ࡱ> ~`  Sbjbj .~J ---8-<$.l F`.....///FFFFFFF$HhZK7F8//887F..LFK;K;K;8^..FK;8FK;K;r-ETE.. ){@-u8 EETbF0FEK:^KEKE /| 2K;3l;5///7F7F:X///F8888   %-   -    Welcome to English 1 A Spring 2007 I am still learning. (One of his favorite sayings) --Michelangelo (1475-1564) Instructor: Inga Silva Section 2: MW 7:30-8:45 SH 348 Section 4: MW 9:00-10:15 BBC 128 Office Hours: 11:00-12:00 or by appointment (FOB 224) Phone: 408-924-4512 Course Description: English 1A is the first course in 91's two-semester lower-division composition sequence. The course provides an introduction to baccalaureate-level composition, with attention to the personal voice and personal experience, as well as, the more formal attitudes and demands of writing at the university level (expository and argumentative essays). Students will develop college-level reading abilities, rhetorical sophistication, and writing styles that give form and coherence to complex ideas and feelings. Prerequisites: Passage of the English Proficiency Test (EPT), or passage of an approved substitute course for the EPT. Goals & 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 an essay 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: grammar (e.g., punctuation, spelling, reference, agreement). Required Texts and Materials: Troyka, Lynn Quitman. Simon & Schuster Handbook for Writers. 7thed. Upper Saddle River: Simon & Shuster P, 2002. Kriszner, Laurie G., and Stephen R. Mandell. Patterns for College Writing: A Rhetorical Reader and Guide. 10th ed. Boston: Bedford & St. Martins P, 2006. College Dictionary preferably The American Heritage Dictionary. A 3-ring notebook to hold course handouts and SASE Writings 3 blue books for in-class essays & 1 yellow book for final exam Black or blue pen for all in-class writings Diskette or other device for backing up all essays and writings Note: All in-essays must be written in ink, and all 0ut-of-class essays must be typed and follow MLA standards. All SASE reports must be typed. Readings: The readings you will be assigned are useful models for academic, general, and specific audiences. You will be reading a variety of published essays, and you will evaluate the texts to recognize various components of excellent writing even though you may disagree with the expressed viewpoints at times. Essays: All the essays assigned will be different with particular attention to the rhetorical modes. There will be three in-class essays, a final exam, and four out-of-class essays. All essay assignments will require repeated practice of the writing process: prewriting, organizing, writing, revising, and editing. Out-of-class essays must be typed using 12 font, double spacing, and MLA format. There is an example of the proper style is in both textbooks. In order to pass the class, you must complete all the essays, write the required number of words, and write on the assigned topics. A word count needs to be on the final page. The English Department requires 9 essays for English 1A. Always keep a copy of your essay. Back it up on diskette or other device in case an essay gets lost or misplaced. All 0ut-of-class essays must be handed in with a draft which is worth 10% of the essay grade. Drafts should be stapled to the back. Most out-of-class essays will be 5-6 pages long. A draft may either be type d or handwritten. A draft is the early writing of your essay, so it is not expected to be perfect; however, it should not be a duplicate of the essay you hand in for a grade. Papers will not be accepted from friends or classmates; you must hand in your own work during class time; otherwise, it will be considered late. If there is a problem, see me during office hours or make an appointment. I do not accept any emailed work. It is required that you honor due dates. All assignments are to be turned in at the beginning of class on the day they are due. If an emergency requires that you miss class or an in-class essay, please contact me before this occurs. SASE Reports: Once a week at the beginning of Wednesdays class, a page of writing will be due on one of the essays you read for the class for that week. The format will be based on the SASE format in The Simon & Schuster Handbook. The purpose is to improve both your writing and reading skills. This will begin on February 7th after the class on SASE reports. (SASE is an approach to critical reading and writing; the acronym stands for summarize, analyze, synthesize, and evaluate.) The SASE Reports will be worth 10% of your grade and will improve your critical thinking and writing skills. All SASE reports must be typed and no more than 1 sheet of paper single-spaced. Disabled Students: 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. Students with disabilities who need accommodations for testing need to be registered with the Disabled Student Services (DSS) Department and must meet with me at the beginning of the semester. Attendance: Regular attendance and participation is expected. Grades usually reflect class attendance. Many class meetings require workshops and this cannot be made up. You are expected to be prepared for each class meeting, having completed all assigned reading and writing in order to participate. Read ahead for the class. Always bring the textbook for the assigned reading to class and your dictionary. Consider learning your career and prepare yourself accordingly. Due Dates: It is required that you honor due dates. All assignments are to be turned in at the beginning of class on the day they are due. If an emergency requires that you miss class or an in-class essay, please contact me before this occurs. I do not give make up exams, quizzes or essays without a doctors excuse. No papers will be accepted beyond one week and the grade drops everyday it is late. Remember: The English Department requires at least nine essays appropriately sequenced throughout the semester and totaling a minimum of 8000 words. This minimum requirement excludes the final examination, journal writing, quizzes, and any brief or informal assignments. Also, drafts of all essays must be handed in with the essay and the words DRAFT written on it. No credit will be given for an essay without a draft, and they must be handed in together. Rewrites & Quizzes: You are allowed to rewrite 1 essay during the semester for higher grade, but it must be submitted within 2 weeks after it was returned. There will be grammar and reading quizzes. They cannot be made up. They are unannounced to help to keep up on the readings. If you pay attention to the author, title, and major points in the essay, you should have no difficulty. SASE writings will help with this too. Grading: Essay #1 Diagnostic Essay 0% Essay #2 Out-of-class Essay 5% Essay#3 In Class Essay 5% Essay#4 Out-of-Class Essay 10% Essay#5 In-Class Essay 10% Essay#6 Out-of-Class Essay 10% Essay#7 In-Class Essay 10% Essay#8 Out-of-Class Essay 10% Essay#9 Final Exam 20% SASE Writings 10% Quizzes, class participation, and presentations 10%  Final Exam: A common essay final, graded holistically, shall count 20 percent toward the course grade. Students must take the final exam and complete all 8 essays in order to pass the course. The final exam is always on a Saturday morning. Grading: 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, punctuation, appropriate diction and syntax, and well-organized paragraphs. Academic Standards for 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 to 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 describable slight weakness 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 weaknesses 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 too 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/or usage errors that are serious and/or frequent enough to interfere substantially with the writers ability to communicate. 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. A/B/C/No Credit. A passing grade in the course signifies that the student is a capable college-level writer and reader of English. You must earn a C or better to pass the course. Plagiarism & Cheating: Plagiarism is using someone elses work as your own without giving proper credit to the author. An act of plagiarism may mean failure of this course and could lead to dismissal from the university. All papers must be original and be written for this class. No recycled papers. If you have any questions read Chapter 33 Using Sources and Avoiding Plagiarism in The Simon & Schuster Handbook for Writers (Chapter 33 or Step 6: Watching Out for Plagiarism in Patterns (760-3)). San Jose State University has a clear policy regarding plagiarism. You commit plagiarism by buying, stealing, or borrowing a paper; hiring someone to write a paper; building on someones ideas without providing a citation; or by copying from another source or using a source too closely when paraphrasing. In other words, submit your own work. Academic Integrity: Academic integrity is essential to the mission of San Jose State University. As such, students are expected to perform their own work (except when collaboration is expressly permitted by the course instructor) without the use of any outside resources. Students are not permitted to use old tests or quizzes when preparing for exams, nor may they consult with students who have already taken the exam except when approved by the instructor. When practiced, academic integrity ensures that all students are fairly graded. When someone violates the academic integrity policy, he or she undermines the process of education, and this type of behavior will not be tolerated. A person who violates academic policy also demonstrates a lack of respect for him or herself, fellow students, and the course instructor, and he or she can ruin the universitys reputation and the value the degree offers. We all share the obligation to maintain an environment which practices academic integrity. Violators of the academic integrity policy will be subject to failing this course and being reported to the Office of Judicial Affairs for disciplinary action which could result in suspension or expulsion from San Jose State University. Calendar of Events Note: Patterns = Patterns for College Writers S&S = The Simon and Schuster Handbook for Writers *There may be some changes and additional assignments. Read materials before class. Wednesday, January 4th Introduction to the Class & Diagnostic Exam, Essay #1 Monday, January 29th Patterns: Reading to Write (1-12) Focus on Whats in a Name? S&S: Critical Thinking, Reading, and Writing (115-30) & How can I write good paraphrases accurately? (552) In-class exercise: A close reading Bring a dictionary to class Wednesday, January 31st Exercise: SASE Reports Return of Diagnostic Exam and Discussion Essay#2 Assigned Monday, February 5th Prewriting techniques, Brainstorming Patterns: The Writing Process (13-49) Focus on setting limits, moving from subject to topic, and understanding thesis and support Wednesday, February 7th Patterns: Narration (83-3) Focus on chronological order, flashbacks, verb tenses, and transitions My Mother Never Worked, by Bonnie-Yackel (108-11) Only Daughter, by Sandra Cisneros (96-9) S&S: Agreement (249-66), SASE #1 Due on Topic: Whats in a Name? Monday, February 12th Patterns: Thirty-Eight Who Saw Murder Didnt Call the Police, (120-4) by Martin Gansberg Drafting and Revising (51-65) S&S: Commas (405-29) (Focus on box 96) Peer Editing Essay #2 bring 1 copy to class & 2 copies of just first page with thesis and introduction Wednesday, February 14th Essay #2 Due Patterns: Shooting an Elephant by George Orwell (125-31) S&S: What is a thesis statement? (46-8) Patterns: Understanding Thesis and Support (30-5) S&S: Semicolons (box 25.1 on p.430, box 25.2 on p.431, box 25.3 on p. 432 , & Misusing on p.422) Monday, February 19th Patterns: Description (143-59), Focus on objective and subjective description, personification, allusion, connotation and denotation of words, simile, metaphor, transitions Patterns: Ground Zero, by Suzanne Berne (162-6) & The Amazon Queen, by Isabel Allende, (173-9) Patterns: The Body Paragraphs (41-7) S&S: Writing Paragraphs (84-90) Colons (box 26.1 p.436 & box 26.2 p.438) Wednesday, February 21st Patterns: Exemplification (203-17)) Focus on types of examples: add interest, Persuade, test thesis, explain and clarify, representative, and transitions The Human Cost of an Illiterate Society, by Jonathan Kozol (252-61) S&S: Apostrophes (441-5)), SASE #2 Due Monday, February 26th DO NOT MISS THIS CLASS IT IS A PREP FOR IN CLASS ESSAY Patterns: Just Walk on By: A Black Man Ponders His Power to Alter Public Space, by Brent Staples (240-6) Innovation, by Phil Patton (231-9) Transitions (43) (transitions for examples) S&S: Writing using examples (106-7) Quotations (447-9) Wednesday, February 28th In-Class Essay#3, SASE #3 Due Monday, March 5th Patterns: Process (267-282) My First Conk, by Malcolm X How to Escape a Bad Date, by Joshua Piven, David Borgenicht, and Jennifer Worick (297-304)) S&S: Process Paragraphs (105-6) Capitals (472-78) Essay#4 Assigned Assignment of Group Presentation Wednesday, March 7th Patterns: The Lottery, by Shirley Jackson (317-26) & Transitions (278) Time for Group Presentation Work SASE #4 Due Monday, March 12th Peer Editing of Essay #4 Time for Group Presentation Work Patterns: Cause and Effect (327-43) Who Killed Benny Paret? by Norman Cousins (346-9) The Power of Words in War Time, by Robin Tolmach Lakoff (371-80) S&S: Sentence types (203-4) Define and give an example of independent and & dependent clause Wednesday, March 14th Essay #4 Due Patterns: Television: The Plug-In Drug, by Marie Winn (351-60) Suicide Note by Janice Mirikitani (382-4) Transitions (43) (transitions for causes or effects) Time for Group Presentations Work S&S: Mood (8l) (227) Monday, March 19th Patterns: Comparison & Contrast (387-406) Grant & Lee: A Study in Contrasts, by Bruce Catton (409-13) Essay #6 Assigned S&S: & Voice (8n) (229-31) Wednesday, March 21st Group Presentations S&S: Coordination (328-38) Pronoun Reference (242 ), SASE #5 Due Spring Break: March 26th-March 30th No Class Monday, April 2nd Patterns: Swollen Expectations, by John De Graaf, David Wann, & Thomas h. Naylor (425-33) Transitions (43) (transitions for comparison and contrast) S&S: Parallelism (339-46) Using that, which, and who (247-8) Wednesday, April 4th Essay #5 In-Class Essay, SASE #6 Due Monday, April 9th S&S: Variety and Emphasis (347-53) Sentence Exercises Grammar Exam Patterns: Sadie and Maud, by Gwendolyn Brooks (447-8) What is a verbal? (box 7.3) (182) Wednesday, April 11th Patterns: Definition (509-21) Tortillas, by Jose Antonio Burciaga, (528-31) What is a Weblog? by Rebecca Blood (536-43) Handout: Company Man, by Ellen Goodman (read for next class) S&S: Sentence Fragments (box 12.1) (276) SASE # 7 Due *Monday, April 16th Peer Editing of Essay #6 I Want a Wife, by Judy Brady (524-7) S&S: Other Punctuation Marks (457-71) Focus on Using dashes to emphasize an aside Wednesday, April 18th Patterns: Argumentation (555-81) Argument Exercise Essay#6 Due, Essay #8 Assigned Monday, April 23rd Patterns: Debate: Is Wal-Mart Good for America? (650-1) The Case for Wal-Mart, by Karen De Coster and Brad Down and Out in Discount America, by Liza Featherstone (659-67) Crazy Argument Contest Wednesday, April 25th Essay #7 In-Class essay, SASE #8 Due Monday, April 30th Patterns: The Case for Wal-Mart, by Karen De Coster and Brad Edmonds, (652-7) S&S: Subordination (321-8) Discussion of essay topics Short conference with each student over essay topic and approach SASE #9 & #10 Due Wednesday, May 2nd Video on Martin Luther King, Jr. Monday, May 7th Patterns: Letter from Birmingham Jail, by Martin Luther King Jr. (597-611) Prep for Final Exam Wednesday, May 9th Letter from Birmingham Jail continued Prep for Final Draft of Essay #8 for Peer Editing Due Saturday, May 12th Essay #9 Final Exam 8:00-10:00 am Bring Yellow Book & Dictionary Monday, May 14th Essay #8 Due, last day of school & office hours      PAGE 1 $j |   ezYZhtuwA^!4 Ӻh05>*OJQJh056>*OJQJh0H*OJQJh0>*B* OJQJphfh05>*OJQJh0B* OJQJphfh0>*OJQJh0OJQJ h0CJh05OJQJ<$Y S i j  {yy$^a$[kd$$Ifl,""064 la$If $$Ifa$$If $$Ifa$R S Z57{Z^ & F & F@&=-Z huvw !4 $$%$:$@& & F c"e"f"""i##!$%$7$%%%%~''''p(y({()))(+y,/0091R122"3*3g44444o9999999?:S:U:Z:u:x:::͸枒h056H*OJQJh056OJQJh0h05>*OJQJh0>*OJQJh0B* OJQJphfh0>*B* OJQJphfh06>*OJQJh06OJQJh05OJQJh0OJQJ9:$$%%%,&I&j&&&&&')'J'|'$If^`$If`@&`|'}'''p(q({())))(+)+y,z,--@& ^`[kd$$Ifld$"064 la-//00091:1;1R1444o9p99999":>:?:x:::: @ ^@ `$a$ $^`a$`:::::;;;;;<<< <2<4<8<b<j<<======>>->.>/>B>D>G>O>>>>T?k?m?o?|??????@@@@@@@@@@YAaAAAAABǾ侳侳쯪侳 h056 h0H*h0h06H*OJQJh06OJQJh056OJQJh0H*OJQJh0>*ϴ0ϴ05Oϴ05>*ϴ:::%;;;;;<<< <]<<<<<<3=b=====>.>/> @ ^@ `^ @ ^@ `/>>>>>T?U?|???@@@@@@YAAAB1B2BtBBBC5C^^ ^`B1BHBJBNBVBXBYB5C8CSC`CsCuCxCCCCaDmDtDwDDDDDDDDEEEEEEE*F+F=F?FBFJFFFFFFFFFFG GxGyGGGH/H1H5HBHHHHII1ICIEIHIPIIɽ h06>* h056 h0H* h06h05OJQJh0OJQJh0>*OJQJh06H*OJQJh06OJQJh0H5CSC_C`CCDADoDDDDDD&EIE|EEEEEE%F+FFFFF @ ^@ ` ^`^FFG>GgGxGGGHHBHmHHHHI+I1I2ItIIIIIIJ?J @ ^@ `^ @ ^@ `IIIIIJJJJ!J$J`JJJJJJJJJJKK4KKKMKNKQKKKKKKKKKK;LCLLLLLLLLLLMMMMMMMMMMM"N%N~NNNNNNNNNO h06 h06>* h0H*h05H*OJQJh05OJQJh06H*OJQJh0OJQJh0>*OJQJh06OJQJh0F?J`JlJmJJJKMKkKKKKK L%L7LXLtLLLL M*ϴ06Oϴ06H*ϴ*B* OJQJphfJ@J Heading 4$$@&a$6CJOJQJ@@@ Heading 5$@& 5OJQJ@@@ Heading 6$@& 6OJQJP@P Heading 7$@ @&^@ ` 5OJQJF@F Heading 8$$@&a$ 5OJQJH @H Heading 9 $@&^ 5OJQJDA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List LP@L Body Text 2$a$5B* OJQJphfDQ@D Body Text 3B* OJQJphfBB@B Body Text5B* OJQJphfPR@"P Body Text Indent 2 ^OJQJ4@24 Header  !4 @B4 Footer  !.)@Q. 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