ࡱ> qspg WbjbjVV .r<r<OnnTnL1111   $!$R%     %11: ~11 G1 _P0g,$XX$$X       %%       $         n! : English 1A: Your Voice and the College Experience: Spring 2011 Instructor: Dave Kern Office: Faculty Office Building, 213 Section: 15 Meeting times: T, Th 9-10:15 a.m. Location: Clark Hall, 216 Office Hours: T 10:30-12:30 p.m. and by appointment Department: English & Comparative Lit. Email:  HYPERLINK "mailto:kerny44cuse@yahoo.com" kerny44cuse@yahoo.com English 1A OverviewWelcome fellow travelers! This semester, under the English Departments guidance, were going on a field trip. Our journey will be a pursuit, the object of which will be our personal voice, that amalgamation of writing skill and style that enables us to communicate with the variety of people youll work with and for over the course of your academic, professional, and personal lives pretty much the next 60 years. Well start in some pretty familiar territory, our personal lives, as we take on personal essays and reviews based on criteria of our own creation. From there, well move on to more-formal writing tasks that require us to employ cause-and-effect and comparison/contrast strategies. Ill be equal parts guide, companion, and critic for what is really an ongoing academic journey. And perhaps the best news is that the first leg of the journey is worth three general education credits in Area 2. PrerequisitePlacement by the English Proficiency Test (EPT), or passage of an approved substitute course for the EPT. REQUIRED TEXTS AND MATERIALS At the university bookstore or an alternative such as Roberts Bookstore, Amazon.com, etc. Present Tense: Contemporary Themes for Writers, Bauknight and Rollins (ISBN: 97814130679) The Curious Writer, Third Edition, Ballenger (ISBN: The Everyday Writer, Fourth Edition with MLA Update (Bedford/St. Martins, 2009) A Separate Peace, Knowles (Bantam, 1984) Three to five large blue books for in-class essays and two yellow examination booklets for the final A non-electronic, college-level dictionary by a reputable publisher Available from a variety of local sources, including Walgreens, Safeway, etc. A journal, your choice of style, appropriate for recording and storing reader responses, freewriting exercises, and various written assignments pulled from the texts. Available from the Martin Luther King, Jr. Library at 91: A library card, the foundational tool needed by every serious college student. COURSE OBJECTIVES By the time we finish the semester, successful students will be able to write complete essays that show college-level skills in all of the following: Clear and effective communication of meaning The establishment of 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 The ability to use, within their original essays, supporting material drawn from class readings and other sources The establishment of effective organization within the paragraph and the essay The creation of complete, clear and varied sentences The use of appropriate diction The control of conventional mechanics (e.g. punctuation, spelling, reference agreement) LEARNING OBJECTIVES (91s G.E. Area 2) Objective 1: Students will write organized, complete essays that demonstrate the ability to perform the essential steps in the writing process (prewriting, organizing, composing, revising, and editing). Objective 2: Students will write organized, complete essays that demonstrate the ability to express, explain, analyze, develop, and criticize ideas effectively. Objective 3: Students will write organized, complete essays that demonstrate the ability to use correct mechanics (grammar, diction, syntax, spelling, and citation of sources) with college-level sophistication. Objective 4: Students will write organized, complete essays that demonstrate the ability to write with their audience in mind. COURSE CONTENT WritingWell tackle assignments that give you repeated practice in all phases of the writing process: prewriting, organizing, writing, revising, and editing. University requirements dictate that we write essays totaling at least 8,000 words. That doesnt count the final exam, my required journal, quizzes, and any other wildly creative assignments I come up with. However, one of your major essays will be a revision of a paper already submitted for a grade and commented on by me. A major revision is defined as a significant rethinking and reworking of an assignment and no a simple correcting of errors noted on the original. Youll receive frequent evaluation of your writing from me. ReadingReading for the course will be extensive and intensive and include useful models of writing for academic, general, and specific audiences. ResearchI am going to require that you secure a library card as one of your basic course materials, and a few of your assignments may incorporate some light research. But library research is not an emphasis of this course, thats coming up in English 1B. DiversityAssignments in this course will address issues of race, class, and gender when appropriate, and the perspectives of women and diverse cultural groups will be incorporated into course instruction and materials whenever possible. MAJOR ASSIGNMENTS ReadingsThese will be a combination of instructional materials, a novel, and essays chosen to serve as examples of particular genres of writing. Your reading must be completed by the start of class each day. Periodically, I will quiz you or require you to write a short readers response that shows me you have read. EssaysYou will write eight essays, three in-class and five out-of-class. Except for the diagnostic essay, all essays will be graded according to the English Departments grading policy and receive significant comments. My comments are intended to help you improve your writing; I except you to read them and use them to your advantage. For in-class essays, you will need large blue books, black of blue pen(s), and a non-electronic dictionary. Out-of-class essays should be typed, double-spaced, and formatted with one-inch margins; please set your type in Times New Roman 12-point. Follow all other MLA formatting and citation guidelines; they are found in The Everyday Writer. Essays must be turned in to me at the beginning of class on the day they are due unless other arrangements are made with me in advance. Late essays will be subject to significant penalties. I will also require you to turn in a copy of your out-of-class essays at Turnitin.com by midnight on the due date. You MUST complete all eight essays in order to pass the course. WorkshopsThese will be held in class ahead of some essay due dates. The workshops will be structured as group exercises during which you will give and receive valuable feedback. Workshops will vary in format throughout the semester. Coming to a scheduled workshop with an outline, incomplete, and/or handwritten essay is unacceptable. ParticipationAll quizzes, reading responses, grammar exercises, homework, and class discussions make up your class-participation grade, which accounts for 15 percent of your final grade. You cannot participate if you are not in class or if you are not prepared. JournalsYou will be required to maintain a journal. Entries may include specific exercises pulled from the texts, reader responses, and short, in-class assignments I ask you to write in addition to your essays. You can keep your journal in a loose-leaf binder or a composition book. I will check journals periodically and reserve the right to collect them in order to gauge your progress. The University Essay Final ExamA common essay final, graded holistically, will count for 20 percent of the course grade. A single university-wide final will be developed around a college-level reading passage each semester by the English Department Composition Committee. All faculty members teaching individual sections will grade the examination holistically under controlled conditions. The university final will be administered at 8 a.m. on Saturday, May 14 in a location to be announced. You MUST take the examination in order to pass the course. GRADING DistributionIn-class essays (3: Diagnostic 0, Cause & Effect 8, Argumentation 12)-20% Out-of-class essays (5: Personal/descriptive 5, Review 5, Annotated bibliography 12, Comparison/contrast 15, Revision 8)-45% Class participation (Including quizzes, reading responses, homework, journals and class discussion)-15% University final (mandatory)-20% Grading scaleThe scale is A-F with English Department standards applied. This class must be passed with a C or higher in order to move on to English 1B. C-minus is not acceptable. A passing grade signifies that the student is a capable college-level writer and reader of English. Grades issued will represent a full range of student performance: A=Excellence; B=above average; C=average; D=below average; F=failure 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 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 difference being that the B essay will show some 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 in 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 too short. The essay may reveal some problems with 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. SOME OTHER RULES Respect in conversationDiscussion is a vital component of what we do in English 1A; nearly every day, you will be asked to speak in front of your classmates regarding what we have read and how it is impacting your ongoing written work. So that everyone feels free to participate without abuse or judgment, I am going to declare our classroom a safe zone where people can feel free to say what and how they believe without abuse our chastisement. Challenging your classmates preconceptions and assumptions is acceptable; however, belittling of abusing them is not. If you honestly do not know the difference, speak to me privately. Cell phones, etc.The use of electronic devices, save computers, is NOT permitted in class unless you have clearance from the Disabilities Resource Center. Please turn off cell phones, iPods, etc, before coming to class. Though you are permitted to use a laptop, please use basic common sense. Out-of-class essaysThese must be turned in to TurnItIn.com, which is an online plagiarism detection service that scans your essay for references to online sources, including papers submitted to 91 or other universities, and papers bought online. Instructions for turning in essays to this site will be provided and discussed in class prior to the first out-of-class essay. In no instance will a report from TurnItIn.com alone serve as the basis for a charge of academic dishonesty; rather, it will alert the instructor to subject an essay to increased scrutiny. Late policyDue dates are clearly marked on the syllabus and you are urged to turn in all work on time, which means at the beginning of class on the due date. I reserve the right to severely dock work that is turned in more than 10 minutes after the start of class. Consult with me in advance when you know that you absolutely cannot meet a deadline. PlagiarismIn this class, we will abide by the 91 Academic Integrity Policy, which, in part, follows. Your own commitment to learning, as evidenced by your enrollment at San Jose State University, and the university 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/S0412.htm" http://www2.sjsu.edu/senate/S0412.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: The act of incorporating 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 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. Disabilities Resource CenterIf you need course adaptations or accommodations because of a disability, or if your 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 9703 requires that students with disabilities register with the Disabilities Resource Center to establish a record of their disability. The DRC website is  HYPERLINK "http://www.drc.sjsu.edu" http://www.drc.sjsu.edu. TutoringWhile I am always willing to assist you during my office hours, it may be necessary for students whose writing displays serious deficiencies in their control of standard English syntax, grammar, or punctuation to seek help from the University Writing Center or the Learning Assistance Resource 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 these services are for slow students, but no published author made it without another pair of eyes on his or her work. LARC is located under the 10th Street Garage in SSC 600. The phone number is 408-924-2587. The Writing Center is located on the first floor of Clark Hall in Room 126; the phone number 408-924-2308. You can schedule an appointment online at  HYPERLINK "http://www.sjsu.edu/writingcenter/tutoring/requestforappointment/index.htm" http://www.sjsu.edu/writingcenter/tutoring/requestforappointment/index.htm CALENDAR (subject to change with sufficient announcement) Jan. 27 Th Welcome, syllabus review, contact cards (email list) Handouts: Declaration of Independence, Preamble to the U.S. Constitution Feb. 1 T Reading: Declaration of Independence, Preamble to Constitution Due: Reader response to Declaration: 300 words (LO 1,2,3,4) Feb. 3 Th In-class Essay #1: Diagnostic: 500 words (LO 1,2,3,4) Dont forget a blue book! Feb. 8 T Reading: CW: 3-31, 39-62 (Writing as Inquiry), (Reading as Inquiry) SP: Chapters 1&2 Due: Write answers to CW Exercise 1.2 in journal (LO 1) Reader response to SP Chapters 1&2 250 words (LO 1,2,3,4) Feb. 10 Th Reading: CW: 75-195(Writing a Personal Essay) SP: Chapters 3&4 Due: Reader response SP Chapters 3&4 250 words (LO 1,2,3,4) Feb. 15 T Reading: CW: 173-199 (Writing an Argument), PT: 82-102 (Genres of Argument) SP: Chapter 5 Due: Reader response to SP Chapter 5 250 words (LO 1,2,3,4) Assigned: Essay #2: Descriptive/personal 1,200 words (LO 1,2,3,4) Feb. 17 Th In-class: Mythbusters game: Extra credit on the line! Reading: SP Chapters 6&7 Due: Reader response to SP Chapters 6&7 250 words (LO 1,2,3,4) Feb. 22 T In-class: Workshop #2: Bring a complete draft of your essay to class for peer review (LO 1) Reading SP Chapter 8 Due: Reader response to SP Chapter 8 250 words (LO 1,2,3,4) Feb. 24 Th Read: PT 102-115 (Questions of Cause & Effect) SP Chapters 9&10 Due: Reader response to SP Chapters 9&10 250 words (LO 1,2,3,4) March 1 T Due: Essay #2: Descriptive/personal 1,200 words (LO 1,2,3,4) JOURNAL CHECK! March 3 Th Read: PT 120-134 (The End of Literacy, Dont Stop Reading Literacy Debate: Online RU Really Reading?) 224-227 (Heavy Habits) 235-240 (Walking a Thin Line) March 8 T In-class Essay #3: Cause & Effect: 700 words (LO 1,2,3,4) Dont forget a blue book! Read: SP Chapter 11 Due: Reader response to SP Chapter 11 250 words (LO 1,2,3,4) March 10 Th Read: CW 107-139 (Writing a Review) Assigned: Essay #4: Out-of-class, review 1,500 words (LO 1,2,3,4) March 15 T Read: PT 174,175 (Isnt That Special) 181-187 (Schools of Thought: The Liberal-Conservative Divide on College Campuses) Movie: Born on the Fourth of July March 17 Th Movie: Born on the Fourth of July March 22 T Read: SP Chapter 12 Movie: Born on the Fourth and Special Features Due: Reader response to SP Chapter 12 LO (1,2,3,4) In-class: Workshop essay #4: Bring a draft of your essay to class March 24 Th Due: Essay #4: Out-of-class Review 1,500 words (LO 1,2,3,4) March 29 T Spring Break!! Have a great time March 31 Th Still breaking! April 5 T Reading: PT: 271-281 (Do Smart Girls Finish Last in Love, Whats Wrong with This Picture?) SP: Chapter 13 Due: Viewer/reader response to Born on the Fourth of July and The Liberal-Conservative Divide on College Campuses 500 words (LO 1,2,3,4) April 7 Th Reading: PT: 294-297 (The Case for Reality TV: What the Snobs Dont Understand Rachel Ray, My Dinner Hooker) 300-302 (Which Came First, the Lyrics or the Libidos?) 307-311 (For Clues on Teenage Sex, Experts Look to Hip-Hop) Handout: Essay #5 advance questions for in-class essay, plus examples of the the work of Jim Murray Mike Royko, Andrew Altschul, Tony Nauroth Due: Reader response to SP Chapter 13 and to the novel as a whole 750 words (LO 1,2,3,4) April 12 T In-class Essay #5: Argumentation: 750 words (LO 1,2,3,4) Dont forget a blue book! April 14 Th Read: CW: 261-291 (Research Techniques) PT: 370-373 (Sample annotated bibliography) Assigned: Essay #6: Out-of-class, annotated bibliography 1,500 words (LO 1,2,3,4) April 19 T Read: CW: 293-329 (Using and Citing Sources) Movie: Million Dollar Baby April 21 Th Movie: Million Dollar Baby Handouts: Title IX; Euthanasia; Violence in sports; Boxing April 26 T In-class: Final review Due: Essay #6: Out-of-class, annotated bibliography 1,500 words (LO 1,2,3,4) Read: CW 363-403 (Revision Strategies) April 28 Th Mock Final: Bring a blue book May 3 T Catch up on loose ends Assigned: Essay #7: Out-of-class, Comparison/contrast 2,000 words (LO 1,2,3,4) May 5 Th Catch up on loose ends May 10 T In-class: Workshop essay #7: Bring a draft of your essay to class Assigned: Essay #8: Out-of-class, Annotated bibliography revision 500 words (LO 1,2,3,4) May 12 Th Class cancelled Other things: Essay #7 Out-of-class, Comparison/Contrast 2,000 words (LO 1,2,3,4) is due at the final exam on Saturday, May 14 at 8 a.m. Essay #8 Out-of-class, Revision of Annotated Bibliography 500 words (LO 1,2,3,4) is due May 24 either to my office or the English Department office by 5 p.m. >?JKTYa~  2 8 9 : d e z { | òѤѤѤѤщwwdw$h5h;{0JCJOJQJ^JaJ#jh;{CJOJQJU^JaJh&h;{OJQJ^Jh;{CJOJQJ^JaJhACJOJQJ^JaJ hAhACJOJQJ^JaJh;{hA5OJQJ^Jh&hAOJQJ^Jhg]5CJ,OJQJ^JaJ,#hAhA5CJ,OJQJ^JaJ,!?~ | } ~ " # m dgd2,d&dPgd;{dgd;{ dgd;{dgdA| } ~ @ N 4 ! 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