ࡱ> y Ibjbj {{AHHHHH4||||<|53<L2222222$4i72H"2HH92HH2212VT223053l298980298H2225398 : San Jos State University Department of English and Comparative Literature English 1B, Composition 2 (GE C3), Section 8, Spring 2012 Instructor:Mark DowdyOffice Location:Faculty Offices 218Telephone:(408)924- 4433Email:mark.dowdy@sjsu.eduOffice Hours:Tuesdays and Thursdays: noon 1 p.m.; Thursdays: 3 4 p.m.; or by appointment.Class Days/Time:Tuesdays and Thursdays, 7:30 8:45 a.m.Classroom:Boccardo Business Center 205Prerequisites:Passage of Written Communication 1A (C or better) or approved equivalent.GE Category:Written Communication C3Course Desire2Learn Page and MY91 Messaging Copies of the course materials such as the syllabus, major assignment handouts, etc. may be found on the Desire2Learn (D2L) page for this course. If you are not familiar with D2L, please let me know, and I will give you instructions for how to log in to the system. You are responsible for regularly checking with the messaging system through both D2L and My91. 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 (C or better) 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. 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 (Available in the Spartan Bookstore and Roberts Bookstore) Michael Austin, Reading the World: Ideas that Matter. 2nd ed. Norton. ISBN # 978-0-393-93349-9 Diane Hacker, The Bedford Handbook. 8th ed. Bedford-St. Martins. ISBN # 0312652690 Other Readings Library research, including book and journal articles. Other equipment / material requirements A computer with an internet connection in order to send and receive emails. Classroom Protocol To help foster a classroom environment in which everyone feels comfortable enough to participate, I will not tolerate blatant displays of disrespect towards your peers or towards me. There are ways to disagree with others respectfully and sincerely. In the event that anyone should exceed the boundaries of civility, he or she will be asked to leave for the remainder of the class session. Respectful behavior includes refraining from sending text messages during classroom time. Assignments and Grading Policy Grading: A-F. A passing grade in the course signifies that the student is a capable college-level writer and reader of English. 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 a C-, 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. Letter grades are assigned by percentages. Here is the breakdown: A A- B+ B B- C+ C C- D 0-59 F 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. Note: This includes email notes to the instructor! The Grade Three Formal Essays (2,000 words each; SLOs 1-6) 45% Four Reading Responses (500 words each; SLOs 1, 5, and 6) 20% Final Exam (800-1200 words; SLO 1,5, and 6) 20% Class Presentations (SLOs 2,3, and 4) 5% Homework and Participation (SLOs 1-6) 10%  Formal Essays (15% each; 45% of overall course grade; SLOs 1-6): Critical reading habits are essential to anyone who wants to write well. Consequently, each formal writing assignment will require you to respond to two or more essays from Reading the World (RtW), summarize and synthethize the arguments you encounter in these essays, and develop your own claims. In addition, each essay assignment will have specific research requirements that will entail you visiting the library. Essays will be 3-5 pages long, with 1 inch margins and a 12-point standard font (i.e. Times-New Roman or something similar). In order to receive credit for the essay, you will have to complete a first and final draft, the first of which will receive constructive comments from me, the latter of which will receive a letter grade. Important: This graded final draft must include significant revisions. It is not enough to correct mechanical errors; you must also strive to improve the essays content and organization and to refine its language. In short, even papers that have few errors in grammar, spelling, and punctuation can be made better. Grades for final drafts that do no include significant edits and revisions will be lowered by one full letter. Due dates for formal essays: Essay 1 (first draft) Tuesday, February 7 Essay 1 (final draft) Tuesday, February 21 Essay 2 (first draft) Thursday, March 1 Essay 2 (final draft) Tuesday, April 3 Essay 3 (first draft) Tuesday, April 17 Essay 3 (final draft) Tuesday, May 15 Reading Responses (5 percent each; 20% of overall course grade; SLOs 1, 5, and 6): There will be four Reading Responses this semester, each 500 word long, or two double-spaced pages. For each Reading Response, you may choose any essay from Reading the World (RtW), whether we have read it in class or not. Each response should include 1) a summary of the essay in question and 2) a critique of its argument in which you explain why you do, or do not, find the essays argument compelling. Due dates for reading responses: Reading Response 1 Wednesday, February 16 Reading Response 2 Wednesday, March 22 Reading Response 3 Wednesday, April 12 Reading Response 4 Wednesday, May 10 Final Exam (20 percent of overall grade): The final exam will consist of an in-class essay in which you will respond to a written prompt. The exam will be administered on Saturday, May 12 at 10 a.m. in location to be announced during the semester. Class Presentations (5 percent of overall course grade; SLOs 2, 3, and 4): Each of you will pair up with one of your classmates and give a presentation on one of the assigned readings for the semester. Presentations will involve a brief (just a few minutes) introduction to the assigned reading, followed by at least five discussion questions for the class. I will be sending out a sign-up sheet ASAP, so if you know which essay youd like to present to the class, I encourage you to request it sooner rather than later. Peer Review (Mandatory, attendance required): There will be three peer review sessions this semester. On the class day before the scheduled peer review session, bring four photocopies of your formal essay. Distribute three of them among your assigned group members and give me the fourth. At this time, you will also receive essays from your peers (groups will be no larger than four members). Before the next class, read and evaluate those essays you received in return. I will provide you with an evaluation sheet, but feel free to write comments in the bodies of the essays themselves. During the peer review session, take turns discussing your essays with one another. At this time, you will return the marked up essays to one another, along with the evaluation sheets. Do not lose your peers marked up essays and evaluation sheets. Not only will they prove helpful during the revision process, but I will require you to include them with your revised drafts. Failure to attend peer review sessions or to participate in them will result in a drop of one letter grade for the formal essay, and it will lower your overall participation grade for the course. Attendance and Participation (10 percent of overall course grade): Regular attendance AND in-class contributions help me determine whether youve done your required reading. It also fosters a deeper understanding of the text at hand for all of us. For this reason you will be expected to come to each class prepared to discuss the assigned reading for the day. Moreover, you should strive to contribute to every class discussion, demonstrating an ability and willingness to listen to myself and your peers as well as the capacity to bring yourself and your experiences to the reading assignment. If you have difficulty speaking in a classroom setting, please see me as soon as possible. Extra Credit: I do not accept extra credit. 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 1B, Fall 2011, Course Schedule Below is the tentative schedule for this semester. In the event that any changes are made to it, I will announce the changes ahead of time, both in class and on Desire2Learn. Week Tuesday Thursday 11/26In classIntroduction/Overview of Class21/312/2In-classDiagnostic in-class essay (ungraded)Read Chapters 8-11, Reading the World (SLOs 1-6): pgs. 549-612. New Testament, Luke, Chapter 16 RtW (315) Thomas Malthus, from An Essay on the Principle of Population RtW (32432/72/9In-classFirst draft of Essay 1 due (SLOs 1-6) Read Chapters 12 and 13, Reading the World (SLOs 1-6): pgs. 613-47.Peer Review (bring additional copies of your essays: SLOs 1-6) Garrett Hardin, Lifeboat Ethics: The Case against Helping the Poor, RtW (357)42/142/16In-classMohandas K. Gandhi, Economic and Moral Progress, RtW (332) Read Chapter 12, Reading the World (SLOs 1-6): pgs. 649-54.Reading Response #1 (SLOs 1,5, and 6) due Octavio Paz, The Day of the Dead, RtW (345)52/212/23In-classFinal draft of Essay #1 (SLOs 1-6) dueBarack Obama, A More Perfect Union, RtW (238)62/283/1In-classLao Tzu, from the Tao de Ching, RtW (158)First draft of Essay 2 (SLOs 1-6) due73/63/8In-classPeer Review (bring additional copies of your essays: SLOs 1-6) Abu Nasr al-Farabi, Perfect Associations and Perfect Rulers, RtW (170)Christine de Pizan, from The Treasure of the City of Ladies, RtW (170)83/133/15In-classNiccol Machiavelli, from The Prince, RtW (184)Lin Tse-Hs, A Letter to Queen Victoria, RtW (193)93/203/22In-classMartin Luther King, Jr. Letter from Birmingham Jail, RtW (202)Reading Response #2 (SLOs 1,5, and 6) due Aung An Suu Kyi, from In Quest of Democracy, RtW (219)No Class Spring BreakRecessRecessMarch 26 March 30No Class104/34/5In-classFinal draft Essay 2 due (SLOs 1-6)Pericles, The Funeral Oration, RtW (470)114/104/12In-classPlato, from Gorgias, RtW (478)Reading Response #3 (SLOs 1,5, and 6) due124/174/19In-classFirst draft of Essay 3 due (SLOs 1-6)Peer Review (bring additional copies of your essays: SLOs 1-6)134/244/26In-classAristotle, from Rhetoric, RtW (489)Chinua Achebe, Language and the Destiny of Man, RtW (506)145/15/3In-classN. Scott Momaday, Personal Reflections, RtW (519)Gloria Anzalda, How to Tame a Wild Tongue, RtW (527)155/85/10In-classToni Morrison, Nobel Lecture, RtW (539)Reading Response #4 (SLOs 1,5, and 6) due165/15In-classFinal draft of Essay 3 (SLOs 1-6) due Final Exam: Saturday, May 12, 10 a.m. (location tba) JK Y Z k    % > ? m ٥٥كwiwh[hzX56OJQJh[hzX5OJQJ%h[hzXB*OJPJQJ_Hph"""h[hzXOJPJQJ_H6h[hzXB*OJPJQJ_HfHphq h[hzXOJQJh[hzXOJQJ_Hh[hzX5OJQJ_Hh[hzX5CJh[hzX5CJOJQJ)S?kdR$$If0!a ?kd$$If0!a x$IfgdzXl Rx$Ifl R$ha$  Y Z?kd$$If0!a x$IfgdzXl Rx$Ifl R?kd$$If0!a Y Z k Z?kd$$If0!a x$IfgdzXl Rx$Ifl R?kdH$$If0!a    % > Z?kd>$$If0!a x$IfgdzXl Rx$Ifl R?kd$$If0!a > ? m lu-gxxhx^hxxgdzXxgdzXxx?kd$$If0!a  \jVWLe*-ȷȒxgTg$h[hzX6B*OJPJQJph"""!h[hzXB*OJPJQJph"""h[hzXH*OJQJh[hzX5CJOJQJh[hzX0JOJQJ/jh[hzX>*B*OJQJUph h[hzX>*B*OJQJph)jh[hzX>*B*OJQJUphh[hzX6OJQJh[hzX5OJQJh[hzXOJQJh`?_0Le[\k) )xxgdzXgdzXxxxxxgdzX-/Z[\k) 17%!!!!!*"^"""ĸĸĸęsfYRIęh[hzXaJ h[hzXh[hzXB*aJphh[hzXOJQJaJ%h[hzXB*CJOJQJaJph$h[hzX6B*OJQJaJph!h[hzXB*OJQJaJphh[hzX5CJOJQJh[hzX5OJQJh[hzXOJQJh[hzXOJPJQJ!h[hzXB*OJPJQJph"""$h[hzXB*H*OJPJQJph"""- . 0 3 6 8 ; > @ C u & F 1$gdzX & F 1$gdzX & F 1$gdzX & F 1$gdzX & F 1$gdzX & F 1$gdzX & F 1$gdzX & F p1$gdzX & F px1$gdzXx1$gdzX C E L M !!!!*"^""""''' (4(\(( xgdzX  gdzXgdzX   gdzXx1$gdzX1$gdzX p1$^gdzX & F 1$gdzX""""##%())))*+P,Q,,--Z..b11!2(3;3>33355555<6>6_6ױױױננ׌ױshsh\hh[hzXH*OJQJh[hzXOJQJh[hzX5OJQJh[hzXCJOJQJ'h[hzX56B*OJQJaJph!h1hzXB*OJQJaJph$h[hzX6B*OJQJaJph$h[hzX5B*OJQJaJph!h[hzXB*OJQJaJph-jh[hzXB*UaJmHnHphu$((*** +2+X+Q,Z.25557B8g8::<<k?xxgdzXxgdzXx xgdzX  gdzX xgdzX_6a6B8g8: :F:G:H:T:U::: < <I<J<K<a<b<<<<<>>???6?7?k?ͮ虈p虈X/jh1hzX>*B*OJQJUph/jh1hzX>*B*OJQJUph h[hzX>*B*OJQJph)jh[hzX>*B*OJQJUphh1hzX0JOJQJ#j3h1hzXOJQJUjh[hzXOJQJUh[hzX5OJQJh[hzXOJQJh[hzXH*OJQJk??B@[@]@^@c@$xx$Ifa$gdzXl 8xxgdzXxgdzX$ha$k??B@C@[@d@m@@@@@(A+AqAtAAAAAA~BBBBBBBBCBCfCiC~CCCCCCCDDDCDPDYDDDDDEE!E6E?EYEcEeEhEEEEEEEE&F$$IflF ,"    t06    44 lapytzXHHHHH`FFF$xx$Ifa$gdzXl kd$$IflF ,"   t06    44 lapytzXHHHIFIK111$xx$Ifa$gdzXl kd$$IflF ,"    t06    44 lapytzXFIGIJIOIPI`FFF$xx$Ifa$gdzXl kdT$$IflF ,"   t06    44 lapytzXPIQIZIIIK111$xx$Ifa$gdzXl kd$$IflF ,"    t06    44 lapytzXIIII`\R $xa$gdzXxkd$$IflF ,"   t06    44 lapytzX(/ =!"#$% 5 0:pzX/ =!"#$% P 1 0:pzX/ =!"#$% P$$If!vh#v:V ,5/ 4a P$$If!vh#v:V ,5/ 4a P$$If!vh#v:V ,5/ 4a P$$If!vh#v:V ,5/ 4a P$$If!vh#v:V ,5/ 4a P$$If!vh#v:V ,5/ 4a P$$If!vh#v:V ,5/ 4a P$$If!vh#v:V ,5/ 4a P$$If!vh#v:V ,5/ 4a QDyK 7http://www.sjsu.edu/english/comp/policyforsyllabi.htmlyK nhttp://www.sjsu.edu/english/comp/policyforsyllabi.htmlDyK yK 2http://www.sjsu.edu/larcDyK yK ^http://www.sjsu.edu/writingcenter/about/staff/DyK yK Jhttp://www.sjsu.edu/muse/peermentor/$$If!vh#v :V l  t065 pytzX$$If!vh#v :V l t065 pytzX$$If!vh#v :V l  t065 pytzX$$If!vh#v :V l t065 pytzX$$If!vh#v :V l  t065 pytzX$$If!vh#v :V l t065 pytzX$$If!vh#v :V l  t065 pytzX$$If!vh#v :V l t065 pytzX$$If!vh#v :V l  t065 pytzX$$If!vh#v :V l t065 pytzX$$If!vh#v :V l  t065 pytzX$$If!vh#v :V l t065 pytzX$$If!vh#v :V l  t065 pytzX$$If!vh#v :V l t065 pytzX$$If!vh#v :V l  t065 pytzX$$If!vh#v :V l t065 pytzX$$If!vh#v :V l  t065 pytzX$$If!vh#v :V l t065 pytzX$$If!vh#v :V l  t065 pytzX$$If!vh#v :V l  t065 pytzX$$If!vh#v :V l  t065 pytzX$$If!vh#v :V l t065 pytzX$$If!vh#v :V l  t065 pytzX$$If!vh#v :V l t065 pytzX$$If!vh#v :V l  t065 pytzX$$If!vh#v :V l t065 pytzX$$If!vh#v :V l  t065 pytzX$$If!vh#v :V l t065 pytzX$$If!vh#v :V l  t065 pytzX$$If!vh#v :V l t065 pytzX$$If!vh#v :V l  t065 pytzX$$If!vh#v :V l t065 pytzX$$If!vh#v :V l  t065 pytzX$$If!vh#v :V l t065 pytzXj 666666666vvvvvvvvv666666>6666666666666666666666666666666666666666666666666hH6666666666666666666666666666666666666666666666666666666666666666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~ OJPJQJ_HmH nH sH tH <`< NormalCJ_HmH sH tH L@L [ Heading 2$ @&OJPJQJ_HX@X [ Heading 3$ V-@&5CJOJPJQJ_HDA`D Default Paragraph FontZi@Z  Table Normal :V 4 l4a _H(k (No List BB .apple-converted-space0U@0 C Hyperlink>*B*j@j kU Table Grid7:V0@V!@ 1FollowedHyperlink>*B* H@2H zX0 Balloon TextCJOJQJ^JaJN/AN zX0Balloon Text CharCJOJQJ^JaJPK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭V$ !)O^rC$y@/yH*񄴽)޵߻UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD뛟qu gZf~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f W+Ն7`g ȘJj|h(KD- dXiJ؇(x$( :;˹! I_TS 1?E??ZBΪmU/?~xY'y5g&΋/ɋ>GMGeD3Vq%'#q$8K)fw9:ĵ x}rxwr:\TZaG*y8IjbRc|XŻǿI u3KGnD1NIBs RuK>V.EL+M2#'fi ~V vl{u8zH *:(W☕ ~JTe\O*tHGHY}KNP*ݾ˦TѼ9/#A7qZ$*c?qUnwN%Oi4 =3N)cbJ uV4(Tn 7_?m-ٛ{UBw6A)&!bvU,޲"zbf5fkpέV9pyahRCBT~CmEBd Adm0iRִY뤭o|O[KvEssr"Yر[hjq~11_8z L&;CL@[f_PK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 0_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!štheme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] .MA*a -"_6k?WFI%+-024NY > C (k?c@m@@@zAAABBBpC}CCCCEDPD(E5E?EEE^FFFGGfGtGGG[HgHHHFIPIII&'()*,./1356789:;<=>?@ABCDEFGHIJKLMOPQRSTUVWXYZ[V2G2T2 4J4a46767AXXXX8@(  VB  C D"?B S  ?A $ t oI ^>"jn`!#^.WIg0X@^TlTXFR5n|q*rPZ`^``o(]p`p^p``o(-@ `@ ^@ ``o(-.`^``o(-.. `^``o( -... `^``o( -.... `^``o( -..... P`P^P``o(-...... ^`o(-.......F`^``o(Hp`p^p``o(-@ `@ ^@ ``o(-.`^``o(-.. `^``o( -... `^``o( -.... `^``o( -..... P`P^P``o(-...... ^`o(-.......M`^``o(Op`p^p``o(-@ `@ ^@ ``o(-.`^``o(-.. `^``o( -... `^``o( -.... `^``o( -..... P`P^P``o(-...... ^`o(-.......I`^``o(Lp`p^p``o(-@ `@ ^@ ``o(-.`^``o(-.. `^``o( -... `^``o( -.... `^``o( -..... P`P^P``o(-...... ^`o(-.......S`^``o(Vp`p^p``o(-@ `@ ^@ ``o(-.`^``o(-.. `^``o( -... `^``o( -.... `^``o( -..... P`P^P``o(-...... ^`o(-.......W`^``o(Yp`p^p``o(-@ `@ ^@ ``o(-.`^``o(-.. `^``o( -... `^``o( -.... `^``o( -..... P`P^P``o(-...... ^`o(-.......<`^``o(Ep`p^p``o(-@ `@ ^@ ``o(-.`^``o(-.. `^``o( -... `^``o( -.... `^``o( -..... P`P^P``o(-...... ^`o(-.......P`^``o(Rp`p^p``o(-@ `@ ^@ ``o(-.`^``o(-.. `^``o( -... `^``o( -.... `^``o( -..... P`P^P``o(-...... ^`o(-.......] ^` o(d ^` o(- ^` o(-.P P^P` o(-..    ^ ` o( -...  ^` o( -.... ! !^!` o( -..... $ $^$` o(-...... `' `'^`'` o(-....... *roI TIg0n|q`!#^."TX zXAA@A@UnknownG*Ax Times New Roman5Symbol3. *Cx ArialS`Lucida GrandeCourier5. .[`)TahomaA$BCambria Math h 7 !w 7 !w4AA}KqX .2!xx Accessible Syllabus Template(Center for Faculty Development & SupportGabriel Rabanal0         Oh+'0  8 D P \hpx Accessible Syllabus Template,Center for Faculty Development & SupportNormalGabriel Rabanal2Microsoft Office Word@@vy@@  7՜.+,D՜.+,` hp  San Jose State Universityw!A Accessible Syllabus Template Titlel 8@ _PID_HLINKSA$ %http://www.sjsu.edu/muse/peermentor/"d/http://www.sjsu.edu/writingcenter/about/staff/ALhttp://www.sjsu.edu/larc%7http://www.sjsu.edu/english/comp/policyforsyllabi.html  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\^_`abcdefghijkmnopqrstuvwxyz{|}~Root Entry F |Data ]@1Tableli8WordDocumentSummaryInformation(DocumentSummaryInformation8CompObjr  F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q