ࡱ> MOLg J8bjbjVV .Lr<r<J049#UUUUU000#######$@%';#00;#UUP####UU#####:U","U(n)" #f#0#".~(X~(""~("400# 000;#;# 000#~(000000000! : English 1B Composition Spring 2011 Robert F. James Robert.James@sjsu.edu Office: Faculty Offices 109 Phone: (408) 924-5089 Section 71: T/R 1330-1445 Classroom: BBC 221 Office Hours: T/R 1230-1330 and by appointment Required texts: Moser/Watters: Creating America: Reading and Writing Arguments, 3rd Edition OBrien: The Things They Carried A College-Level Dictionary 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 Goals and Student Learning Objectives Building on the college-level proficiencies required in English 1A, students shall achieve the ability to write complete essays that demonstrate advanced proficiency in all of the following: Clear and effective communication of meaning. An identifiable focus (argumentative essays will state their thesis clearly and will show an awareness, implied or stated, of some opposing point of view). An appropriate voice that demonstrates an awareness of audience and purpose. Careful attention to review and revision. Effective and correct use of supporting materials, including independent research (e.g., quoting, paraphrasing, summarizing, and citing sources); Effective analysis, interpretation, evaluation, and synthesis of ideas encountered in multiple readings. Effective organization and development of ideas at paragraph and essay levels. Appropriate and effective sentence structure and diction. Command of conventional mechanics (e.g., punctuation, spelling, reference, agreement). Student Learning Objectives: SLO 1: Students shall write complete essays that demonstrate the ability to refine the competencies established in Written Communication 1A. SLO 2: Students shall write complete essays that demonstrate the ability to use (locate, analyze, and evaluate) supporting materials, including independent library research, and identify key concepts and terms that describe the information needed. SLO 3: Students shall write complete essays that demonstrate the ability to select efficient and effective approaches for accessing information utilizing an appropriate investigative method or information retrieval system. SLO 4: Students shall write complete essays that demonstrate the ability to synthesize ideas encountered in multiple readings. SLO 5: Students shall write complete essays that demonstrate the ability to incorporate principles of design and communication to construct effective arguments. SLO 6: Students shall write complete essays that demonstrate the ability to identify and discuss issues related to censorship and freedom of speech. Academic policies You are responsible for reading the 91 academic polices available online: http://www.sjsu.edu/english/comp/policyforsyllabi.html Course Content Writing: In English 1B, your assignments will emphasize the skills and activities in writing and thinking that produce both the persuasive argument and the critical essay, each of which demands analysis, interpretation, and evaluation. These assignments will give you repeated practice in prewriting, organizing, writing, revising, and editing. Your writing assignments will total a minimum of 8000 words and this word requirement will be met by writing a sequence of six to eight essays. At least one of your essays will require research. This 8000-word minimum does not include the final exam, quizzes, journals, or any brief or informal assignments but may include any major revisions of essays or assignments. A major revision is defined as rethinking or reworking an assignment rather than just correcting grammatical or structural errors. Your instructor has listed in this syllabus how you will meet the 8000 word minimum. You must write all formal essays to pass the course. Reading: The reading in English 1B includes useful models of writing for academic, general, and specific audiences. Readings will be used consistently with the course goal of enhancing ability in written communication and reading. The majority of the readings are devoted to analytical, critical, and argumentative essays. However, other readings may include poetry, fiction, and drama. Your instructor will help you develop and refine strategies for reading challenging, college-level material. Research: English 1B includes an introduction to the library and basic research strategies. You will learn to locate materials and use them effectively (i.e. paraphrasing, quoting, summarizing) as well as how to properly cite them. You will be required to write a traditional research paper or a series of short essays in which you use library research to inform your position or thesis. As part of this requirement, a University Librarian will lead one class session of your English 1B course. Diversity: The assignments (reading and writing) in English 1B will address issues of race, class, and gender and will include the perspectives of women and diverse cultural groups in an inclusive and comprehensive manner whenever possible. Course Materials: The English department suggests that a dictionary, a rhetoric (or rhetoric/reader), and a handbook are appropriate materials for this course. The University Essay Final Exam: Twenty percent of your course grade comes from an essay final exam, graded holistically. This department-wide final consists of reading and responding to two or more college-level passages chosen by the English Department Composition Committee. You must take the final exam in order to pass the course. Grading: A-F. Assignments: As you will see, this course is comprehensive and ambitious. I require of you a workable understanding of all assigned readings and grammar exercises. The true test of your comprehension, however, will come in the form of the essays in-class (the first will be an ungraded diagnostic essay) and out-of-class essays due at the beginning of class on the date the assignment is due. I will not accept any essay that isn't TYPED AND DOUBLE-SPACED. Late papers will NOT be accepted. Students must complete all essays to pass this course. You cannot make up an in-class essay unless you receive permission from me before class. In addition to the readings and essays, there may be, at my discretion, short-answer quizzes covering reading assignments. The quizzes will count toward your participation grade and cannot be made up. Readings: You will be assigned readings from the CA text. You are expected to have read the selection(s) prior to the class period. Come to class ready to offer your opinions and ask questions. I expect full class participation with regard to the course readings. Grading: In-class essays 25% Research Paper 30% Topic Proposal CR/NCR Annotated Bibliography CR/NCR Rough Draft 1/2 Final Draft 1/2 Analytical Essay 15% Department final exam 20% Participation (oral and written) 10% Under certain circumstances, and regardless of the percentage points listed above, a students participation and academic curiosity (or lack thereof) may influence that students final grade beyond the listed scope. In other words, students who do not come to class or regularly participate in class discussions may find their final grade significantly reduced to reflect the full scope of class involvement. An A grade requires more than good essay-writing. 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. Grading Policy: 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; and F=failure. In this class, a C grade is writing to the minimum expectations of the professor. Each student begins with a C grade. That grade may increase or decrease depending on the quality of work presented over the course of the semester. Attendance: Students are expected to attend all class sessions and should notify the instructor if they know in advance that they'll be absent. When drafts or papers are due, please be sure to have completed all reading assignments and be present in class, whether or not your work is ready. Plagiarism: To plagiarize is to use the ideas or writing of another as one's own. When borrowing from outside sources, students must credit the author. Neglecting to do so will result in a failing grade. To learn the accurate way to cite sources, please read chapter 50 of The Bedford Handbook. As an aside, I am a writer, and I take plagiarism personally. If you plagiarize, you not only will fail this course, but also will be referred to the university for disciplinary proceedings. Don't test me on this point. DSS: Students requiring assistance should contact the Disability Resource Center (Admin. 110) at 924-6000. Please advise the instructor of any special needs as soon as possible. Schedule Week 1 01/25 Introduction Syllabus Handouts In-Class Diagnostic Essay Week 2 2. The Art and Craft of Persuasion (Creating America, 7-37) 3. Writing Essays (Creating America, 39-75) IN-CLASS ESSAY 1 (BRING YELLOW BOOKS AND BLACK INK PEN) Week 3 4. Research (Creating America, 77-100) RESEARCH PAPER: TOPIC PROPOSAL Week 4 5. Identities (Creating America, 101-152) Week 5 6. American Dreams (Creating America, 153-211) IN-CLASS ESSAY 2 (BRING YELLOW BOOKS AND BLACK INK PEN) Week 6 7. Images of Gender and Family (Creating America, 213-291) RESEARCH PAPER: ANNOTATED BIBLIOGRAPHY Week 7 8. Work and Play (Creating America, 293-358) Week 8 9. Justice and Civil Liberties (Creating America, 359-434) IN-CLASS ESSAY 3 (BRING YELLOW BOOKS AND BLACK INK PEN) Week 9 10. War and Violence (Creating America, 435-499) Week 10 11. 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