ࡱ> g 7wbjbjVV 4r<r<nR~ ~ 8%,Qs=MM(uuhRL<<<<<<<$@B=2 hh2 2 =u-='''2 u<'2 <''8h:uT8~"ND9<C=0s=X9MC $MC(h:h:"MC;T2 2 '2 2 2 2 2 ==%r2 2 2 s=2 2 2 2 MC2 2 2 2 2 2 2 2 2 ~ ! : San Jos State University Department of English and Comparative Literature English 1A, Composition 1 (GE A2), Section 37, Spring 2011 Instructor:Dr. Kate EvansClass Days/Time:T/Th 1:30-2:45Classroom:BBC 125Email:Kattacruz1234@yahoo.comOffice Hours:T/Th 12:15-1:15 and by appointmentOffice: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. Course Content Writing: Writing assignments shall give students repeated practice in all phases of the writing process: prewriting, organizing, writing, revising, and editing. This class requires appropriately sequenced essays totaling a minimum of 8000 words. This minimum requirement excludes the final examination, journal writing, quizzes, and any brief or informal assignments. However, it can include assignments that require major revisions of drafts already submitted for a grade and commented on by peers and/or instructor. A major revision is defined as a significant rethinking and 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 evaluation 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 for the course shall be extensive and intensive and include useful models of writing for academic, general, and specific audiences. Research: English 1A may initiate students in the use of the library, but library research is not a required element of the course. 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 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. Students must take the final exam in order to pass the course. Grading: A-F. This class must be passed with a C or higher to move on to 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. Required Texts/Readings Between Worlds, 6th Edition, Susan Bachmann & Melinda Barth Choice of one memoir (see list) 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, etc. Please be on time; being late is disruptive. 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, class meeting time. (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. Dropping and Adding Students are responsible for understanding the policies and procedures about add/drop, grade forgiveness, etc. Refer to the current semesters  HYPERLINK "http://info.sjsu.edu/static/catalog/policies.html" Catalog Policies section at http://info.sjsu.edu/static/catalog/policies.html. Add/drop deadlines can be found on the  HYPERLINK "http://www.sjsu.edu/academic_programs/calendars/academic_calendar/" current academic calendar web page located at http://www.sjsu.edu/academic_programs/calendars/academic_calendar/. The  HYPERLINK "http://www.sjsu.edu/aars/policies/latedrops/policy/" Late Drop Policy is available at http://www.sjsu.edu/aars/policies/latedrops/policy/. Students should be aware of the current deadlines and penalties for dropping classes. Information about the latest changes and news is available at the  HYPERLINK "http://www.sjsu.edu/advising/" Advising Hub at http://www.sjsu.edu/advising/. Assignments and Grading Policy 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 discusses in class, with ideas, organization, drafts and feedback in peer workshops all contributing to the final product. Writing Center Assignment: You will attend of the Writing Center workshops (see sheet at end of syllabus) and write an appoximately one-page, typed, well-written response that includes the name of the workshop, the name of the presenter, and what you feel you learned; you can also addressed what you liked best, your critiques (if you have any), questions the event might have raised for you, etc. Reading and Writing Journal: Your journal will be a place you experiment with free-writing, various writing exercises, and responses to what you are reading. Entries must be neatly handwritten or typed, and bound in a binder or spiral notebook or bound folder (not loose sheets). Number (according to directions in class), date and title each entry. The cover or inside cover must include a photo of you. Include some blank pages at the front for a Table of Contents that you update with each entry and other blank pages for in-class writings. You will be asked to write in, read from or otherwise share journals with classmates at most class sessions so always bring them along with the book(s) we are reading. To receive full credit for participation, you must be in class and must be prepared. Journals will be collected at random (in lieu of quizzes) and so must always be properly organized and ready to turn in at any time. Id like to see you very engaged with these journals, to use them as an opportunity to explore writing and reading on a personal, creative, connected, thoughtful, exploratory manner. If you are visual, in addition to words you can use some images (drawings, cut & paste, etc.) to illuminate/respond to/think about what you are reading. Specific directions for journal entries will be given most class sessions, and quite often we will write in the journals in class. Book Groups: Students will choose a book from the list to read in a small group with other students. Writing assignments and discussions will grow out of the book groups. Book Presentations: Groups will present to the class on the books they have read. Specific instructions will be discussed in class. Extra Credit: Students may do up to two Extra Credit Assignments, each of which is worth 1-2% added to the final grade, depending on the thoroughness and thoughtfulness of the written work. Extra Credit assignments can be: 1) Attend one or two more of the Writing Center Workshops and write a 1-2 page paper in response as described above, or 2) Attend a Literary Event ( HYPERLINK "http://www.litart.org" www.litart.org) on campus and write a 1-2 page paper describing what was most interesting, surprising, intriguing, questionable, etc. about the event. 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. In-class (IC) Essays (5% each) 15% Out-of-class (OC) Essays (10% each) 30% Departmental Final 20% Workshop (prepared with copies) 10% Journal 15% Group Book Presentation 5% Writing Center Workshop response paper 5% 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. University Policies Academic integrity Your commitment as a student to learning is evidenced by your enrollment at San Jose State University. The  HYPERLINK "http://www.sjsu.edu/senate/S07-2.htm" Universitys Academic Integrity policy, located at http://www.sjsu.edu/senate/S07-2.htm, requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The  HYPERLINK "http://www.sa.sjsu.edu/judicial_affairs/index.html" Student Conduct and Ethical Development website is available at http://www.sa.sjsu.edu/judicial_affairs/index.html. Instances of academic dishonesty will not be tolerated. Cheating on exams or plagiarism (presenting the work of another as your own, or the use of another persons ideas without giving proper credit) will result in a failing grade and sanctions by the University. For this class, all assignments are to be completed by the individual student unless otherwise specified. If you would like to include your assignment or any material you have submitted, or plan to submit for another class, please note that 91s Academic Policy S07-2 requires approval of instructors. Campus Policy in Compliance with the American Disabilities Act If you need course adaptations or accommodations because of a disability, or if you need to make 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 requesting accommodations must register with the  HYPERLINK "http://www.drc.sjsu.edu/" Disability Resource Center (DRC) at http://www.drc.sjsu.edu/ to establish a record of their disability. 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. A wide variety of audio-visual equipment is available for student checkout from Media Services located in IRC 112. These items include digital and VHS camcorders, VHS and Beta video players, 16 mm, slide, overhead, DVD, CD, and audiotape players, sound systems, wireless microphones, projection screens and monitors. 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  HYPERLINK "http://www.sjsu.edu/writingcenter/about/staff/" 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  HYPERLINK "http://www.sjsu.edu/muse/peermentor/" Peer Mentor Center website is located at http://www.sjsu.edu/muse/peermentor/ English 1A, Spring 2011, Course Schedule (Subject to change; notice of changes will be discussed in class as needed.) WeekDateTopics, Readings, Assignments, Deadlines1 Th 1/27Introductions, syllabus. Homework: Buy book and 4 yellow books at bookstore, explore booklist online, buy journal and put name and picture in it.2 T 2/1 Th 2/3IC Essay #1: Diagnostic in-class essay (bring yellow exam booklet, dictionary and pens) Visit from Writing Center specialist; introduction to Rebecca Solnit (handout); create book groups (pitch your favorites!); bring journal; homework: info on author and book, and ORDER book.3 T 2/8 Th 2/10Discuss Solnit; first meeting of book groups; determine reading schedule; discuss author, issues, etc.; bring Between Worlds for book preview Class meets at 1 p.m. for Rebecca Solnits literary event, MLK Library 2nd Floor Meeting Rooms 225/229 (or if you prefer, attend the event Tuesday 2/8 at 7 p.m., same location).4 T 2/15 Th 2/17Discuss Solnit event; Book Groups meet; Wellness pieces in Between Worlds Book Groups meet; Wellness pieces in Between Worlds5 T 2/22 Th 2/24Book Groups meet; Wellness pieces in Between Worlds; Topic for OC #1 introduced, discussed. No class (one day in exchange for one required day to attend a workshop at the Writing Center, any day and time)6 T 3/1 Th 3/3First page/opener of OC #1 due Workshop of OC #1; bring 3 copies of your paper and be on time for full credit.7 T 3/8 Th 3/10Final Draft of OC #1 due; book groups meet Wellness Presentation; preparation of Personal Wellness Plan 8 T 3/15 Th 3/17In-class essay #2 (bring yellow exam booklet, dictionary and pens) Attend a minimum of one hour of Spartapalooza Wellness Festival, 10-2, Student Union Barrett Ballroom 9 T 3/22 Th 3/24Readings from Between Worlds; OC essay #2 discussed; ideas generated Opener/first page of essay #2 due; Book groups meet SPRING BREAK 3/28-4/110 T 4/5 Th 4/7First draft of OC #2 due for workshop; bring 3 copies and be on time for full credit. Book groups meet; book presentations discussed 11 T 4/12 Th 4/14Final draft of OC #2 due; book groups meet Book Presentations12 T 4/19 Th 4/21Book Presentations (Book Presentations)13 T 4/26 Th 4/28In-class essay #3 (bring yellow exam booklet, dictionary and pens) Readings from Between Worlds14 T 5/3 Th 5/5Writing Center Workshop papers due; Readings from Between Worlds OC Essay #3 Introduced, discussed15 T 5/10 Th 5/12OC Essay #3 first page/opener due; discussion of and preparation for final OC Essay #3 first draft due with 3 copies due for workshop (be on time with copies for full credit)Final Exam Saturday May 14 8:00am 10:00am, location TBD_______16 T 5/17Final Draft of OC #3 due; debrief final 91 Writing Center Workshops To Register go to: http://www.sjsu.edu/writingcenter/workshops/ Workshop Topics you can choose for English 1A Analyzing Writing Prompts Do you have trouble understanding what a writing topic is asking you to do? Do you think you wrote a brilliant essay, only to find out you wandered off the topic? This workshop helps you read prompts with a focus, especially in timed writing situations. Basic Latin and Greek Roots If you saw the word "heliotrope," would you know what it meant? Improve your vocabulary, comprehension, and reading speedby learning Latin and Greek roots. Come and enjoy the fun activities. Body Paragraphs Learn how to write well-developed, well-written body paragraphs that support a thesis statement and clearly explain quotes or other arguments. You will receive an accompanying packet of handouts on essay form. Common Grammar and Punctuation Errors Have you had an instructor comment that your essay has excellent content, but your writing is weakened by too many serious grammar errors? In this workshop, we will review some of the most common grammar and punctuation errors in student writing, including run-ons, comma splices, fragments, subject-verb and pronoun-antecedent agreement issues, and punctuation misuse. Essay Prompts and Time Management In-class essay writing is intimidating for many students; however, successful in-class writing depends not only on your composition skills but also on your ability to analyze the prompt and manage your time properly. This workshop will focus on two interrelated topics: (1) understanding and critically analyzing essay prompts, and (2) using time management strategies for the various stages of the in-class, timed writing process (pre-writing, composing the essay, and editing/revising). Introduction to Essay Exams Do you have trouble planning your in-class essays? Do timed essays leave you feeling disorganized and distraught? This workshop will help you develop a thesis based on your prompt and create an outline for your essay. Topics include time management, thesis creation, outlining, and paragraph construction. (Please keep in mind, while this workshop can help you prepare for the written part of the WST, it is NOT a WST workshop.) Latin and Greek Roots - Vocabulary Words from Mythology You will have fun learning how such words as "echo," "bellicose," and "tantalize" come directly from stories in mythology. Netiquette All e-mails are not created equal. An e-mail to an employer or faculty member should be written in a different style and tone than one to a friend. This workshop will teach you appropriate "net etiquette." Nominalization: Verbs with Muscle This workshop will change your writing forever. Learn how to avoid nominalization (turning strong verbs into nouns) and drastically improve coherence and conciseness in your papers. Paraphrasing Paraphrasing can be both an effective way to show comprehension of an original text and an important technique to avoid plagiarism. In this workshop, we analyze and discuss effective ways to paraphrase. Participants also engage in individual and/or group practice to help them improve this valuable skill. Punctuation Punctuate your papers for success! This workshop will guide you through the rules of proper punctuation. Download the PowerPoint presentation: HYPERLINK "http://www.sjsu.edu/writingcenter/docs/PUNCTUATION.ppt" Punctuation.ppt -  HYPERLINK "http://www.sjsu.edu/writingcenter/docs/PUNCTUATION_POWER.ppt" Punctuation Power.ppt -  HYPERLINK "http://www.sjsu.edu/writingcenter/docs/PUNCTUATION_THE_WRITE_WAY.ppt" Punctuation the Write Way.ppt Revising for Clarity: Subjects and their Verbs Clear writing is presenting information so that it is easy for everyone to read and understand. Generally writing is considered clear and direct when there are identifiable subjects and verbs. This workshop will provide a step-by-step guide to untangling and revising unclear or convoluted sentences. We will focus on turning abstract nouns into concrete subjects and presenting crucial actions in verbs in order to make your writing clear and concise. Writing and the Invention Process (Two Sessions) In this workshop you will use the invention process from classical rhetoricto find a topic and discover what you want to say.You will also learn how to make your essays coherent, organized, and unified. Writing under Pressure Nervous about timed writing situations? Convinced you can't do it unless you had a couple more days and a 10 pound dictionary? In this workshop, you'll learn how to make a plan, use your time wisely, and most of all, approach the test with confidence and calm. Books to Choose from for Book Groups Look up these books on Amazon.com, Google, etc. Choose in order the top three you are most interested in, and be prepared to sell your choices to the class! Ashe, Arthur. Days of Grace. Ayub, Awista. Kabul Girls Soccer Club: A Dream, Eight Girls & a Journey Home. Bourdain, Anthony. Kitchen Confidential. Burroughs, Augustin. Dry. Child, Julia. My Life in France. Corwin, Miles. And Still We Rise. De La Hoya, Oscar. American Son: My Story. Gelman, Rita Golden. Tales of a Female Nomad: Living at Large in the World. Griest, Stephanie Elizondo. Mexican Enough: My Life Between the Borderlines. Gilmour, David. The Film Club: A True Story of a Father and Son. Guilbault, Rose Castillo. Farmworkers Daughter: Growing up Mexican in America Knapp, Caroline. Drinking: A Love Story. Levine, Noah. Dharma Punx. Mortenson, Greg. Three Cups of Tea: One Mans Mission to Promote Peach One School at a Time. Mullaney, Craig. The Unforgiving Minute: A Soldiers Education. Namu, Yang Erche. Leaving Mother Lake Rodriguez, Deborah. Kabul Beauty School: An American Woman Goes Behind the Veil. Sachs, Dana. The House on Dream Street: Memoir of an American Woman in Vietnam. Sedaris, David. Dress Your Family in Corduroy and Denim. Pham, Andrew. Catfish and Mandala: A Two-Wheeled Voyage Through the Landscape and Memory of Vietnam. Shakur, Assata. Assata: An Autobiography. Walls, Jeanette. The Glass Castle: A Memoir. Wolff, Mishna. Im Down.     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