ASAM 151W ASIAN EATS: ASIAN AMERICAN FOODWAYS

Semester: Spring 2019 Asian American Studies

California State University, Fresno
College of Social Sciences

Asian Eats: Asian American Foodways Jenny Banh, PhD

Course ID:     Class Number: 70516 3 Units Office: Peters Room 256 or by Appt
ASAM151W: Asian Eats

Time: TuTh 9:30AM - 10:45AM Office Hours: Wed 10:30am-12:30pm & by

appt

Location: Industrial Tech Rm. 294 E-Mail: jenbanh@mail.fresnostate.edu &

jenbanh@yahoo.com

Class Facebook page: “Anthropology of YouTube: “EWS301 Professor Jenny Banh”

Asia and Asian Americans”

Catalog Prerequisites:  ENGL 5A/B or 10 with a "C" grade or higher; should complete 56 units
prior to enrolling. Survey of the Asian and Asian American Food experience. Emphasis on
research methods, evaluation of evidence, and writing exposition and mechanics. Meets the
upper-division writing skills requirement for graduation.

Catalog Description: The main purpose of ASAM151W is to introduce students to the

conventions of academic writing and critical thinking. Students will learn Anthropological and
Sociological techniques of academic writing through the lens of Asian American foodways that
explore the political, economic, religious, social, and cultural context of food in Asia and Asian
American Studies.

Course Description:  This course offers an introduction to writing at the upper-division level on
the topic of Asian Foodways and considers how globalization shapes Asian Foodways. The main
purpose of ASAM151W is to introduce students to the conventions of academic writing and
critical thinking. Students will learn writing techniques from the field of Anthropology and
Sociology. We will explore various facets of writing, using the subject of Asian and Asian
American Foodways, farmers/producers, consumers, and innovators. Additionally, we will go
over the pivotal roles of Asian global foodways seen in tea, noodles, siracha, soy sauce, and
other food items.

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Writing Workshops/Assignments: ASAM 151W utilizes writing workshops to model the
importance of editing and integrating edits throughout the writing process. In writing workshops,
students will share their writing with classmates and exchange constructive feedback.

Assignments include:
(1) Daily Writing Memos
(2) Crafting an expository restaurant review that incorporates stories of Asian American
im/migration and labor in area agricultural and restaurant businesses.
(3) Writing about the influence of Asian American Foodways on local food and culture in the
Central Valley and in the U.S.
(4) Documenting the hidden histories of Asian Foodways in the US and globally

STUDENT WRITING GOALS

The overall course goal is to improve the writing, reading, and research skills for undergraduate
students pursuing a career in diverse fields.

During this course, students will:

1. Learn the conventions of writing with emphasis on anthropological and sociological
methods.
2. Learn how to write ethnographically.
3. Utilize the technical writing process from generating ideas to revising drafts, and
producing a final paper.
4. Constructively analyze, criticize, and edit written communications of their own as well
as that of their peers.

LEARNING OUTCOMES

Global competencies
 Describe basic cultural differences and similarities in the US and Asian/Pacific rim area
based on distinct foodways.
 Understand the importance of trade, social class, and cultural diffusion in the region
through the specific example of distinct foods or cuisines.
 Understand the process of globalization through the transculturation of Asian food.
 Demonstrate an understanding of global interconnections by describing a “food” problem
that transcends national borders and the negotiations underway to solve that problem.

Oral communication; information literacy and skills competencies

 Demonstrate continuing improvement in oral communication (manage apprehension of
communicating and develop communicator confidence).
 Demonstrate continuing improvement in information literacy as shown by a) the nature
and extent of information needed for a specific purpose; b) the practice of evaluating

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 sources critically; and c) the use of digital media and formats to communicate and work
collaboratively with peers, experts, et al.

Anthropological and Sociological Competencies

 Write via anthropological and sociological genres.
 Demonstrate improvement in writing, grammar, and diction.
 Understand and be proficient in reading Anthropology of food ethnographies.
 Understand and be able to reproduce social science writing techniques, which includes:
1) an introduction; 2) a thesis and/or argument; 3) a literature review; 4) a body of
evidence; and 6) a conclusion.

GRADUATE WRITING ASSESSMENT REQUIREMENT

This course satisfies the upper-division writing requirement for baccalaureate graduation. To
meet those requirements, students will have writing assignments that in total, exceed 5,000
words, that are distributed among at least five different writing tasks. A minimum of two
assignments will require multiple drafts in which the student participates in writing workshops.
Students are required to obtain a grade of “C” or higher in W courses in order to graduate.

Required COURSE Materials

 Hacker, D., & Sommers, N. A Writer’s Reference. Bedford St. Martin’s, 2010.
 Shan-Estelle Brown. Writing in Anthropology: A Brief Guide. Oxford University Press.
2017
 
Excerpts located on Blackboard:
 Verlyn Klingenberg. “Several Short Sentences about Writing.” Vintagen 2012
 Roseann Giarrusso. A Guide to Writing Sociology Papers 7th Edition. Worth, 2017
 E. N. Anderson. Everyone Eats: Understanding Food and Culture. New York University
Press, 2014.
 McDonalds in East Asia. James Watson: Stanford University Press, 1997.
 Robert Ku. Eating Asian America. New York University Press, 2016.
 Yoshiko Nakano. Where There Are Asians, There are Rice Cookers: How ‘National’
Went Global via Hong Kong. Hong Kong University Press. 2010

Additional Sources and Helpful Writing Guides            

 Fresno State Writing Rubric
http://fresnostate.edu/academics/documents/scoring_guide_writing_Rubric_060602.pdf.
 Harvard Writing Center: https://writingcenter.fas.harvard.edu/pages/strategies-essay-
writing
 Grammar https://www.grammar.com/                        

 Guide to how to write in Anthropology  https://www.southwestern.edu/live/files/4165-

guide-for-writing-in-anthropology-pdf
 A Student’s Guide to Reading and Writing anthropology
http://hwpi.harvard.edu/files/hwp/files/anthropology_writing_guide_2010.pdf               

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  Timeless Advice on Writing: The Collected Wisdom of Great Writers
https://www.brainpickings.org/2013/05/03/advice-on-writing/
 12 Ted Talks from Authors on Writing
https://www.ted.com/playlists/194/10_talks_from_authors       
 How to write a paper: http://www.youtube.com/watch?v=kYFJQ5XfaA8
 How to write Thesis, Vocab, Intro:  http://www.youtube.com/watch?v=dGDqGGZtwQQ
 How to write paper sources: http://www.youtube.com/watch?v=fbsPfDQfWNI
                                  

GRADED POINT SYSTEM

Point distribution will be as follows:

ASSIGNMENT POINTS POSSIBLE

Daily Memos/participation 100

Asian Restaurant Food Review 100

Asian Foodways Paper Draft #1 50

Asian Foodways Paper Draft #2 50

Asian Foodways Paper: Final Draft   200

Hidden Asian Food History Draft #1 50

Hidden Asian Food History Draft #2 50

Hidden Asian Food History Paper: Final Draft 200

5 Quizzes 200

TOTAL = 1000
                                   
Grading Scale:

100% – 90%    A
89% – 80%      B
79% - 70%       C
69% - 60%       D
59% - below     F

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WRITING ASSIGNMENTS:

Daily Memos/Participation (100 Points)

Every class meeting, students will write for 10 minutes in their journal. Students must bring their journal
to class. Journals will be collected and graded every two weeks. A prompt is provided at the beginning of
class, and students will respond to the prompt. This assignment will help students develop confidence,
routine, and fluency in writing.

Three Papers Due in Class: These three final papers will equal over 6K+ in words. Every class
meeting, students will write for 10 minutes (200-300 words X 30 days=6K+ words) in their journal

Asian Restaurant Food Review (100 Points)

Before you begin this assignment, please read the article on code of ethics:

 Read Association of Food Journalists Code of Ethics and how to write food reviews:
https://www.afjonline.com/ethics/

In order to expose students to the diverse and ethnic restaurants in the Fresno/Central Valley,
students will write a review of an Asian restaurant they patronized. Restaurants can be boba
shops and tea houses, fast-food, and/or a sit-down establishment. Some restaurants near Fresno
State include but are not limited to: Bonchon Korean Fried Chicken, Saibadee, Jasmine Garden
House, Pearl House Tea, Sweetlyfe Boba Shop, Huong Lan, Pho 75, and more.

NOTE: It can be any Asian restaurant in Central Valley.

The aim of this assignment is to recognize different types of food writing genres, engage in
analysis and revision, and apply the Food Writing Code of Ethics in their own writing.

This assignment requires the following tasks:

 Bring in 2 to 3 restaurant reviews from different sources. The reviews must be published
by journalists and food writers. (Yelp reviews are not acceptable.)
o For example, an LA WEEKLY article by Jonathan Gold on his eating his way
through Pico. https://www.laweekly.com/restaurants/jonathan-gold-the-year-i-ate-
pico-blvd-9769336. A student might select an Anthony Bourdain book, Michelin-
starred magazine restaurant review, or a newspaper review.
 We will analyze these texts in class, and look at construction, thesis, and diction.
Readings on anthropological foodways are also provided as examples to help guide
students. See Blackboard for readings.
 Each student will select an Asian restaurant in the Central Valley/Fresno and write a
review of the venue and the food he/she ordered.  
 Your paper must meet the required word count of 800 to 1000 words.

Asian Foodways Paper (300 Points)

This writing project’s goal is to have students reflect on the broad diversity of histories and
experiences within Asian/Asian American community in the Central Valley and Fresno. Students

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will prepare 1,500-2,000 words paper on the Asian American Foodways topics of their choice.
For example, students can select a food item such as the nectarine grown by Central Valley
Koreans, Japanese strawberry growers, Indian almond growers, or Hmong farmer’s markets.
Students will not only learn about the history of Asian/Americans in the Central Valley, but also
their contribution to foodways in the Central Valley.

The paper will be written in a process centric model. The students will learn how to identify a
topic, select a thesis, conduct a literature review, develop a mode of analysis, present their
findings and results, and provide a summary and conclusion. Formal formatting will be required
(title page, abstract, section headings, etc.) with at least one table, one figure, and with proper
CHICAGO citation and reference formatting. After completing this assignment, students will
have reliably demonstrated the ability to write a paper.

The assignment requires the following tasks:

 First Draft (600-800 words): Bring in 3 sources and free write 1 page
 Second Draft (1,000-1,500 words): Bring in 5 sources and write 2 pages,
 Final Paper (1,500-2,000 words): Bring have 2.5-page paper in Final form

Hidden Asian Food Story Paper (300 Points)

Scholarship on hidden stories and gems of Asian cuisine or Asian restaurants (such as Chinese
American restaurants that many may not know about) are embedded in the community’s cultural
fabric. Oftentimes, these hidden Asian food story can provide a lens into immigration history,
racial tensions and discrimination, and inside the lives of family-run restaurants and businesses.
Heeding Asian Foodways paper on the broad diversity of Asian and Asian American
contribution to the Central Valley and Fresno, students will select one hidden story about Asian
and Asian American contributions. For example, in Reedley, California, Koreans introduced and
developed the nectarine and many “hard” fruits to the United States. Many Americans do not
know these hidden Asian American food innovators. (See: Koreans in Central California (1903-
1957): A Study of Settlement and Transnational Politics by Marn J. Cha.) You will be tasked to
find a “hidden Asian foodway” story that gives credit where credit is due.
Other examples include:
 Sikh farmer intermarriage to Mexican women
 Hmong Farmer’s markets
 Mien farmers growing strawberries
 Laotian vegetables
 Armenians grapes
 Filipino labor organizing
 Cambodian donut shops
 Indian pizza and foodmart ownership
 Yemeni, Chinese, Korean, Japanese farmworkers, etc
 Oaxaca-Mexican farmers

You will be tasked to write a 1,500-2,000 words paper on this hidden Asian food history.

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The paper will be written in a process centric model. The students will learn how to find relevant
literature, conduct library research, learning primary versus secondary sources, analyze historical
food writing, and articulate findings and results.

The assignment requires the following tasks:

 First Draft (600-800 words): Bring in 3 sources and free write 1 page
 Second Draft (1,000-1,500 words): Bring in 5 sources and write 2 pages,
 Final Paper (1,500-2,000 words): Bring have 2.5 page paper in Final form

Five Quizzes (200 Points)

During the semester, a total of five quizzes will be given. The quizzes are designed to assess
students’ knowledge of the materials related to the previous few lectures and readings. These
quizzes are not intended to be punitive; rather, the purpose of the quizzes is to gauge how well
students are comprehending the course topics so that lectures can be adjusted accordingly.

Student Grading Option: ASAM 151W is available for a Letter Grade Only
As this is a writing course, a significant portion of the grading on all assignments and exams
will be dependent upon clarity and style. Neatness, legibility, spelling, and proper grammar
are important components of written communication and will receive higher scrutiny in this
course. Other than in-class work, hand-written submissions will not be accepted.
Assignments that are difficult to read and/or follow are unacceptable. If the instructor cannot
read or understand your work, then it will be considered incomplete.

In order to receive full credit, all assignments must be turned in at the beginning of class on
their due date unless otherwise noted by the instructor. Please refer to the university absence
policy found here: http://www.fresnostate.edu/mapp/documents/apm/232.pdf . This policy will
be strictly adhered to. If you have difficulty in providing an assignment on time, contact the
instructor in person or via email prior to the due date and time and, if the excuse is reasonable,
alternative arrangements can be made.

Since you have my office address, phone number, and e-mail address, communication avenues
are not an issue. Use them if you need to; do not wait until class time to tell me about a late
Assignment; by then it is too late.

ATTENDANCE/ PARTICIPATION:
Please refer to the university absence policy found here:
http://www.fresnostate.edu/mapp/documents/apm/232.pdf
Attendance and participation are vital components to the understanding and learning of course
content. It is expected that this class is a high priority for you and that you will attend and be
prepared for all class sessions. It is impossible to make-up a collegial discussion. Therefore, all
students are expected to be at each class on time and for the entire duration of the class,
complete assigned readings and assignments on time, and participate in class discussions and
activities. Sickness, sports, childbirth, deaths, and family events will not be counted as an
absence if you show some sort of documentation.

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It is usually expected that students will spend approximately two hours of study time outside of
class for every one hour in class. Since this is a 3-unit class, you should expect to study an
average of six hours outside of class each week. Some students may need more outside study
time and some less.

NOTE: Assignments not turned in because of an absence, either ones assigned on the schedule or
ones assigned on earlier days in class, will be late, or missed (depending on when you turn it in
finally, see the guidelines for late and missed assignments below). Any absence due to a
university-sponsored group activity (e.g., sporting event, band, etc.) will not count against you,
as stipulated by university policy AMP232, as long as you have FIRST provided written
documentation in the first 2 weeks of the semester of all absences. This same policy applies if
you have mandatory military-related absences (e.g., deployment, work, duty, etc.), unplanned
medical short-term serious and compelling medical condition, or when there is a death or serious
illness in the immediate family.
MAKE FOUR FRIENDS to ask questions or if miss class. Provide name and email
address:

1. _______________________________________________________

2. _______________________________________________________

3. _______________________________________________________

4. _______________________________________________________

The college policy states that it is the student responsibility to drop a class no longer attended.
Your failure to drop the class in a timely manner may result in a “W” or “F” on your academic
record.  Please discuss any changes in class attendance with the instructor.

Students with Disabilities

Upon identifying themselves to the instructor and the university, students with disabilities will
receive reasonable accommodation for learning and evaluation. For more information, contact
Services to Students with Disabilities in the Henry Madden Library, Room 1202 (278-2811).

Honor Code
Members of the CSU Fresno academic community adhere to principles of academic integrity and
mutual respect while engaged in university work and related activities.”  You should:
1. understand or seek clarification about expectations for academic integrity in this course
(including no cheating, plagiarism and inappropriate collaboration);
2. neither give nor receive unauthorized aid on examinations or other course work that is
used by the instructor as the basis of grading; and
3. take responsibility to monitor academic dishonesty in any form and to report it to the
instructor or other appropriate official for action.

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Instructors may require students to sign a statement at the end of all exams and assignments. If
you are going to use this statement, include the following statement: “I have done my own work
and have neither given nor received unauthorized assistance on this work.”

Cheating and Plagiarism

“Cheating is the actual or attempted practice of fraudulent or deceptive acts for the purpose of
improving one’s grade or obtaining course credit; such acts also include assisting another student
to do so. Typically, such acts occur in relation to examinations. However, it is the intent of this
definition that the term ‘cheating’ not be limited to examination situations only, but that it
include any and all actions by a student that are intended to gain an unearned academic
advantage by fraudulent or deceptive means. Plagiarism is a specific form of cheating which
consists of the misuse of the published and/or unpublished works of others by misrepresenting
the material (i.e., their intellectual property) so used as one's own work.”

Penalties for cheating and plagiarism range from a 0 or F on a particular assignment, through an
F for the course, to expulsion from the university. For more information on the University's
policy regarding cheating and plagiarism, refer to the Class Schedule (Legal Notices on Cheating
and Plagiarism) or the University Catalog (Policies and Regulations).

Computers
At California State University, Fresno, computers and communications links to remote resources
are recognized as being integral to the education and research experience. Every student is
required to have his/her own computer or have other personal access to a workstation (including
a modem and a printer) with all the recommended software. The minimum and recommended
standards for the workstations and software, which may vary by academic major, are updated
periodically and are available from Information Technology Services
(http://www.csufresno.edu/ITS/) or the University Bookstore. In the curriculum and class
assignments, students are presumed to have 24-hour access to a computer workstation and the
necessary communication links to the University's information resources.”

Disruptive Classroom Behavior

“The classroom is a special environment in which students and faculty come together to promote
learning and growth. It is essential to this learning environment that respect for the rights of
others seeking to learn, respect for the professionalism of the instructor, and the general goals of
academic freedom are maintained. ... Differences of viewpoint or concerns should be expressed
in terms which are supportive of the learning process, creating an environment in which students
and faculty may learn to reason with clarity and compassion, to share of themselves without
losing their identities, and to develop and understanding of the community in which they live . . .
Student conduct which disrupts the learning process shall not be tolerated and may lead to
disciplinary action and/or removal from class.”

Copyright policy
Copyright laws and fair use policies protect the rights of those who have produced the material.
The copy in this course has been provided for private study, scholarship, or research.  Other uses
may require permission from the copyright holder. The user of this work is responsible for

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adhering to copyright law of the U.S. (Title 17, U.S. Code). To help you familiarize yourself
with copyright and fair use policies, the University encourages you to visit its copyright web
page:  http://www.csufresno.edu/library/about/policies/docs/copyrtpolicyfull.pdf

Technology Innovations for Learning & Teaching (TILT) course web sites contain material
protected by copyrights held by the instructor, other individuals or institutions. Such material is
used for educational purposes in accord with copyright law and/or with permission given by the
owners of the original material.  You may download one copy of the materials on any single
computer for non-commercial, personal, or educational purposes only, provided that you (1) do
not modify it, (2) use it only for the duration of this course, and (3) include both this notice and
any copyright notice originally included with the material. Beyond this use, no material from
the course web site may be copied, reproduced, re-published, uploaded, posted, transmitted, or
distributed in any way without the permission of the original copyright holder.  The instructor
assumes no responsibility for individuals who improperly use copyrighted material placed on the
web site.

For free tutoring on campus, contact the Learning Center

(http://fresnostate.edu/studentaffairs/lrc) in the Collection Level (basement level) of the Henry
Madden Library. You can reach them by phone at 559.278.3052.

Writing Center
The Writing Center offers a one-unit CR/NC tutorial that runs concurrently with the course and
meets twice a week for 50 min. You will work in a small group of 2-3 students and a trained
tutor discussing your writing and giving one another feedback and sharing strategies for revision.
The tutorial will enhance your learning and help you succeed in this class.  It will also help you
prepare your writing for submission to the portfolio. The tutor will not give you any homework
assignments; you will simply work with the writing you'll be doing in this and your other classes.
In addition, you can also work with a tutor in one-to-one tutorials by appointment. The Writing
Center can be contacted at 278-0334 or
http://www.fresnostate.edu/artshum/english/writingcenter/

Library Research
For research help, start with the library! The Henry Madden Library at Fresno State offers
articles, ebooks, databases, print books, music, movies, and much more. Start at the library
website to gain access to millions of sources that you can’t find with a Google search.

Librarians are also available 24/7 to help you develop research questions, figure out search
strategies, locate relevant and reliable information, select the best sources for your paper or
project, and get you started with citing your sources. You can also use the library’s Do It
Yourself (DIY) tool to find answers to your questions. For more information, check out the Ask
a Librarian box on the library’s home page at library.fresnostate.edu.

From research help to study rooms and technology, the library is here to help. Visit our website
to learn more: library.fresnostate.edu.

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Our campus has developed SupportNet (http://fresnostate.edu/studentaffairs/lrc/supportnet) to
connect students with specific campus resources promoting academic success. Students may be
referred to it if you believe they need the services provided by SupportNet to succeed in your
course.

STUDENT HANDBOOK
Information on student rights, responsibilities, academic honesty, etc., can be found on the
Fresno State Student Handbook web page. The web page is located at:
http://www.fresnostate.edu/studentaffairs/division/general/studenthandbook/.

NOTE: ASIAN AMERICAN MINOR

The Asian American Studies Program offers a MINOR with classes that focuses on the history
and contemporary experiences of Asian Americans in the United States. Asian Americans have
made tremendous contributions to the Central Valley as innovators, labors and consumers.
ASAM minors are good for future teachers, social workers, researchers, professors and police
officers. The ASAM Minor gives student’s self-confidence and tools so they can help their
community.

This minor is especially helpful to education, criminology, and other social science majors.
These courses fulfill the minor:

Select from ANTH2, ASAM110, AFS 1 (6 units)

Select from ASAM 15, 30 (6 units)
Select from ASAM 150, 151, ANTH 123, 124, 125, 180T (9 Units)
Total (21 units) Note: The minor also requires a 2.0 GPA and 6 upper-division units in residence.

ASAM151W: Asian Eats also give you a writing credit that is required by the university.

There are many classes that you can substitute to fulfill the minor (ie Ling, Hmong, Anthro, Afri,
CLS, etc)

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 Tentative Course Schedule
FALL 2019

Reading and Assignment Schedule Subject to Change Statement: This syllabus and schedule
are subject to change in the event of extenuating circumstances. Students will be given notice of
any changes. If you are absent from class, it is your responsibility to check on announcements
made while you were absent.

Date Topic Reading Assignments Assignments

1 Thurs., Welcome & Icebreaker
Aug
23
2 Tues., Anthropological Writing:
Aug  Instead of Anthropology,
28 Think Anthropologies
 How Writing Happens in
Anthropology
 Genres of
Anthropological Writing
 Expectations for
Anthropological Writing
*Come to Class having read the
assignment by the due date
 Writing in Anthropology: Look for 2
Chapter 1: Thinking and Writing published Food
Like an Anthropologist (Shan- Reviews by
Estelle Brown) Professional
 Read: Don’t eat before Reading: journalists and
https://www.newyorker.com/ma food writers only.
gazine/1999/04/19/dont-eat-
before-reading-this
 In-class screening: Short Clip on
Anthony Bourdain Parts
Unknown on Laos

3 Thurs., Learning to do Revisions  Read Association of Food Due: Bring 2 Food

Aug  Food writing (How to Journalist Code of Ethics and Reviews by
30 write food reviews) how to write food reviews: professional
 How to revise and rewrite https://www.afjonline.com/ethics journalists and
/ food writers only.
 A Guide to Writing Sociology
Papers: Chap2: The Secret to Dine at a local
Writing is Rewriting pg 30-40 restaurant and
(Giarrusso) write a food
 Jonathan Gold: LA Eats  “The review. Review
Year I ate my way through Pico should be
Boulevard”“https://www.laweekl approximately
y.com/news/the-year-i-ate-pico- (800-1000 words).
boulevard-2129883
 In-class screening: Jonathan
Gold on Parts Unknown
Alhambra: Sichuan Food

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 Date Topic
4 Tues., Sources
Sept 4  How to teach and write
about restaurants
5 Thurs., Critiques
Sept 6  How to provide
constructive feedback
 The difference between
compare/contrast papers.
 Writing Critiques,
response papers, and
book/film reviews
6 Tues., Anthropology of Food
Sept Writing
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7 Thurs., Chapter 3
Sept  Understanding the
13 Assignment
 Managing the Data
 Entering the Field
 Collecting Data and
Taking Detailed Notes
 Conducting an Interview
 Being Reflexive
 Write the Ethnography
Reading Assignments Assignments
*Come to Class having read the
assignment by the due date
 Chp3: Working with Sources Draft of your food
(Giarrusso) review is due.
 Chp 9: Teaching Restaurants By Provide two hard
David Sutton and David Berisss copies of your
 In-class screening: Watch review for students
Chinese Restaurants Around the to read and
World Clip by Cheuk Kwan provide comments.
Optional Reading: “What is Revise draft and
Sociology?” from A Guide to incorporate
Writing Sociology Papers (pp. 1-23). students comments
 Writing in Anthropology Chapter Draft Final
2: Writing Critiques, Response restaurant food
Papers, and Book/Film Reviews review is due.
(Shan-Estelle Brown) Staple students’
 In-class TEDTalk: Jennifer Lee comments and
on General Tsao Chicken submit a hard copy
at the beginning of
class.
 Everyone Eats! Chap 4 Final restaurant
(Anderson) food review is due.
Class discussion
on Asian
Foodways Paper.
Students select a
topic for Asian
Foodways paper
assignment.
 Writing in Anthropology Chap 3: Write an abstract
Navigating Field-Based of your topic,
Assignments (Shan-Estelle which includes
Brown) topic, significance,
questions, and
 Watch Fung Brother Clip: contribution to
Hmong Food Asian American
foodway. Abstract
should be
approximately
500-600 words.
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 Date Topic Reading Assignments Assignments
*Come to Class having read the
assignment by the due date

Optional reading: A Writer's

Reference Word Choice. Pp
139-168. (Hacker)

8 Tues., What is Academic Reading,  Academic Reading, Writing, and Due: Abstract of
Sept Writing, and Speaking Speaking in A Writers Reference Asian American
18 (pp 57-108) Foodway
 In-class screening: Jiro Dreams assignment. Bring
of Sushi. Director: David Gelb hardcopy for Dr.
Banh to provide
comments and
suggestions.

9 Thurs., How to Develop Argument  Writing in Anthropology: Work on first full

Sept and Search for the Right Navigating Field based draft of Asian
20 Sources Assignments, Chap4 (Shan- American Foodway
Estelle Brown) paper. Draft must
 Developing Your  In-class screening: Anthony be approximately
Argument Bourdain in Southeast Asia 600 to 800 words.
 Looking for
Relationships and
Patterns
 Setting Inclusion Criteria
for Choosing Articles
Relevant to Your Topic
 Reading to Extract Key
Information from the
Articles You Choose
 Structuring the Review

10 Tues., Sentence Construction  A Writer’s Reference Reading: Due: Asian

Sept Sentence Style pg111-168. American Foodway
25 Optional reading: A Writer’s (Hacker) DRAFT 1#:
Reference G. Sentences  Cambodian donuts shops By
Pp169-218. (Hacker) Erin Curtis Upload onto our
 Watch: Clip of Stephen Chow- class Canvas page
The Gods of Cookery [If time for Professor to
permits] comment and
https://www.youtube.com/watch provide feedback.
?v=l8_Mk3-sZsQ
11 Thurs., Chapter 5: Writing Research  Writing in Anthropology: Chp 5: All comments and

14
 Date Topic
Sept Papers
27
 The Critical Research
Paper
 Thesis
 Introduction
 Filling in the Body
 Introduction-Methods-
Results-Discussion
(IMRD) Report Format
12 Tues., Guidelines for writing about
Oct 2 race, ethnicity, and special
populations
Special concerns for writing
with numbers
Filipino Food ways & Labor
13 Thurs., Choosing a writing topic:
Oct 4
Using the library to find
anthropological &
sociological sources
Using the library to find
anthropological and
sociological specialized
sources (Ex: Anthrosource)
Chinese Restaurants
14 Tues.,  Asking Questions about
Oct 9 the text
 Compare-contrast
Reading Assignments Assignments
*Come to Class having read the
assignment by the due date
Writing Research Papers. (Shan- feedback provided
Estelle Brown) to students.
 McDonalds in Tokyo, Japan Students must
(Watson) attend to the
comments and
feedback. In
addition to
submission of draft
#2, students must
provide a paragraph
of what changes
were made.
 A Writer's Reference Composing Due: Asian
and Revising pg 3-54. A Writer's American Foodway
Reference (Hacker) Paper Draft #2.
 Eating Asian America: Mabalon,
Dawn. “As American as Drafts should
Jackrabbit Adobo: Cooking, incorporate
Eating. comments and
 Writing in Anthropology: Chap suggestions and be
6: Editing for Style (Shan-Estelle 1,000-1,500 words.
Brown)
Upload onto our
class Canvas page
for Professor to
comment and
provide feedback.
 A Guide to Writing Sociology
Papers Chapter 4: The General
Research paper based on library
or internet sources (Giarrusso)
 Cooked: A Culinary Journey
Through Taiwan. n.p.: 2012.
https://ucsc-kanopystreaming-
com.oca.ucsc.edu/video/raw-
and-cooked?final=1
 Golden Arches East: McDonalds Asian Foodway
in Hong Kong, SAR (Watson) Final DUE (1000-
 Watch Clip: McDonalds
15
 Date Topic
assignments
 How to read the text
 Taking Notes
 Organizing your paper
 Writing your textual
analysis
15 Thurs., Understanding the thesis
Oct 11 statement in three parts in
Techniques for College
Writing
16 Tues.,  How to Cite Sources
Oct 16  Two ways to mishandle
sources: fabrication and
plagiarism
 Summarizing,
Paraphrasing, and
Quoting Sources
 AAA/Chicago Style
Source Documentation
17 Thurs., Sikh Farmers in Central
Oct 18 Valley
Using Critical Thinking to
Develop the Thesis Statement
18 Tues., Goals and Methods of Field
Oct 23 research
 Asking the appropriate
question
 Example of
Observational Field
Notes
 Example of Interview
Notes
Reading Assignments Assignments
*Come to Class having read the
assignment by the due date
Weddings in Hong Kong 1,500 words)
Upload onto our
class Canvas page
for Professor to
comment and
provide feedback.
Thesis Handout: Thesis statement
continued part 1
 Several short sentences about
writing pg 3-40
 Writing in Anthropology: Chap7:
Citing your Sources.(Shan-
Estelle Brown)
 Watch: Ugly Delicious By David
Chang
 Blackboard article reading
 McDonalds in Seoul, Korea
(Watson)
Blackboard article reading:
 Writing Thesis Handout:
Thesis statement continued
part 2.
 Read Sikh Farmers in CA at:
https://www.sikhpioneers.org/
sikh-farmers/ Watch Anthony
Bourdain clip: Hong Kong
 A Guide to Writing Sociology Hidden Asian
Papers Chap 5: Textual Analysis Food History
(or article critique) paper Paper Class
(Giarrusso) Discussion to pick
 Noodle Narratives readings a topic
16
 Date Topic
 Ethnographic Writing:
Thick Description
(Clifford Geertz: The
Cockfight)
19 Thurs., Supporting the Thesis
Oct 25 Statement: The Burdens of
Proof
20 Tues.,
Oct 30
21 Thurs., Swislocki, Mark. “Thinking
Nov 1 about Food in Chinese
History,” in Culinary
Nostalgia:
Regional Food Culture and
the Urban Experience in
Shanghai. Stanford, 2009.
22 Tues., Mabalon, Dawn. “As
Nov 6 American as Jackrabbit
Adobo: Cooking, Eating, and
Becoming Filipina/o
American Before WWII.” Ku,
Robert Ji-Song, Martin F.
Manalansan, and Anita
Mannur, eds. Eating Asian
America: A Food Studies
Reader. NYU Press, 2013.
Reading Assignments Assignments
*Come to Class having read the
assignment by the due date
 Several Short Sentences about Writing Worksheet
Writing pg 41-60 (Klinkenborg) Handout 1#
 Eating Asian America: Chap1:
Cambodian Donut Shops and the
Negotiation of Identity in Los
Angeles (Curtis)
 Blackboard article reading
 Several Short Sentences about
Writing pg 61-100
 McDonalds in Korea (Watson)
 Several short sentences about Writing Worksheet
writing pg 101-125 Handout 2#
 Eating Asian America: A Life
cooking for others: The work and Hidden Asian
Migration Experiences of a Food History
Chinese Restaurant Worker in Draft 1# PEER
New York City, 1920-1946. REVIEW
(Lee)
Drafts should
incorporate
comments and
suggestions and be
1,000-1,500 words
 A Guide to Writing Sociology Writing Worksheet
Papers Chap 7: The Handout 3#
Ethnographic Field Research
Paper (Giarrusso)
 Watch Anthony Bourdain:
Vietnam
 Eating Asian America chap 10:
Gannenshoyu or First Year Soy
Sauce? Kikkoman Soy Sauce
and the Corporate Forgetting of
Early Japanese American
Consumer (Ku)
 Fung Brothers: Filipino Food
Crawl:
https://www.youtube.com/watch
?v=QLGCsFX_FzQ
17
 Date Topic Reading Assignments Assignments
*Come to Class having read the
assignment by the due date

23 Thurs., Thai Food: Padoongpatt,  AAA Style Guide American

Nov 8 Mark. “‘Oriental Cookery’:
Devouring Asian and Pacific
Cuisine
Lao Food:
Watch Youtube: Cooking
with Nana
https://www.youtube.com/wat
ch?v=WzXg-OyTZ30
24 Tues., Mannur, eds. Eating Asian
Nov America: A Food Studies
13 Reader. NYU Press, 2013.
The Anthropology of Tea
25 Thurs., A Guide to Writing
Nov Sociological Research Papers
15 Chap 5: A Textual Analysis
(or Article Critique) Paper
(Giarrusso)
Anthropology Guide on Sources
Found:
https://www.americananthro.org/Stay
Informed/Content.aspx?
ItemNumber=2044
 The Politics of Food and Eating:
How Sushi went Global by Ted
Bestor chap 1: (Bestor)
 The Politics of Food and Eating: Hidden Asian
Chap 12: “India Shopping”: Food History
Indian Grocery stores, and Draft 2# PEER
Transnational Configurations of REVIEW
Belonging (Mankekar)
 Watch Anthony Bourdain: Drafts should
Singapore incorporate
comments and
suggestions and be
1,000-1,500 words
 OPTIONAL- Cwiertka,
Katarzyna. “War, Empire and the
Making of Japanese National
Cuisine.” The Asia-Pacific
Journal: Japan Focus.
http://apjjf.org/- Katarzyna-
Cwiertka/2475/article.html

26 Tues., Why Chopsticks? The Origins Chapter 1: The Origin of

Nov and original function Chopsticks Reading (Wang)
20
Chopstick Clip: How to use
chopsticks

27 Thurs., Thanksgiving Break Optional Film: Koreans

Nov Agriculturist in Central Valley
22
28 Tues., Goals and Methods of  A Guide to Writing Sociological
Nov Ethnographic Field Research Research Papers Chap 7: The
27 Ethnographic Field Research
 Asking an appropriate Paper (Giarrusso)
question

18
 Date Topic Reading Assignments Assignments
*Come to Class having read the
assignment by the due date
 Reviewing the literature  Where there are Asians there are
 Collecting the Data rice cookers chap 1 (Nakano)
 Example of
Observational Fieldnotes  Anthony Bourdain: Most
 Example of Interview Powerful Pieces of Food Writing
Notes found:
 Organizing your data https://www.huffingtonpost.com/
entry/here-are-anthony-
bourdains-most-powerful-pieces-
of-
writing_us_5b1a9124e4b0bbb7a
0dc054b

29 Thurs., McDonalds in Taiwan  Golden Arches East: McDonalds Hidden Asian

Nov in Tapei (Watson) Food History
29  [Professor will bring Sri Lankan Draft 3#
Tea to class]
Drafts should
incorporate
comments and
suggestions and be
1,000-1,500 words

30 Tues., McDonalds in Korea  A Writer's Reference:

Dec 4 Researching: MLA, APA,
Chicago Styles pp.327-360.
(Hacker)
 Eating Asian America: Chap 14:
Giving Credit Where Credit is
due: Asian American Farmers
and food system Retailer
(IchiKawa)

Watch: Cooking with Nana: Lao

Spicy Papaya Salad (ຕຳໝາກຫຸ່ງ)
= Tam Mak Houng)

https://www.youtube.com/watch?
v=Jz9r4H9kaTI&list=PLEPblOrHYj
OMF-liiffVacHQSr-i-
QN34&index=2
31 Thurs., Global Foodways  Harvard College Writing Center:

19
 Date Topic Reading Assignments Assignments
*Come to Class having read the
assignment by the due date
Dec 6 Strategies for Essay Writing
https://writingcenter.fas.harvard.
edu/pages/strategies-essay-
writing

 OPTIONAL: Walden Bello,

“How to Manufacture a Global
Food Crisis: The destruction of
agriculture in developing
countries,” Asia-Pacific Journal,
May 3, 2008 Volume 6, Issue 5,
Number 0. http://apjjf.org/-
Walden-Bello/2767/article.html
32 Tues., David Mas Masumoto farms  OPTIONAL: Timeless Advice Hidden Asian
Dec in the town of Del Rey, on Writing Food History DUE
11 outside Fresno. https://www.brainpickings.org/2
013/05/03/advice-on-writing/
 Epitaph for a Peach and the Turn in the Paper
Last Day of Instruction sweetness of Summer on the Final Paper
 August 16, 1987 David and Final Resume
Masumoto
Drafts should
http://articles.latimes.com/1987-
incorporate
08-16/opinion/op-1656_1_sun-
comments and
crest-peach
suggestions and be
1,500-2,000 words

FINALS WEEKS

Final Exam Preparation & Faculty Thursday and Friday Dec 13 -14
Consultation Days

Final Semester Examinations Monday - Thursday Dec 17-20

Final Exam in this course

20
 GRADING RUBRIC FOR WRITING ASSIGNMENTS

FAIR GOOD EXCELLENT

Circles mean need improvement in that area:

RESEARCH EFFORT
10 minimum sources cited correctly,
2.5-3.0 single-spaced pages minimum (2000 words),
interviewed individuals, library research, no internet
sources, no wikipedia, and difficulty of research.

THOUGHT, EFFORT & INSIGHT

Innovative, first person interviews, surveys, maximum
amount of research effort, deep, politically correct, and
contain both sides of the argument.

KNOWLEDGE of COURSE MATERIALS

Include theories from class readings and lectures, cited
the class 5 times, cited journal articles/books 5 times,
and has good thesis with evidence.

THESIS
Clear, defended with multivariate evidence, not a fact
but an argument.

WRITING AND EDITING

Grammar, transitions, flow, parallel sentences, ideas, and
college diction.

COMPLETION OF THE ASSIGNMENT

On-time, tuned in Canvas and handed in, overall
excellence, correct formatting, followed writing guide.

California State University, Fresno

21
General Education Scoring Guide for Writing
http://fresnostate.edu/academics/documents/scoring_guide_writing_Rubric_060602.pdf.
Scoring Level Knowledge of
Conventions
4- In addition to meeting the
Accomplished requirements for a “3,” the
writing is essentially
error-free in terms of
mechanics. Models the
style and format
appropriate to the
assignment.
3- While there may be minor
Competent errors, the paper follows
normal conventions of
spelling and grammar
throughout and has been
carefully proofread.
Appropriate conventions
for style and format are
used consistently
throughout the writing
sample. Demonstrates
thoroughness and
competence in
documenting sources; the
reader would have little
difficulty referring back to
cited sources.
Clarity and Coherence Rhetorical Choices
In addition to meeting In addition to meeting the
the requirements for a requirements for a “3,” the
“3,” writing flows writer’s decisions about
smoothly from one idea focus, organization,
to another. The writer style/tone, and content made
has taken pains to assist reading a pleasurable
the reader in following experience. Writing could be
the logic of the ideas used as a model of how to
expressed. fulfill the assignment.
Sentences are structured The writer has made good
and words are chosen to decisions about focus,
communicate ideas organization, style/tone, and
clearly. Sequencing of content to communicate
ideas within paragraphs clearly and effectively. The
and transitions between purpose and focus of the
paragraphs make the writing are clear to the reader
writer’s points easy to and the organization and
follow. content achieve the purpose
well. Writing follows all
requirements for the
assignment.
22
2- Frequent errors in
Developing spelling, grammar (such as
subject/verb agreements
and tense), sentence
structure and/or other
writing conventions
distract the reader. Writing
does not consistently
follow appropriate style
and/or format. Source
documentation is
incomplete. It may be
unclear which references
are direct quotes and
which are paraphrased.
1 - Beginning Writing contains
numerous errors in
spelling, grammar, and/or
sentence structure which
interfere with
comprehension. Style
and/or format are
inappropriate for the
assignment. Fail to
demonstrate thoroughness
and competence in
documentation.
Sentence structure The writer’s decisions about
and/or word choice focus, organization,
sometimes interfere style/tone, and/or content
with clarity. Needs to sometimes interfere with
improve sequencing of clear, effective
ideas within paragraphs communication. The purpose
and transitions between of the writing is not fully
paragraphs to make the achieved. All requirements of
writing easy to follow. the assignment may not be
fulfilled.
Sentence structure, The writer’s decisions about
word choice, lack of focus, organization,
transitions and/or style/tone, and/or content
sequencing of ideas interfere with
make reading and communication. The purpose
understanding difficult. of the writing is not
achieved. Requirements of
the assignment have not been
fulfilled.
23