ࡱ> y 5bjbj 4{{d-Z ,,|||8,T9eH^(!!!ddddddd$Wg jd|!y!"!!!d,,d$$$!,8|d$!d$$^dd1U#`6d e09e`j#.jldj|d !!$!!!!!dd$!!!9e!!!!j!!!!!!!!! : San Jos State University Department of English and Comparative Literature English 1B, Composition 2 (GE C3), Section 81, Spring 2012 Instructor:Jennifer Lola McClellandOffice Location:Faculty Offices 227 Telephone:(408) 550-6209Email:Ms.jlmcclelland@gmail.com Office Hours:Monday 12-1 pm and by appointment Class Days/Time:Monday and Wednesday 1:30-2:45 Classroom:Sweeney Hall 315 Prerequisites:Successful completion of English 1A GE Category:Written Communication C3Course 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 Class Description: Our class will examine a variety of topics concerning American life. John Steinbecks 1960 non-fiction narrative Travels with Charley will set the foundation for social issues that Americans have increasingly paid attention to in the years since the 1960s, such as the environment, race, class, gender, and the influence of mass media. In addition, we will examine the role of pop culture, advertising, and technology in manufacturing American culture. All paper topics and other class projects will focus on these issues. You will determine your particular interests and from there generate your own topics for assignments. Required Texts / Materials A Sequence for Academic Writing 5th edition ISBN# 9780205172887 (SAW) Travels with Charley in Search of America ISBN# 9780140187410 (TWC) The Elements of Style ISBN# 9780205309023 (Strunk and White) Online Reader: Readings are in PDF format on the wikispace (PDF) Blue books for in-class essays Wikispace: We will use a wikispace to access electronic materials and to communicate about course related matters. I encourage you to use the discussion page to post questions and comments. On the first day of class, I will provide information on how to utilize the wikispace. Library Liaison: Toby Matoush toby.matoush@sjsu.edu Classroom Protocol: Let us all contribute to a friendly, respectful environment by practicing good manners in the classroom. Please remember to silence your cell phones and refrain from using them during class time. Laptops / tablets are permitted in class for certain purposes, i.e., online readings, group projects, and note taking on lecture days. In order to foster a positive learning environment, please arrive to class on time and listen actively while your classmates are speaking. Late Policy: In rare situations due dates may extended, but you will need to speak with me to get permission. Essays turned in late will be docked one whole grade for each consecutive day they are late. Other Policies: You will be required to submit your out-of-class papers to Turnitin.com. Your paper will not be graded until you have submitted it online. Academic policies: You are responsible for reading the 91 academic polices available online: http://www.sjsu.edu/english/comp/policyforsyllabi.htmlAssignments and Grading Policy Grading: A-F. Class participation: 15% Quiz: 5% Essay 1: in-class (750 words): Included in participation grade Essay 2: out-of-class Critical Analysis (1200 words): 10% Essay 3: out-of-class Explanatory Synthesis (1500 words): 15% Essay 4: in-class Rhetorical Analysis (750 words): 5% Essay 5: out-of-class Argumentative Analysis (2000 words): 20% Essay 6: including Group Project (750 words): 15% Essay 7 out-of-class Censorship Essay (500 words): 5% Portfolio Letter (1200 words): 10% Class participation: Based on your adherence to classroom protocol, demonstrating knowledge of the readings, and your participation during class discussions and in-class activities. Essays: Prompts for essays will clearly outline all requirements and due dates. All essays must be written in order to pass the course. Workshops: Peer editing is an important part of English 1B. On workshop days, you are required to bring copies of your rough drafts to distribute among your group. Failure to participate in workshops will result in an automatic reduction of your essay by one whole letter grade. You will also be penalized under class participation. Quiz: You will be quizzed on the Elementary Rules of Usage in The Elements of Style. Group Project: For this assignment you will work in groups to create a visual argument. A collaborative essay authored by each member of the group will accompany the final project. You will have to make arrangements to meet outside of class. Groups will present their finished work to the class. 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. English 1B, Fall 2011, Course Schedule * Reading and writing assignments are due on the days listed, not for the next class meeting. ** Syllabus guidelines, schedule, and readings subject to change DateTopics, Readings, Assignments, DeadlinesWed Jan 25Introduction to the courseMon Jan 30Reading: PDF Menands Live and Learn In-class diagnostic essay (Essay 1) SLO 1, 5Wed Feb 1Reading: SAW Ch. 1; Strunk and White pp. 1-14Mon Feb 6Reading: TWC pp. 1-46; In class: Quiz on Strunk and WhiteWed Feb 8Reading: TWC pp. 47-92 Prompt: Essay 2 Critical Analysis SLO 1, 5Mon Feb 13Reading: SAW Ch. 2; TWC pp. 95-145Wed Feb 15Reading: TWC 146-210 In class: Travels with Mike documentaryMon Feb 20Reading: PDF Howard Zinns A Peoples History excerpt Wed Feb 22Due: Essay 2 Rough Draft for peer editing workshops Mon Feb 27Reading: SAW Ch. 3; PDF Peter Hesslers Go West Due: Essay 2 Final Draft Wed Feb 29***Library Tutorial*** Prompt: Essay 3 Explanatory Synthesis SLO 1 5 Mon Mar 5Reading: PDF Barbara Ehrenreichs Serving in Florida; PDF Jean Anyons From Social Class and the Hidden Curriculum of WorkWed Mar 7Reading: PDF Jean Kilbournes Two Ways a Woman Can Get Hurt: Advertising and Violence Mon Mar 12Reading: SAW Ch. 4 Argument Synthesis; PDF Richard Louvs A Life of the Senses Wed Mar 14Reading: PDF Michael Pollans The Futures of Food Due: Bring a packaged food item to class Prompt: Essay 4: In-class essay SLO 1, 5Mon Mar 19In class: Food, Inc. documentary screeningWed Mar 21In-class: Critical Analysis of Food, Inc. (Essay 4) SLO 1, 5 Due: Essay 3 Final DraftMon Mar 26***Spring Break***Wed Mar 28***Spring Break***Mon Apr 2Reading: PDF Michael Specters Getting a Fix PDF Prompt: Essay 5 Argument Synthesis / Research Paper SLO 1 5Wed Apr 4Reading: PDF Adam Gopniks Decline, Fall, Rinse, Repeat Mon Apr 9Reading: PDF Howard Zinns How Democratic Is America?; Sidney Hooks A Response to Howard Zinn Due: Proposals for Essay 5 Wed Apr 11Prompt: Group Project Assignment on Visual Rhetoric (Essay 6) SLO 1 5 Mon Apr 16Meet in Steinbeck Center for Presentation on Censorship Prompt: Essay 7 Short Essay on Censorship SLO 6 Due: Works Cited and Outline for Essay 5 Wed Apr 18Due: Essay 7 on Censorship In class: Group work Mon Apr 23 Due: Essay 5 Rough Draft for peer workshop Wed Apr 25Reading: PDF Junot Diazs How to Date a Browngirl, Blackgirl, Whitegirl, or Halfie Due: Essay 5 Final Draft Mon Apr 30Reading: PDF Lars Eighners On Dumpster DivingWed May 2Reading: PDF Marie Winns Television: The Plug-In Drug; John Steinbecks LEnvoi Prompt: Portfolio Project LetterMon May 7Reading: PDF John Steinbecks Americans and the Future In-class: Group work Wed May 9 In class: Peer editing workshop for Portfolio LetterMon May 14 Due: Group Projects along with Essay 6 Presentations on Group Projects *** Class party ***TBA Portfolio Letter  Have a wonderful summer! 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