English 1B: Composition II Fall 2009 San Jose State University Section 20: Course #46358, MW, 10:30-11:45am, DMH 354Section 28: Course #40638, MW, 12:00-1:15pm, BBC 221 Section 33: Course #46362, MW, 1:30-2:45pm, BBC 221 Instructor: DJ Quinn Office Hours: MW: 3:00-4:30pm Email: quinndj@gmail.com Website: http://sjsu6.blackboard.com Phone: (415) 812-2968 Office: FB 105 Welcome to English 1B! English 1B is the second course in 91ÁÔÆæ�s two-semester lower-division composition sequence. Beyond providing repeated practice in planning and executing essays, and broadening and deepening students� understanding of the genres, audiences, and purposes of college writing, English 1B differs from English 1A in its emphasis on persuasive and critical writing (with less attention paid to the personal essay), its requirement for fewer but longer essays, and its introduction to writing informed by research. Students will develop sophistication in writing analytical, argumentative, and critical essays; a mature writing style appropriate to university discourse; reading abilities that will provide an adequate foundation for upper-division work; proficiency in basic library research skills and in writing papers informed by research; and mastery of the mechanics of writing. Prerequisites: Passage of Written Communication 1A or approved equivalent course and passage of the English Proficiency Test (EPT), unless exempt. Learning Objectives: As mandated by the college curriculum committee, all English 1B classes shall pursue the following objectives: Learning Objective 1: Students shall write complete essays that demonstrate the ability to refine the competencies established in Written Communication 1A (as summarized below). � Students should be able to perform effectively the essential steps in the writing process (prewriting, organizing, composing, revising, and editing). � Students should be able to express (explain, analyze, develop, and criticize) ideas effectively. � Students should be able to use correct grammar (syntax, mechanics, and citation of sources) at a college level of sophistication. � Students should be able to write for different audiences (both specialized and general) Learning Objective 2: Students shall write complete essays that demonstrate the ability to use (locate, analyze, and evaluate) supporting materials, including independent library research, and identify key concepts and terms that describe the information needed. Learning Objective 3: Students shall write complete essays that demonstrate the ability to synthesize ideas encountered in multiple readings. Texts: Inventing Arguments, Mauk and Metz, Brief 2nd Edition. ISBN: 141303344X The Tipping Point, Gladwell. ISBN: 0316316962 Stationary: One spiral notebook. You need to take notes, so you�ll need one of these. One composition notebook. This is for your log, not for taking notes in. You will need this in class every day. A folder for your essays and homework, which you will save until June. A storage device of some kind, on which you will save your essays. Yellow examination booklets for the diagnostic, midterm, practice final and final exam Requirements: � On-time Assignments (see late policy below) � Reading (done BEFORE class discussion of assignments) � Reading Responses (responses to assigned readings � format will be provided) � Writing Logs (including both in class and out of class entries) � Team Assignments � 3 Out of Class Essays with peer-reviewed rough drafts � In Class Essays, including a Diagnostic Essay, Midterm and Practice Final � Final Exam Policies: The class policy on handing in assignments is simple: in most cases late assignments will not be accepted, under any circumstances. If you know that you will not be in class, turn in your homework early. While attendance is not mandatory, there will be an assignment due in class every day, and these assignments will never be accepted on any day after they are due. If you are not in class on the day an assignment is due, I will not accept that assignment. (Should you arrive in the last few minutes of class for the sole purpose of turning in your homework, I reserve the right to refuse that assignment.) Later in this packet, you will find three homework coupons. They may be used to hand in assignments up to one week late. There is no �late policy� beyond this: under no circumstances will I accept any work on any day other than the one listed on the course timeline. Essays will be accepted past their due- dates; however, the grade will be reduced by 10% for every day that the essay is late. If, for example, an essay due Monday is handed in on Wednesday, the grade will be reduced by 20%. Days that we do not have class do count for this purpose. I have an office and a mailbox in the English department where you may hand in essays outside of class. In the event of severe illness or other emergency, an exception might be made as long as the work is accompanied by written verification (only official doctors� notes will be accepted for this purpose). If you know in advance that you will be absent on a certain day, please make arrangements with me before the absence to turn in the necessary work. Arrangements may never be made after the class has already been missed. By then, it is too late. All assignments written outside of the classroom must be typed on a computer. If you do not have a computer at home, do not panic! There are computer labs in several locations on campus. �I don�t have a computer,� is not an excuse for incomplete work. It is expected that you will actively participate in class activities including both writing and class discussion. This means having your books with you at every class. It means bringing a pen, your writing log and your notebook. Sleeping, engaging in side conversations, doing other homework, playing with your cell phone, or other activities that are disruptive to the class may result in you being asked to leave class and may eventually warrant a referral to the Dean. Cell phones, in particular, are disruptive to the learning process. Turn your cell phone off during class. If your cell phone rings during class, 1 point will be deducted from your final grade. If you are playing with, messaging or looking at your phone during class, 1 point will be deducted. It is possible to fail the class for excessive cell phone use. No second chances will be given, and excuses will not be tolerated. Refusal to stop using a phone or leave class when instructed will result in automatic dismissal from the course. In English Department courses, instructors will comment on and grade the quality of student writing as well as the quality of the ideas being conveyed. All student writing should be distinguished by correct grammar and punctuation, appropriate diction and syntax, and well- organized paragraphs. It is possible to fail an essay for grammar that is well below a 1B level, regardless of other considerations. Such writing will not pass the final, and it would be a disservice to you for the other essays to be treated differently. When you turn in an essay, you must turn in all prewriting, your rough draft and peer review sheets. Each part of the essay will be worth a number of points: 10 for the thesis or annotated bibliography, 5 for the outline, 10 for the rough draft, 10 for the peer review, 5 for the postscript and 100 for the final draft. Each essay will be worth 140 points toward your final grade. Please staple your work together in the top left corner and include the following items in this order, top to bottom: memo to instructor answering �Postscript on the Writing Process� questions; final draft, rough draft, prewriting, peer review sheets. It is essential that all items be turned in together, as a significant portion of the points given for the essay will be for the memo, prewriting, and peer reviewed draft. Tutoring: Students whose writing displays serious deficiencies in their control of standard English syntax, grammar, or punctuation will be required to seek help from the University Writing Center in Clark 126. If a visit to the writing center is required and not completed, the student�s grade will be affected. Follow directions. Whether it�s the paper format or the instruction on a homework assignment, the excuse �I didn�t read the directions� will never get you a better grade. Keep everything: every paper, every reading response, every homework assignment. You will want it later. Before the final, you will hand in a portfolio of your work. We will discuss this further as the semester progresses. If you need course adaptations or accommodations because of a disability, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 requires that students with disabilities register with the DRC to establish a record of their disability. Students with disabilities that require special accommodations must be registered with the 91ÁÔÆæ Disability Resource Center. 91ÁÔÆæ Academic Integrity Policy: Your own commitment to learning, as evidenced by your enrollment at San Jose State University, and the University�s Academic Integrity Policy require you to be honest in all your academic course work. Faculty are required to report all infractions to the office of Judicial Affairs. The policy on academic integrity can be found at http://www2.sjsu.edu/senate/S04-12.htm. The 91ÁÔÆæ rules against plagiarism are set forth in the 91ÁÔÆæ Catalog, which defines plagiarism as the act of representing the work of another as one�s own (without giving appropriate credit) regardless of how that work was obtained, and submitting it to fulfill academic requirements. Plagiarism at 91ÁÔÆæ includes, but is not limited to: (1) the act of incorporating the ideas, words, sentences, paragraphs, or parts thereof, or the specific substance of another�s work, without giving appropriate credit, and representing the product as one�s own work. It is the role and obligation of each student to know the rules that preserve academic integrity and abide by them at all times. This includes learning and following the particular rules associated with specific classes, exams, and/or course assignments. Ignorance of these rules is not a defense to the charge of violating the Academic Integrity Policy. Because there is a research component to this course, we will be spending a fair amount of class time defining and discussing both plagiarism and the correct ways to document use of sources. In order to discourage plagiarism, you will be asked to submit all essays through Turnitin.com for verification of originality (instructions will be provided). If the essays are not submitted, the grade on the final draft will be reduced by 5% for every day that it is not submitted. This is non-negotiable, and the will be deducted even if I neglect to remind you to submit your essay on-line. The Department of English reaffirms its commitment to the differential grading scale as defined in the official 91ÁÔÆæ Catalog (�The Grading System�). Grades issued must represent a full range of student performance: A = excellent; B = above average; C = average; D = below average; F = failure. Courses graded according to the A, B, C, NoCredit system shall follow the same pattern, except that NC, for NoCredit, shall replace D or F. In A, B, C, NoCredit courses NC shall also substitute for W (for Withdrawl) because neither NC nor W affects students� grade point averages. In English 1B, a C- constitutes a grade of NC. Homework Coupons: These homework coupons may be used once, and must be handed in with the assignment to be handed in late. They are not a pass: you must still hand in the assignment, but with a coupon you are allowed to hand it in up to one week late. The top two coupons may only be used for Reading Responses. The bottom coupon may be used for any assignment that is not a rough draft, a final draft or your writing log. This includes team assignments, prewriting, postscripts and reading responses. READING RESPONSE HOMEWORK COUPON Student name: Class: Assignment: Reason: Date: Professor Signature: READING RESPONSE HOMEWORK COUPON Student name: Class: Assignment: Reason: Date: Professor Signature: MISCELLANEOUS HOMEWORK COUPON Student name: Class: Assignment: Reason: Date: Professor Signature: Teams Much of the work we do in this class will be done in teams, including group presentations, library research, peer review and class discussions. Teams will be decided early in the semesterand may change mid-semester. The work done in teams, together with class participation, will constitute 50 points of the final grade. Every chapter we read out of The Informed Argument will be accompanied by team activities, both in and out of class. Out of class assignments will be due at the end of class, typed, with the team name in the header. Individual members� names may be required on some assignments. As a team, you should respond to the prompts completely and carefully, documenting your process whenever possible. Generally, the team assignments will be no more than one typed page long. Twice during the semester, group members will be asked to rate one another�s participation, and some part of the team grade will be based on these reviews. In addition, groups will engage in peer review of the rough drafts for all of the essays. In order to be eligible to be turned in for credit with the final version of the essay, the rough draft must be present in class on the day that it is due and the author must participate in peer review. If you miss peer review, or fail to have a rough draft that day, you will not receive credit for the rough draft or peer review, and I will lower your grade on the final draft by ten points. You are expected to revise your rough draft substantially before turning in your final draft. Insubstantial revision will result in reduced grades. The first assignment for the group will be to decide on team guidelines: develop expectations formembers� behavior and participation in meetings, craft procedures for what to do if a member is not contributing properly, determine how to make decisions, how the team will handle conflictand deal with situations such as group members not completing assignments on time. Write up aone-page list of goals, rules and guidelines for behavior. Some questions you should answer in your charter: � What is your team name? � What roles and titles will members have? (Roles may change during the semester, or for certain assignments.) � How can you help members stay motivated? � How can your group encourage constructive behavior and minimize destructive behavior? � What are the team ground rules? � How will the team make decisions? � How will you handle conflict when it comes up? � How can the team celebrate success? � What resources will the team need? Who will obtain those resources? Some possible roles: Leader/Consensus Captain Note-taker Library Card Artist Improv Speaker Assignment Printer Cynic Idealist Word Wizard Memory Maven Collector Party Planner Team Presentation Once during the semester, the team will give a presentation on a topic of the group�s choosing, with guidance from me. The presentations are intended to provide a deeper understanding of theessays we read, and to give you the opportunity to teach those essays to the class. You will be graded on the quality of your presentation, the amount of preparation and the level of insightyour group brings to the topic. Possible topics include: �The Truly Mediated Generation,� incentives, the �Culture of Fear,� �Acceptable Ways to Die,� or �Love and Marriage,� but the best topics come from your team�s discussion of our readings and class conversation. Think about the kinds of presentations you have enjoyed, and be creative. Standing in front ofthe class and reading sentences from a book will not be sufficient for a passing grade. You might want to lead a discussion, use handouts or give a multimedia presentation. The more inventive you are, the better. Additionally, some part of the grade will be based on how your team�s presentation compares to the other teams�. The best presentation will be given a highergrade. If you need further ideas, ask me. Your presentation should be a minimum of ten minutes long and the grade you receive will be based on the quality of the entire group. Everyone must put insome effort for the group to succeed. The best presentations involve the entire class withdiscussion or media, and ideally provide some insight that will be useful for the upcoming essays. Some presentation ideas that have worked well in the past have involved role-play exercises, Jeopardy games (www.jeopardylabs.com), group discussions and activities. Pay attention to thekinds of exercises we do in class for ideas. N.B.: Always, always start your presentation by introducing your team, yourself and your topic. This will be considered in your grade. Preparation: How much thought have you given to the way you will present the material? How clear is it to the audience that the group has met before class? How well does the group work together? Quality: Is the presentation enjoyable? How does the presentation compare to the presentationsof the other teams? Insight: Does every member of the group demonstrate an understanding of the subject? Does the presentation bring some new knowledge about or interpretation of the material? How deeplyhas the group considered the topic? In what ways will the presentation be useful for futureessays? Grading Policy: Grades issued will represent a full range of student performance and will adhere to the following 91ÁÔÆæ academic standards of assessment: The �A� essay will be well organized and well developed, demonstrating a clear understanding and fulfillment of the assignment. It will show the student�s ability to use language effectively and construct sentences distinguished by syntactic complexity and variety. Such essays will be essentially free of grammatical, mechanical, and usage errors. The �B� essay will demonstrate competence in the same categories as the �A� essay. The chief difference is that the �B� essay will show some describably slight weaknesses in one of those categories. It may slight one of the assigned tasks, show less facility of expression, or contain some minor grammatical, mechanical, or usage flaws. The �C� essay will complete all tasks set by the assignment, but show weakness in fundamentals (usually development), with barely enough specific information to illustrate the experience or support generalizations. The sentence construction may be less mature, and the use of language less effective and correct than the �B� essay. The �D� essay will neglect one of the assigned tasks and be noticeably superficial in its treatment of the assignment�that is, too simplistic or short. The essay may reveal some problems in development, with insufficient specific information to illustrate the experience or support generalizations. It will contain grammatical, mechanical, and usage errors that render some sentences incomprehensible. The �F� essay will demonstrate a striking underdevelopment of ideas and insufficient or unfocused organization. It will contain serious grammatical, mechanical, and usage errors thatrender some sentences incomprehensible. Grading: Reading Responses* 50 points Writing Log 50 points Teams 80 points Midterm or Practice Final 50 points (the lower of the two will be dropped) Out of Class Essays 420 points (3 @ 140 points each) Portfolio 150 points Final 200 points *Each assignment is graded on a credit/no credit basis � at the end of the semester, the percentage of completed assignments is converted to points. 965-1000 points = A+ 925-964 points = A 895-924 points = A865- 894 points = B+ 825-864 points = B 795-824 points = B765- 794 points = C+ 725-764 points = C 695-724 points = C- (NC) 699-600 points = D (NC) <600 points = F (NC) What Are The Logs? Every day at the beginning of class we�ll write for ten minutes on a topic chosen from a past final exam. Occasionally, out-of-class logs will be assigned. Consider the logs practice essays. They will not be graded on the quality of the writing, however, but on the quantity. How may ideas did you put into the log? Did you write for two minutes and then stop? Then you can expect to get no credit. Twice during the semester, I will collect and review the logs. In many ways, the logs will be practice for the final exam; think of them as mini-finals. The logs will be worth 50 points. If the writing log is not in a composition book of the right kind, or if other class notes are written in among the entries, no credit will be given for the log. What Are The Reading Responses? Every time we read an essay in the course website or a chapter in one of the books, there will be a reading response due at the beginning of class. These should each be one typed, double spaced page (roughly 300 words, or thirty lines of text). If they are any shorter than that, you will not receive credit. Reading responses, once missed, may not be made up, even if you are sick or have a legitimate reason for missing class. You may, however, hand them in early. Use the responses to show that you did the reading. Respond to something the author said, something that you liked or didn�t like, something that affected you or that you thought was strange. You might want to use a quotation from the reading to back up your point. With the responses, even if we don�t get to talk about the reading in class you get to have your say, and I get to hear from you. If there is something about the reading that you want to talk about in class, the Reading Response is a good place to note it down, as well. For the first few responses, inquiry questions will be provided on the course website. You should answer them as completely as possible, in paragraph format. Reading Responses will be worth 50 points. What�s The Paper Format? Nothing fancy. No plastic sheets, title pages or strange fonts, please; just 8.5x11� paper, 12 point type and one inch margins. All of the pages should be numbered and double- spaced. Staple the pages together. At the top of the first page, insert a title and the proper header. Proofread. We will cover this in depth over the semester, but get in the habit or reading everything you write before you hand it in. If any of these are missing, including page numbers, a staple or the proper header, you will lose ten points off of the final grade of the assignment. The header: in the top left hand corner of the first page, include your name, the date, the class and the assignment with word-count. Put this at the top of everything you hand in, whether it is a reading response, homework or a long essay. For example: DJ Quinn English 1B Section 30 25 September 2009 Generation Essay: 1567 words Writing Guidelines At A Glance Be familiar with each of these, and keep them all in mind when you�re writing. They are the basics; everything else builds off of these. There are exceptions to all these rules. Master the rule, then work on the exception. When these rules are broken in your essays, I will simply write the number in the margins: WG1, WG10, etc. You are expected to refer to this sheet. 1. You�re is a contraction of the words you and are: �You�re a good writer.� Your is possessive: �This is your book.� 2. There is a place: �Class is over there.� Their is people: �This is their car.� They�re is a contraction of they and are: �They�re in the dining hall already.� 3. Its is a possessive: �The dog has its bone.� It�s is a contraction of it and is: �It�s a beautiful day.� 4. A sentence should have a subject, a verb and an object. Someone that does something to someone else. �I ate a hamburger.� I is the subject, ate is the verb and hamburger is the object. Nearly every sentence will have all three of these. The subject and object are almost always nouns. If a sentence has more than one each of a subject, verb and object, then it�s probably a run-on sentence. It can be broken up into smaller sentences. If a sentence doesn�t have all of those, then it�s probably an incomplete sentence, or a fragment. 5. Slang almost always makes your writing sound worse. Avoid it. 6. Please observe the standard procedures for using closing quotation marks. Commas and periods are always written inside the closing quotation marks. Colon and semi-colons are always written outside the closing quotation marks. �I don�t like homework,� she said. �Neither do I.� 7. Semi-colons should be used in sentences composed of two independent clauses not connected by a conjunction (and, or, nor, but, yet, for). Semi-colons should only be used to separate independent clauses. 8. Never use the word how when you mean what. �This is what my essay is about,� is always better than �This is how my essay is about abortion.� 9. Don�t use the pronouns this, these, that, those, which or it unless they clearly refer to something mentioned previously. Avoid ambiguous pronouns altogether. Also, avoid pronouns that may refer to more than one noun. 10. Avoid rhetorical questions and exclamations. 11. Eliminate weak and extraneous words, such as very, quite, rather, somewhat, definitely, and the like. 12. Avoid references to the process of your reading: e.g., �at first glance,� �on closer inspection,� and the like. 13. Never, ever, use the word very or the contraction etc. Student Enrollment/Submission Directions If you have never used Turnitin.com before: 1. Go to www.turnitin.com 2. Click �New User� in the upper right hand corner of the window 3. Click �Click here,� next to �Would you like to create your user profile?� 4. Select �student� on the next screen 5. Enter the Course ID and Course Password provided below 6. Fill in your first name, last name and e-mail address 7. Create a personal password and enter it 8. Choose a secret question from the drop down list and provide the answer 9. Click �I agree � create profile� If you already have an account: 1. Log in using your e-mail address and password a. If you do not remember your password, click �Forgot Password� b. Input your e-mail address, click �next.� c. Answer the secret password reset question and click �next i. If you have forgotten the answer to the question, click �Forgot the answer?� to have a password reset link sent to your e-mail d. If you answered the question correctly, reset your password 2. Click the �enroll in a class� link on the left-hand side of the screen 3. Enter the Course ID and Course Password provided below To Submit an Essay: 1. Go to www.turnitin.com and login using your email address and password 2. Click on the name of your class in the box for CSU, San Jose State University 3. Click the �submit� button next to the assignment you�re turning in 4. Type in your essay title and either upload your file (if you use Word) or cut and paste your essay into the text box � then click submit 5. You will see a receipt that your essay was successfully submitted 6. Congratulations � you�re done! Class Section Course ID Number Password Section 20 2770840 turnitin1b Section 28 2770841 turnitin1b Section 33 2770842 turnitin1b Arguing Definitions: What Does it Mean to be a Millenial? �This writing project focuses on the natures of a thing � not on its value. An engaging thesis for this chapter will go beyond a broad definition and assert a particular revelatory statement.� (from Inventing Arguments) Generation Y. Net Generation. Echo Boomers. Twixters. There are many names for people bornbetween 1982 and 2001 (or 1979 and 1996, depending on the source), but none of them have beenchosen by members of that generation. William Strauss and Neil Howe use the term �Millenials,� a name chosen by members of that generation. Millennials are accused of anxiety, social consciousness, apathy, unhealthy focus on media and media savvy. The people doing the defining, the naming, thelabeling of members of the Millennial Generation are the Silent Generation, Baby Boomers, and Generation X-ers. In this essay, your job will be to argue for your own definition, building on apreviously established definition or fighting for your own label. Write a 5-6 page essay that defines your generation, as you see it and defends that definition (12point Times New Roman font). Some definitional questions that might help you to form your answerinclude: What is a generation? What are the essential characteristics of your generation? How is your generation different from those that came before (or after)? Into what categories do we, and the people around us, fall? What elements are essential for your generation to be what it is? What elements seem essential, but are not? You may want to interview members of various generations, do additional reading or bring in nontraditional sources (a blog, a social networking website or even a graphic novel). Any of these sources are excellent, as long as you have my approval beforehand. Remember: you are looking for aninclusive definition, one that applies to as much of your generation as possible. Definitions that applyto only one social group of geographic area will not be sufficient. Think big! Your essay should include: 5. detailed support for your ideas (this 1. an introduction that gives needed will likely come from your fieldbackground information about the topic research and/or class readings). and appeals to your audience. Make sure your support is both 2. a thesis statement that clearly states your specific and relevant to the largerdefinition of your generation Unless you claim you�re making about the effecthave a good reason to place it somewhere and purpose of media. else, this should be the last sentence of 6. a consideration and rebuttal of at your introduction.least one alternative view. 3. appropriate paragraphing, including use 7. a conclusion that provides closure to of clear topic sentences and transitions. the essay and considers theThis is where the details of your implications of the argument. definition will be laid out. Remember, 8. MLA Style Basics (check heading, you can define by putting into categories, margins, title, line spacing, and pagedescribing, comparing and giving numbering � for an example, see examples.page 65 in the Longman Book). 4. a clear stand regarding the definition that 9. observance of the conventions of is well-supported throughout the essay. standard written English. Assignments: � Prewriting: Due Wednesday, September 16th (must be typed) 1. Make a list of at least 8 pop culture sources (songs, TV shows, movies), 8 significant figures and 8 ideals that are good examples of what it means to be partof your generation. 2. Freewrite for at least 10 minutes about what the items on the above lists say about your generation. Use the readings and your own experience as a starting point. 3. Read through your freewrite. Make a list of at least four ideas that you think areessential: without them your generation would be completely different. These can later be turned into topic sentences for body paragraphs. Freewrite on each of those ideas for 3-5 minutes each, trying to generate some specific evidence to use in the body paragraphs of your essay, as well as your stand. 4. List at least three possible objections to your argument and also rebuttals to those objections. Select at least one of these pairs to include in your essay. 5. Write a tentative thesis based on your ideas so far � this should be at least a one- sentence version of your definition of your generation. 6. Create an outline of your essay-to-be. Be sure to include full sentences, at leastone sentence per paragraph of your final essay. (Should be no less than one halfpage long.) � Rough Draft: Due Wednesday, September 23rd (must be typed) Bring three copies of your rough draft to class for peer review (all essays must be at least 4 full pages long to receive credit). � Final Draft (1500 word minimum): Due Wednesday, September 30th (must betyped) Bring the final draft of your essay (as well as your thesis, outline, peer reviewed rough draft, and �Postscript on the Writing Process�) to class, clipped together in the following order: �Postscript,� final draft, thesis, outline, graded rough draft, peer review sheets and drafts. In addition, be sure to upload the final draft of your essay to Turnitin.com � essays that are not uploaded will find their grades reduced by 5%. � Postscript on the Writing Process: Due Wednesday, September 30th (must betyped) Answer the following questions on a separate sheet, to be turned in with your packet. Your postscript should be no less than one full page long. 1) What underlying beliefs about your generation were revealed in the process of this essay? 2) How was your view of your generation changed (either positively or negatively) over the course of this essay? 3) What caused you the most difficulty with this essay? How did you solve theproblem � or attempt to solve it? With what parts are you still the least satisfied? 4) What are the best parts of your paper? Refer to specific paragraphs � what do you like most about them? 5) Write out one question that you still have about the assignment or about your writing or revising process. TENTATIVE SCHEDULE (subject to change with notice) CODE: IA: Inventing Arguments TP: The Tipping PointWeb: An article linked on the Blackboard Website YB: A novel-length work of non-fiction, chosen by you, used to write your final essay REMINDERS: * Typed Reading Responses are due for each essay we read * Reading assignments should be completed by the day they appear on the schedule fordiscussion * The assignments due each day can also be found on Turnitin.com, in the class calendar. ESSAY 1: DEFINING A GENERATION Week 1: 8/24, 8/26 M LO1 Introductions LO1 Student Questionnaire LO1 Hand out greensheets W LO1 Diagnostic Essay (750 Words) Week 2: 8/31, 9/2M LO1 Assign Essay #1 LO1 What is an Argument? LO1 Types of Claims LO3 Assign Teams LO3 Read: IA: Ch. 1 (1-41) Web: �Book Review: Millennials Go To College� Write: 1 Response (use Rhetorical Analysis questions on page 36) Teams: Write a preliminary Team Charter W LO1 Lines of Reasoning/ Appeals LO3 Read: IA: Ch. 2 (43-79) Web: �The Millennial Generation Test� Write: 1 Response (use Rhetorical Analysis questions on page 75) Teams: Counterarguments and Enthymemes Week 3: 9/9W LO1 Defining a Generation LO1 Stasis Theory/ Hegelian Dialectic LO3 Read: IA Ch. 5 (138-153) & Ch. 6 (155-157, 177-201 + team essay) Web: �Generation X and The Millennials: What You Need to Know About Mentoring the New Generations� �Anxieties Define Generation Y� Write: 2 Responses (use Rhetorical Analysis questions on page 36) Week 4: 9/14, 9/16M LO1 Layers and Generations LO1 Discuss Pre-writing/ Essays LO3 Read: IA Ch. 3 (81-101) Web: �Boomers Had Their Day, Make Way for the Millennials� Write: 1 Response (use Rhetorical Analysis questions on page 100) Teams: Bring magazines to cut up (ideally, your favorite magazines) Warranting Assumptions W LO1 Dealing with Your Audience/ Responding to Arguments LO1 Prewriting Due LO3 Read: IA Ch. 4 (103-135) Teams: Rogerian Argument Week 5: 9/21, 9/23M LO1 Arguing Generations, Topic Wrap-Up LO2 Integrating and Citing Quotations LO2 Read: IA Ch. 12 (429-471) Web: �Employee Evolution� Write: 1 Response Teams: Prepare Group Presentations Evaluating Sources W LO2 Generations Group Presentations LO3 Read: Web: Shitty First DraftsWrite: 1 Response LO1 Rough Draft of Essay 1 Due (4 page minimum, 3 copies) Week 6: 9/28, 9/30 M LO1 Peer Review LO3 Read Partners� Essays (bring a copy of each partner�s essay, and your own) W LO1 Assign Essay 2 LO3 Revision Activities LO2 The Works Cited Page LO2 Read: IA: Ch. 12 (read: 472-488, skim 489-518) Teams: Bring five different colored highlighters for your team Bring a copy of your essay ESSAY 2: EVALUATING A REASON Week 7: 10/5, 10/7M LO2 Library Day: Meet in MLK Library LO1 Essay 1 Final Draft Packet due (1500 word minimum) Packet Contents (in order): Postscript, Final Draft, Prewriting, Rough Draft (my graded copy), PeerReview Sheets/ Drafts W LO1 Causal Arguments/ Tipping Point LO3 Choosing Topics LO3 Read: IA: Ch 7 (203-204, 223-245 + team essay) TP: Intro, Ch. 1 Write: 1 Response (both readings together) Teams: Generating Causes Week 8: 10/12, 10/14 M LO1 Evaluation: What is it worth? LO3 Discuss Tipping Point LO1 Read: IA: Ch. 8 (247-249, 265-291 + team essay) TP: Ch. 2 & 3 Write: 2 Responses Teams: Evaluation: Where�s the Harm? W LO1 In-class Midterm Essay (1000 word minimum) LO1 Prewriting Due LO1 Read: TP: Ch. 4 & 5 Write: 2 Responses Writing Logs due at the beginning of class Week 9: 10/19, 10/21M LO1 Discuss Tipping Point LO1 Midterm Post Mortem LO2 Research Due (Annotated Bibliography) LO1 Read: TP: Ch. 6 & 7 Write: 2 Responses W LO2 Fallacies: How Not to Argue (bring IA!) LO1 Rough Draft of Essay 2 Due (4 page minimum, 3 copies) LO1 Read: TP: Ch. 8 Write: 1 Response Teams: Spend a day looking for fallacies, hand in 1 page for your team Bring in an evaluation: movie review, State of the Union Address, etc. Week 10: 10/26, 10/28M LO1 Peer Review Read Partners� Essays (bring a copy of each partner�s essay, and your own) Teams: Bring five different colored highlighters for your team W LO3 Assign Essay 3 LO1 Proposal Analysis LO1 Read: IA: Ch: 9 (293-295, 317-339 + team essay) Teams: Crisis Argument ESSAY 3: SOLVING A PROBLEM Week 11: 11/2, 11/4 M LO1 Essay 2 Final Draft Due (1750 word minimum) LO1 Practice Developing and Using CriteriaTeams: Bring in YB W LO1 Solution Feasibility LO1 Read: YB: First 30% Write: 1 response Week 12: 11/9M LO2 Individual Sudden Death Presentations LO1 Read: YB: Second 30% Write: 1 response Week 13: 11/16, 11/18 M LO1 Prewriting Due LO1 Read: Finish YB Write: 1 response W LO1 Rough Draft of Essay 3 Due (5 page minimum, 3 copies) Week 14: 11/23, 11/25M LO1 Peer Review Read Partners� Essays W LO1 In-Class Practice Final (1000 word minimum) LO1 Final Draft of Essay 3 due (2000 word minimum) Week 15: 11/30, 12/2M LO1 Practice Final post-mortem LO1 Portfolio Preparation W LO1 Portfolio Preparation LO1 Logs due at end of class Week 16: 12/7M LO1 Portfolio Due: 2 Essays with substantial revision LO1 Portfolio Sharing The FINAL EXAM is on December 5th at 10:00 am. You must come to the final exam to pass the class.