ࡱ> g ObjbjVV br<r<G@ QQQQQ$uuuPYu)4'''>@T ,).).).).).).)$O+.R)Q$$$R)QQ''g)'''$BQ'Q',)'$,)''''SR%')})0)'.&.'.Q'P`'t.!```R)R)&```)$$$$.````````` ! : San Jos State University English 1B, Fall 2010 Instructor: David Wirth change42@hotmail.com Tu/Th 12:00-1:15 Office: FO 226 Sweeney Hall 413 Office Hours: Th 11:00- 12:00 or by appointment English 1B Course Guidelines English 1B is the second course in 91s 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 or approved equivalent. Course 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). General Education, Area C3 Student Learning Outcomes 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 systemSLO 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: Assignments shall emphasize those skills and activities in writing and thinking that produce 1) the persuasive argument, and 2) the critical essay, each of which demands analysis, interpretation, and evaluation. Writing assignments shall give students repeated practice in prewriting, organizing, writing, revising, and editing. Six to eight essays, appropriately sequenced throughout the semester and totaling a minimum of 8000 words, are required; at least one of these essays shall be informed by research. This minimum requirement excludes the final examination, journal writing, quizzes, and any brief or informal assignments. However, it can include the diagnostic essay and assignments that require major revisions to a previously graded or reviewed draft. A major revision is defined as a rethinking or 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. Students shall receive frequent evaluations 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 shall include useful models of writing for academic, general, and specific audiences; readings shall be used consistently with the course goal of enhancing ability in written communication and reading. The majority of the reading shall be devoted to analytical, critical, and argumentative essays. Other types of texts, including poetry, drama, and fiction, may also be assigned, but shall not constitute more than the equivalent of four class sessions for classes that meet two days a week and two class sessions for classes that meet once a week. Instructors shall help students develop and refine strategies for reading challenging, college-level material. Research: English 1B shall include an introduction to the library and to basic research strategies, including locating materials, using them effectively (e.g., quoting, paraphrasing, summarizing), and citing them properly. A traditional research paper or a series of short essays in which library research informs the students position or thesis is required. As part of this requirement, at least one class session of English 1B shall be led by a university librarian. 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 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 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. Grading: A-F. Required texts: Abb. A Sequence for Academic Writing, 4th ed. by Behrens/Rosen (Pearson Longman, 2010). AW Rereading America, 8th ed. by Colombo, et. Al. (Bedford/St. Martins, 2010). RA The Everyday Writer by Lunsford (Bedford / St. Martins, 2009). EW ASSIGNMENTS Readings, Quizzes, Journals and Short Exercises: Readings are to be read before the date they appear on the syllabus. You will be expected to come to class ready to participate in discussionbe sure youve taken some notes so that you have something ready to contribute. Every class session will include a journal free write, and you must come to class with a notebook for this. There will be additional group and individual activities. The Internet: You need to have an email address and a Facebook account. Each reading from Rereading America will be discussed on Facebook. Each discussion will be led by a student, and the initial discussion-starting post must be posted two days before the reading appears on the syllabus, or no credit will be given for the assignment. Read that sentence again because its important and there are no exceptions, barring some sort of tragedy. You will sign up for this the first week of class. Your Handbook: We will be using The Everyday Writer in class. However, what we cover will be decided by your requests and what I see in your writing. Essays: There will be seven essays assigned this semesterfour will be completed in class and three will be completed outside of class. All of these are required to pass the classa zero on any essay will result in a grade of No Credit for the semester, regardless of how phenomenal the rest of your work has been. You will receive comments on all your essays. Read these and use the feedback to make your next essay better. Due dates are on the calendar. For in-class essays you will need a large blue book, a black or blue pen, and a dictionary (the book-with-pages varietythe electric kind is not allowed). The essays that you write at home must be typed in 12-point font, be double-spaced, have one-inch margins and follow MLA formatting and citation guidelines. Format is important. A good internet resource for MLA: http://owl.english.purdue.edu/owl/resource/557/01/ Essays must be turned in on the date that they are due and will be collected at the beginning of class. In addition to the hard-copy you will hand to me in class, all out-of-class essays must be turned in to www.turnitin.com. Instructions and info will be given before the first essay is due. Workshops Workshops will be held in class prior to essay due dates. All workshops will be structured group exercises in which you will be required to follow the Peer Editing Process. Outlines, incomplete, and/or handwritten essays are unacceptable. Workshopped rough-draft essays must be turned in with the completed essay by the due date, or your essay will be marked down a full letter grade. Workshops cannot be made up. Late Papers Late papers will lose a full letter grade for each calendar day that passes after the due date. They should be dropped off at the department office and given a timestamp. All work should be turned in at the beginning of class. Email submissions will not be accepted without prior OK from me. Computer/printer malfunction is not an acceptable excuse for late papers or email submission. Extra Credit There may be some, but not much and not on request, so dont count on it to save your grade (do your assignments well the first time). GRADING: A/B/C/No Credit A passing grade signifies that the student is a capable college-level writer and reader of English. Grade Distribution: 25%In-Class Essays a. Diagnostic- 0% b. Explanatory Synthesis- 9% c. Prewriting- 8% d. Practice Final- 8%40%Out-of-Class Essays a. Critique- 9% b. Thesis-Driven Synthesis- 11% c. Research Paper- 20% 15%Quizzes/Participation/Short Assignments20% Final Exam Electronics- Cell phones, MP3 players, laptops, etc. should be off and put away during class. Laptops and recording devices will only be allowed with notice from the Disability Resource Center. University Policies The Department of English reaffirms its commitment to the differential grading scale as defined in the official 91 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,NoCredit system shall follow the same pattern, except that NC, for NoCredit, shall replace D or F. In A,B,C,NoCredit courses NC shall also substitute for W (for Withdrawl) 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. 91 Academic Integrity Policy: Your own commitment to learning, as evidenced by your enrollment at San Jose State University, and the Universitys Academic Integrity Policy require you to be honest in all your academic course work. Faculty are required to report all infractions to the office of Judicial Affairs. The policy on academic integrity can be found at  HYPERLINK "http://www2.sjsu.edu/senate/S04-12.htm" http://www2.sjsu.edu/senate/S04-12.htm. The 91 rules against plagiarism are set forth in the 91 Catalog, which defines plagiarism as the act of representing the work of another as ones own (without giving appropriate credit), regardless of how that work was obtained, and submitting it to fulfill academic requirements. Plagiarism at 91 includes, but is not limited to: (1) the act of incorporating the ideas, words, sentences, paragraphs, or parts thereof, or the specific substance of anothers work, without giving appropriate credit, and representing the product as ones own work. It is the role and obligation of each student to know the rules that preserve academic integrity and abide by them at all times. This includes learning and following the particular rules associated with specific classes, exams, and/or course assignments. Ignorance of these rules is not a defense to the charge of violating the Academic Integrity Policy. All instances of violating the Academic Integrity Policy will be reported to the Dean of Student Services. Campus Policy on Compliance with Americans with Disabilities Act: 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. Presidential Directive 97-03 requires that students with disabilities register with the DRC to establish a record of their disability 91 Writing Center The 91Writing 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 91 colleges. Ourwriting specialistshave 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/. Go hereyou will get better grades for it. DateReadings and AssignmentsTh 1/27Syllabus & Introductions.Tu 2/1In-Class A: Diagnostic (700 words) Th 2/3AW: 3-8, 13-25 SummaryTu 2/8AW: 40-55, 30-40 Summary contd / ParaphraseTh 2/10AW: 58-61, 63-70 Critical Reading RA: 79-81 Proposition 8 text RA: 32-48 Stephanie Coontz: What We Really Miss About the 1950sTu 2/15AW: 70-86 Critique RA: 210-219 Malcolm X: Learning to ReadTh 2/17RA: 169-185 Jean Anyon: Social Class and the Hidden Curriculum of Work RA: 272-278 Harlon L. Dalton: Horatio AlgerTu 2/22Critique WorkshopTh 2/24CRITIQUE DUE (1500 words) AW 87-95 Synthesis RA: 330-348 Diana Kendall: Framing Class, Vicarious Living, and Conspicuous Consumption Tu 3/1AW: 95-110 Explanatory Synthesis RA: 361-366 Kathleen R. Arnold: Americas New Working ClassTh 3/3AW: 110-133 (look over the model syntheses; note the blue box on p. 132) Exp. Sythesis Continued RA: 264-272 Toni Cade Bambara: The LessonTu 3/8AW: 261-269 Research RA: 304-320 Gregory Mantsios: Class in America2006Th 3/10AW: 269-281 Research Contd In-Class B: Explanatory Synthesis (700 words)Tu 3/15AW: 281-282, 282-308 (look over the ways to cite sources) Sources RA: 409-422 James McBride: The Boy in the MirrorTh 3/17Library DayTu 3/22AW: 134-144 Argument Synthesis RA: 462-473 Patrick J. Buchanan: Deconstructing AmericaTh 3/24AW: 143-161 Putting Together an Argument Synthesis RA: 483-496 Sherman Alexie: Assimilation Tu 3/29spring breakTh 3/31spring breakTu 4/5AW: 161-174 Putting Together an Argument Synthesis contd RA: 422-438 Cheryl I. Harris and Devon W. Carbado: Loot or Find: Fact or Frame?Th 4/7AW: 174-177 Developing and Organizing an Arg. Synth. RA: 384-398 Vincent N. Parrillo: Causes of PrejudiceTu 4/12Argument Synthesis Workshop RA: 497-510 Hua Hsu: The End of White America?Th 4/14ARGUMENT SYNTHESIS DUE (1700 words) RA: 601-608 Joan Morgan: From Fly-Girls to Bitches and Hos RA: 524-527 Jamaica Kincaid: GirlTu 4/19AW: 225-234 Writing to Think and Thinking to Write RA: 527-536 Aaron H. Devor: Becoming Members of Society: Learning the Social Meanings of GenderTh 4/21AW: 234-246 Drafting RA: 608-618 Michael Kimmel: Bros Before Hos: The Guy CodeTu 4/26In-Class 2: Prewriting Your Research Topic (700 words)Th 4/28AW: 247-260 Drafting contd / Editing RA: 575-601 Jean Kilbourne: Two Ways a Woman Can Get Hurt: Advertising and Violence Tu 5/3Final-Taking Strategies RA: 618-629 Dan Kindlon: The Descent of MenTh 5/5PRACTICE FINAL (700 words)Tu 5/10RA: 676-686 Charles Siebert: The Artifice of the Natural RA: 764-772 Nydia M. Velazquez: In Search of JusticeTh 5/12Research Paper Workshop Sat 5/14THE FINAL / 10:00 am / Location TBATh 5/17RESEARCH PAPER DUE (2000 words) I may change this syllabus, with notice.     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