San 
Jos� 
State 
University 
Department 
of 
English 
and 
Comparative 
Literature 
English 
1B, 
Composition 
2 
(GE 
C3), 
Section 
48/57, 
Spring 
2011 


Instructor: 
Avantika 
Rohatgi 
Office 
Location: 
Faculty 
Offices 
Building, 
Room 
214 
Telephone: 
(408) 
924-4491 
Email: 
Avantika.Rohatgi@sjsu.edu 
Office 
Hours: 
Mondays 
12:30 
� 
1:30 
PM; 
Wednesdays 
11:00 
AM 
� 
12 
noon 
48: 
Tuesdays 
and 
Thursdays, 
1:30 
� 
2:45 
PM 
Class 
Days/Time: 
57: 
Tuesdays 
and 
Thursdays, 
3:00 
� 
4:15 
PM 
Classroom: 
48 
� 
Sweeney 
Hall 
414; 
57 
� 
Sweeney 
Hall 
348 
Passage 
of 
Written 
Communication 
1A 
(C 
or 
better) 
or 
approved 
Prerequisites: 
equivalent 
GE 
Category: 
Written 
Communication 
A2 


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. 


Academic 
policies 


You 
are 
responsible 
for 
reading 
the 
91ÁÔÆæ 
academic 
polices 
available 
online: 
http://www.sjsu.edu/english/comp/policyforsyllabi.html 


ENGL 
1B, 
48/57, 
Spring 
2011 
Page 
1 
of 
10 



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. 


Course 
Content 


Writing: 
In 
English 
1B, 
your 
assignments 
will 
emphasize 
the 
skills 
and 
activities 
in 
writing 
and 
thinking 
that 
produce 
both 
the 
persuasive 
argument 
and 
the 
critical 
essay, 
each 
of 
which 
demands 
analysis, 
interpretation, 
and 
evaluation. 
These 
assignments 
will 
give 
you 
repeated 
practice 
in 
prewriting, 
organizing, 
writing, 
revising, 
and 
editing. 
Your 


ENGL 
1B, 
48/57, 
Spring 
2011 
Page 
2 
of 
10 



writing 
assignments 
will 
total 
a 
minimum 
of 
8000 
words 
and 
this 
word 
requirement 
will 
be 
met 
by 
writing 
a 
sequence 
of 
six 
to 
eight 
essays. 
At 
least 
one 
of 
your 
essays 
will 
require 
research. 
This 
8000-word 
minimum 
does 
not 
include 
the 
final 
exam, 
quizzes, 
journals, 
or 
any 
brief 
or 
informal 
assignments 
but 
may 
include 
any 
major 
revisions 
of 
essays 
or 
assignments. 
A 
major 
revision 
is 
defined 
as 
rethinking 
or 
reworking 
an 
assignment 
rather 
than 
just 
correcting 
grammatical 
or 
structural 
errors. 
Your 
instructor 
has 
listed 
in 
this 
syllabus 
how 
you 
will 
meet 
the 
8000 
word 
minimum. 
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. 


Reading: 
The 
reading 
in 
English 
1B 
includes 
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 
readings 
are 
devoted 
to 
analytical, 
critical, 
and 
argumentative 
essays. 
However, 
other 
readings 
may 
include 
poetry, 
fiction, 
and 
drama. 
Your 
instructor 
will 
help 
you 
develop 
and 
refine 
strategies 
for 
reading 
challenging, 
college-level 
material. 


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. 
You 
will 
be 
required 
to 
write 
a 
traditional 
research 
paper 
or 
a 
series 
of 
short 
essays 
in 
which 
you 
use 
library 
research 
to 
inform 
your 
position 
or 
thesis. 
As 
part 
of 
this 
requirement, 
a 
University 
Librarian 
will 
lead 
one 
class 
session 
of 
your 
English 
1B 
course. 


Diversity: 
The 
assignments 
(reading 
and 
writing) 
in 
English 
1B 
will 
address 
issues 
of 
race, 
class, 
and 
gender 
and 
will 
include 
the 
perspectives 
of 
women 
and 
diverse 
cultural 
groups 
in 
an 
inclusive 
and 
comprehensive 
manner 
whenever 
possible. 


Course 
Materials: 
The 
English 
department 
suggests 
that 
a 
dictionary, 
a 
rhetoric 
(or 
rhetoric/reader), 
and 
a 
handbook 
are 
appropriate 
materials 
for 
this 
course. 


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. 
You 
must 
take 
the 
final 
exam 
in 
order 
to 
pass 
the 
course. 


Grading: 
A-F. 


Required 
Texts/Readings 


Textbooks 


� 
Muller,Gilbert. 
The 
New 
World 
Reader 
(3rd 
Edition 
� 
2011). 
(ISBN #: 
978-1-4390-
8338-3). 
Purchase/rental 
options 
also 
available 
at 
cengagebrain.com. 
� 
Hacker, 
Diana. 
Rules 
for 
Writers 
(7th 
edition 
� 
2011). 
(ISBN #: 
978-0-312-60147-8) 
Other 
Readings 


� 
Lahiri, 
Jhumpa. 
The 
Interpreter 
of 
Maladies. 
(ISBN #: 
978-0-395-92720-5). 
ENGL 
1B, 
48/57, 
Spring 
2011 
Page 
3 
of 
10 



Other 
equipment 
/ 
material 
requirements 


� 
A 
college-level 
dictionary 
� 
4-8 
large 
bluebooks 
for 
in-class 
essays 
� 
1-2 
yellow 
examination 
booklets 
for 
the 
final 
exam 
Classroom 
Protocol 


Class 
Participation 
and 
Attendance 


All 
readings 
must 
be 
completed 
by 
the 
beginning 
of 
each 
class 
period. 
Please 
bring 
your 
books 
to 
every 
class 
meeting. 
Our 
class 
is 
focused 
on 
controversial 
readings 
and 
may 
challenge 
your 
beliefs 
about 
American 
culture 
and 
society. 
Please 
be 
open-minded 
and 
respectful 
of 
others� 
opinions. 
Disagreement 
with 
the 
authors� 
or 
peers� 
opinions 
may 
be 
expressed 
respectfully. 
Most 
activities 
will 
be 
group-centered, 
therefore, 
prepare 
to 
engage 
in 
lively, 
intelligent, 
good-humored 
discussion. 
Please 
come 
prepared 
with 
questions 
and 
ideas 
on 
the 
reading 
assignments 
for 
each 
class. 
Please 
listen 
actively 
during 
class 
discussions 
and 
abstain 
from 
talking 
or 
texting. 


Use 
of 
cell 
phones 
is 
strictly 
prohibited 
during 
class. 
Laptops 
may 
be 
used 
only 
during 
assigned 
class 
activities. 
Please 
refrain 
from 
walking 
in 
and 
out 
or 
eating 
during 
class. 
Covered 
drinks 
are 
acceptable. 


Participation 
in 
discussion 
and 
visible 
effort 
in 
collaborative 
activities 
will 
be 
closely 
monitored 
and 
counted 
toward 
the 
final 
grade. 
Absences/tardiness 
and 
consequent 
inability 
to 
be 
involved 
in 
daily 
classroom 
discussions, 
workshops, 
activities, 
etc. 
will 
impact 
your 
participation 
grade. 
Should 
you 
miss 
a 
class, 
connect 
with 
your 
peers 
in 
order 
to 
get 
notes 
and 
information 
on 
materials 
covered. 


Assignments 
and 
Grading 
Policy 


Effective 
Spring 
2010, 
grades 
will 
be 
on 
the 
A-F 
scale. 
A 
passing 
grade 
in 
the 
course 
signifies 
that 
the 
student 
has 
developed 
those 
writing, 
reading, 
and 
research 
abilities 
necessary 
for 
upper-division 
work. 
You 
must 
complete 
all 
6 
essays 
in 
order 
to 
pass 
the 
course. 


Grading 
Breakdown 


� 
Department 
Diagnostic 
(SLO 
1, 
4, 
5) 
0% 
� 
Two 
In-class 
Essays 
(SLO 
1, 
4, 
5, 
6) 
15% 
� 
Group 
Unit 
Writing 
Project/Presentation 
(SLO 
1, 
2, 
3, 
4, 
5) 
10% 
� 
Critical/literary 
Analysis 
(SLO 
1, 
4, 
5, 
6) 
10% 
� 
Research 
Paper 
and 
its 
Components 
(SLO 
1, 
2, 
3, 
4, 
5, 
6) 
25% 
� 
Class 
Participation 
(class 
discussion, 
peer 
reviews, 
workshops, 
etc.) 
10% 
� 
Reader 
Responses/Author 
Reports 
(SLO 
1, 
3) 
10% 
� 
Final 
Exam 
20% 
ENGL 
1B, 
48/57, 
Spring 
2011 
Page 
4 
of 
10 



The 
Department 
of 
English 
reaffirms 
its 
commitment 
to 
the 
differential 
grading 
scale 
as 
defined 
in 
the 
official 
91ÁÔÆæ 
Catalog 
(�The 
Grading 
System�). 
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. 
Grades 
issued 
will 
represent 
a 
full 
range 
of 
student 
performance 
(no 
extra 
credit 
offered) 
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 
that 
render 
some 
sentences 
incomprehensible. 
Additional 
Requirements 


� 
Reports: 
Each 
student 
will 
be 
required 
to 
submit 
one 
written, 
researched 
report 
on 
the 
authors 
being 
discussed. 
These 
will 
include 
five-minute 
oral 
presentations 
on 
writers 
of 
assigned 
selections. 
You 
will 
also 
be 
expected 
to 
generate 
class 
discussion 
based 
on 
the 
reports/readings. 
Missed 
reports 
cannot 
be 
made 
up. 
You 
may 
sign 
up 
for 
additional 
reports 
to 
earn 
extra 
credit. 
� 
Group 
Research 
Project 
and 
Presentation: 
In 
order 
to 
establish 
a 
link 
between 
active 
learning 
and 
writing, 
you 
will 
be 
engaged 
in 
a 
collaborative 
project. 
The 
purpose 
of 
this 
activity 
is 
to 
develop 
insight 
through 
research 
as 
well 
as 
to 
promote 
exchange 
and 
understanding 
of 
varied 
viewpoints. 
You 
must 
be 
present 
in 
order 
to 
get 
full 
credit. 
� 
Reading 
Responses: 
Students 
should 
write 
1-2 
pages 
of 
response 
to 
each 
of 
the 
works 
assigned 
as 
preparation 
for 
every 
class 
meeting. 
Your 
thoughts, 
ideas 
or 
reactions 
to 
the 
text 
may 
take 
the 
form 
of 
1) 
brainstorming 
notes 
2) 
answers 
to 
thought-provoking 
questions 
generated 
by 
your 
reading 
of 
the 
text 
or 
3) 
finished 
essays. 
The 
aim 
of 
these 
ENGL 
1B, 
48/57, 
Spring 
2011 
Page 
5 
of 
10 



responses 
is 
to 
help 
sharpen 
your 
intuitive 
thinking 
and 
interpretative 
insight, 
as 
well 
as 
to 
generate 
ideas 
for 
your 
formal 
essays. 
In 
addition, 
it 
will 
benefit 
you 
to 
raise 
issues, 
take 
notes 
and 
be 
actively 
involved 
with 
the 
reading. 
Include 
questions 
and 
concerns 
that 
occur 
during 
your 
reading 
of 
the 
text 
so 
that 
we 
can 
address 
them 
in 
class 
discussions. 
Reading 
responses 
will 
not 
be 
accepted 
late. 


� 
Peer 
Review 
Workshops: 
Most 
out-of-class 
essays 
will 
be 
peer 
reviewed 
in 
class 
prior 
to 
the 
due 
date. 
These 
workshops 
are 
an 
important 
component 
of 
the 
writing 
process. 
They 
will 
give 
you 
the 
opportunity 
to 
receive 
valuable 
feedback 
from 
your 
peers. 
A 
complete 
rough 
draft 
needs 
to 
be 
finished 
prior 
to 
the 
workshop; 
outlines 
or 
incomplete 
drafts 
will 
not 
be 
acceptable. 
You 
must 
turn 
in 
all 
workshop 
materials 
with 
the 
final 
copy 
of 
the 
essay. 
Missed 
workshops 
cannot 
be 
made 
up. 
� 
Research 
Paper: 
Please 
remember 
that 
your 
research 
paper 
and 
its 
components 
are 
worth 
25% 
of 
your 
class 
grade. 
You 
will 
have 
significant 
time 
to 
research 
and 
write, 
so 
please 
be 
prepared 
to 
turn 
in 
your 
best 
work. 
The 
following 
assignments 
are 
components 
of 
your 
research 
paper 
and 
must 
be 
included 
in 
your 
final 
portfolio: 
o 
Tentative 
thesis 
statement 
o 
Peer 
review 
received 
on 
your 
essay 
o 
Rough 
draft 
of 
your 
complete 
essay 
o 
Reflective 
statement 
stating 
how 
you 
used 
the 
peer 
review 
to 
improve 
your 
final 
draft 
o 
Final 
essay 
o 
Works 
cited 
page 
demonstrating 
your 
research 
o 
Copies 
from 
three 
of 
your 
sources 
with 
information 
used 
as 
citations 
highlighted 
No 
late 
or 
electronic 
submissions 
will 
be 
accepted. 


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 
two 
college-level 
reading 
passages 
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. 
The 
final 
exam 
is 
scheduled 
for 
Saturday, 
May 
14 
(time 
and 
location 
TBA). 


Due 
Dates 


No 
late 
papers 
will 
be 
accepted. 
In-class 
essays 
can 
only 
be 
made 
up 
if 
the 
student 
has 
given 
significant 
rationale 
along 
with 
advanced 
notice 
or 
can 
provide 
official 
documentation 
from 
a 
physician. 
In-class 
assignments 
including 
peer 
reviews 
and 
any 
formal 
presentations 
cannot 
be 
made 
up. 


Library 
Liaison 


Toby 
Matoush, 
Toby.Matoush@sjsu.edu 


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Spring 
2011 
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6 
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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/ 


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English 
1B, 
Spring 
2011, 
Course 
Schedule 


Reading 
assignments 
must 
be 
completed 
by 
the 
day 
they 
are 
listed. 
All 
assigned 
readings 
are 
from 
the 
New 
World 
Reader. 
Please 
bring 
your 
textbook 
to 
class 
everyday. 


Week 
Date 
Topics, 
Readings, 
Assignments, 
Deadlines 
1 
R 
Jan. 
27 
Introduction, 
Discussion 
of 
Syllabus, 
Course 
Overview 
2 
T 
Feb. 
1 
Ch. 
1 
�Thinking, 
Reading, 
and 
Writing 
about 
the 
New 
Global 
Era� 
(pp. 
1-28) 
Discussion 
(SLO 
1, 
3, 
6) 
R 
Feb. 
3 
Essay 
#1 
(In-class 
Diagnostic) 
(600 
words; 
SLO 
1, 
4, 
5) 
Bring 
bluebook(s), 
pens, 
and 
your 
dictionary. 
3 
T 
Feb. 
8 
Bollinger, 
�Why 
Diversity 
Matters� 
(pp. 
31-36); 
Lam, 
�All 
Things 
Asian 
are 
Becoming 
Us� 
(pp. 
36-40); 
Tan, 
�Mother 
Tongue� 
(pp. 
118-124) 
R 
Feb. 
10 
Mukherjee, 
�American 
Dreamer� 
(pp. 
49-56); 
Ehrenreich, 
�Cultural 
Baggage� 
(pp. 
233-237); 
Paz, 
�Hygiene 
and 
Repression� 
(pp. 
251-256) 
4 
T 
Feb. 
15 
Analysis 
Assignment 
and 
Discussion 
(SLO 
1, 
4, 
5) 
R 
Feb. 
17 
Reed, 
�America: 
The 
Multinational 
Society� 
(pp. 
40-45); 
Schelsinger, 
Jr., 
�The 
Cult 
of 
Ethnicity� 
(pp. 
56-60); 
Friedman, 
�Prologue: 
The 
Super-Story� 
(pp. 
187-191) 
5 
T 
Feb. 
22 
Iyer, 
�The 
Global 
Village 
Finally 
Arrives� 
(pp. 
193-197); 
Barber, 
�The 
Educated 
Student: 
Global 
Citizen 
or 
Global 
Consumer� 
(pp. 
220-230) 
R 
Feb. 
24 
Granitsas 
�Americans 
Are 
Tuning 
Out 
the 
World� 
(pp. 
80-83); 
Norberg, 
�The 
Noble 
Feat 
of 
Nike� 
(pp. 
204-207); 
Nye, 
Jr., 
�Fear 
Not 
Globalization� 
(pp. 
208-211) 
6 
T 
Mar. 
1 
Due: 
Essay 
#2: 
Analysis 
(1500 
words; 
SLO 
1, 
4, 
5, 
6) 
Group 
Project 
Assigned 
R 
Mar. 
3 
Library 
Session 
(SLO 
2, 
3) 
� 
Location 
TBA 
7 
T 
Mar. 
8 
Quindlen, 
�The 
End 
of 
Swagger� 
(pp. 
151-154); 
Alvarez, 
�Arranged 
Marriages 
Get 
a 
Little 
Reshuffling� 
(pp. 
155-159); 
Annan, 
�In 
Aftrica, 
AIDS 
Has 
a 
Woman�s 
Face� 
(pp. 
159-164) 
(SLO 
4, 
6) 


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Spring 
2011 
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8 
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Week 
Date 
Topics, 
Readings, 
Assignments, 
Deadlines 
R 
Mar. 
10 
Work 
on 
Group 
Project 
(SLO 
1, 
2, 
3, 
4) 
Contreras, 
�Legal 
in 
Unlikely 
Places� 
(pp. 
164-169); 
Ehrenreich 
& 
Fuentes, 
�Life 
on 
the 
Global 
Assembly 
Line� 
(pp. 
175-
184) 
8 
T 
Mar. 
15 
Due: 
Essay 
#3, 
Group 
Project 
and 
Presentation 
(1750 
words; 
SLO 
1, 
2, 
3, 
4, 
5) 
R 
Mar. 
17 
Group 
Project 
and 
Presentation 
contd. 
9 
T 
Mar. 
22 
Research 
Paper 
-Objectives 
and 
Expectations 
R 
Mar. 
24 
Essay 
#4: 
In-class: 
Argument 
(1150 
words; 
SLO 
1, 
4, 
5, 
6) 
Bring 
bluebook(s), 
pens, 
and 
your 
dictionary. 
Mar 
28/30 
Spring 
Recess 
10 
T 
Apr. 
5 
Havrilesky, 
�Besieged 
by 
�Friends�� 
(pp. 
256-259); 
Abramsky, 
�Waking 
Up 
from 
the 
American 
Dream� 
(pp. 
102-109); 
Zakaria, 
�The 
Rise 
of 
the 
Rest� 
(pp. 
198-203) 
R 
Apr. 
7 
Lakoff, 
�The 
Power 
of 
Words 
in 
Wartime� 
(pp. 
129-132); 
Margolis, 
�It�s 
a 
Mall 
World 
After 
All� 
(pp. 
237-242); 
Huntington, 
�The 
West 
and 
the 
Rest: 
Intercivilizational 
Issues� 
(pp. 
293-297) 
11 
T 
Apr. 
12 
Movie 
R 
Apr. 
14 
Movie 
continued 
Koehler, 
�Slumdog 
Millionaire� 
(pp. 
211-220) 
(SLO 
4, 
5, 
6) 
12 
T 
Apr. 
19 
Lahiri 
handouts 
R 
Apr. 
21 
Due: 
Tentative 
Thesis 
Statement 
(SLO 
2, 
3, 
5) 
Individual 
conferences 
13 
T 
Apr. 
26 
Individual 
Conferences 
R 
Apr. 
28 
Essay 
#5: 
In-class: 
Practice 
Final 
(1000 
words; 
SLO 
1, 
4, 
5) 
Bring 
bluebook(s), 
pens, 
and 
your 
dictionary. 
14 
T 
May 
3 
Peer 
Review 
Workshop 
(SLO 
1, 
2, 
5, 
6) 
R 
May 
5 
Due: 
Rough 
Draft 
of 
Essay 
#6: 
Research 
Paper 
(SLO 
1,2, 
3, 
4, 
5, 
6) 
15 
T 
May 
10 
Class 
Presentations 
of 
Final 
Research 
Paper 
(SLO 
2, 
3, 
4, 
5, 
6) 
R 
May 
12 
Due: 
Essay 
#6: 
Final 
Research 
Paper 
(2000 
words; 
SLO 
1, 
2, 
3, 
4, 
5, 
6) 


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2011 
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Week 
Date 
Topics, 
Readings, 
Assignments, 
Deadlines 
Class 
presentations 
continued 
Final 
Exam 
Saturday, 
May 
14 
Time, 
location 
TBD 
16 
T 
May 
17 
Class 
presentations 
continued 
(SLO 
1, 
2, 
3, 
4, 
5, 
6) 


Important 
91ÁÔÆæ 
dates 
Fall 
2010 


Monday 
January 
17 
Dr 
Martin 
Luther 
King, 
Jr 
Day 
-Campus 
Closed 
(K) 
Tuesday 
January 
25 
Spring 
Semester 
Begins 
Wednesday 
January 
26 
First 
Day 
of 
Instruction 
� 
Classes 
Begin 
Monday 
February 
7 
Last 
Day 
to 
Drop 
Courses 
Without 
an 
Entry 
on 
Record 
(D) 
Monday 
February 
14 
Last 
Day 
to 
Add 
Courses 
& 
Register 
Late 
(A) 
Tuesday 
February 
22 
Enrollment 
Census 
Date 
(CD) 
Mon--Friday 
Mar 
28-April 
1 
Spring 
Recess 
Thursday 
March 
31 
Cesar 
Chavez 
Day 
-Campus 
Closed 
(CC) 
Tuesday 
May 
17 
Last 
Day 
of 
Instruction 
� 
Last 
Day 
of 
Classes 
Wednesday 
May 
18 
Study/Conference 
Day 
(no 
classes 
or 
exams) 
(SC) 
Thur-Friday 
May 
19-20 
Final 
Examinations 
(exams) 
Mon-Wed 
May 
23-25 
Final 
Examinations 
(exams) 
Thursday 
May 
26 
Final 
Examinations 
Make-Up 
Day 
(MU) 
Friday 
May 
27 
Grade 
Evaluation 
Day 
(G) 
Saturday 
May 
28 
Commencement 
(C) 
Monday 
May 
30 
Memorial 
Day-Campus 
Closed 
(M) 
Tuesday 
May 
31 
Grades 
Due 
From 
Faculty 
-End 
of 
Spring 
Semester 
(G) 


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