Heritage Guide

VI. Reading, Writing, Speaking, and Listening in Heritage

Be a critic!

Mastering Heritage subject matter involves reading, writing, speaking and listening. Sounds easy, but most of us lack the skills to think and express ourselves critically. Once you have developed these techniques, you will be better at whatever you want to do - managing people and situations, motivating students, practicing an expert health-care professional's bedside manner, working in a team, expressing your feelings and opinions. These lessons make Heritage one of the most pragmatic courses you will ever complete.

The difference between reviewers and critics: When you express your likes and dislikes about art, books, movies, people and places, you are reviewing. You might say, "I hate romance novels, but I love action books." When you review your preferences in that manner, you express only your opinion. Some people like your friend who was considering inviting you to see the latest "suspense movie" might find that information valuable, but most people just won't care.

Critics ask themselves,

"What does this book, movie or event mean to me, to my friends, and to society?"

"Has it changed the way I view myself or others?"

"How does its meaning compare to that speech I heard, play I attended or artwork I viewed recently?"

"Does the artist's, writer's or director's message affect society and my relationships with others?"

"What is the work's historical context?"

In other words, critics find their answers in thoughtful reading, writing, speaking and listening.

Reading

Active Reading

You will be reading some challenging texts in Heritage. As such, you will need to be an active reader. Reading is an art that rewards the patient student. As you read, you should underline, make notes in the margins, write out questions, use question marks to indicate where you find that text interesting or problematic, or read the text aloud. Empty margins in a text under study are suspect; they suggest browsing the material instead of engaging the text. That's right, mark up your text.The more senses you use in reading, the more you will remember! Finally, try to make connections to aspects of your own life or to issues that interest you. Critical, active reading is the foundation of better papers and improved critical thinking. The Writer's Reference, pp. 46-54, offers some useful tips on evaluation arguments.

If you need help in understanding what you have read, in addition to your instructor there are three ways to receive assistance. First, the Heritage Program has several Fellows available to help you with the course material. Talk to your Heritage instructor or contact the Heritage office (x5742 or go to Lentz Hall 235) to find out more about the Fellows. Second, call the Director of Tutoring, Professor Annette Duncan (x5883), or send an e-mail to tutors@carthage.edu. Arrangements will be made for you to meet with a qualified student tutor who can help answer your questions and suggest ways of interacting with the material more effectively. Third, contact Carthage's Learning Specialist Dr. Diane Schowalter (x5802), who can give you specific tips on how to adapt your style of learning to the classroom. Professional testing is available through the Advising Center (South Hall) and may help you gain a window into the way you learn. Make sure you do not wait too long into the semester if you need assistance. It is important for you to get help early, so make sure you talk with your instructor.

Remember!

  • Challenge yourself. The material may be difficult at times, but you will feel victorious having mastered it and reading will be easier the next time around.
  • Ask yourself, "How can I apply what I'm reading to my life and the world in which I live."
  • Write in your books. 16th-century writer and philosopher Francis Bacon wrote, "Books are meant to be consumed," so dig in. Write your emotional reactions to what you have read, the other thoughts that emerge as you go through an author's work, reminders for class discussion or a paper. Write in the margins, circle and underline. The bookstore says that writing in your texts does not affect the resale value. Take notes on other sheets of paper when you run out of room and staple them to the appropriate pages.
  • Make connections! Ask yourself, "Who or what does this reading remind me of?"
  • Read it again. Sometimes what seems impossible to understand on the first reading makes perfect sense on the second.
  • Choose a distraction-free zone. Read when and where you may give the work your full attention.
  • Accept that you will not understand everything you read.

I began reading books, reading books to delirium. I began by vanishing from the known world into the passive abyss of reading, but soon found myself engaged with surprising vigor because the things in the books, or even the things surrounding the books, roused me from my stupor.

(A. Dillard, An American Childhood, 80)


Writing

Writing is a way to learn. You will be writing frequently. The more you practice the better you will become. Professional writers agree: to write better one has to write, write, write. By the end of each semester you will have generated an impressive portfolio of your own writing. And you will be a better writer in your other classes. By the time you have to sit down and write your senior thesis, you will be a pro.

"Feathers shall raise men even as they do birds, toward heaven; that is by letters written with their quills." (Leonardo DaVinci)

Writing in Heritage

Papers: You will be writing at least two formal papers in each seminar. Heritage I focuses on analytical papers and Heritage II on research papers.

Drafts: You will be required to submit drafts before the final draft of any particular paper. The final grade on a paper may be at risk if you have not submitted any drafts. A first draft is a work that has already been organized, revised, rewritten, and proofread. A rough draft is a gathering of ideas on paper. See The Writer's Reference, pp. 3-17 on what a first draft is. Heritage instructors usually insist on a first draft, not a rough draft.

Revision: When your drafts are returnedto you, you will be asked to do a revision. A revision of a paper is a "re-visioning" of your work. That is, you look at your work from a distance and consider how to improve what you have written. A revision does not mean simple corrections of grammar and syntax. For a more complete understanding of what your instructor is going to expect, go to The Writer's Reference, pp. 17-23.

Other useful sections in The Writer's Reference for help on composing and revising papers are:

  • Writing Paragraphs, pp. 23-36
  • Constructing Reasonable Arguments, pp. 37-45
  • Evaluating Arguments, pp. 46-54

The Writing Process, or Process Writing. As you read, you should mark down your reactions, ideas, thoughts, and notable passages of every work you read. You will soon discover that you have the elements of a paper in your notebook. Your instructor may collect your notebooks/reading journals on a regular basis.


Papers and Grades. You may be wondering what the difference between an "A" paper, a "C" paper, and an "F" paper is.

An "A" paper has the following features:

  • Unusually high level of competence
  • Clear and even persuasive
  • Ideas appear well thought out, informed, delineated
  • Organization effective: contents well paced and sequenced
  • Illustration/support--persuasive and detailed
  • Sentence structure graceful and varied; writer shows command of complex structures
  • Vocabulary sophisticated, showing a wide range of choices
  • Very few or no mechanical errors

A "C" paper has the following features:

  • Demonstrates minimal competence
  • Usually clear
  • Ideas may need refining, rethinking, narrowing, or better information
  • Organization adequate for understanding. May have unity/coherence weaknesses
  • Illustration/support--present (but perhaps too general or largely repetition)
  • Sentence structure may show limitations, occasional confusion, and punctuation errors
  • Vocabulary usually adequate. May be limited or repetitive at times
  • More frequent mechanical errors, but a majority of sentences are error free

An "F" paper has the following features:

  • Frequently unclear
  • Ideas conspicuously trite, vague, uninformed, or oversimplified
  • Organization weak to non-apparent
  • Illustration/support--inappropriate, nearly absent or absent
  • Sentence structure very limited or often confused. Sentence boundaries not well signaled
  • Vocabulary exceptionally limited or inappropriate. Does not communicate ideas effectively
  • Mechanical errors numerous. May show patterns. Many sentences have at least one error

Writing Center. If you are having any problems with writing, do not understand the assignment, and/or need help getting started, make sure to talk with your instructor. You should also go the Writing Center located on the second floor of the Hedberg Library. The center has student tutors who are available at specified times and by appointment. These writing fellows are accomplished, upper-level writers who can help you with any stage of the writing process, from creating a compelling thesis to polishing a final draft. In order to make an appointment for a time slot either go to, or call, the Writing Center at 552-5536.

Writing in Heritage I

In Heritage I you will be asked to write multiple short, informal pieces and two analytical papers in response to the texts you read in class. Look at the writing objectives under the Writing Goals section of this Guide.

Target: ten pages of informal, personal writing and eight pages of formal writing. In both forms of writing you will focus on providing vivid detail and illustrative example. The essays will be based on the text[s] you have read.

Analytical Essay #1: The first essay will be about 3 pages in length; it will emphasize the use of a clear thesis (a main point that takes a stand) and logical supporting points. The assignment will consist of a first draft and a revised draft and the essay will support a point about one of more of the texts you have read for the class. You will also be asked to notice and correct your own most frequent error(s) in grammar, spelling, and punctuation.

Analytical Essay #2: The second essay will be an expanded textual analysis, perhaps a compare-contrast essay, of about 5 pages. In it, you will practice developing your own, carefully-focused thesis. You will be required to provide more detailed support than in the first essay, including quotations from the text and numerous examples that you discuss in detail. Here, too, you will be asked to demonstrate that you can identify and correct your own most frequent mistakes in grammar, spelling, and punctuation. The assignment will consist of a first draft and a revised draft.

Writing in Heritage II

In the second Heritage seminar, Heritage II: Issues in Cultural Interactions, you will hone your skills in conducting research. You will write an annotated bibliography and a research paper based on an aspect of East Asian or Latin American cultures and on issues that arise from the texts you read.

Target: Twelve pages of formal writing that demonstrate your mastery of writing a proper research paper. The first paper will be an annotated bibliography. The second paper will be a research paper.

Your annotated bibliography and research paper should show your instructor that you are able to locate, evaluate, and incorporate outside sources to illustrate and support a specific point or judgment. All papers must have clear, proper, and accurate documentation and citations. See The Writer's Reference, pp. 295-323.

  • Annotated Bibliography: This essay will be about 4 pages in length and focus on the identification and evaluation of academic resources. Academic sources do not present mere facts but also make arguments. An annotated bibliography seeks to organize materials by characterizing their importance for understanding a particular topic. You will state the thesis and provide a short summary of each resource as well as discuss its significance. Your instructor may ask you to compare several sources, and/or make an argument about the strength of one source over another.
  • Research Paper: This paper will be approximately 8-10 pages in length and contain an argumentative thesis that uses appropriate academic sources that both support and contradict the thesis. Students are expected to use a minimum of 10 academic peer-reviewed sources (not including newspapers, encyclopedias, or websites). While a research paper should include a strong thesis that is supported by appropriate sources with an argumentative structure, it should also anticipate a critical reader by introducing contrasting arguments and be able to demonstrate the strength of the thesis over these contrary arguments. All sources must be correctly cited and a formal bibliography is also required. Your instructor will inform you as to the proper style (MLA, APA, CMS, etc) to be used for your class. The assignment will consist of a first draft and a revised draft.. You will also be asked to notice and correct your own most frequent error(s) in grammar, spelling, and punctuation.

Writing Tips

Remember!

  • Write to be read! Consider your papers more than fodder for a file. Remember that most writers hope that others will read and act on their work, so consider your reader when you write what might be better described as articles. Your instructor can even help you submit your best work for potential publication. Many publishers, including our own student newspaper, The Current, pay writers for their work!
  • Embrace the challenge rather than dreading it! You will do lots of writing during your college career, not only in Heritage, but in many of your other classes as well.
  • Plan ahead! Do not wait till the last minute. Go to the Writing Center if you suffer from writer's block.
  • If you do not save copies of your work you invite disaster. Furthermore, you will not find an instructor on campus who will accept the excuse that your hard drive crashed. Save, save, save your work on the hard drive, on disk, on CD, on a flash drive and on paper. Keep extra copies and file your originals. If you are unsure about how to save your work on a computer, contact the Hedberg Library Help Desk at x 5950 for assistance.
  • Go ahead and write a book. You will compile a complete portfolio of your Heritage writing each term. This writing-sample collection will serve you well when you apply for Heritage scholarships, which offer substantial amounts of money to winning entries. Moreover, graduate schools and your earliest employers likely will want to see writing samples before you are hired.
  • Proofread your work! Have someone else proofread it as well. You might have brilliant thoughts, but typos and misspellings can tarnish even your best writing. See The Writer's Reference, pp. 22-3 for proofreading strategies.
  • Draft and rewrite. The good news is, they are only words and they can be undone. Get an earlystart and write several drafts. Consult your instructor for directions on rewriting graded work. Also see The Writer's Reference, pp. 13-26 for details on writing drafts.
  • Hate to write? Ask your instructor for help getting over your aversion. Possible solutions include a technique called "free writing" (The Writer's Reference, p. 7), simply talking through your subject with a friend, taking the time to mull over your topic, drawing an outline of your thoughts and formulating an argument based on a personal passion.
  • Ask an expert! Contact the Carthage Writing Center in the Hedberg Library at 552-5536. Student and faculty tutors are ready to assist you.
  • Write with style! Your teacher will explain which of the styles (MLA, APA, CMS) included in The Writer's Reference will apply to your work. These styles require you to use specific notations, bibliographies and other elements.
  • Attribute everything you get from somewhere other than your own mind. Avoid the beast called plagiarism. See the section on avoiding plagiarism in the Heritage Guide and in The Writer's Reference.
  • Find your niche, or voice. You will write many different pieces for various occasions - from narratives to analytical and research essays. Some papers will be written for class presentations. Use the opportunity to find or burnish your preferred style.

"Language is the currency of truth." David Orr (11)

Oral Presentations

In Heritage II you will be expected to give two formal oral presentations. Oral communication requires skills different from writing, though some of the same processes are involved. When you move from words on a paper to words spoken to an audience, you must use more of your body. That is, you must use your voice, eyes, hands, and posture to communicate effectively. In today's competitive world, you are at a disadvantage if you cannot speak clearly, succinctly, and with passion. Did you know that the vocabulary of 14-year-olds has dropped by 15,000 words in the last 50 years?12

You need to be able to say exactly what you mean. The English language has over a million words-for a reason. Our language is so rich and malleable that a limited vocabulary will reduce your chances for professional success and personal satisfaction.

Prepare a presentation that zings:

  • Get accustomed to the spotlight. You will be expected to deliver oral presentations in each Heritage seminar.
  • Remain on point. Focus on the subject at hand and support it with examples and evidence. Do not express an opinion without being able to support it.
  • Use what you have. Learn to use your eyes, voice, hands and posture to communicate effectively. Your instructor will help you develop these skills.
  • Mean what you say and say what you mean. Know your objective. Are you trying to clarify, argue, entertain, or present a new point?
  • Know your audience. Speak to the people present, not to an imaginary group with more or less knowledge than your classmates.
  • Rehearse, rehearse, rehearse! Stand in an empty room and speak at full volume. Time prepared speeches. Practice before an audience. Try practicing in the room in which you'll make your presentation.
  • Never read directly from a script. You'll bore your audience - and yourself!
  • Use speech-writing techniques. Remember that speaking and writing are closely related but reading from a paper prepared for reading will make your speech sound stilted.
  • Be sure to look at your audience even if you are giving an electronic presentation (Web, PowerPoint). Never read from the screen. If you are using PowerPoint, restrict text to key words and phrases, highlighting the main points of your presentation.
  • Use visuals effectively and sparingly. You do not want to distract your audience from the main point of your talk. When using PowerPoint, follow the KISS rule: Keep It Simple and Short. It is tempting to throw in the proverbial kitchen sink. You will always have more material than you can present.

"[Language]…becomes ugly and inaccurate because our thoughts are foolish, but the slovenliness of our language makes it easier for us to have foolish thoughts."

(George Orwell)

Listening

  • Understand that hearing and listening are different. Listening is an active endeavor. Hearing is a passive response to sound.
  • As you listen to your instructor and classmates consider, "Do I agree with their position? Why or why not? What is my position? How can I support it? What might I say in response?"
  • Take a moment to consider before you respond. Deliberate silence gives everyone in the group time to digest what has been said.
  • Listen for evidence. Opinions alone carry little power. Think about what evidence you might offer -what data, personal experience, examples, expert opinions or comparisons - that might illuminate the issue. Then use your listening skills to your benefit and speak up!
  • Be socially adept. Listening is a key element of being an active community member. Those who fail to listen at work or in various social situations elicit uncomfortable responses from friends, colleagues and other associates.