ࡱ> npmy Objbj 7|{{G%  hhhhh|||8Td|&l"%%%%%%%$(i+l%h%hh% hh%% $h$8t;t$%%0&$X+I+ $$+h$%%&+ .: Mythbusters San Jose State University - Spring 2012 The Sophistication of Pop Culture The Stomach-Turning Truth of Eating Animals The Misreported Complexities of Columbine English 1B Section 48 T,Th 1:30 p.m. to 2:45 p.m. Classroom: Engineering 401 Instructor: Rosa del Duca Office Location: FOB 114 Office Hours: Noon to 1 p.m. and 6 to 6:30 p.m. T, Th (and by appointment) Telephone: (805) 801-8902 E-mail: Rosa.delDuca@sjsu.edu Required Texts: Everything Bad is Good for You, Steven Johnson Eating Animals, Jonathan Safran Foer Columbine, Dave Cullen Slant, Nicholas Leither Harbrace Essentials, Cheryl Glenn and Loretta Gray COURSE DESCRIPTION The theme of this course is mythbusters. You will take on the role of mythbuster in several essays that revolve around the issues presented in three books. The first of these books explores the surprising complexity of pop culture. Steven Johnson believes everything from video games and reality TV to instant messaging and blogging is actually making us smarter. From there we enter the realm of food, and more specifically, meat. Busting myths about factory farming as we read Jonathan Safran Foers Eating Animals may change what you choose to put on your plate. Lastly, we delve into the drama surrounding the mass shooting at Columbine High School in Littleton Colorado. Dave Cullen draws on hundreds of interviews, thousands of pages of police files, FBI psychologists, and tapes and diaries made by the teenage killers in his book. You may find what the public knows about Columbine is far from the truth. The point of this course is to explore and provoke your curiosity, make informed and well-researched arguments, and use your creativity to express yourself impeccably in the academic essay. You are all writers, even if you dont think you are. So now its time to own your writing and find your voice. Hate writing essays youre not into? Well, I hate reading them. In this course, you will only write essays you would like to read. It sounds straightforward, but its not. Remember it. Repeat it now: I WILL ONLY WRITE ESSAYS IN THIS COURSE THAT I WOULD LIKE TO READ! In this course you will learn: 1. How to engage your curiosity, creativity, and opinions in order to write stylish essays. 2. How to critically evaluate and analyze both published work and your peers work. 3. How to create a grammatically correct, well-written, well-supported essay. 4. How to be an active reader, writer and thinker. 5. How to be a valued contributor to class discussions. Participation: Your active involvement and participation in every aspect of this class is essential to your success, and worth twenty percent of your overall grade (combined with minor assignments). Simply occupying a seat in the classroom is not participation. You must come to class prepared to talk about the assigned reading, and prepared to work with your peers. If it is clear you havent done the reading, you cannot pose a discussion question, or you do not bring a draft of your essay on peer editing days, you will lose participation points. Attendance: I take roll every class. Please arrive on time, or understand that you will lose half of the days participation points automatically. In-class work cannot be made up. In-class essays cannot be made up. I do not excuse any absences. However, I allow two absences (for whatever reason) before I start taking participation points off. More than six absences will result in automatic failure of the course. If you are absent, it is your responsibility to immediately contact a partner in class to find out what you missed. Do not email me asking about what we did in class on a particular day. Approach: We will approach writing as a process rather than a product. In other words, you will compose essays over several stages of development. Revision is crucial, and I suggest that you meet with me in office hours to discuss your essays. You may also e-mail me drafts, draft paragraphs, and outlines. I will respond with feedback when possible. Journal: Please bring a notebook dedicated to this course to class every day. You will be asked to make journal entries from time to time, and we will do a substantial amount of prewriting in class. This journal will also be helpful in putting together your portfolio, which is the final project due in the course. Format: When submitting papers, you should adhere to the following format, or I will not accept your paper: Typed, in black ink, 12-pt. font, double-spaced 1 left and right margins Each page numbered Stapled, not folded or paper clipped Include your name! Late Paper Policy: A late paper will be marked down one-third of a grade (for example, from a B to a B-) for every day that it is late, including weekends. However, if you anticipate an unavoidable circumstance that will prevent you from meeting a deadline, let me know at least two days in advance so we can arrange an extension. I give extensions, no questions asked, to those who request them at least 48 hours BEFORE the due date. Academic Conduct: By its content and nature, this course will lead to discussions about controversial topics. Therefore, you will be asked to follow certain guidelines aimed at creating an open and respectful environment. Our goal is to engage in discussions that are courteous, thoughtful, and productive. To that end, please note these guidelines: Do not leave the classroom at any time, as your departure and re-entry distracts attention from classroom activities. Turn off and put away all cell phones and other electronic devices. If I see you texting, I will ask you to leave. You may bring drinks, but no food. Only one person should speak at a time; no one should engage in private or side conversations. There is no need to raise your hand for permission to speak. If there is a pause, the floor is yours. During discussion, please listen carefully to your classmates. Treat their opinions, beliefs, and perspectives with respect, even if you strongly disagree. Dont withdraw from the discussion when you hear things you disagree with. Instead, respond honestly: I disagree. Other tactics are to pose a thoughtful question or ask for clarification. And be sure to question and analyze your own assumptions in the process. Try to frame your contributions to class discussion in ways that will not intentionally offend others. You are welcome to have strong opinions and beliefs, but dont present them as the final word on the matter. Be sensitive to signs that others want to speak, and encourage those who want to speak to do so. Try at all times to foster a respectful and courteous exchange of ideas in the classroom. Make an effort to speak up at least once each discussion. The more voices, the deeper the conversation. Speaking will also ensure you earn the days participation points, and makes pre-writing much easier. Final Portfolio Assignment: During this course, you will create a portfolio of your work, including a written reflection of 1000-1200 words that is worth ten percent of your grade. Think of it as a scientific study of your progress as a writer over the next four months. What you include in your portfolio doesnt have to be perfect. Remember, writing is a process. Collecting your work and then reflecting on that work is part of the process. The portfolio project is designed to get you thinking about your specific challenges, your strategies for improvement, your successes and failures, and your goals for the future. Every writer, no matter how accomplished, has room for improvement. This portfolio is your culminating experience. This course does not have a final exam. FURTHER COURSE GUIDELINES (required of all 1B syllabi) 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 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). General Education, Area C3 Student Learning Outcomes 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. Course Content 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 problems and suggest ways to improve. 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: 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:  HYPERLINK "http://www.sjsu.edu/writingcenter/tutoring/requestforappointment/" http://www.sjsu.edu/writingcenter/tutoring/requestforappointment/ index.htm 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-F. For policies on academic dishonesty, see http://www.sjsu.edu/senate/S04-12.pdf COURSE SCHEDULE Jan. 26 Introductions/syllabus In class exam strategies / Making use of the trifecta Jan. 31 In-class diagnostic essay [SLOs 1, 2, 4] Feb. 2 Everything Bad 1-42 discussion Feb. 7 Everything Bad 42-84 Topic generation Feb. 9 Everything Bad 84-116 discussion Thesis structure and devils advocate Feb. 14 Everything Bad 116-156 discussion Theses on the board Feb. 16 Everything Bad 156-184 discussion Outline due Feb. 21 Everything Bad 184-211 discussion First draft due Peer editing Feb. 23 Revision draft due Peer editing Framing arguments: This American Life Feb. 28 Graded draft due [SLOs 1, 2, 4, 5, 6] Reflection Introduction to Primary Research Experiments Hand out library assignment Mar. 1 Class cancelled (AWP conference in Chicago) Library tutorial scores due Mar. 6 Eating Animals 1-42 discussion Review common problems in Johnson essays Mar. 8 Eating Animals 43-84 discussion Topic generation Mar. 13 Library Day [SLO 3] Eating Animals 85-148 summary due Mar. 15 Eating Animals 149-199 discussion Theses on the board Mar. 20 Eating Animals 199-244 Primary research proposal due Mar. 22 In-class Eating Animals essay [SLOs 1, 2, 4, 5] Mar. 26 30 Spring Recess Apr. 3 Eating Animals, 245-267 discussion Citing presentations First draft due (must include your experiment) Apr. 5 Revision draft due (must include two peer-reviewed sources and experiment) Citing presentations Peer editing Apr. 10 Graded draft due [SLOs 1, 2, 3, 4, 5] Americas Next Top Writer Apr. 12 Columbine 1-40 discussion Review common problems in essays Apr. 17 Columbine 40-91 discussion Crescendo Analysiis Apr. 19 Columbine 92-133 discussion Topic generation Apr. 24 Columbine 134-181 discussion Thesis on the board Apr. 26 Have read up to 221 in Columbine In-class Columbine essay [SLOs 1, 2, 4, 5, 6] Primary research proposal due May 1 Columbine 222-267 discussion Research competition May 3 Columbine 268-302 discussion First draft due May 8 Revision draft due Peer editing May 10 Graded draft due (must include at least 5 sources) [SLOs 1, 2, 3, 4, 5, 6] In-class portfolio work May 15 Last day of class Portfolio peer editing May 18 Portfolio due [SLOs 1, 2, 4] May 29 Grades due Grading Breakdown: In-Class Diagnostic Essay 05% 500 words 50 points Everything Bad Essay 15% 1,500 words 100 points In-Class Eating Animals Essay 10% 500 words 100 points Eating Animals Essay 15% 1,500 words 150 points In-Class Columbine Essay 10% 1,000 words 100 points Research Paper (Columbine) 20% 2,000 words 200 points Portfolio 10% 1,000 words 100 points Participation/Minor Assignments 20% 200 points Grades are based on a 1,000 point system. 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PLP^P`LhH. ^`OJQJo( ^`OJQJo(o pp^p`OJ QJ o( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJ QJ o( ^`OJQJo( ^`OJQJo(o PP^P`OJ QJ o(cfW         pr R]&TS,_+jRmYVA%YXa iFxX@,3'iP~\0MoY!k#[hYGbGG@G@@Unknown G*Ax Times New Roman5Symbol3. *Cx ArialGGoudy Old Style;(SimSun[SO3*Ax Times7.@ Calibri5. .[`)Tahoma?= *Cx Courier New;WingdingsA$BCambria Math"1hggg <$ <$8x24GG3qKP ?2! xx  MythbustersMontanaGabriel Rabanal      Oh+'0P     $08@H MythbustersMontanaNormalGabriel Rabanal2Microsoft Office Word@@6 ;@,T;@,T; <՜.+,D՜.+,@ hp   Microsoft$G  Mythbusters Title 8@ _PID_HLINKSABhttp://www.sjsu.edu/writingcenter/tutoring/requestforappointment/  !"#$%&'()*+,-./0123456789:;<=>@ABCDEFHIJKLMNOPQRSTUVWXYZ[\^_`abcdfghijkloRoot Entry Fpt;qData ?1TableG+WordDocument7|SummaryInformation(]DocumentSummaryInformation8eCompObjr  F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q