San Jos� State University Department of English and Comparative Literature English 1B, Composition 2 (GE C3), Section 20, Fall 2011 Instructor: Peter Gambrill Office Location: Faculty Offices 213 Telephone: (408) (924-4490) Email: am.project@gmail.com Office Hours: TuTh 12:00-1:00PM (or by appointment) Class Days/Time: TuTh 10:30-11:45AM Classroom: BBC 205 Prerequisites: English 1A (or demonstrated equivalency) GE Category: Written Communication C3 Course Description The distinctive characteristic of English 1B, the second step in meeting the requirements for writing instruction at 91ÁÔÆæ, is a focus on argumentation: picking one side of a debate, defending your position, and using examples and evidence to support your claims. We will work on refining your ability to convince an audience (whether it be friends, members of your community, or coworkers) through written rhetoric. However, unlike that of a football or tennis coach, my goal for this class is not to produce �winners� who will always defeat their opponents in written or spoken debate; in a democracy, and especially with the contentious issues of our times, debates are rarely won outright�and resentment often lingers even if there seems to be a clear victor. The guiding philosophy of this class, therefore, stems from a broader definition of how argumentation can aid us as engaged members of a social discourse: By subjecting our beliefs and opinions to the rigorous standards of written rhetoric, we are forced to find where we stand on an issue; in other words, when writing an argumentative paper, we learn how much we know about a topic and where our convictions lie. Argumentative writing is both a method of convincing others and a process of personal discovery. The subject matter for this class (that is, our readings and writing assignments) will focus on issues of environment and ecology. I chose to focus on this topic for a few reasons. First, because of an expanding human population and diminishing natural resources, environmental issues will comprise an ever-increasing share of the public debate; though you will likely take specific classes in environment in the future, this class will help you gain an overview of the primary topics�you will also be able to focus on one topic in-depth for the semester project. English 1B, Section 20, Fall 2011 Page 1 of 7 Secondly, the debates over environment and ecology cover a wide range of policy decisions at the local, state, national, and global level: you should be able to find an issue to get into no matter what your interests. Course Goals and Student Learning Objectives Building on the college-level proficiencies required in English 1A, students shall achieve the ability to write complete essays that demonstrate advanced proficiency in all of the following: � Clear and effective communication of meaning. � An identifiable focus (argumentative essays will state their thesis clearly and will show an awareness, implied or stated, of some opposing point of view). � An appropriate voice that demonstrates an awareness of audience and purpose. � Careful attention to review and revision. � Effective and correct use of supporting materials, including independent research (e.g., quoting, paraphrasing, summarizing, and citing sources); � Effective analysis, interpretation, evaluation, and synthesis of ideas encountered in multiple readings. � Effective organization and development of ideas at paragraph and essay levels. � Appropriate and effective sentence structure and diction. � Command of conventional mechanics (e.g., punctuation, spelling, reference, agreement). Student Learning Objectives: SLO 1: Students shall write complete essays that demonstrate the ability to refine the competencies established in Written Communication 1A. SLO 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. SLO 3: Students shall write complete essays that demonstrate the ability to select efficient and effective approaches for accessing information utilizing an appropriate investigative method or information retrieval system. SLO 4: Students shall write complete essays that demonstrate the ability to synthesize ideas encountered in multiple readings. SLO 5: Students shall write complete essays that demonstrate the ability to incorporate principles of design and communication to construct effective arguments. SLO 6: Students shall write complete essays that demonstrate the ability to identify and discuss issues related to censorship and freedom of speech. Information available online You are responsible for reading the following information online at http://www.sjsu.edu/english/comp/policyforsyllabi.html English 1B, Section 20, Fall 2011 Page 2 of 7 � Course guidelines � Academic policies (academic integrity, plagiarism, ADA and DRC policies) � Adding and dropping classes Required Texts Textbooks Argument as Dialogue (1st ed.) Gary Goshgarian and Kathleen Krueger ISBN: 9780205019120 Green (1st ed.) Brooke Rollins and Lee Bauknight ISBN: 9781598714159 The Everyday Writer (3rd ed.) Andrea A. Lunsford ISBN: 9780205019120 Other Materials A spiral-bound, college-ruled notebook Other Readings Select other readings will be available via the class website (see below for address) Library Liaison Toby Matoush Dr. Martin Luther King Library (408)808-2096 Toby.matoush@sjsu.edu Class Protocol In-Class Essays Over the course of the semester, you will write four timed in-class essays. The first will be an ungraded diagnostic essay; the fourth will be an ungraded practice final. Not completing either of the ungraded in-class essays will, however, negatively affect the final grades you receive for your other in class essays. For each essay, I will give you one hour to respond to a pair of passages using personal and outside examples. Your writing should demonstrate a singular argument and focus, as well as a clear structure that divides examples, sub points, counterpoints, an introduction, and a conclusion. We will go over effective strategies for generating ideas in a timed essay. English 1B, Section 20, Fall 2011 Page 3 of 7 Out-of-Class Essays All assignments written outside of class will be submitted via electronic copy to turnitin.com instead of being turned in during class. You must submit your paper before 11:59PM on the listed due date. In order to submit papers to the class account, you will need the class ID, which is 4145896. Peer Reviews In order to help you assess the strengths and weaknesses in both your writing and your peers' writing, we will conduct three peer reviews. I will place you into groups of three. You will submit a copy of your rough draft to each group member, as well as to the instructor. I will give you a guideline for the peer-review day: a series of questions you will need to answer in short paragraphs. You will spend the class period in your groups discussing the strengths and weaknesses in your peers' writing. Make sure to put your name on your responses. Late Papers All due dates are final for both rough and final drafts, unless I announce an extension. I will allow extensions for students in extreme circumstances, provided I receive sufficient evidence (e.g. doctor's note). Come talk to me in person as soon as possible if you don't think you'll complete an assignment by the required date. Any late assignment without sufficient explanation will be deducted one full grade for every weekday (not class day) it is late. For the peer-review process, it is your responsibility to give your group members sufficient time to review your paper. Grade Challenges If you believe a grade you receive on any assignment is unfair, you are welcome to challenge the grade by the following process. Referring to the course learning objectives and the assignment sheet, argue in writing why you think your grade was undeserved and suggest what grade you think you deserve. For the longer papers, this rationale should be no less than 2 pages, though it may be as short as one page for smaller assignments. I reserve the right to not change the grade, or to not raise it as high as suggested, according to how well I believe you argued your case. Attendance I cannot force you to come to class, but missing class means (on most days) not completing a journal entry, which cannot be made up; therefore, the grade you get for your journal will reflect your attendance and participation. Laptops You may use a laptop to view a reading given on the course website. Any other use during class (web, Facebook, games) is not permissible. Ground Rules for Writing and Class Discussion Academic discourse is founded on principles of honesty and free thought; however, some lines should not be crossed in any public forum. I will not tolerate personal attacks upon other students or instructors, nor will I tolerate attacks upon another's race, ethnicity, religion, sex, or sexual orientation. I will eject from the class any student who I believe is offending other students or disrupting the class. I will also give no credit to any writing assignment (including entries in the writing journal) containing such offensive material. English 1B, Section 20, Fall 2011 Page 4 of 7 Academic policies You are responsible for reading the 91ÁÔÆæ academic polices available online: http://www.sjsu.edu/english/comp/policyforsyllabi.html Assignments Grading: A-F. 10% � In-Class Essays: 2,000 words (SLO 1, 3, 4, 5) 10% � Writing Analysis: 900 words (SLO 1, 3, 4, 5) 10% � Research Synthesis: 1,200 words (SLO 1, 2, 3, 5, 6) 10% � Annotated Bibliography: 1,200 words (SLO 1, 2, 3) 15% � Proposal Essay: 1,500 words (SLO 1, 2, 3, 5) 10% � Peer Reviews: 1,200 words (SLO 1, 5) 15% � Writing Journal (SLO 1, 4, 6) 20% � University-Wide English 1B Exam 91ÁÔÆæ Writing Center The 91ÁÔÆæ Writing Center is located in Room 126 in Clark Hall. It is staffed by professional instructors and upper-division or graduate-level writing specialists from each of the seven 91ÁÔÆæ colleges. Our writing specialists have met a rigorous GPA requirement, and they are well trained to assist all students at all levels within all disciplines to become better writers. The Writing Center website is located at http://www.sjsu.edu/writingcenter/about/staff/. English 1B, Section 20, Fall 2011 Page 5 of 7 English 1B, Fall 2011, Course Schedule Week Date AD=Argument as Dialogue G=Green W=Class Website 1 Thurs 8/25 Introductions 2 Tues 8/30 Thurs 9/1 UNIT I: Critical Reading and the Basics of Argument Diagnostic Writing Exam Read (AD)1-10 and (G)Alan Weisman, �Earth without People�; Blank Writing Journals Due 3 Tues 9/6 Thurs 9/8 Read (AD)25-26 and (G)Janisse Ray, �Ecology of a Cracker Childhood� Read (AD)32-38 and (G)Eco America, �Climate and Ecology Truths: Our Common Future� 4 Tues 9/13 Thurs 9/15 Read (AD)180-184 and (W)Verlyn Klinkenborg, �Our Vanishing Night� Read (AD)113-116 and (G)Mike Tidwell, �To Really Save the Planet, Stop Going Green� 5 Tues 9/20 Thurs 9/22 Writing Analysis due, read (AD)125-129 In-Class Essay #1 6 Tues 9/27 Thurs 9/29 UNIT II: Using Evidence in Argumentation Read (AD)155-163 and (G)Stewart Brand, �Reframing the Problems� Read (AD)165-167 and (G)Colin Beavan, �Life after the Year without Toilet Paper� 7 Tues 10/4 Thurs 10/6 Read (AD)170-173 and (W)Michael Pollan, �What's Eating America� Research Synthesis Draft Due, read (AD)S. Fred Singer, �The Great Global Warming Swindle,� 168-170 8 Tues 10/11 Thus 10/13 Peer Comments Due and Discussion Day Read (G)Annie Marie Todd, �Prime-Time Subversion: The Environmental Rhetoric of the Simpsons� (excerpt 140-152) 9 Tues 10/18 Thurs 10/20 Final Draft Due, read (W) Ben McGrath �Holy Rollers� In-Class Essay #2 10 Tues 10/25 Thurs 10/27 UNIT III: Proposal Writing Read (AD)243-248 and (G)Bruce Wilson, �Sounding the Alarm� Read (AD)249-253 and (G)Rachel Carson, �The Obligation to Endure� 11 Tues 11/1 Thurs 11/3 Read (AD)254-261 and (G)Derick Jensen and Stephanie McMillan, �As the World Burns: 50 Simple Things you Can Do to Stay in Denial� Read (G) Kevin Bullis, �The Geoengineering Gambit� 12 Tues 11/8 Thurs 11/10 Read (G) Edward Wilson, �For the Love of Life� Annotated Bibliography Due, read (G)Shannon Hayes, �Meet the Radical Homemakers� 13 Tues 11/15 Thurs 11/17 Read (AD)134-136 and (G)Naomi Klein, �A Hole in the World� Read (AD)79-80 and (G)Courtney Martin, �The Population Debate...� English 1B, Section 20, Fall 2011 Page 6 of 7 Week Date AD=Argument as Dialogue G=Green W=Class Website 14 Tues 11/22 Thurs 11/24 Read (AD)86-90 Thanksgiving � No Class 15 Tues 11/29 Thurs 12/1 Practice Final (In-Class Essay) Proposal Draft Due, Final Essay Strategies 16 Tues 12/6 Thus 12/8 Peer Comments Due and Discussion Day Final Draft Due Final Exam Saturday, December 3 8:00am � 10:00am Location and other specifics will be announced in class. Important 91ÁÔÆæ dates Fall 2011 Monday Mon-Tues Wednesday Monday Tuesday Tuesday Wednesday Friday Wednesday Thursday Friday Thursday Friday Mon-Fri Monday Tuesday Wednesday Monday August 22 Academic Year Begins � Fall Semester Begins August 22-23 Pre-Instruction Activities: Orientation, Advisement, Faculty Meetings and Conferences (P) August 24 First Day of Instruction � Classes Begin September 5 Labor Day -Campus Closed (L) September 6 Last Day to Drop Courses Without an Entry on Student�s Permanent Record (D) September 13 Last Day to Add Courses & Register Late (A) September 21 Enrollment Census Date (CD) November 11 Veteran�s Day -Campus Closed (V) November 23 Classes that start at 5:00 PM or later will not meet November 24 Thanksgiving Holiday -Campus Closed (T) November 25 Rescheduled Holiday -Campus Closed (RH) December 8 Last Day of Instruction -Last Day of Classes December 9 Study/Conference Day (no classes or exams) (SC) December 12-16 Final Examinations (exams) December 19 Final Examinations Make-Up Day (MU) December 20 Grade Evaluation Day (E) December 21 Grades Due From Faculty -End of Fall Semester (G) December 26 Christmas Holiday Observed -Campus Closed (CH) English 1B, Section 20, Fall 2011 Page 7 of 7