1 Project II: Position Essay on Student Source Use in the Academy Purpose: Before we turn to the research portion of the class, we’ll read, write, and reflect on college-level research practices. This assignment will, ideally, help you approach your own research with a greater understanding of academic research and source use. It also helps you to learn how to read academic articles (the kinds you will locate in your own research). Be sure to use the reading guides as you read the articles for this assignment; these reading guides teach you how to break down an academic article into sections to read, skim, and skip. Finally, this essay asks you to reference sources in your essay that your instructor and fellow classmates know well, which means that they can help you master citation and paraphrase skills during the drafting and revision process. Assignment We will begin by reading a number of essays that consider the ways students use research in their academic writing (Randall McClure’s “Examining the Presence of Advocacy and Commercial Websites in Research Essays of First-Year Composition Students,” James M Lang’s “It’s not You,” Les Perelman’s “Information Illiteracy and Mass Market Writing Instruction,” Howard et al.’s “Writing from Sources, Writing from Sentences,” and Chris Anson’s “Fraudulent Practices: Academic Misrepresentations of Plagiarism In the Name of Good Pedagogy,”). We will then use these essays as a way to reflect on our own source use and research in college. This assignment then asks you to argue a position on student source use in the academy using at least two of the above readings (not counting Lang) and your own experience as a college writer. This “position” doesn’t need to offer a solution or take a definitive stance; it may, for example, argue for the two main challenges to students finding and using quality sources or for the central dilemma in student plagiarism. Requirements: The essay needs to be no fewer than four full pages. It will need to correctly cite and/or paraphrase passages from the texts in correct MLA form. You must refer to least two of the following four writers: Chris Anson, Randall McClure, Les Perelman or Howard et al. This essay can and should include personal experience and/or field research in addition to the scholarly sources read in class. Process: Look over your answers to the provided reading and discussion questions for the articles. Read over your reflections on the readings and your experiences as a writer and researcher. Think of a theme or thesis that argues a position about student source use in the academy. Submit a draft to the instructor and participate in whole-class workshop as a writer getting revision advice and/or as reader giving revision advice (advice that will help you return to your own draft with fresh ideas for revision). Revise your essay using my feedback, the feedback of your peers, and your own ideas. Timeline: Thursday, Mar. 2: draft of essay due on Canva ...

1. 1
Project II: Position Essay on Student Source Use in the
Academy
Purpose:
Before we turn to the research portion of the class, we’ll read,
write, and reflect on college-level research practices. This
assignment will, ideally, help you approach your own research
with a greater understanding of academic research and source
use. It also helps you to learn how to read academic articles (the
kinds you will locate in your own research). Be sure to use the
reading guides as you read the articles for this assignment;
these reading guides teach you how to break down an academic
article into sections to read, skim, and skip. Finally, this essay
asks you to reference sources in your essay that your instructor
and fellow classmates know well, which means that they can
help you master citation and paraphrase skills during the
drafting and revision process.
Assignment
We will begin by reading a number of essays that consider the
ways students use research in their academic writing (Randall
McClure’s “Examining the Presence of Advocacy and
Commercial Websites in Research Essays of First-Year
Composition Students,” James M Lang’s “It’s not You,” Les
Perelman’s “Information Illiteracy and Mass Market Writing
Instruction,” Howard et al.’s “Writing from Sources, Writing
from Sentences,” and Chris Anson’s “Fraudulent Practices:
Academic Misrepresentations of Plagiarism In the Name of
Good Pedagogy,”). We will then use these essays as a way to
reflect on our own source use and research in college.
This assignment then asks you to argue a position on student
source use in the academy using at least two of the above

2. readings (not counting Lang) and your own experience as a
college writer. This “position” doesn’t need to offer a solution
or take a definitive stance; it may, for example, argue for the
two main challenges to students finding and using quality
sources or for the central dilemma in student plagiarism.
Requirements:
The essay needs to be no fewer than four full pages. It will need
to correctly cite and/or paraphrase passages from the texts in
correct MLA form. You must refer to least two of the following
four writers: Chris Anson, Randall McClure, Les Perelman or
Howard et al. This essay can and should include personal
experience and/or field research in addition to the scholarly
sources read in class.
Process:
Look over your answers to the provided reading and discussion
questions for the articles. Read over your reflections on the
readings and your experiences as a writer and researcher. Think
of a theme or thesis that argues a position about student source
use in the academy. Submit a draft to the instructor and
participate in whole-class workshop as a writer getting revision
advice and/or as reader giving revision advice (advice that will
help you return to your own draft with fresh ideas for revision).
Revise your essay using my feedback, the feedback of your
peers, and your own ideas.
Timeline:
Thursday, Mar. 2: draft of essay due on Canvas by 11:59pm
Monday, Mar. 20: final essay due on Canvas by 11:59pm

3. 1
P
ROJECT
I
I
:
P
OSITION
E
SSAY ON
S
TUDENT
S
OURCE
U
SE IN THE
A
CADEMY
Purpose
:
Before we turn to the research portion of the class, we
’
ll read, write, and reflect on college
-
level
research practices. This assignment will, ideally, help you
approach your own
research with a greater
understanding of academic research and source use. It also
helps you to learn how to read academic

4. articles (the kinds you will locate in your own research). Be
sure to use the reading guides as you read
the articles for this assign
ment; these reading guides teach you how to break down an
academic
article into sections to read, skim, and skip. Finally, this essay
asks you to reference sources in your
essay that your instructor and fellow classmates know well,
which means that they ca
n help you
master citation and paraphrase skills during the drafting and
revision process.
Assignment
We
will begin by reading a number of essays that consider the ways
students use research in their
academic writing (Randall McClure’s “Examining the Pre
sence of Advocacy and Commercial
Websites in Research Essays of First
-
Year Composition Students,” James M Lang’s “It’s not You,”
Les Perelman’s “Information Illiteracy and Mass Market
Writing Instruction,”
Howard et al.’s
“Writing from Sources, Writing fro
m Sentences,”
and
Chris Anson’s “Fraudulent Practices:

5. Academic Misrepresentations of Plagiarism In the Name of
Good Pedagogy,”). We will then use
these essays as a way to reflect
on our own source use and research in college.
This assignment
then
asks yo
u to argue a position on student source use in the academy using
at least
two of the above readings (not counting Lang) and your own
experience as a college writer. This
“position”
doesn
’
t need to offer a solution or take a definitive stance; it may, for
e
xample, argue for
the two main challenges to students finding and using quality
sources or for the central dilemma in
student plagiarism.
Requirements
:
The essay needs to be
n
o fewer than four full pages.
I
t
will need to

6. correctly cite and/or paraphrase
passages from the texts in correct MLA form. You must refer to
least two of the following four
writers: Chris Anson, Randall McClure, Les Perelman or
Howard et al. This essay can and should
include personal experience and/
or field research in addition to the scholarly sources read in
class.
Process
:
Look over your answers to the provided reading and discussion
questions for the articles. Read over
your reflections on the readings and your experiences as a
writer and researc
her. Think of a theme or
thesis that argues a position about student source use in the
academy. Submit a draft to the instructor
and participate in whole
-
class workshop as a writer getting revision advice and/or as
reader giving
revision advice (advice tha
t will help you return to your own draft with fresh ideas for
revision).
Revise your essay using my feedback, the feedback of your
peers, and your own ideas.
Timeline
:
T

7. hursday
,
Mar
.
2
:
draft
o
f essay due on Canvas by 11:59pm
M
onday
,
Mar.
20
:
final essay
d
ue on Canvas by 11
:59pm
1
PROJECT II: POSITION ESSAY ON STUDENT SOURCE USE
IN THE ACADEMY
Purpose:
Before we turn to the research portion of the class, we’ll read,
write, and reflect on college-level
research practices. This assignment will, ideally, help you

8. approach your own research with a greater
understanding of academic research and source use. It also
helps you to learn how to read academic
articles (the kinds you will locate in your own research). Be
sure to use the reading guides as you read
the articles for this assignment; these reading guides teach you
how to break down an academic
article into sections to read, skim, and skip. Finally, this essay
asks you to reference sources in your
essay that your instructor and fellow classmates know well,
which means that they can help you
master citation and paraphrase skills during the drafting and
revision process.
Assignment
We will begin by reading a number of essays that consider the
ways students use research in their
academic writing (Randall McClure’s “Examining the Presence
of Advocacy and Commercial
Websites in Research Essays of First-Year Composition
Students,” James M Lang’s “It’s not You,”
Les Perelman’s “Information Illiteracy and Mass Market
Writing Instruction,” Howard et al.’s
“Writing from Sources, Writing from Sentences,” and Chris
Anson’s “Fraudulent Practices:
Academic Misrepresentations of Plagiarism In the Name of
Good Pedagogy,”). We will then use
these essays as a way to reflect on our own source use and
research in college.
This assignment then asks you to argue a position on student
source use in the academy using at least
two of the above readings (not counting Lang) and your own
experience as a college writer. This
“position” doesn’t need to offer a solution or take a definitive
stance; it may, for example, argue for

9. the two main challenges to students finding and using quality
sources or for the central dilemma in
student plagiarism.
Requirements:
The essay needs to be no fewer than four full pages. It will need
to correctly cite and/or paraphrase
passages from the texts in correct MLA form. You must refer to
least two of the following four
writers: Chris Anson, Randall McClure, Les Perelman or
Howard et al. This essay can and should
include personal experience and/or field research in addition to
the scholarly sources read in class.
Process:
Look over your answers to the provided reading and discussion
questions for the articles. Read over
your reflections on the readings and your experiences as a
writer and researcher. Think of a theme or
thesis that argues a position about student source use in the
academy. Submit a draft to the instructor
and participate in whole-class workshop as a writer getting
revision advice and/or as reader giving
revision advice (advice that will help you return to your own
draft with fresh ideas for revision).
Revise your essay using my feedback, the feedback of your
peers, and your own ideas.
Timeline:
Thursday, Mar. 2: draft of essay due on Canvas by 11:59pm
Monday, Mar. 20: final essay due on Canvas by 11:59pm

10. Question: Which of the three major interpretations do you find
the most persuasive? Why?
Historians' Interpretations of the Cold War
Over the course of the last fifty or so years, historians have
interpreted the Cold War in three basic ways. Historians who
share the same interpretation, by the way, are said to belong to
the same "school" (not necessarily the same college or
university). Thus, among historians of the Cold War, there are
three basic schools. They are known as the orthodox, the
revisionist, and the post-revisionist.
Orthodox historians see the Cold War resulting primarily from a
Soviet threat to the West: the United States and western Europe.
According to this view, these nations, led by the United States,
responded by defending themselves and their interests,
enunciating positions like the Truman Doctrine, which began
the American containment policy. To these historians, this was
completely justifiable; it was, in fact, the only responsible
course. In this interpretation, the Soviet Union was the main
culprit.
Interpretations often result at least partly from the historical
period in which historians work. Like other people, historians
are influenced by their culture and politics, which color their
interpretation. The orthodox interpretation developed during
one of the tensest periods of the Cold War, the 1950s and early
1960s, when it appeared to many that Soviet aggression was a
possibility and nuclear war a present danger. During this period,
when orthodoxy was dominant, most historical writing on the
subject advanced that interpretation.

11. In contrast to orthodox historians, revisionists see the United
States as the main villain in the Cold War. There are two
variations of revisionism. Historians who propound the first
believe that the transfer of power from the Franklin Roosevelt
to the Harry Truman was the most important cause of the Cold
War. After Roosevelt's death, according to this view, the
inexperienced Truman abandoned the conciliatory policies
pursued by his predecessor and took a number of steps that
alarmed and alienated the Soviet Union. The final one was the
Truman Doctrine and the adoption by the United States of a
rigid policy of containment.
The second variation of the revisionist interpretation is more
radical one and usually comes out of a Marxist perspective. It
sees the Cold War arising from the American capitalist system.
According to historian Gabriel Kolko, for example, after World
War II the American economic system needed to dominate
world markets. American economic growth depended on this,
and the failure to do so would result in economic stagnation at
home. The United States, therefore, could not tolerate the
expansion of Soviet influence and socialist economies to other
countries; it would deprive the U.S. of those markets. American
economic needs, therefore, forced the United States to contain
Soviet expansion. As you can see, although these two types of
revisionism differed about the mechanism, both maintained that
the United States had caused the Cold War.
The third interpretation is post-revisionism. Rather than seeing
either the U.S. or the Soviet Union as to blame, post-
revisionists believe that Cold War was inevitable. They argue
that Americans and Soviets had vastly different historical
experiences. These prevented them from understanding each
other's intentions. Given its history, the United States placed
great emphasis on free expression, constitutional government,
and capitalism. On the other hand, the peoples of the Soviet
Union had only briefly in their entire history (actually, 1907-

12. 17) experienced constitutional government, personal freedom,
and prosperity. Also, unlike the United States, which is
protected on both sides by oceans, the Soviet Union lies
exposed to invasions, which have been frequent in its history.
Perhaps the most catastrophic was the just-concluded Second
World War, which had cost uncounted millions of lives. For
post-revisionist historians, therefore, these sharply-divergent
histories made the leaders of the Soviet Union and the United
States unable to appreciate each other's contrasting viewpoints.
For Americans, freedom, democracy, and self-determination
constituted the lenses through which they saw the world; for the
Soviet Union it was the craving for security from attack and
invasion by others.
The end of the Cold War in 1989 caused many historians to
reevaluate these positions. One important factor was the
opening of Soviet archives--the depositories of government
records. This allowed researchers to gain much greater
knowledge about the operations of the Soviet government.
Partly as a result, Russian historians began publishing books
portraying Soviet leaders like Joseph Stalin and V. I. Lenin in
very harsh light. They revealed in even greater detail than
previously known the violence of Stalin's government against
its own people, providing the details of hundreds of thousands
of executions and the starvation in the early 1930s of some
twenty million people . Other historians portrayed Lenin, the
founder of the Soviet state as himself the author of the police
state, rather than blaming it on Stalin, as many previous writers
had done. Since the collapse of the Soviet Union, some
American historians have also moved sharply rightward in their
reevaluations. Among them is John Lewis Gaddis, a professor at
Yale and previously a harsh critic of U.S. Cold War policies. In
a recent book, for example, Gaddis concluded that the cause of
the Cold War was authoritarian dictatorship and particularly one
dictator: Joseph Stalin, the Soviet leader.