San Jos� State University 
Department of English and Comparative Literature 
English 1B, Composition 2 (GE C3), Section 20, Spring 2011 

Instructor: 

Michelle Hager-Hernandez 

Office Location: 

Clark Hall, Suite 126 (in Writing Center) 

Telephone: 

(408) 924-2279 or (408) 924-5073 

Email: 

Michelle.Hager@sjsu.edu 

Office Hours: 

Tuesdays, 4:00-5:00; Thursdays, 12:00-1:00; and by 
appointment 

Class Days/Time: 

Tuesdays and Thursdays, 9:00-10:15 

Classroom: 

Sweeney Hall 413 

GE Category: 

Written Communication A2 



Faculty Web Page and Class Website 

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/Michelle.Hager. You are 
also responsible for regularly checking our English 1B class blog page at 
http://english1bspring2011.blogspot.com. 

Course Description 

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 (C or better) or approved 
equivalent. 


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. 

Academic Policies 

You are responsible for reading the 91ÁÔÆæ academic polices about add/drop, disability, 
and academic integrity which are available online at 
http://www.sjsu.edu/english/comp/policyforsyllabi.html. 


Course Content 

Reading: English 1B is a reading intensive course, and the works that we study will be 
useful models of writing for academic, general, and specific audiences. Readings will be 
used consistently with the course goal of enhancing ability in written communication and 
reading. The majority of the reading will be devoted to analytical, critical, and 
argumentative essays. All reading must be completed by the beginning of each class 
period. Our class discussions, quizzes, and essay prompts will relate to the assigned 
selections, and the readings provide excellent examples of argumentative and persuasive 
writing. In addition, you must submit reader responses which you will post online to 
your personal English 1B blog; the reader response due dates are noted on the schedule. 
Remember: The more you read, the better you will write. 

 

Writing: This is a composition course, and every class period will involve a written 
component. There are six required essays (totaling a minimum of 8000 words): three in-
class (including an ungraded diagnostic) and three out-of-class (including the research 
paper). YOU MUST COMPLETE ALL SIX ESSAYS IN ORDER TO PASS THE 
COURSE! Bring pens, bluebooks, and a dictionary for in-class essays. These cannot be 
made up unless you have contacted me in advance. 


Out-of-class essays must be typed, double-spaced, and in 12-point, Times New Roman 
font. They must be in accordance with MLA citation guidelines (we will have a class 
discussion on the MLA format; additional information can be found in The Everyday 
Writer). Out-of-class essays will have specified minimum page requirements that will be 
listed on the prompt sheets. Essays are due at the beginning of class on their due dates; in 
addition, all out-of-class essays must be uploaded to http://www.turnitin.com. This 
website automatically checks essays for plagiarism; please remember to register as soon 
as possible. I will not accept any essays until they are submitted to turnitin.com. In 
order to register, use class ID number �3718770� and password �writing.� 


The argumentative research essay and its components are worth 30% of your class 
grade. From the time that you receive the assignment to the final essay due date, you 
will have three months to research and write; as such, I expect your best work! As also 
noted on the schedule, there are various due dates before the final draft. The following 
assignments are components of your research paper grade: the InfoPower tutorials for our 
instructional library session, a tentative thesis statement, the final thesis and a complete 
essay outline, a preliminary �Works Cited� page demonstrating your research, and a 
rough draft of the complete essay for our workshop. These assignments prior to the 
final draft comprise almost 20% of your final research paper grade; if you neglect to 
turn in these related assignments, your grade will be lowered significantly. 

 

Research: English 1B includes an introduction to the library and basic research strategies. 
You will learn to locate materials and use them effectively (i.e. paraphrasing, quoting, 
summarizing) as well as how to properly cite them. As part of this requirement, a 
University Librarian will lead one class session of your English 1B course. 


Reader Responses: Reader responses are due periodically throughout the semester, as 
noted on the class schedule. In these responses, you must record analysis, thoughts, 
opinions, questions, and personal reactions to the texts. Each entry must be posted to 
your personal English 1B blog at http://www.blogger.com on the due date; each response 
must be one page in length (approximately 300-350 words). To receive full credit, you 
must analyze/evaluate the text selection AND share your own thoughts, feelings, and 
opinions. Do not simply summarize plot�show some in-depth thought and interaction 
with the text. Reader responses will be graded primarily on their quality of content 
though your score will be marked down if there are serious grammar errors that make 
your writing difficult to comprehend. Reader responses will not be accepted late�no 
exceptions. Due to the interactive nature of the blog, you will also be required to provide 
comments with constructive feedback for your peers. 

 

Workshops: Workshops are an important component of the writing process; they give 
you the opportunity to get valuable feedback from your peers. Bring three copies of your 
essay, in rough draft, on each workshop date as listed on the class schedule. You must 
turn in all workshop materials with the final copy of the essay. If you miss a workshop, 
your essay will be graded down one full letter grade. 

 

Class Work, Homework, and Participation: We will complete daily work in class that 
goes toward your participation grade; you will not be able to complete these assignments 
if you do not come to class. I expect you to attend class on a daily basis and come on 
time. Absences and/or tardiness will affect your grade. In addition, class participation 
does not simply mean that you are physically present in class. You must have all class 
materials, contribute to discussions, actively listen to your peers, and take notes as 
necessary. Turn off cell phones or put them on silent mode during the class period; 
you will lose all participation points for the day if I see your cell phone (this especially 
includes under the desk/table text messaging�I do see you!). 

Quizzes, grammar exercises, debates, and short presentations will also factor into this 
portion of your course grade. I will occasionally give pop quizzes on the assigned 
readings. 

 

The University Essay Final Exam: Twenty percent of your course grade comes from an 
essay final exam, graded holistically. This department-wide final consists of reading and 
responding to two or more college-level passages chosen by the English Department 
Composition Committee. 

The departmental final exam for English 1B students will be held on Saturday, May 14th 
from 10:00 A.M. to 12:00 P.M. (the location will be announced at a later date). This 
exam is mandatory, and you must complete it in order to pass the course. 


Required Texts and Materials 

Textbooks 

. Ackley, Katherine Anne. Perspectives on Contemporary Issues, 6th Edition 
. Lunsford, Andrea A. The Everyday Writer, 4th Edition 


 
Other Material Requirements 

. English 1B Course Reader (to be purchased at Maple Press) 
. A college-level dictionary 
. 4-8 large bluebooks for in-class essays 
. 1-2 yellow examination booklets for the final exam 


Assignments and Grading Policy 

Grading Breakdown 

. Research Paper and its components 30% 
. Out-of-class essays (2 at 10% each) 20% 
. Final Exam 20% 
. In-class essays (2 at 5% each + C/NC Diagnostic) 10% 
. Reader Responses 10% 
. Class Participation 10% 


Late Policy 

I am a prompt person, so I expect the same from you. While late papers will be accepted 
up to one week after the due date, they will be graded down significantly. For each 
calendar day that your paper is late, it will be graded down one full letter grade. If the 
paper is turned in after the class period on the assigned due date, the essay will be graded 
down half a letter grade. Turn in all late papers to the English Department Office 
(Faculty Office Building, Room 102), and have them time-stamped by the office 
secretary. After one week, I will no longer accept the essay. If extenuating 
circumstances apply for either in-class or out-of-class essays, you must contact me before 
the due date in order to request an extension or make necessary accommodations for in-
class essays. Turn in essays on time! 

 

Departmental Grading Policy 

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, No 
Credit system shall follow the same pattern, except that NC, for No Credit, shall replace 
D or F. In A, B, C, No Credit courses NC shall also substitute for W (for Withdrawal) 
because neither NC nor W affects students. grade point averages. 



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. Note: In previous semesters, English 1A and 
1B courses were graded on the �A, B, C, NC� system; however, the grading policy 
has changed, effective spring 2010. Course grades now will be on the A-F scale. 

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 Suite 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. 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. 


English 1B, Spring 2011, Course Schedule 

Reading assignments must be completed by the day they are listed! 

LO = Learning Objective; PCI = Perspectives on Contemporary Issues; EW = The 
Everyday Writer. ALWAYS bring your English 1B Course Reader to class, along with 
any books from which reading is assigned for the day! 

 

Date 

Topics, Readings, Assignments, Deadlines 

Thursday, 

January 27th 

Introductions, syllabus review, and discussion of Tuesday.s Diagnostic Essay 

Tuesday, 

February 1st 

Essay #1 (In-class Diagnostic) (LO 1, 4, 5, 6; 500 words) 

Bring bluebook(s), pens, and your dictionary 

Thursday, 

February 3rd 

�Reading Critically� (PCI 3-7; Instructional Material) 

Jenkins, �Art Form for the Digital Age� (PCI 199-203; Essay) 

Sternheimer, �Do Video Games Kill?� (PCI 204-10; Essay) 

Tuesday, 

February 8th 

Essay #2 Assigned (Out-of-Class Critique) 

�Writing a Critique� (PCI 50-9; Instructional Material) 

Rountree, �In Defense of Hip-Hop� (PCI 211-13; Essay) 

McLune, �Hip-Hop.s Betrayal of Black Women� (PCI 213-17; Essay) 

Thursday, 
February 10th 

Bok, �Aggression: The Impact of Media Violence� (PCI 224-9; Essay) 

Jones, �Violent Media Is Good for Kids� (PCI 230-3) 

Reader Response #1 DUE (LO 1, 4, 6) 

Tuesday, 
February 15th 

Essay #6 Assigned (Out-of-Class Argumentative Research Paper) 

Frisby, �Getting Real with Reality TV� (PCI 257-60; Essay) 

�MLA Documentation� (EW 374-419; Instructional Material) 

Thursday, 
February 17th 

MLA Quiz 

Jacobs, �Creating Reel Change� (PCI 261-4; Essay) 

Doyle, �Girls Just Wanna Have Fangs . . .� (PCI 265-8; Essay) 

Tuesday, 
February 22nd 

Essay #2 DUE (Out-of-class Critique) (LO 1, 4, 5; 1750 words) 

Essay #3 Assigned (Out-of-class Television & Culture Analysis) 

Chabon, �Solitude and the Fortresses of Youth� (PCI 275-8; Essay) 

Arnold, �Comix Poetics� (PCI 278-81; Essay) 




Date 

Topics, Readings, Assignments, Deadlines 

Thursday, 
February 24th 

Blume, �Censorship: A Personal View� (PCI 297-302; Essay) 

Ravitch, �Critical Thinking? You Need Knowledge� (PCI 303-5; Essay) 

�Writing an Argument� (PCI 70-87; Instructional Material) 

Tuesday, 

March 1st 

Mansfield, �Grade Inflation: It.s Time to Face the Facts� (English 1B Course 
Reader 59-61; Essay) 

Kohn, �The Dangerous Myth of Grade Inflation� (English 1B Course Reader 
62-7; Essay) 

Reader Response #2 DUE (LO 1, 4) 

Thursday, March 
3rd 

Tentative Library Day (LO 2, 3) 

InfoPower Tutorials DUE (LO 2, 3) 

Tentative Research Paper Thesis Statement DUE (LO 2, 3) 

Tuesday, 

March 8th 

Essay #3 Workshop (Out-of-class Television & Culture Analysis) (LO 1) 

Bring 3 copies of your complete rough draft to class 

Thursday, 

March 10th 

Quindlen, �Our Tired, Our Poor, Our Kids� (PCI 316-18; Essay) 

Singer, �The Singer Solution to World Poverty� (PCI 326-31; Essay) 

�Writing a Research Paper� (PCI 118-144; Instructional Material) 

Reader Response #3 DUE (LO 1, 4) 

Tuesday, 

March 15th 

Grammar Day (bring The Everyday Writer) 

 

Thursday, March 
17th 

Essay #3 DUE (Out-of-class Television & Culture Analysis) 

(LO 1, 2, 3, 4, 5; 1750 words) 

Bartlett, �The Puzzle of Boys� (PCI 340-5; Essay) 

Tannen, �Who Does the Talking Here?� (PCI 346-8; Essay) 

Tuesday, 

March 22nd 

 

Love, �Race in America: �We Would Like to Believe We Are Over the 
Problem.� (PCI 377-9; Essay) 

Hughes, �Let America Be America Again� 
(English 1B Course Reader 56-58; Poem) 

Reader Response Comment/Feedback #1 DUE (LO 1, 4, 5) 

Thursday, 

March 24th 

Research Paper Outline DUE with final thesis statement 

Preliminary Research Paper �Works Cited� page DUE (LO 2, 3) 

Moody, �Sacred Rite or Civil Right?� (PCI 353-8; Essay) 




Date 

Topics, Readings, Assignments, Deadlines 

Tuesday, 

March 29th 

No Class�Spring Break 

 

Thursday, 

March 31st 

No Class�Spring Break 

 

Tuesday, 

April 5th 

Johnson, �American Idealism and Realpolitik� (PCI 386-8; Essay) 

Boyles, �Now Showing: The Good, The Bad. . .� (PCI 394-7; Essay) 

Thursday, 

April 7th 

Essay #4 (In-class Argumentative Analysis) (LO 1, 4, 5; 500 words) 

Tuesday, 

April 12th 

Long, �I Need My Space!� (PCI 407-10; Essay) 

Johnson, �Social Connections� (PCI 413-15; Essay) 

Reader Response #4 DUE (LO 1, 4) 

Thursday, 

April 14th 

Lewan, �Chips: High Tech Aids or Tracking Tools?� (PCI 416-21; Essay) 

Crichton, �Patenting Life� (PCI 431-3; Essay) 

Tuesday, 

April 19th 

 

Satel, �About that New Jersey Organ Scandal� (PCI 427-9; Essay) 

Kotz, �Women Sell their Eggs, so Why not a Kidney?� (PCI 429-30; Essay) 

Reader Response Comment/Feedback #2 DUE (LO 1, 4, 5) 

Thursday, 

April 21st 

Final Exam Preparation 

 

Tuesday, 

April 26th 

Final Exam Preparation (Continued) 

Thursday, 

April 28th 

Essay #5 (In-class Final Exam Practice) (LO 1, 4, 5; 500 words) 

Tuesday, 

May 3rd 

Essay #6 Workshop, Part I (Out-of-class Argumentative Research Paper) 
(LO 1) 

Bring 3 copies of your complete rough draft to class 

Thursday, 

May 5th 

Essay #6 Workshop, Part II (Out-of-class Argumentative Research 
Paper) (LO 1) 

McKibben, �Global Warning: Get Up! Stand Up!� (PCI 472-6; Essay) 

Corwin, �The Sixth Extinction� (PCI 477-9; Essay) 




Date 

Topics, Readings, Assignments, Deadlines 

Tuesday, 

May 10th 

Ruskin and Schor, �Every Nook and Cranny . . .� (PCI 491-5; Essay) 

Fishman, �The Wal-Mart You Don.t Know� (PCI 532-41; Essay) 

Reader Response #5 DUE (LO 1, 4) 

Thursday, 

May 12th 

Final Tips for the Final Exam 

LeGuin, �The Ones Who Walk Away from Omelas� (English 1B 

Course Reader 52-5; Short Story) 

Saturday, 

May 14th 

FINAL EXAM, 10:00AM-12:00PM! Location TBA 

Tuesday, 

May 17th 

Essay #6 (Out-of-class Argumentative Research Paper) DUE 

(LO 1, 2, 3, 4, 5, 6; 3000 words) 

Brief Research Presentations and In-Class Letter Writing