San Jos� State University English 1A: Composition 1 Section 27, Spring 2011 Instructor: Joan McMillan Office Location: Faculty Offices 218 Telephone: (408) 924-4433 Email: Joan.McMillan@sjsu.edu Office Hours: Monday and Wednesday, 3:15-4:15, and by appointment Class Days/Time: 12:00 to 1:15 Classroom: BBC 221 Faculty Web Page and MY91ÁÔÆæ Messaging (Optional) Copies of the course materials such as the syllabus, major assignment handouts, etc. may be found on my faculty web page at http://www.sjsu.edu/people/joan.mcmillan/ or accessible through the Quick Links>Faculty Web Page links on the 91ÁÔÆæ home page. You are responsible for regularly checking with the messaging system through My91ÁÔÆæ (or other communication system as indicated by the instructor). I will be creating a class email list (more about this in the .contacting your instructor. section of this syllabus). Course Description: Welcome to English 1A! This is the first course in a sequence of two lower-division English courses, and fulfills the written communication 1A requirement of San Jose State�s core GE requirement. English 1A is intended to increase the student�s ability to write, read, and think both critically and clearly. I have a conviction that if you have come this far in your educational journey, you have important things to say and can communicate them in both your writing and speaking. English 1A will help you strengthen these skills. We will discuss various modes of composition throughout the semester, all of which will contribute to building strengths for you as a writer. Strong writing skills will help you no matter what career you choose in life, and it is my goal as an instructor to help you gain confidence in communicating ideas. This is a challenging course which I hope will increase and strengthen your skills as both a writer and a critical reader. REQUIRED TEXTS: . Dreams and Inward Journeys, Marjorie and Jon Ford, seventh edition . The Bedford Handbook, Diana Hacker, eighth edition . A college-level dictionary . Yellow books for in-class essays, practice final, and the English 1A final exam . STRONGLY SUGGESTED: . A college-level thesaurus PLEASE bring Dreams and Inward Journeys and The Bedford Handbook to every class! Essays: We will do seven required essays, plus one revision for this class (due on the last day). There will thus be four in-class essays and four out-of-class essays. YOU MUST COMPLETE ALL ESSAYS IN ORDER TO PASS THIS COURSE! Expect to produce a minimum of 8,000 words this semester. All out of class essays must be 4-5 pages in length (depending on the assignment), typed (double spaced), in a readable font (no gigantic fonts, 12 point Times New Roman or Ariel works well), with black ink. Follow the MLA guidelines for papers as listed in the Bedford Handbook (we will discuss this in class shortly). LATE PAPERS WILL BE DOWNGRADED ONE FULL LETTER GRADE FOR EVERY DAY LATE. NO ASSIGNMENTS WILL BE ACCEPTED WHICH ARE MORE THAN FIVE DAYS LATE. OUT-OF-CLASS ESSAYS MUST BE TURNED IN TO ME IN CLASS; NO ASSIGNMENTS WILL BE ACCEPTED EITHER BY E- MAIL OR SHOVED UNDER MY OFFICE DOOR! YOU ARE RESPONSIBLE FOR KEEPING TRACK OF YOUR MISSING WORK, INCLUDING READER RESPONSES AND GRAMMAR HOMEWORK. For in-class essays, please bring a yellow book and a blue or black pen, and don�t miss class on these days. In-class essays cannot be made up unless you get permission from me before class! Reader Responses: This is a one-page hand-written response, generally assigned during the first ten to fifteen minutes of class. I want you to truly consider and explain what worked for you in the reading, what moved you, disturbed you, inspired you, infuriated you, didn�t work, or worked well for you. Many of my former students have told me that writing in class every day really helped them become better writers. Reader Responses are not graded individually, but are tallied as to the amount completed and comprise ten percent of your class grade. Ideal length for a Reader Response is one handwritten page. If you miss a class (and subsequently a Reader Response), you alone are responsible for keeping track and making up any missing responses within two weeks. Reader Responses more than two weeks late will not be accepted; Reader Responses which lack a date will be returned to the student for correction. Workshops: Good writing involves learning good revision skills. Workshops (in which others read and critique your work) are valuable resource in learning revision. We will have several workshop sessions this semester, in small groups with other class members, in which constructive criticism will be given to help improve your paper (you will also be critiquing others� essays). We will also workshop outlines of in-class essays. You will be required to make copies of your essays for the workshop, generally 3-4. Other work, handouts, etc. may be assigned during the semester, occasionally. Extra Credit: Opportunities for extra credit will be announced from time to time, especially during the times in which writers come to campus for readings via the Center for Literary Arts Dropping and Adding Students are responsible for understanding the policies and procedures about add/drop, grade forgiveness, etc. Refer to the current semester�s Catalog Policies section at http://info.sjsu.edu/static/catalog/policies.html. Add/drop deadlines can be found on the current academic calendar web page located at http://www.sjsu.edu/academic_programs/calendars/academic_calendar/. The Late Drop Policy is available at http://www.sjsu.edu/aars/policies/latedrops/policy/. Students should be aware of the current deadlines and penalties for dropping classes. Information about the latest changes and news is available at the Advising Hub at http://www.sjsu.edu/advising/. University Policies Academic integrity Your commitment as a student to learning is evidenced by your enrollment at San Jose State University. The University�s Academic Integrity policy, located at http://www.sjsu.edu/senate/S07-2.htm, requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The Student Conduct and Ethical Development website is available at http://www.sa.sjsu.edu/judicial_affairs/index.html. Instances of academic dishonesty will not be tolerated. Cheating on exams or plagiarism (presenting the work of another as your own, or the use of another person�s ideas without giving proper credit) will result in a failing grade and sanctions by the University. For this class, all assignments are to be completed by the individual student unless otherwise specified. If you would like to include your assignment or any material you have submitted, or plan to submit for another class, please note that 91ÁÔÆæ�s Academic Policy S07-2 requires approval of instructors. Campus Policy in Compliance with the American Disabilities Act If you need course adaptations or accommodations because of a disability, or if you need to make 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 requesting accommodations must register with the Disability Resource Center (DRC) at http://www.drc.sjsu.edu/ to establish a record of their disability. The Disability Resource Center�s location and other contact information: Administration Building 110 One Washington Square San Jos�, CA 95192-0168 (408) 924-6000 (408) 924-5990 TTY Student Technology Resources (Optional) Computer labs for student use are available in the Academic Success Center located on the 1st floor of Clark Hall and on the 2nd floor of the Student Union. Additional computer labs may be available in your department/college. Computers are also available in the Martin Luther King Library. A wide variety of audio-visual equipment is available for student checkout from Media Services located in IRC 112. These items include digital and VHS camcorders, VHS and Beta video players, 16 mm, slide, overhead, DVD, CD, and audiotape players, sound systems, wireless microphones, projection screens and monitors. Learning Assistance Resource Center The Learning Assistance Resource Center (LARC) is located in Room 600 in the Student Services Center. It is designed to assist students in the development of their full academic potential and to motivate them to become self-directed learners. The center provides support services, such as skills assessment, individual or group tutorials, subject advising, learning assistance, summer academic preparation and basic skills development. The LARC website is located at http:/www.sjsu.edu/larc/. 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/. Peer Mentor Center The Peer Mentor Center is located on the 1st floor of Clark Hall in the Academic Success Center. The Peer Mentor Center is staffed with Peer Mentors who excel in helping students manage university life, tackling problems that range from academic challenges to interpersonal struggles. On the road to graduation, Peer Mentors are navigators, offering .roadside assistance. to peers who feel a bit lost or simply need help mapping out the locations of campus resources. Peer Mentor services are free and available on a drop �in basis, no reservation required. The Peer Mentor Center website is located at http://www.sjsu.edu/muse/peermentor/ Attendance and Participation: Since success in life involves showing up, consider this class a good exercise. There is a great deal of work and it is easy to fall terribly behind if you do not come to class or fail to complete assignments on time. Class participation also figures into your final grade. Please arrive promptly, as late folks disturb the class. If you do happen to be late, please enter the classroom quietly. If you must miss class, please let me know as soon as possible so that we can make necessary arrangements if you will miss in-class work Please participate in class discussions; everyone�s opinion is important. Ask questions if you don�t understand something, and I will do my best to answer. Classroom environment: Courteous behavior towards other students and the instructor is mandatory, as this is a professional environment. If you disagree (or agree) with the opinion of another student, the instructor, or something in the readings, express your opinions respectfully. Some of the readings may express opinions or views that are somewhat controversial; they are presented to show the varied expression of such opinions or views, and no one is required to agree or disagree with them. We read a great deal of work from diverse spiritual and ideological disciplines; the instructor presents these to give a broad range of exposure to writing, not to promote such disciplines. Cell phones, pagers, and the like must be turned off. If you forget and it goes off, please muffle it accordingly. Wait until the end of class to check messages (and please refrain from texting under the desk, etc). If you must use a laptop because you have a learning or other disability, please let me know and also bring me a signed note from the Disability Resource Center; otherwise, laptops are to be shut off and kept closed in this class. Continued texting, talking, etc., despite a clear warning in the syllabus will greatly affect your participation grade in this course. Coffee, tea, water, etc. may be consumed in class, quietly, but no food. Contacting your instructor: My office hours, e-mail address, and phone number are listed at the top of this syllabus. Email or visit me during my office hours if you have questions about the class or your writing, want to go over an essay, etc. I enjoy working with students outside of class and helping you succeed in English 1A, so don�t hesitate to use my office hours! I can arrange other times to meet with you as well, and am always available by email. ENGLISH 1A FINAL: The mandatory final exam (a hand-written essay) will be administered to all 1A students on Saturday, May 14th, from 8:00 A.M. to 10:00 A.M. Please bring two yellow examination books, a non-electronic dictionary, and two blue or black pens. Grading: Out-of-Class Essays 35% In-Class Essays 15% Reader Responses 10% Final Exam 20% Participation, incl. final letter 10% Grammar, quizzes, etc. 10% English Dept. Student Learning Objectives: Students will demonstrate the ability to: 1) read closely in a variety of forms, styles, structures, and modes, and articulate the value of close reading in the study of literature, creative writing, or rhetoric. 2) show familiarity with major literary works, genres, periods, and critical approaches to British, American, and World Literature. 3) write clearly, effectively, and creatively, and adjust writing style appropriately to the content, the context, and nature of the subject. 4) develop and carry out research projects, and locate, evaluate, organize, and incorporate information effectively. 5) articulate the relations among culture, history, and texts. English 1A Course Guidelines English 1A is the first course in 91ÁÔÆæ�s two-semester lower-division composition sequence; it provides an introduction to baccalaureate-level composition, with attention to the .personal voice. and personal experience, on the one hand, and the more formal attitudes and demands of writing at the university (expository and argumentative essays), on the other. Students will develop college-level reading abilities, rhetorical sophistication, and writing styles that give form and coherence to complex ideas and feelings. Prerequisites: Placement by the English Proficiency Test (EPT), or passage of an approved substitute course for the EPT. Course Objectives: Students shall achieve the ability to write complete essays that demonstrate college-level proficiency in all of the following: . Clear and effective communication of meaning. . An identifiable focus, tailored to a particular audience and purpose (argumentative essays will state their thesis clearly and show an awareness, implied or stated, of some opposing point of view). . The ability to perform effectively the essential steps of the writing process (prewriting, organizing, composing, revising, and editing). . The ability to explain, analyze, develop, and criticize ideas effectively. . Effective use within their own essays of supporting material drawn from reading or other sources. . Effective organization within the paragraph and the essay. . Accuracy, variety, and clarity of sentences. . Appropriate diction. . Control of conventional mechanics (e.g., punctuation, spelling, reference, agreement). General Education Area A2 Student Learning Outcomes SLO 1: Students shall write complete essays that demonstrate the ability to perform effectively the essential steps in the writing process (prewriting, organizing, composing, revising, and editing). SLO 2: Students shall write complete essays that demonstrate the ability to express (explain, analyze, develop, and criticize) ideas effectively. SLO 3: Students shall write complete essays that demonstrate the ability to use correct grammar (syntax, mechanics, and citation of sources) at a college level of sophistication. SLO 4: Students shall write complete essays that demonstrate the ability to write for different audiences. Course Content Writing: Writing assignments shall give students repeated practice in all phases of the writing process: prewriting, organizing, writing, revising, and editing. This class requires appropriately sequenced essays totaling a minimum of 8000 words. This minimum requirement excludes the final examination, journal writing, quizzes, and any brief or informal assignments. However, it can include assignments that require major revisions of drafts already submitted for a grade and commented on by peers and/or instructor. A major revision is defined as a significant rethinking and reworking of an assignment, and not a simple .correcting. of mechanical errors noted on the original. At least three (but no more than four) essays shall be written in class. How the 8000-word minimum will be met and distributed must be clearly indicated on greensheets. The 8,000-word minimum in this class is distributed over the course of four in-class essays and four-out-of class essays. This includes a final major revision and substantial reworking of an in-class essay. The minimum is also achieved by in- class, substantial Reader Responses to the course material. Students shall receive frequent evaluation of their writing from the instructor. In evaluating student writing, instructors shall comment on specific features of individual papers. Comments shall encourage and acknowledge student success as well as note problems and suggest ways to improve. Reading: Reading for the course shall be extensive and intensive and include useful models of writing for academic, general, and specific audiences. Research: English 1A may initiate students in the use of the library, but library research is not a required element of the course. Diversity: Assignments (both reading and writing) shall address issues of race, class, and gender when appropriate, and the perspectives of women and diverse cultural groups shall be incorporated into course instruction and materials in an inclusive and comprehensive manner whenever possible. Tutoring: San Jose State University provides students with free tutoring at the Learning Assistance Resource Center (LARC) and at the Writing Center. Both of these centers will help students at any stage of the writing process, from brainstorming to major reorganization to stylistic polishing. Students of all abilities are encouraged to use these services; it is a common myth that these services are for "dumb" students, but no published author made it without another pair of eyes on her/his work. LARC is located under the 10th Street parking garage in SSC 600. (408) 924-2587 The Writing Center is located on the first floor of Clark Hall in Room 126. (408) 924- 2308. You can schedule an appointment here: http://www.sjsu.edu/writingcenter/tutoring/requestforappointment/index.htm Please do not hesitate to make an appointment with them if you feel that you will benefit from working with a writing specialist at the Center. Appointments fill up quickly, so please check with them as soon as possible if you feel you might benefit from their services. If I recommend you to the Writing Center, it is because I am concerned about your ability to pass this course, so please take my recommendation seriously. Course Materials: A dictionary, a rhetoric (or rhetoric/reader), and a handbook are appropriate materials to require of students. The University Essay Final Exam: A common essay final, graded holistically, shall count 20 percent toward the course grade. A single university-wide final will be developed around a college-level reading passage each semester by the English Department Composition Committee. All faculty members teaching individual sections will grade the examination holistically under controlled conditions. Students must take the final exam in order to pass the course. Grading: A-F. This class must be passed with a C or higher to move on to English 1B (C- is not acceptable for 1B). A passing grade in the course signifies that the student is a capable college-level writer and reader of English. Essays in English 1A will be graded as follows: A = Excellent. This essay is organized, well-constructed, and demonstrates a clear understanding o the topic. The thesis is focused, ideas are clearly presented and supported with specific details. Paragraphs are fully developed and move easily from one to the next. The language is used effectively and sentences are correctly constructed and syntactically correct; the language is lively and a pleasure to read. The .A. paper is as virtually free of mechanical errors as is humanly possible. B = Very Good. This essay shows a clear understanding of the topic, but is less precise and original as the .A. paper. The main difference is that the .B. paper will demonstrate minor weaknesses in aspects such as sentence variety, grammatical errors, typographical errors, or may have less facility of expression as the .A. paper. C = Average. This essay will complete all tasks required by the assignment, but demonstrates weaknesses in fundamental aspects such as paragraph development, supporting ideas, or many mechanical and/or grammatical errors. Word choice and syntax are unvaried and simplistic, and sentence construction is less varied. D = Poor. This essay makes a general attempt to discuss the topic, but will be noticeably superficial in its treatment (generally this is an essay that is far too simplistic or short). The essay may reveal multiple problems in development, or grammatical, mechanical, or usage errors that are serious and frequent. F = Unacceptable. This essay fails to fulfill any requirement of the assignment. It lacks clarity, development, and coherence. This essay does not show a competent or clear understanding of grammar, sentence mechanics, etc. Plagiarism: Your own ideas are valuable and you are in this class to learn to express them effectively. To plagiarize is to present the ideas or writings of another as your own (including purchasing or copying essays from the Internet and turning them in as your own work). This includes paraphrasing another�s ideas or writing in your own words also without giving your source proper credit. If you would like to use someone�s ideas, writing, or thoughts in your essay, cite them. The Bedford Handbook has a large section on proper citation and we will also be covering this in class. Plagiarism is a very serious offense and will result in automatic failure on the assignment and possible failure in the course and dismissal from the university. For this and every course at 91ÁÔÆæ, be familiar with the .Policy on Academic Integrity. printed in the 91ÁÔÆæ Catalog. I will be using turnitin.com for all out-of-class essays; we will discuss the signup information in class during our first meeting. Course Schedule Please note that this course schedule is subject to change with fair notice. We will do a DAILY handwritten Reader Response, based on the course readings, using prompts supplied by the instructor. There will be no Reader Response on days which are scheduled for in-class essays so as to use the maximum time for essay writing. Please bring a large yellow exam book to class on the days of the in-class essays. Readings are due on the date indicated. Class and outline workshops are mandatory and your paper will be downgraded if you do not attend. Reader Responses particularly fulfill the following Learning Objectives: SLO 2, SLO 4 (developing facility of expression and learning to write for different audiences), via semester-long practice in the use of prompts and the analysis of ideas and themes in the course readings. Course readings fulfill SLO 1, SLO 2, SLO 3, SLO 4 through the illumination of ideas, expressions and varieties of diversity, and sophistication of expression. Essays fulfill SLO 1, SLO 2, SLO 3, and SLO 4 through incorporation of all the learning objectives in the creation, workshop, and revision process of each essay, via peer workshops, prewriting, generation of ideas, and instructor feedback. Peer editing workshops particularly support SLO 1, SLO 2, and SLO 3 though the use of peer feedback to support facility in expression, correct grammar and usage, and encouraging clearly expressed concepts and ideas. Grammar homework, instruction, and grammar quizzes particularly support SLO 3 by supporting the ability to use proper grammar, mechanics, expression, and citation Text Abbreviations: Dreams and Inward Journeys is indicated as .DIJ. The Bedford Handbook is indicated as .BH. Week Date Topics, Readings, Assignments, Deadlines 1 1/26 Introductions; go over syllabus; give out turnitin.com information 2 1/31 2/2 1/31: Essay #1: Diagnostic; please bring a large yellow exam book to class. Essay #2 Assigned, Narrative Essay, due 2/14 2/2: DIJ 2-13, .Discovering Ourselves in Reading and Writing,. DIJ Week Date Topics, Readings, Assignments, Deadlines 13-16, William Stafford, .A Way of Writing. 3 2/7 2/9 2/7: DIJ 70-75. .Narration, Memory, and Self-Awareness,. Brady Udall, .One Liar�s Beginnings. (handout) 2/9�mandatory workshop for the Narration essay, DIJ 81-88, Judith Oritz Cofer, .Silent Dancing,. BH grammar homework assigned , due 2/16 4 2/14 2/16 2/14: Essay #2, Narration essay due; Essay #3 assigned, Process Essay, written in-class 2/28, DIJ 75- 80, bell hooks, Writing Autobiography,. DIJ 512-517, Noah Levine, .Death is Not the End My Friend. 2/16: DIJ 332-333, David Sedaris, .I Like Guys,. DIJ 252-257, Anne Lamott, .Hunger,. Error of the Week, BH grammar homework due, more assigned, due 3/2 5 2/21 2/23 2/21: DIJ 31-37, Frederick Douglass, .Learning to Read and Write,. DIJ 25-37, Virginia Woolf, .Professions for Women. 2/23: Outline workshop for the process essay, DIJ 489-496, Jane Goodall, .In the Forests of Gombe,. DIJ 101-103, Alberto Rios, .Nani,. Error of the Week 6 2/28 3/2 2/28: Essay #3, Process Essay, written in-class today; Essay #4 assigned, Description Essay, due 3/14 3/2: DIJ 112-114, .Writing Descriptions,. excerpt from Annapurna, A Woman�s Place (handout), Jane Brox, Bread (handout), Error of the Week, BH grammar homework due, more assigned, due 3/16 7 3/7 3/9 3/7: DIJ 385-393, Maxine Hong Kingston, .The Silent Girl,. DIJ 90- 95, Saira Shah, .The Storyteller�s Daughter,. grammar quiz 3/9: Mandatory workshop for the Description essay, DIJ 17-24, Stephen King, .The Symbolic Language of Dreams,. DIJ 312-315, Error of the Week 8 3/14 3/16 10/11: Essay#4 due. Description Essay; Essay #5 assigned, Compare and Contrast, written in-class 4/4, DIJ 168-171, .Comparing and Contrasting: Strategies for Thinking and Writing,. DIJ 171-177 Joseph Campbell: .The Four Functions of Mythology. 10/13: DIJ 182-189, .Portfolio of Creation Myths,. DIJ 83, Robert Louis Stevenson: .Henry Jekyll�s Full Statement of the Case,. Error of the Week, BH grammar homework due, more assigned, due 4/6 9 3/21 3/23 3/21: DIJ 201-222, .Four Versions of Cinderella,. DIJ 223-227, Anne Adele Lewinsky, .Classic Cinderella in Today�s World. 3/23: outline workshop for the Compare and Contrast essay; DIJ 44, Natalie Goldberg, .On the Shores of Lake Biwa,. Judith Ortiz Cofer, Week Date Topics, Readings, Assignments, Deadlines .The Other,. Error of the Week 10 3/28 to 4/1 Spring Break 11 4/4 4/6 4/4: Essay #5, Compare and Contrast, written in-class today Essay #6 assigned, Argumentation and Persuasion, due 4/18 4/6: DIJ 358-362, Argument and Dialogue, DIJ 280-287, Marc Ian Barasch, .What is a Healing Dream?. Error of the Week, BH grammar homework due, more assigned, due 4/20 12 4/11 4/13 4/11: DIJ 117-123, Andrew Pham, .Viet-Kieu,. DIJ 140-144, Francine Prose, .Confessions of a Ritual Tourist,. grammar quiz 4/13: mandatory workshop for the Argumentation and Persuasion essay, DIJ 115, Walt Whitman, .Song of the Open Road,. DIJ 396- 401, Fran Peavey, .Us and Them. 12 4/18 4/20 4/18: Essay #6 due today, Argumentation and Persuasion; Essay #7 assigned, practice final, written in-class 11/22. DIJ Susan Voyticky, .Mixed-Up,. DIJ 38-43, Amy Tan, .Mother Tongue. 4/20: DIJ 265-269, .Computer Addiction: What is It?. DIJ 437-440, Eugene Provenzo, .The Impact of Interactive Violence on Children,. Error of the Week, BH grammar homework due, more assigned, due 5/4 13 4/25 4/27 4/25: DIJ 247-251, Rachel Naomi Remen, .Remembering,. DIJ 364- 370, Marie-Louise Von Frantz, .The Realization of the Shadow in Dreams. 4/27: DIJ 472-478, Anne Ritchie, .Creativity, Drugs, and Rock =n Roll,. DIJ 450-454, .Is Corporate Greenwashing Headed for a Fall?. Error of the Week 14 5/2 5/4 5/2: Essay #7. Practice Final, written in-class today; Essay #8 assigned, revision of any in-class essay you have written, due 5/16, last day of class. 5/4: DIJ 125-129, Ken Matusow, .Grandpere,. DIJ 131-139, Kavita Sreedhar, .Traveling Home,. Error of the Week, BH grammar homework due 15 5/9 5/11 5/9: DIJ 302-310, Mary Pipher, .Saplings in the Storm,. DIJ 316- 323, William Pollock, .Revising the Boy Code,. grammar quiz 5/11: DIJ 271-279, Carrie Demers, .Chaos or Calm,. DIJ 339-344, DIJ 518-525, Dr. Martin Luther King, Jr.,.A Christmas Sermon on Peace,. Error of the Week, mandatory workshop for the revision Week Date Topics, Readings, Assignments, Deadlines essay, due 5/16 16 5/14 Saturday, 5/14, University-Wide English 1A final exam, 8 to 10 am, classroom TBA. Please bring two yellow books, a blue or black pen, and a nonelectronic dictionary to the final. 16 5/16 Essay #8 due, revision of any in-class essay you have written; Letter to Instructor to be composed in-class, .You Are Here,. Carl Sagan (handout), Class Party!! . Thank you all for taking this journey with me and I wish you a wonderful summer!