Kunnateerachadalai, Omar Diaz

Ryan Jones, Sofya Mullady, Nicholas Martinez, Michelle Hong

Paper #2

October 17, 2010 | | Leave a Comment

Paper #2: Genetics, Evolutionary Biology, and Human Choices

Draft #1 Due Date: Tuesday, October 26 (for peer review)

Draft #2 Due Date: Thursday, November 4 (at the beginning of class)

This paper should present an argument that explains your position on whether we should (or can) use our knowledge of genetics and evolutionary biology to explain and/ or organize our lives.

The paper should be 5 to 6 pages long. It should be typed, doubled spaced, in 12-point font Times News Roman font (or equivalent). Please cite all quotations using MLA style.

Additionally the paper should contain the following:

• A thesis statement and an introduction

• Supporting quotations from the readings

• At least one paragraph devoted to a counter-argument

• Evidence and/or analysis from at least two readings assigned between Oct. 12 and Oct. 21.

• A conclusion

Optional: you can have one paragraph (but no more) that draws on personal experience, anecdotal evidence, or an outside source.

Present on-line: Post your two-page paper on your blog by Wednesday, October 6, 2010 by midnight. More information will be forthcoming about commenting on these papers.

Jessie, Georgia, Elmer, Michael, Omar, James, Michelle, Ryan, Ariel

By Sunday, Oct. 10, the following people will comment on the following posted 2-page papers.

Jessie’s paper: Jason and Georgia

Georgia’s paper: Nena and Elmer

Elmer’s paper: Flers and Michael

Michael’s paper: Nicholas and Omar and Bilal

Omar’s paper: Sofya and James

James’ paper: Vitorio and Michelle

Michelle’s paper: Ryan and Aaron

Ryan’s paper: Ariel and Leor

Ariel’s paper: Sultana and Jessie

You are in charge of intelligently responding to your classmate’s thoughts.  What do you think of them?  If you agree, great, but please say more: how might you expand on your classmate’s idea?  How might it be useful in light of other debates?  How might it be useful in other circumstances?  I also encourage you to question and even disagree – disagreement can be very productive – but you must be respectful.  Give your classmate the benefit of the doubt and respond to his/her thoughts with the attention and kindness you’d like to receive when you present.  And please be as specific as possible: when responding on the class blog please quote from your classmate’s work.


Present in Class: Presenters will give their paper in class on Thursday, October 7, 2010 in class.

Nena, Flers, Nicholas, Sofya, Vitorio, Bilal, Aaron, Leor, Sultana, Jason

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