ࡱ> g dbjbjVV *r<r<\     <E4 1yF0000000$'35000XXX0X0XXt/\0,0|0001D06X60\06\0 X00X16 ! : English 1B: College Composition Spring 2011 Instructor: Georgia Saratsiotis Class Time: Monday & Wednesday 12:00-1:15 Office Location: Faculty Office Building (FOB) 219 Office Hours: Wednesday 10:45 11:45 Email:  HYPERLINK "mailto:georgiasaratsiotis@ymail.com" georgiasaratsiotis@ymail.com Course Description: 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 and passage of the English Proficiency Test (EPT), unless exempt. 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, 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). 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 errors and suggest ways to correct them. 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: Students whose writing displays serious deficiencies in their control of standard English syntax, grammar, or punctuation will be advised to seek help from the University Writing Center. Course Materials: A dictionary, a rhetoric, and an anthology that contains analytical, critical, and argumentative essays are appropriate materials to require of students. Students will also be required to purchase a handbook from a list of handbooks recommended by the English Department Composition Committee. 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/B/C/No Credit. A passing grade in the course signifies that the student has developed those writing, reading, and research abilities necessary for upper-division work. English 1B Learning Objectives (G.E. Area C3): Learning Objective 1 (LO 1): Students shall write complete essays that demonstrate the ability to refine the competencies established in Written Communication 1A (as summarized below). IA Student Learning: Students should be able to perform effectively the essential steps in the writing process (prewriting, organizing, composing, revising, and editing). Students should be able to express (explain, analyze, develop, and criticize) ideas effectively. Students should be able to use correct grammar (syntax, mechanics, and citation of sources) at a college level of sophistication. Students should be able to write for different audiences (both specialized and general) Learning Objective 2 (LO 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. Learning Objective 3 (LO 3): Students shall write complete essays that demonstrate the ability to synthesize ideas encountered in multiple readings. English 1B Content Objectives: The following Content Objectives are specific to Area C3 This course should 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 pre-writing, organizing, writing, revising, and editing. The number of writing assignments and their careful sequencing are as important as the total number of words written. Six to eight essays totaling a minimum of 8000 words are required. This minimum requirement excludes the final exam, journal writing, quizzes, and other informal or brief assignments. Although the majority of papers will be written outside of class, at least three essays shall be written in class. Students shall receive frequent evaluations from the instructor. Evaluative comments must be substantive, addressing the quality and form of writing. Reading for the course shall include useful models of writing for academic and general audiences; readings shall be used consistently with the course goal of enhancing ability in written communication and reading. A substantial portion of the reading should be devoted to analytical, critical, and argumentative essays. Instructors should help students develop and refine strategies for reading challenging material. The course shall include an introduction to the library and to basic research strategies, including locating materials, evaluating them, using them effectively (e.g., quoting, paraphrasing, summarizing), and citing them properly. Instructors shall assign a traditional research paper or a series of short essays in which library research informs the student's position or thesis. Essays will be graded on the A-F scale according to the following 91 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 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 assignmentthat 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 writer's 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.  SEQ CHAPTER \h \r 1Required Statements for all 91 English Department Syllabi: 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. 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 DRC to establish a record of their disability. The DRC website is  HYPERLINK "http://www.drc.sjsu.edu" http://www.drc.sjsu.edu. Required Texts: Colombo, Cullen, and Lisle eds. Rereading America, 7th Ed. (RA) ISBN 0-312-44703-5 Hacker, Diana. The Bedford Handbook, 8th Ed. (BH) ISBN 0-312-41932-5 (cloth), 0-312-41933-3 (paper) Behrens, Laurence and Leonard J. Rosen. A Sequence for Academic Writing, 4th Ed. (SAW) ISBN0-205-67437-2 Required Materials: Four large blue books for in-class essays One large yellow book for final examination Pens, pencils, and paper for note taking and in-class assignments as well as group work A standard English dictionary Participation and Quizzes: 17% of the overall grade will be determined by participation in this class. In order to earn all possible points within this category, students must readily contribute to class discussions through questions, opinions, and active listening. Students must show that they have been keeping up with the assignments by participating in class discussions and completing in-class work and quizzes. Those who come to class late or without the assigned materials can expect to earn no participation points for the day. In-Class Essays: Four in-class essays will be given throughout the semester, the first being a diagnostic test that will not be graded. The subsequent three in-class essays will each be worth 5% of the overall grade for a total of 15%. In-class essays missed will be lowered by one letter grade every day that they are late, including weekends. Note that I will only be available for make-up in-class essays on Tuesdays and Thursdays. Formal Essays: Students will write three formal essays over this semester. The first essay will be worth 7% of the grade, the second will be worth 9%, and the third will be worth 12% for a total of 28%. All formal essays must be written in 12 point Times New Roman font with 1 margins, must be double spaced, and must follow MLA guidelines. The length requirement for each essay is indicated on the list of assignments. Late papers will be marked down one grade for every day they are late (including the weekend). Papers must be turned in at the beginning of class on the day they are due. Papers turned in after class will receive a late grade. Formal essays 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 due date. Essays turned in late to turnitin.com will receive a late grade, even if they have been submitted in a hard copy form. All students must take part in the peer review process for each formal paper. Final papers submitted without a peer-reviewed rough draft will be lowered by one full letter grade. *All in-class and formal essays must be submitted in order to pass English 1B. Reading Responses: Students will be required to submit 10 reading responses as part of the homework assignments. Homework must be turned in at the beginning of the class day under which it is listed on the syllabus. Together, these responses will comprise 20% of the final grade and must be 150 words each. Reading responses will appear as (RR) on the syllabus. All responses must be typed and must conform to the same standards as formal essays. Each reading response must be numbered appropriately or it will not be accepted. Reading responses not submitted on time will receive no points. Final Exam: All students must take the final exam in order to pass English 1B. The final is worth 20% of the grade. Bring an unmarked yellow exam booklet, black or blue pens, and a standard, non-electric dictionary. Be on time latecomers will not be allowed to take the final, and the exam cannot be rescheduled. For extra help: Writing Center: The Writing Center is located in Clark Hall, Suite 126. Hours: Monday-Thursday 9-5:30 and Friday 9-12; Call for appointments at 924-2308 or register and make appointments online at www.sjsu.edu/writingcenter. Work with knowledgeable tutors in a one-on-one environment. Learning Resource Center: The Learning Assistance Resource Center is an on-campus facility that provides peer tutoring for San Jos State University students. The Center is located in The Student Services Center in the 10th Street Parking Garage, Room 600. The phone number is 408.924.258. Breakdown of Final Grade: Participation: 17% Three In-Class Essays: 15% Three Formal Essays: 28% Ten Reading Responses: 20% Final Exam: 20% KEEP TRACK OF YOUR OWN GRADE THROUGHOUT THE SEMESTER. Progress reports and extra credit will not be provided. Late Policy: Assignments turned in after class will be lowered by one grade, so that an A becomes a B, a B becomes a C, etc. All essays will be lowered by one full grade every day they are late, including weekends. Reading Responses will not be accepted late. In-class essays will receive a full letter grade deduction for every day that they are late. Students can hand late papers to me at the beginning of class or during my office hours. As the English Department is experiencing cutbacks, students can no longer ask staff to place assignments in my mailbox. I will NOT accept any assignments by email. The use of electronic devices of any sort is NOT permitted in class unless you have documented clearance from the Disability Resource Center. Please turn off computers, cell phones, pagers, ipods, mp3s, etc., before coming to class. Students who use electronic devices without permission during class time will receive no participation credit for the day. The instructor reserves the right to change this syllabus as necessary during the course of the semester. Schedule of Assignments Jan. 26WIntroduction to English 1BJan. 31MDiagnostic Essay (700 words) (LO 1, 4) Bring large blue book, blue or black pens, and dictionaryFeb. 2WIntroduction to Writing Center RA: Thinking Critically, Challenging Cultural Myths 1-16 (LO 1, 3) SAW: Critical Reading (58-61)Feb. 7MFormal Paper Prompt #1 Distributed (Critical Analysis Comparison 1,750 words) (L0 1, 3,4). RA: True Women and Real Men: Myths of Gender, (371-375) From Fly Girls to Bitches and Hos (443-449) and Girl (381-382) (LO 1, 3) SAW: Persuasive Strategies (63-69)Feb. 9WRA: Two Ways a Woman Can Get Hurt (417-441) (LO 1, 3) SAW: To What Extent Do You Agree With the Author? How to Write Critiques (70-75) BH: Integrating Sources (597-608) RR #1 Due (150 words) (LO 1)Feb. 14MRA: The Story of My Body (393-401) (LO 1, 3) SAW: Demonstration: Critique (75-84) BH: MLA Documentation Style (609-666)Feb. 16WRA: Veiled Intentions: Dont Judge a Muslim Girl by Her Covering (402-407) (LO 1, 3) SAW: The Comparison-and-Contrast Synthesis (178-185) RR #2 Due (150 words) (LO 1)Feb. 21MRA: How the Americans Understand the Equality of the Sexes (376-380) and Becoming Members of Society: Learning the Social Meanings of Gender (383-392) (LO 1, 3) SAW: Paraphrase, Quotations, Avoiding Plagiarism (40-55) SAW: Writing as a Process (225-233) RR #3 Due (150 words) (LO 1)Feb. 23WRA: Appearances (472-479) and The Manliness of Men (450-453) (LO 1, 3) SAW: Drafting (234-240) RR #4 Due (150 words) (LO 1)Feb. 28MRA: The Hands of God (454-470) (LO 1, 3) RR#5 Due (150 words) (L0 1)March 2WBring COMPLETED FIRST DRAFT of Formal Paper #1 for Peer Editing (LO 1, 4)March 7MFormal Paper Prompt #2 Distributed (First Draft of Research Paper 1,950 words) (LO 1, 2, 3, 4) RA: Created Equal: The Myth of the Melting Pot (481-485) and Causes of Prejudice (504-518) (LO 1, 3) SAW: Writing Introductions and Conclusions (240-246) Formal Paper #1 Due (1,750 words) (LO 1, 3, 4)Mar. 9WLibrary VisitMarch 14MRA: Talking About Racism: How Our Dialogue Gets Short-Circuited (541-554) and The Pressure to Cover (598-608) (LO 1, 3) SAW: Conclusions (247-253) SAW: Revision (254-259) Thesis Statement and Main Ideas for Formal Paper #2 DueMarch 16W In-Class Essay # 1 (700 words) (LO 1, 4)March 21MRA: Learning Power: The Myth of Education and Empowerment (113-119) and Idiot Nation (132-149) (LO 1, 3) RA: Against School (152-159) (LO 1, 3) SAW: Argument Synthesis (134-142) RR #6 Due (150 words) (LO 1)March 23WBring COMPLETED FIRST DRAFT of Formal Paper #2 for peer editing (LO 1)March 28 -31Spring Break April 4 M RA: Learning to Read (210-218) (LO 1, 3) SAW: Developing and Organizing Support for Arguments (174-177)April 6WRA: Still Separate, Still Unequal (239-255) (LO 1, 3) SAW: Locating, Mining, and Citing Sources (261-265) RR #7 Due (150 words) (LO 1)April 11MFormal Paper Prompt #3 Distributed (Completed Research Paper 2,200 words) (LO 1, 2, 3, 4) RA: From Social Class and the Hidden Curriculum of Work (173-188) (LO 1, 3) SAW: Locating Sources (265-269) Formal Paper #2 Due (1,950 words) (LO 1, 2, 3, 4)April 13WIn-Class Essay #2 (700 words) (LO 1,4) April 18MRA: Money and Success: The Myth of Individual Opportunity (259-263) and From Ragged Dick (264-269) SAW: Focused Research (269-279)April 20WRA: The Lesson (270-277) SAW: Mining Sources (281-287) RR #8 Due (150 words) (LO 1)April 25MThe Black Avenger (285-292) (LO 1, 3) SAW: Citing Sources (288-301) RR #9 Due (150 words) (LO 1)April 27WBring Completed First Draft of Formal Paper #3 for Peer Editing (LO 1)May 2MRA: Good Noise: Cora Tucker (358-368) and Stephen Cruz (353-357) (LO 1, 3) RR #10 Due (150 words) (LO 1)May 4WRA: Class in America 2003 (307-322) (LO 1, 3) Formal Paper #3 Due (2200 words) (LO 1, 2, 3, 4)May 9MIn-Class Essay #3 (700 words) (LO 1, 4)May 11WFinal Exam PreparationMay 14SFinal Exam 10:00 AM (LO 1, 3, 4) Bring Yellow Book and PensMay 16MLast Day of Class   * + , - @ B M tuv~$ 4 ᵨ{qj hm5CJhmCJOJQJ hm6CJ hmCJ hm5CJhmCJOJPJQJhm5CJOJPJQJhm5CJOJPJQJhmCJPJhm0J>*B*phjhmB*UphhmB*phjhmB*Uph hmPJhmhmOJQJ'./Pz, - B ;8s Mv & F 1$7$8$H$ & F dd1$ 1$7$8$H$1$$a$ |!}!!)"" #d#e#s$t$ % %)%b%8& & F^ !$ @  & F @ $a$ 1$7$8$H$ |!}!~!e##s$$ % %)%,,r,w,x,--//j0k0D2E233 3!35363s3336666C8D8x8y8˻zi!jhmCJOJQJUjhmCJOJQJUhm5CJOJQJhm6CJOJQJhmCJOJQJjhm>*CJU hm>*CJ hm>*hm5CJmH sH hmCJmH sH hm5CJOJQJmH sH  hmPJhm56CJ hm5CJ hmCJ)8&&'R((*,,r,-/e0?23! 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