Prof H's Writing Assignment

OUTLINE #1 (Prelude to PAPER #1)

Your OUTLINE (and subsequent ESSAY) should come from ONE of the following topics.

1.     Picking up from our previous discussion AND RELEVANT READINGS, answer the following question:  Is gentrification a benefit or a cancer to urban development?

-OR-

2.     Picking up from our previous discussion AND RELEVANT READINGS, write a critical assessment of Gov. Jindal’s essay, “The End of Race.”  Be sure to be clear whether you do or do not support his argument, and be very clear as where his reasoning is strong/flawed by using support from other articles.

Please review the skills we have gone over in class thus far.  Specifically, I will be looking for strong framing sentences, seamless source integration, and a well-constructed thesis statement.  Your success in both the outline and the paper will heavily depend upon your implementation of these skills.

Grading: 5 points of your final grade

·      2 points: Thesis statement (CONTESTABLE CLAIM + MAPPING OF ARGUMENT)

·      1 point: Framing sentences (clear, argument-based claim that gives context to evidence)

·      1 point: Evidence (relevance and clarity of support + explanation)

·      1 point: Re-integration statement

·      Points may also be deducted for failure to follow directions

Notes:

·      Refer to at least one text as evidence

·      For the OUTLINE, use at least THREE sub-claims. 

·      For the PAPER, use at least 600 words

·      DO NOT WORRY ABOUT A SEPARATE WORKS CITED PAGE (yet), but DO include in-text citations

THIS IS A TEMPLATE OF HOW YOUR OUTLINE SHOULD LOOK.  TAKE NOTE OF THE COMMENTS IN THE MARGINS FOR MORE INFORMATION.

Bartholomew McJenkins, Jr.

Professor Hendrickson

Eng 101 – The Black Urban Experience

March 22, 2013

An Analysis of Brooklyn’s Superiority Over the Bronx[JTH1] 

Thesis: No matter the criteria, Brooklyn reigns supreme over the Bronx[JTH2] .  It possesses superior food options, is easier to navigate, and has contributed more to popular culture.[JTH3] 

Framing Sentence #1: Brooklyn’s quality and variety of restaurants towers over the Bronx’s lesser offerings.[JTH4] 

-       A 2012 study finds that Brooklyn has the fastest-growing offering of restaurants in the five boroughs (Zagat).[JTH5] 

-       Brooklyn is home to Junior’s Famous Cheesecake and several other famous eateries

Re – integration: With better food expanding at a faster rate, Brooklyn is by far a better dining      option.

Framing Sentence #2: As many New Yorkers know, traveling in the Bronx is a far less pleasant experience than it is in Brooklyn

-       Trains –  All of them go north and South, in and out of Manhattan, but none go across (unlike Brooklyn), which is inconvenient.

-       Driving – the Cross Bronx Highway, the G.W. Bridge, and the area around Yankee [JTH6] Stadium are nationally recognized for their congestion

-       Walking – The Bronx, known for its hills, is much harder to walk and navigate from place to place

Re-integration:  Whether by metrocard, car, or foot, the Bronx is more difficult to navigate.

Framing Sentence #3: Brooklyn’s contribution to popular culture is unparalleled[JTH7] 

-       Although hip-hop started in the Bronx, Brooklyn took hip-hop music to the next level (e.g. Notorious B.I.G., Jay-Z)

-       Brooklyn is the birthplace of several influential celebrities: Michael Jordan, Woody Allen, Carmelo Anthony, Tatyana Ali, Shirley Chisholm, Jimmy Fallon, Barbara Streisand, Jerry Seinfeld

-       Although the Bronx has the Yankees…

o   the Brooklyn Dodgers are one of the most legendary stories in baseball. 

o   the Brooklyn Nets are a symbol of the up-and-coming nature of Brooklyn sports.

Re-integration: The stars simply shine brighter in Brooklyn

---

 [JTH1]Your title should do TWO things:

1: state the subject (Brooklyn, Bronx)

2:  state the purpose of the paper (Analyze how and why Brooklyn is better than the Bronx)

 [JTH2]Note how this clearly states a definitive stance.  (Note how it sounds stronger by not saying “I believe” or “in my opinion.”) 

Wrong: “There is a debate over which is better between Brooklyn and the Bronx.”

 [JTH3]Note how I have laid out the reasoning for my claim and have given a sense of where the paper will go

 [JTH4]Just like my thesis, my opening statement to my paragraph makes a claim that demands proof. 

Wrong: “Brooklyn has many different restaurants with delicious food.”

Note that  [JTH5]I am citing my evicence(this time from an internet source, hence the absence of a page #)

 [JTH6]You should be clear about how your evidence will fit into your argument.  Note that you do not have to write full sentences, but they must be clear.

 [JTH7]One framing sentence does not necessarily equal one paragraph.  It simply introduces (and maintains) your subject.  In other words, you may need more than one paragraph to prove this point.

Thoughts on Robinson

Sir Ken Robinson gave a lecture on creativity and the modern education system, and his style of delivery made a point that his actual lecture didn't: humor works to get your points across, and stories do, too. He narrated his points with wisecracks and told stories to illustrate the wisdom of his views. Sure, he used some data and philosophy to discuss creativity, too, but his style was predicated on folksy humor and, at times, self-deprecation.

The gist of his remarks turns on the ways the modern education system drains creativity from students as they move through the system. He traces this impulse to the advent of factory-style education in the 19th century, during the rise of industrialism, which needed workers trained to do one or two things, and, moreover, to be obedient. It's clear that remnants of that system survive today in retail and food industries, though not on the whole, and that too much of the education system in particular still seems bent on testing students rather than fostering creativity.

Robinson defined intelligence through three terms: diversity, which tries to get students to think original thoughts and think differently; dynamic, which refers to interactive lesson designs and to the style of learning the brain likes best (here, he used the example of multi-tasking); and distinct, which refers to the ways a system would cater to individual talents and bring out what makes them passionate.

I have to go now and read the class blogs, but I feel these topics are ripe for connection to the ideas of James Moffett, which we've been studying, as well as peer tutoring itself...

...Ok, I'm back. I can't emphasize enough how much I value risk-taking and original thinking in my students. I'm convinced that even on social media the majority of argumentation and reasoning is parroting of mainstream for-profit 'opinion producers,' which we might of as celebrity infotainment and top-down, directed and enframed new sources. To me, it's very obvious why people who think differently, both in college and in the so-called outside world, are generally paid more and more highly valued in their careers. All industries go through transition, change, and crisis; what we need are people - and employees and leaders - who can adapt to new situations as they change by providing leadership and strategy to help others adjust and change to new realities. To do so, minds must learn from the past and the present to move to the future. Literally, what that means is that leaders are people who can challenge conventional wisdom.

I'm fond of the adage about people on the Titantic, when they discovered it was sinking. There were the people who saw what was happening, and told others they had to move toward the lifeboats. Then there were the people who froze, and didn't know what do, but they were willing to be led. Then there were the people who didn't believe: the Titantic was unsinkable. They went down with ship. Education should be about producing people who can conceive the crisis and have the confidence to act - and follow others, too, when they assess the situation and decide someone else has the right course of action. 

Prof Hendrickson's 101

ENA 101                                              Office Hours:            Monday      (3:30-5:30)

Spring 2014                                                                Wednesday (4:30-5:30)

J. Hendrickson                                                          You can request appointments on other days

jhendrickson@lagcc.cuny.edu                             Office: E200C                                               

Composition I: Issues in Social Justice

Overview

Welcome to College English!  We will be focusing on developing writing, reading, and critical thinking skills while exploring the meaning of social justice as it relates to issues of class, race, and gender in today’s society. 

Make no mistake – though much of our reading content will thematically relate to the abovementioned topic, the focus of this course will be sharpening your skills as a writer.  Thus, your time this semester will be spent sharpening your abilities in each area of the writing process, from brainstorming and outlining your ideas to identifying, constructing, and supporting a viable thesis in the final draft.  Good writers also do not act alone.  Therefore, your participation – whether in reviewing a peer’s draft, contributing to group discussions, working together in or out of class in groups, or sharing your interpretation to text – will be essential to your success.

The course content will be will build upon previous ones.  Therefore, it will be imperative to keep up with reading assignments and information covered in class.  Please be sure to familiarize yourself with course policies regarding attendance and grading.  More than 95% of people who have done poorly in this class have done so because of poor attendance or not following directions. 

Above all, this course should be enjoyable, and I will do my best to make it so!

Goals:

·         Complete FIVE graded essays of varying lengths (in-class and take-home), including one research paper;

·         Demonstrate comprehension and aptitude in each stage of the writing process;

·         Understand audience, voice, purpose, and a variety of writing contexts

·         Gain experience in research skills, from source selection and integration to drafting and correct citation;

·         Sharpen skills in grammar, syntax, organization, and expression of the written word in standardized U.S. English.

Requirements:

1. Adherence to the class schedule is required. Be attentive in and prepared on the days of class. Complete all graded assignments.  If you do not do so, you will not pass the course.   

1.  Students are expected to attend every class meeting on time, to have read and be prepared to discuss the materials, and to actively engage one another while making direct reference to readings. If an emergency arises and you are unable to attend class notify the instructor in writing as soon as possible.  Similarly if you are unable to attend class due to a university commitment, religious observance, or military commitment, it is your responsibility to inform the instructor in writing in advance.

2. Do not plagiarize.  All University rules governing plagiarism must be observed. Please review the University’s Academic Honesty Policy at http://library.laguardia.edu/files/pdf/academicintegritypolicy.pdf

3. Attendance: By mandate of the English Department, more than four hours of unexcused absence is grounds for failing the course.  This means if you miss two sessions, you cannot miss any more.  Attendance is taken each time we meet.

4. BRING READINGS WITH YOU TO CLASS.  When you do not, I take note and it affects your participation.

5. Respect.  This classroom is a safe space to share ideas and learn from one another.  Many of the course materials and topics of discussion are controversial and/or provocative. Students are expected to be respectful of the instructor, any guests, and fellow classmates. Open and respectful debate is encouraged, but disruptive behavior will not be tolerated.

6. Please adjust your chairs so that we are sitting in a “U” before class.  (Thanks!)

7. IMPORTANT: IN ADDITION TO YOUR OBLIGATION TO FULFILL ALL OF THE REQUIREMENTS OF COLLEGE ENGLISH, YOU ALSO MUST PASS THE CAT-W IN ORDER TO MOVE ON TO ENG 102.  Please read separate handouts regarding the CAT-W exam, its expectations, and the dates you are eligible to take it.  You may take it up to TWO times this semester. 

Electronics Policy:

- YOU MAY bring a laptop or tablet to class for academic purposes.  With that in mind, I reserve the right to ask you to email me your class notes for a particular session at any given time.  Failure to email these notes if called upon will negatively impact your participation grade. 

- Do not use your cell phone to text in class.  Save your daytime minutes and your data plan for the other hours of the day. And if they are unlimited, just know that your professor’s patience is not.  This, too, will adversely affect your participation grade. If you need to use your phone, you may briefly excuse yourself from class.

Late Policy:

Paper deadlines will be at midnight.  PLAN AHEAD FOR THIS.  I give a five-minute “grace” period.  AFTER THIS, (e.g. 12:05am), the following late policy goes into effect:

·         *Within one week of due date, the highest grade possible: A-, or 92% of the original pt value

·         *Within two weeks of due date the highest grade possible is a B- (82% of the original pt value)

·         *Within three weeks of the due date, the highest grade possible is a C- (72%)

·         After three weeks, the highest grade possible is 62% of the point value.

YOU SHOULD STILL TURN IN LATE PAPERS.  There is a big difference between a D- and a ZERO.

Rewrite Policy

Should you opt to rewrite a paper, keep this in mind: REWRITES MUST BE SUBSTANTIAL REWORKINGS OF THE ORIGINAL PAPER.  Only grades of “B” and below can be rewritten.  Only Paper #2 and the research paper are eligible for a rewrite.

To be fair to those who submitted work on time and/or initially received a higher grade, the maximum amount of points you may earn on a rewrite is 75% of the difference between your current grade and an A+. 

Grading

Structured Outline #1:                                5 points

Paper #1:                                                       10 points

Paper #2 (final draft of paper #1):                        15 points

In-Class Midterm Exam:                             15 points

Annotated Bibliography:                           10 points

Structured Outline #2:                                5 points

Research Paper:                                          20 points

Participation:                                                            10 points

Final Paper:                                                   10 points

Grade Breakdown

A- to A+ (90-100): Exemplary work. Follows all directions. Shows sophisticated original and critical thought; demonstrates strong grasp of academic writing (i.e. clear, compelling thesis statement with abundant, diverse, properly cited and integrated references; cleverly articulated ideas; strong grasp of main ideas of reading with exceptional critical eye). Proofread and polished; goes above and beyond requirements for assignment. Minimal improvements needed.  Effective transitions and paragraph organization. 

B- to B+ (80-89.9): Very good work. Follows all directions. Good to strong grasp of main ideas, but lacking original thought.  Clearly articulated thesis statement, but not original.  Thesis satisfactorily supported.  References adequate, possibly lacking proper citation. Minimal (but satisfactory) number of different sources and textual references (if applicable). Not many grammatical or mechanical errors, but enough to compromise the clarity of the overall argument.  Usually, relatively weak transitions and/or opening sentences to paragraphs.

C- to C+: (70-79.9) Satisfactory or adequate work. Follows all directions. Fulfills all requirements of assignment. Limited to no original contributions; Bare minimum of sources used (if applicable). Thesis statement is missing or incoherent.  Choppy support of thesis, if present.  Shows adequate to solid grasp of material, but needs improvement in implementing material with concepts or ideas. Some serious grammatical and/or mechanical errors; okay, but lacking the lucidity of a “B” grade. 

D- to D+: (60-69) Work in need of significant improvement. Key aspects of assignment not addressed; choppy, unclear, unfocused; serious problems with thesis statement (if present). Material not fully grasped; sources missing or poorly implemented. Inexcusable number of grammatical and/or mechanical errors; difficult to comprehend.  Thesis not supported or not present.  RE-WRITE MANDATORY.

F (less than 60): Unsatisfactory work. RE-WRITE MANDATORY.

BOOKS:          STARTING ~MARCH 14^TH your Course-Packet (less than $20) can be obtained by going to NEKOPRINT in the basement of the B-Building.  Simply ask for the course packet for ENG 101 (Hendrickson).  The B-Building is directly across the C-Building on Thomson Avenue.

Notes:

·         IF YOU ARE ABSENT, YOU ARE RESPONSIBLE FOR FINDING OUT WHAT WAS COVERED IN CLASS.  Please make it a point to obtain the contact information of a reliable peer in class.  You should feel free to contact the professor with any questions except those that can be easily answered by contacting a peer.

·         Your papers (with the exception of the in-class midterm) and ALL assignments will be typed and submitted electronically, via BLACKBOARD, unless otherwise noted.  You will learn how to submit your papers via SAFEASSIGN during the course.

·         THIS COURSE RELIES HEAVILY ON EMAIL AND BLACKBOARD.  It is your responsibility to check for updates and announcements daily.

Resources:

·         The Writing Center.  PLEASE make use of the writing center!  This wonderful resource is available to you at the beginning of each class period during the day in B-200.  Simply show up at the beginning of the period and select a tutor.  You may go there at any stage of the writing process – brainstorming, pre-writing, reviewing a draft, or outlining.  This is for writers of ALL skill levels!

·         Office for Students with Disabilities: Academic accommodations are granted for all students who have documented physical or learning disabilities.   Please visit M-102 and register or meet with a specialist if you have any learning needs.  For more information, please go to M-102 or visit http://www.lagcc.cuny.edu/osd/

·         Financial Aid & Registrar: C-107

·         Questions about BlackBoard? GO TO B-333 or visit: http://www.laguardia.edu/ISMD/BlackBoard/Contact_Us/

LaGuardia has resources for tutoring, finances, counseling, and other innovative programs for parents, veterans, and the like..  Click on the links below (hold on the “Ctrl” key or the Apple key for Macs)

• Black Male Empowerment Cooperative 
• International Student Services 
• Peer Mentoring Program 
• Personal Counseling Services 
• Child Care and the Early Childhood Learning Center (ECLC) 
• College Opportunity to Prepare for Employment (COPE) 
• Office for Students with Disabilities (OSD) 
• Program for Deaf Adults 
• Single Stop USA 
• The Veteran Services 
• Women’s Center 

Statement on Plagiarism:

Plagiarism is strictly forbidden.  (We will learn extensively about what constitutes plagiarism in this class)  If you have any questions or doubts about what constitutes plagiarism, ask before you turn in your work. Please be aware that any violation of the Honor Code – be it intentional or unintentional – is grounds for failing an assignment, failing the course, and/or expulsion from the school.  It is a major offense and can be a permanent mark on your transcript.  Please visit http://library.laguardia.edu/files/pdf/academicintegritypolicy.pdf for more information.

Course Schedule will be finalized after reviewing your first in-class assignment, this upcoming Wednesday, March 3^rd.  You can expect a finalized schedule of readings and assignments by Friday, March 14^th. 

“WHEW THAT WAS LONG.  What should I remember?”

Everything.  But here are some things that are immediately necessary to know NOW.

·         You need BlackBoard.  If you cannot log in, go to B-333 for help.

·         You can only miss two classes with unexcused absences.  Anything after that is dangerous territory.

·         You have five papers.  You must complete each assignment. Turn it in, even if it is very late.

·         We will not be using a textbook.  I am putting together a course pack to save you some cash.

·         Your course pack will be ready at the end of next week (hopefully).  It will cost about $20 or less.  You will pick it up at NEKOPRINT in the basement of the B-Building.

·         Plagiarism leads to a “0” on the paper, or failing the entire course, or being expelled from LaGuardia.

·         Come prepared.  I DO GIVE QUIZZES, especially when people begin showing up late!

·         Bring the reading assignment to class, or face the consequences.

·         If you need to use the phone that badly, step out.  DO NOT text in class.

·         KEEP SOMEONE’S CONTACT INFO FROM CLASS.  If absent, DO NOT email the professor to find out what you missed.  Email your peer(s).

Course Schedule

SUBJECT TO CHANGE

MATERIAL TO BE COVERED IN THE SECOND PORTION OF CLASS (ENA) APPEARS IN BLUE.  Please pay attention to Blackboard for updates and notifications for relevant assignments.

Week 1:         Mar 2-8

Monday          Intro to Course         

Wednesday    Diagnostic Exam

Week 2:         Mar 9-15

Introduction to Concepts: Patriarchy, Masculinity                                            EQUITABLE HOUSING

Monday:         Spike Lee, “Gentrification… readings…

                        Intro to Cat-W Expectations

*Wednesday:   Outlining Your Paper

Creating a Thesis, Mapping an Outline.

                        Thesis workshopping

*For Next Wednesday, you should come prepared with a working thesis and framing sentences

*

Week 3:         Mar 16-22                                                                            INTRODUCTION TO RACE

Monday:         Lorde, “There is No Hierarchy of Oppression,”

Jindal, “The End of Race”

Muder,  “What Should Racism Mean?”      

Harvey, “For White Kids” (Like Me): On White Kids”

                        Identifying Main Points

Wednesday    Reading Reviews + Integrating Sources Effectively + outline format

                        Identifying Main Points (Cont’d)

FRIDAY AT MIDNIGHT: OUTLINE DUE

Week 4:         Mar 23-29                                                                            ACCESS TO EDUCATION

Monday          Carnevale, “College Is Still Worth It”

 Vedder, “For Many, College Isn’t Worth It”

“The Rising Cost of Not Going to College”

SYLLABUS QUIZ DUE BY MONDAY AT MIDNIGHT

                        Putting it all together: Drafting an outline

Wednesday:   Properly integrating sources (continued) + Citation & Plagiarism

                        Workshop: Effective quote integration

SUNDAY (Midnight): PAPER#1 DUE

Week 5:         Mar 30-Apr 5                                                                                   MASS INCARCERATION

Monday          Editorial: “Stop and Frisk Is Fair”

Editorial: “More Disclosures About Stop and Frisk”

Davis, “Masked Racism” Prison Industrial Complex…

                        Greenbaum, “Restore Voting Rights to Ex-Felons”

                        Timed Cat-W Practice Test

Wednesday:    MLA formatting

                        Addressing Common Grammar Mistakes

Week 6:         Apr 6-12                                                                                MASS INCARCERATION

Monday:         CONFERENCES / Video: The House I Live In

                        “The Private Prison Racket”

                        Individualized Review of CAT-W test + Paper #1

Wednesday:   CONFERENCES /Video: The Central Park Five

                        Flatow, “Ten Ways Criminal Justice is One of the Great Civil Rights Crises…”

                                    Individualized Review of Papers (cont.)

Week 7:         Apr 13-19                                                                             INTRO TO GENDER

SUNDAY: Paper #2 DUE

READ THE FOLLOWING OVER BREAK:

Coontz, “How Can We Help Men? By Helping Women”

Knowles-Carter, “Gender Equality Is a Myth”

“As Gender Roles Change, Are Men Out of Step?”

“We Should All Be Feminists”

Monday          SPRING BREAK START THINKING ABOUT A RESEARCH TOPIC          

Wednesday    SPRING BREAK START THINKING ABOUT A RESEARCH TOPIC

 

Week 8:         Apr 20-26                                                                             INTRO TO GENDER

Monday          NO CLASS

Wednesday    Quick discussion of readings + Common paper mistakes… Library session? (TBA) 

                        Workshopping of Research Paper Ideas / Research Paper Q & A

Week 9:         Apr 27-May 3    MAY 2^ND IS THE LAST DAY TO WITHDRAW WITH A “W”

Monday          Review + Annotated Bibliographies

                        CAT-W Practice Test

Wednesday    MIDTERM

Week 10:      May 4-10

Monday          Rebolini, “8 Reasons a Catcall Is Not a Compliment”

                        “The War on Women”

Eato, “Lawyers: Gay Marriage a Detriment to Children”

Research Paper: Thesis Workshopping

Wednesday    Grammar and Mechanics Brush Up

                        Grammar Brush-Up continued

FRIDAY: THESIS + ANNOTATED BIBLIOGRAPHY DUE

Week 11:      May 11-17

Monday:         “I’m the Duke University Freshman Porn Star and for the First Time…”

                         “The “F”s We Give F’s About”

                        “Opportunity Knox: The Duke Porn Star Makes a Feminist Case for Her Career…”

Wednesday:    Grammar and Mechanics II

                        Grammar and Mechanics continued

SUNDAY: RESEARCH PAPER OUTLINE DUE

Week 12:      May 18-24

Monday          Peer Review of outlines (BRING TWO COPIES)

                        Peer Review Continued

Wednesday    Open Research Day + Meetings

                        Individualized Conferences

Week 13:      May 25-May 31

Monday         MEMORIAL DAY – NO CLASS

Wednesday     “People’s Choice” Day – Review of Desired Topics

Week 14:      Jun 2-8

 

Monday          RESEARCH PAPER PEER REVIEW (Bring two copies with you to class)

                        Peer Review                       

Wednesday    Final Reflections + in class Paper #5

RESEARCH PAPER DUE THURSDAY

Week 15: Jun 9-15

Monday:        MANDATORY CONFERENCES

Wednesday:             MANDATORY CONFERENCES

Class Agenda 4.4: Prepping for Live tutoring

1. Monday tutoring! Discussion! 101 Next week! 099 blogs coming!
2. In-class blog: Expectations and questions for Monday.
3. In-class blog: Writing Center Observations
4. Sir Ken Robinson, con'd

Weekend Reading for 4.7

Perl (see link under pages)
Tutoring Writing

You will be quizzed on Tutoring Writing on Monday, but not Perl. Perl will be on the midterm.

Tutors: we go live Monday 4.7! in Prof H's ENG 101!

Heads up! Finish your Writing Center observations! We go live Monday! We'll discuss more Friday! We'll go over the to-do lists and the assignment (Prof H may stop by!). I will conference with everyone individually on Friday to establish our readiness!

Make $20 and Advance Research!

Adult Students in Higher Education: Histories, Goals and Challenges

               

	Seeking volunteers to be interviewed for a research study Time commitment: 45 min-1hr Compensation: $20 Eligible: Bachelors’ Degree –seeking undergraduates who are at least 25 years old

 

I am a graduate student in Sociology at the Graduate Center of the City University of New York, and I am doing my dissertation research on ‘adult undergraduates’ – people who are at least 25 years of age, enrolled in college, and seeking their bachelor’s degree.  If this describes you, I would like to invite you to participate in this study.

Why research adult undergrads?  The simple fact is that ‘non-traditionally aged’ students make up an important and growing part of the college-going population, but not much is known about them.  Also, colleges and financial aid policy tend to be oriented towards ‘traditional’ students – those directly out of high school who can concentrate fully on schooling – and often do not serve non-traditional students very well.  I am hoping that my research can help to change this.

I would like to interview you about your educational history, your reasons for going to college, and your present experiences as a student.  The interview will take between 45-60 minutes.  Since I know that you are busy, I will work around your schedule - the interview will take place at a time and place convenient for you.  I will compensate you $20 for your time. 

To protect your privacy, you will be completely anonymous in any published research – that means neither your name nor anything about you (neighborhood, college, etc.) will be mentioned by name.  I will send you the interview questions ahead of time for you to review. 

If you are interested in participating, please email dmonaghan@gc.cuny.edu and write ‘Research Participation’ in the subject line.  Thank you for your time!

About the researcher:  David Monaghan is a 5^th year Ph.D student in Sociology at the Graduate Center, CUNY.  His research is in the area of inequality in higher education. 

This research has been approved by the Institutional Review Board of the Graduate Center, CUNY.