ࡱ> g jmbjbjVV 4r<r<dJ 8NR LWh^^(T!,VVVVVVV$Yf\VMMMVW###MTV#MV##wMX_Q0{B a TN(VW0LWNh6]!6]P_Q6]_QXMM#MMMMMVV"MMMLWMMMM6]MMMMMMMMM : San Jos State University Department of English and Comparative Literature English 1A, Composition 1 (GE A2), Section 23, Spring 2011 Instructor:Dr. Kate EvansClass Days/Times:M/W 10:30-11:45Classroom:SH 411Email:Kattacruz1234@yahoo.comOffice Hours:MW 12:15-1:15Office:FO 222Office number:924-4491GE Category:Written Communication A2Course Description English 1A is the first course in 91s 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 Goals and Student Learning 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). Student Learning Objectives: 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. Information available online You are responsible for reading the following information online at  HYPERLINK "http://www.sjsu.edu/english/comp/policyforsyllabi.html" http://www.sjsu.edu/english/comp/policyforsyllabi.html Course guidelines Academic policies (academic integrity, plagiarism, ADA and DRC policies) Adding and dropping classes Required Texts/Readings Textbook Between Worlds, 6th Edition, Susan Bachmann & Melinda Barth Other Readings Jesus Land by Julia Scheeres Other equipment / material requirements 4 yellow exam books (at Bookstore) Dictionary Stapler Classroom Protocol Participation: In-class participation in English 1A is required and expected. Most of what we learn in this class is generated in class and occurs through discussion, in-class writings, and in-class activities. Late Work. Late work receives a reduction of one grade per class session it is late. You must write LATE at the top and the number of class sessions it is late. If you are sick or have to miss class for any other reason on the day something is due, arrange to have a classmate turn it in if you do not want a grade reduction. Quizzes and in-class writings and activities cannot be made up. All Work Must be Submitted In Class. I do not accept work by email or in my campus mailbox. If you need to miss a class session, ask a classmate to turn in your work and to collect handouts and assignments for you. No excuses, including problems with printers, gerbils eating your papers, etc. Plan ahead. Otherwise, turn in the paper as late the next class session. Your Responsibility If Youre Absent. If you miss class, contact a classmate to get notes, assignments, etc. It is your responsibility to figure out whats going on and to show up prepared the next class session. Please do not make extra work for me if you miss class. Paper format: * Use 12-point Times New Roman, double-spaced * On first page in upper corner: Name, date, and WORD COUNT. (NO cover sheet.) * Last name and page number appear in upper-right hand corner of all subsequent pages. * Staple before class. If you do not own a stapler, buy one at the bookstore. Assignments and Grading Policy Grading: A-F. This class must be passed with a C or better to move on to CORE GE Area C3 and to satisfy the prerequisite for English 1B. A passing grade in the course signifies that the student is a capable college-level writer and reader of English. In-Class Essays: Students will write three in-class essays. Topics for these essays will grow out of class readings and discussions, and will serve as partial first drafts for out-of-class essays. Out-of-Class Essays: Topics for these essays will be discussed in class, with ideas, organization, drafts and feedback in peer workshops all contributing to the final product. In-Class Activities, Quizzes and Reflections: Most every class session will include at least one of these written activities. Final Portfolio: During this course, you will create a portfolio of your work, including a written reflection of 1000 words, that is worth ten percent of your grade. Think of it as a scientific study of your progress as a writer over the next four months. What you include in your portfolio doesnt have to be perfect. Remember, writing is a process. Collecting your work and then reflecting on that work is part of the process. The portfolio project is designed to get you thinking about your specific challenges, your strategies for improvement, your successes and failures, and your goals for the future. Every writer, no matter how accomplished, has room for improvement. This portfolio is your culminating experience. This course does not have a final exam. Extra Credit Opportunity: Attend one or more (maximum of 3) of the Writing Center workshops (see  HYPERLINK "http://www.sjsu.edu/writingcenter/workshops" http://www.sjsu.edu/writingcenter/workshops) and write an approximately 2-3 page, typed, well-written response that includes the name of the workshop, the name of the presenter, and what you feel you learned and how you might apply it to your own writing and learning. You can also addressed what you liked best, your critiques (if you have any), questions the event might have raised for you, etc. Up to 1% will be added to your grade for each Extra Credit paper turned in, depending on the quality of the paper. GRADING The Department of English reaffirms its commitment to the differential grading scale as defined in the 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, No Credit system shall follow the same pattern, except that NC shall replace D or F. In such cases, NC shall also substitute for W (or Withdrawal) because neither grade (NC or W) affects students GPA. In English Department courses, instructors will comment on and grade the quality of student writing as well as the quality of 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 and will adhere to the following 91 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 students 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 assignmentthat 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. 3 In-class (IC) Essays (5% each) 15% 3 Out-of-class (OC) Essays (10% each) 30% Portfolio with Reflective Essay 10% Workshop (prepared with copies) 15% In-class activities, quizzes, etc. 30% TOTAL 100% Final Course Grades will be determined on the following scale: 97-100 = A+ 87-89 = B+ 77-79 = C+ 96 - 93 = A 86-83 = B 76-73 = C 92 - 90 = A- 82-80 = B- 72 or below = NC Note: This class must be passed with a C or higher to move onto 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. Student Technology Resources 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. 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  HYPERLINK "http://www.sjsu.edu/larc/" LARC website is located at http:/www.sjsu.edu/larc/. 91 Writing Center The 91 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 91 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  HYPERLINK "http://www.sjsu.edu/writingcenter/about/staff/" 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  HYPERLINK "http://www.sjsu.edu/muse/peermentor" http://www.sjsu.edu/muse/peermentor. English 1A, Fall 2011, Course Schedule This schedule is subject to change with fair notice and how the notice will be made available. Please note that not all assignments (such as pop quizzes and Understanding Common Errorsactivities in Chapter 15 of the textbook) are listed below. These will be announced in class as appropriate; if you are not in class it is your responsibility to find out from a classmate what you missed. WeekDateTopics, Readings, Assignments, Deadlines1 2W 8/24 M 8/29 W 8/31Introduction to class; creation of groups Bring Jesus Land; Introduction to issues, themes; begin reading. IC Essay #1: Diagnostic in-class essay (bring yellow exam booklet, dictionary and pens); card with name and photo attached due.2 M 9/5 W 9/7No class (Labor Day) Reading: Jesus Land; Rewriting for Coherence p. 390 (bring Between Worlds textbook) 3 M 9/12 W 9/14OC Essay # 1 assigned, discussed; lottery/volunteers re: first drafts emailed to Kate; Reading: Jesus Land; Writing Titles, Introductions & Conclusions (p. 398-403) Reading: Jesus Land; Bring 2 copies of first page of OC Essay #14 M 9/19 W 9/21Workshop of OC Essay #1 (whole class, on overhead) Workshop of OC Essay #1 (small groups, bring copies) 5 M 9/26 W 9/28OC Essay #1 due; Reading: Jesus Land Reading: Jesus Land6 M 10/3 W 10/5Reading: Jesus Land Reading: Jesus Land (Finish); OC Essay #2 discussed; lottery/volunteers re: first drafts emailed to Kate 7 M 10/10 W 10/12Bring Textbook (Between Worlds); Under My Skin p. 29; Virtual Love p. 56; Writing to Persuade (p. 404-415) IC Essay #2 (bring yellow exam booklet, dictionary and pens)8 M 10/17 W 10/19Workshop of OC Essay #2 (whole class, on overhead) Workshop of OC Essay #2 (small groups, bring copies)9 M 10/24 W 10/26OC Essay #2 due; Pigskin, Patriarchy and Pain p. 85; Dont Let Stereotypes Warp Your Judgments p. 470 Terra FirmaA Journey from Migrant Farm Labor to Neurosurgery p. 11210 M 10/31 W 11/2An Identity Reduced to a Burka p. 124; If the Genes Fit p. 178 IC Essay #3 (bring yellow exam booklet, dictionary, pens and Between Worlds)11 M 11/7 W 11/9The Fringe Benefits of Failure, and the Importance of Imagination p. 165 OC Essay #3 discussed; lottery/volunteers re: first drafts emailed to Kate12 M 11/14 W 11/16Workshop of OC Essay #3 (whole class, on overhead) Workshop of OC Essay #3 (small groups, bring copies)13 M 11/21 W 11/23OC #3 Due; Portfolios and Reflection essays discussed; lottery/volunteers re: first drafts emailed to Kate No class (Thanksgiving)14 M 11/28 W 11/30Workshop of Portfolio Reflection Essays (whole class, on overhead) Workshop Portfolio Reflection Essays (small groups, bring copies)15 M 12/ 5 W 12/7Catch-up Day (Julia Scheeres visit?) Portfolios Due (on time, no exceptions); Optional Extra Credit due. Important 91 dates Fall 2011 Monday August 22 Academic Year Begins Fall Semester Begins Mon-Tues August 22-23 Pre-Instruction Activities: Orientation, Advisement, Faculty Meetings and Conferences (P) Wednesday August 24 First Day of Instruction Classes Begin Monday September 5 Labor Day - Campus Closed (L) Tuesday September 6 Last Day to Drop Courses Without an Entry on Students Permanent Record (D) Tuesday September 13 Last Day to Add Courses & Register Late (A) Wednesday September 21 Enrollment Census Date (CD) Friday November 11 Veterans Day - Campus Closed (V) Wednesday November 23 Classes that start at 5:00 PM or later will not meet Thursday November 24 Thanksgiving Holiday - Campus Closed (T) Friday November 25 Rescheduled Holiday - Campus Closed (RH) Thursday December 8 Last Day of Instruction - Last Day of Classes Friday December 9 Study/Conference Day (no classes or exams) (SC) Mon-Fri December 12-16 Final Examinations (exams) Monday December 19 Final Examinations Make-Up Day (MU) Tuesday December 20 Grade Evaluation Day (E) Wednesday December 21 Grades Due From Faculty - End of Fall Semester (G) Monday December 26 Christmas Holiday Observed - Campus Closed (CH) 1A Portfolio Assignment One definition of a portfolio is a meaningful collection of [writing samples] that demonstrate a writers thinking and learning processes.  This assignment is designed to get you thinking about what kind of writer you are, how you best learn writing essentials and techniques, and what you can do to improve your writing in the future. This type of assessment falls under the category of reflective learning. Its the type of learning that starts after the fact, when the course enters its final weeks and nearly all your essays have been revised and turned in for a grade. What better time to reflect on what youve accomplished? For this portfolio assignment, you are being asked to write a process analysis, or reflection of your writing. The goal is to discover something new about yourself as a writer and thinker. Along with the process analysis, you will need to collect relevant examples that highlight your process in writing an essay and evaluating, workshopping, editing and revising that same essay. Remember, the focus here is on the process and not the product. Process Analysis/Reflection: Consider your strengths and weaknesses as a writer when you began English 1A. Think about what you learned over the semester and what skills you will use in future coursework and beyond. Write a 1000-word essay that answers the first question below and at least two of the questions that follow. Your response must be in standard essay format, NOT numbered or Q&A format. You can answer the questions in any order that helps you make your point. Mandatory response: Reflect on your writing habits. Where do you do your best work? What tools are helpful when writing? What time of day or under what conditions (at home, in the library, at a cafe) do you write best? Analyze what you think these preferences say about you as a writer and learner. Analyze how you revised a specific paragraph. Describe the choices you made and why. Evaluate your writing strategies. Identify writing habits and practices you have formed that work well and that you will continue to use in your future writing. Illustrate with samples from your semester's writing. What advice did you receive (from peer review, tutoring, workshop, instructor feedback) that was particularly helpful when revising your work? Illustrate using at least two examples from past assignments, including the comments. How can you apply that advice to future writing? Grade: You are being graded on the following: Did you answer at least three questions and include appropriate examples? Does your reflection demonstrate serious consideration of your work? Do the examples you include support your reflection? Is the overall presentation of the portfolio clear and professional? Does your writing reflect college-level syntactic variety and diction and demonstrate your fluency with the competencies established in first-year composition (grammar, mechanics, usage, etc.)? The portfolio counts for 10% of your final grade. Peer review: _____________________ Portfolio Due: ________________________ English 1A Portfolio Rubric Portfolios will be graded on: 1. Development and meta-cognition. 2. Follows reflection assignment (format, word count). 3. Clarity, flow, coherence. 4. Grammar, mechanics, usage A (90-100%) Reflection demonstrates an excellent understanding of authors process. Examples are specific and varied. The author has identified strengths and weaknesses, and has mapped out detailed, personalized strategies for improvement. Reflection is 1000 words, contains well-chosen and complete examples, is formatted professionally, and reflects purposeful organization and communication. The writing flows smoothly and language is focused. Nearly perfect grammar, usage, and punctuation. B (80-89%) Reflection demonstrates an understanding of authors process. Examples are specific and varied. The author has identified strengths and weaknesses, and has mapped out personal strategies for improvement. Reflection is 1000 words, contains thoughtful and complete examples, is formatted clearly, and shows thoughtful organization and communication that may have some rough spots. The writing flows smoothly and the language is focused and organized. Solid grammar, usage, and punctuation. C (70-79%) Reflection demonstrates basic understanding of authors process. Examples may not be as varied or specific as a B paper. The author has identified some strengths and weaknesses, and has some strategies for improvement that may be general rather than personal. Reflection is 1000 words, contains examples, is formatted appropriately, and reflects some organization and communication principles that may lack some flow. The writing is somewhat focused and organized, although it may lack the flow of an A or B paper. Some grammar, usage, and punctuation mistakes that do not detract from the meaning of the writing. D (60-69%) Reflection shows lack of understanding of authors process. Examples may be missing or demonstrably weak or haphazardly chosen. The author may have listed some strengths and weaknesses, but shows a misunderstanding of strategies for improvement or lists general rather than personal issues (e.g. fix commas). Reflection is not roughly 1000 words (too short or too long), may be missing examples, may have formatting errors or some sloppiness, and may lack an organization or communication principle. The writing may show little to no focus and flow. Major grammar, usage, and punctuation mistakes that detract from the meaning of the writing. F (below 60%) Reflection shows lack of understanding of authors process. Examples may be missing or demonstrably weak or haphazardly chosen. The author may have omitted strengths and weaknesses or shows a misunderstanding of strategies for improvement or lists general rather than personal issues (e.g. fix commas). Reflection is under 700 words, lacks examples, is formatted haphazardly, or lacks an organization or communication principle. The writing may show no focus and flow. Major grammar, usage, and punctuation mistakes that make the writing extremely difficult to comprehend. Reading Group Guide Throughout JESUS LAND, Julia oscillates between close identification with David (referring to our color, for example), involuntary alienation from him (as when he and Jerome are pitted against the rest of the family), and intentional attempts to separate herself from him (as she does during high school). Does her perception of her relationship with David affect her perception of herself? How? Julia and David have very different attitudes toward the concept of family. What does it mean to be a family? Is Julias cynicism about it ever belied by any of her family relationships? Are any of them a source of strength for her? Does Davids enduring hope for an accepting, united family harm him? Is his faith in the concept ever justified? Julia has a number of very different sexual encounters in the course of the memoir. How does each of them shape her views about sex? Why do you think she doesnt tell David about Jerome? Julia and David encounter a great deal of talk about faith. What do they have faith in? How does their faith differ from that of the adults around them? Peoples reactions to Davids race are a source of abuseboth voluntary and involuntary. What are Julias attitudes toward race and how do they affect David? Is race ever used as an excuse by characters in the book to justify other issues? Do Julia and David learn anything worthwhile from their time at Escuela Caribe? How do horseplay and humor figure into Julia and Davids relationship? What about fantasy? Does the effect Christianity has on the predominant culture differ between Indiana and Escuela Caribe? How is the religion interpreted to enforce the status quo? Does the rigidity of the Christian culture of Escuela Caribe ever make it easier to subvert? Throughout the book, Julia describes and names the music she is hearing. How is music used by Julia, her mother, and the people at Escuela Caribe? JESUS LAND is written as a memoir focused around the relationship between Julia and David. How does the form affect your reaction to the story? How would you respond differently if it had been written as a novel based on real events, an expose of Escuela Caribe, a documentary on racism in Indiana, or some other format? Group A Group F 1._________________________ 1. _________________________ 2. _________________________ 2. _________________________ 3. _________________________ 3. _________________________ 4. _________________________ 4. _________________________ 5. _________________________ Group B 1._________________________ 2. _________________________ 3. _________________________ 4. _________________________ Group C 1._________________________ 2. _________________________ 3. _________________________ 4. _________________________ Group D 1._________________________ 2. _________________________ 3. _________________________ 4. _________________________ Group E 1._________________________ 2. _________________________ 3. _________________________ 4. _________________________  Reynolds, Nedra and Rich Rice. Portfolio Keeping: A Guide for Students, 2nd Edition. Boston: Bedford/St. Martins, 2006, p. 1.  Ibid, p. 23.     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