ࡱ> y Fbjbj 4{{>V $$$$$8888ptL8 L^(FFF!/T,KKKKKKK$)NPK$!!K$$FFK"""$F$FK"K""RAjDFаB~BvKK0 LBQO TQ<jDjDQ$~D"KK!T LQ : San Jos State University Department of English and Comparative Literature English 1A, Composition 1 (GE A2), Section 18, Spring 2012 Instructor:Katie MastersOffice Location:Faculty Office Building 217Telephone:(408) 924-4544 but please contact me by e-mail for the most quick and efficient response.Email:Katherine.Masters@sjsu.eduOffice Hours:Wednesdays, 11-1 p.m.Class Days/Time:Tuesdays and Thursdays, 9-10:15 a.m.Classroom:Sweeney Hall 414Prerequisites:English Placement TestGE 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 Odell, Lee and Susan M. Katz. Writing Now: Shaping Words and Images. Boston: Bedford/St. Martins. 2010. ISBN: 9780312542627 Other Readings More readings will be linked online through our online presence. Other equipment / material requirements A good, collegiate paperback dictionary Classroom Protocol Students will come to class every day, on time and prepared to discuss the readings for that lecture. I reserve the right to remove from class any student who is unprepared or unfocused. Unpreparedness means that the student has not done the readings and does not have the required materials for that lecture. Unfocused qualifies as not paying attention, disturbing the learning process of other students, or disturbing my lecture. Each class will begin with a quiz or writing activity based on the readings that students should have read for class that day. I encourage the use of electronics for learning purposes (i.e. laptops or smartphones to look up information online); however, I will ask you to turn off your computer if I catch you using social media, such as Facebook or Youtube. 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. Grade Distribution: Out of Class Essays: 40% (4 eassays at 10% each) Rough Drafts: 10 of 40% Final Drafts: 30 of 40% In Class Essays: 20% (4 essays at 5% each) Quizzes: 10% Participation: 10% Final Exam: 20% Reading and assignments: Reading: English 1A is a reading-intensive course meant to help you strengthen your reading and critical thinking skills. Your text, Writing Now and the other readings I make available to you online have been chosen by your instructor to provide you with a rich diversity of literature to help you view the world and the issues within it with a critical perspective. All readings on the schedule must be finished by the class time for the date listed. For example, if the schedule for May 25th includes Rockwells Freedom of Speech, you must have this read before we meet for class on May 25th. Class participation is largely based on your ability to participate orally and in writing. Writing: English 1A is a writing-intensive course meant to prepare you for college-level writing. All essay assignments are on the schedule and must be turned in at the beginning of class on the due date. All other writing assignments will be assigned in class and must be turned in on time. You will receive assignment sheets with further instructions for all of your essays. You will write over 8000 words in this class. ALL ESSAYS MUST BE COMPLETED AND TURNED IN TO PASS THE COURSE. Out-of-class Essays: You will write four typed, double-spaced, and stapled out-of-class essays. Each essay will be between 1200 and 1500 words long (4-6 pages). You will construct the essay in stages. The first stage is the first draft, due two weeks after the assignment is introduced in class. Rough drafts are worth 20% of the total grade of the essay. Due dates for rough drafts are non-negotiable. Late drafts will lose half their score. Failure to turn in a rough draft whatsoever will affect your final essay grade by a 20% loss. I comment extensively on these drafts; thus, not turning it in will result in a final essay which has received no guidance from me. The second stage is revision. Revisions will be due on the dates shown on the syllabus, and will undergo a mandatory peer review workshop day. As well, students will be required to meet with me in office hours for at least one of the four essays and a student conference (you will sign up for these conferences in class). All students will have met with me personally by Spring Break. You are highly encouraged to come see me in office hours for guidance on the other three essays. These revisions account for 10% of your final grade and cannot be made up. I will make very little comments on these drafts. The third stage is the final draft. Final drafts will not be commented on and will receive simply a grade. Feedback from the rough drafts and seeing me in office hours will be sufficient. Rough drafts will be turned in on time, two hardcopies (one hardcopy to me and one hardcopy to your peer reviewer). Final drafts must be turned in on time, one hardcopy and also to  HYPERLINK "http://www.turnitin.com" www.turnitin.com. I use this as a tool to help you understand and correct accidental plagiarism. Sign up for turnitin.com as soon as possible. Course ID: 4757349 Password: kmasters1 All minimum requirements listed on the writing prompts must be met in order to pass the assignment. Passing is a C. To receive an A you must exceed these requirements. In-class essays: The four in-class essays will be handwritten neatly and clearly in a large blue book (you can purchase these at the bookstore). You will write 500 to 800 words for each essay. The first essay will be a diagnostic that I will use to assess your writing competency and needs. The last essay will be a practice final exam. The middle two will be direct responses to material we have covered in class. Quizzes: Quizzes will come in several forms. I may decide to give only a couple or I may decide to quiz you often, depending on classroom participation and understanding. I may announce some quizzes and not others. Quiz content may address the literature we read, the textbook, vocabulary, biographical information about the authors, footnotes, or other areas I deem important. Quizzes and other in-class work cannot be made up on a later date. Participation: I measure participation by your ability to complete assignments in class. I will assign short, in-class writings or short writing homework, which will count as your participation points. Final Exam: There is a common final given to all English 1A students. The final is on Saturday, May 12, 2012 at 8 a.m. The location will be announced on a later date. The exam cannot be rescheduled. Bring two yellow examination booklets, blue or black pens, and a paperback dictionary. The exam lasts two hours and you must stay the entire time. 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. 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 and is staffed with Peer Mentors who excel in helping students manage university life, tackling problems that range from academic challenges to interpersonal struggles. Peer Mentor services are free and available on a drop in basis. The  HYPERLINK "http://www.sjsu.edu/muse/peermentor/" Peer Mentor Center website is located at http://www.sjsu.edu/muse/peermentor/ English 1A, Spring 2012, Section 18, Course Schedule The schedule is subject to change with fair notice. Students will be notified of these changes both in class and by e-mail. WeekDateTopics, Readings, Assignments, Deadlines1 1/26/12Introduction: Syllabus Rhetorical triangle activity, Audience, Purpose and Genre three essentials to writing [SLO 4]2 1/31/12 In-Class Essay #1: Bring Blue Book (800 wds) [SLOs 1,2,3,4] 2/2/12Assign Out-of-class essay #1: Descriptive Essay (1200 wds) [SLOs 1,2,3,4] Creative and descriptive writing: memoir (WN Ch.2) [SLOs 2, 4]3 2/7/12Rhetorical Strategies Developing your toolbox for descriptive essays [SLOs 1,2] Smoking with Mom (Craven) [SLO 2]2/9/12 Ahmed (WN, p. 35) [SLO 2] Theatre Geek (WN, p. 51) [SLO 2]4 2/14/12Commas, Comma Splices and Run-On Sentences [SLO 3] Scraps from my Autobiography (Twain, p. 155) [SLO 2]2/16/12Due: 1st draft of Descriptive Essay (Peer Review Workshop) [SLOs 1, 2, 3, 4]5 2/21/12In-Class Essay #2: Bring Blue Book (800 wds) [SLOs 1,2,3,4]2/23/12 Moving from reflection to analysis: writing a literary explication [SLOs 2, 4] Rhetorical Strategies: Developing your toolbox for explication [SLOs 1,2]6 2/28/12Assign Out-of-class essay #2: Explication of The Scarlet Ibis (1200 wds) [SLOs 1,2,3,4] The Scarlet Ibis (Hurst) [SLO 2]  3/1/12Due: Final draft of Descriptive Essay Parallelism [SLO 3] The United Fruit Co (Neruda) [SLO 2] 7 3/6/12Dangling and misplaced modifiers [SLO 3] Even After all These Years (Hafiz) [SLO 2]3/8/12Library day: Meet in front of the library (91 side) [SLOs 1, 2]83/13/12Due: 1st draft of Explication (Peer Review Workshop) [SLOs 1, 2, 3, 4]3/15/12 The Scarlet Ibis ((Hurst), continued [SLO 2]9 3/20/12MLA format (MN, p.630) [SLO 3] Plagiarism activity [SLO 3]3/22/12Assign out-of-class essay #3: Report (WN Ch.4) [SLOs 1,2,3,4] Rhetorical Strategies: Developing your tools for reporting: Quoting, Paraphrasing, and Summarizing [SLOs 2, 3, 4] The Perils of Higher Education (Kotler, WN, p. 169) [SLO 2] ACL: The Curse of Women Athletes (Tomeo, WN p. 211) [SLO 2] 10 3/27/12 - 3/29/12SPRING BREAK11 4/3/12Due: Final draft of Explication [SLOs 1,2,3,4] In-Class Essay #3: Bring Blue Book (800 wds) [SLOs 1,2,3,4]4/5/12 Quiet time: Bring your laptop and source documents for your report [SLOs 1,2,3,4] Assign out-of-class essay #4: Position paper (WN Ch. 5) [SLOs 1,2,3,4]12 4/10/12Due: First draft of Report (Peer Review Workshop) [SLOs 1,2,3,4]4/12/12Rhetorical Strategies: Developing your toolbox for argument: Compare and Contrast, Division and Classification, Cause and Effect and more [SLOs 1, 2, 4] Tax Unfairness: Its Failing our Schools (Feldman & Jackson) [SLO 2]13 4/17/12 Considered Living Car-Free? (Roberts, WN, p. 302) [SLO 2] Message in a Bottle (Fishman, WN, p. 285) [SLO 2] 4/19/12Due: Final draft of Report [SLOs 1,2,3,4] Other rhetorical strategies: Visuals and Communication (WN p. 489) [SLOs 1,2,4] The Great Dictator (Chaplin) [SLO 2] Assign visual activity [SLOs 2, 4]14 4/24/12Due: First draft of Position Paper (Peer Review Workshop) [SLOs 1, 2, 3, 4]4/26/12Rhetorical Strategies for sounding smart: academic language, word choice, clarity and conciseness [SLO 3, 4] Whats in a Word? (Lakoff) [SLO 2] You are What you Say (Lakoff) [SLO 2]15 5/1/12In-Class Essay #4: Bring Blue Book (800 wds) [SLOs 1,2,3,4]5/3/12 Reviewing portfolio guidelines and final exam [SLOs 1,2,3, 4] Creating Your Portfolio (WN p. 701) [SLO 2]16 5/8/12 Writing for Essay Exams (WN p. 679) [SLOs 1,2,3,4] 5/10/12Due: Final draft of Position Paper [SLOs 1, 2, 3, 4] Due: Presentations of visual activity Final Exam Saturday, May 12 8:00 a.m. 10:00 a.m., location TBD_______ Important 91 dates Spring 2012 Wednesday, January 25 First day of instructions for Spring semester Monday, February 6 Last day to drop a class without a "W" grade for Spring Monday, February 13 Last day to add for Springand register late Monday, March 26 - Friday, March 30 Spring Recess Friday, March 30 Cesar Chavez Day - campus closed Tuesday, May 15 Last day of instruction for Spring     English 1A, Section 18, Spring 2012 Page  PAGE 1 of  NUMPAGES 8  $%'(/034?@JKRSUVWblmnuvxyz5 = > X Z ` a b h }  ¾h15h155h15h5_hU2@hLDhSI hmhLD hHhHh#- hHheY hHh&Na hHhU2@ hHhLDH>UkdX$$Ifl0 D%` P t%44 layt&NaUkd$$Ifl0 D%` P t%44 layt&Na $Ifgd&Na $Ifgd&NagdH86 7 > Y Z :Ukd$$Ifl0 D%` P t%44 layt&Na $Ifgd&NaUkd$$Ifl0 D%` P t%44 layt&Na $Ifgd5_ $Ifgd&NaZ h ~  CUkd$$Ifl0 D%` P t%44 layt&NaUkd`$$Ifl0 D%` P t%44 layt&Na $Ifgd&Na $Ifgd&Na  C: $IfgdZUkdh$$Ifl0 D%` P t%44 layt&Na $Ifgd&NaUkd$$Ifl0 D%` P t%44 layt&Na $Ifgd&Na         ' ( 3 4 5 < = ? @ B C F G L M S T V W ] ^ j k y z           hNIhNI hwWhLDhU2@hZ hu hLDhSI hmhLDhLDT ! 5 > d X-  & FgdqzgdqzgdNIgdLDUkd$$Ifl0 D%` P t%44 layt&Na $IfgdZ ! $ % ( ) - . 4 5 > ? 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