San Jose State University Department of English and Comparative Literature English 1A: Freshman Composition Instructor: Peter Gambrill Department: English Department Office Location: Faculty Offices Building 213 Telephone: (408)924-4490 Email: am.project@gmail.com Office Hours: TuTr 12:00-1:00PM Class Times: TuTR 10:30-11:45 Classroom: BBC 221 Class Website: https://sites.google.com/site/english1asec22fall10/ Class Overview You may not think it, but you're a writer. Ever since you penned that first 锟組y Summer Vacation锟� exercise in elementary school, you've been a member of the literate community. You may think yourself a 锟絞ood锟� writer or a 锟絙ad锟� writer; you may write Facebook updates worthy of Shakespeare but be terrible with timed essays; maybe you love to write announcements for your church or community group, but reserve a special loathing for the research paper. Whatever your successes or your failings have been thus far, they have worked to create who you are as a composer of words, sentences, paragraphs, pages. So, if you're already a writer, what are you doing here? The purpose of this course is to prepare you to engage in academic and professional discourses锟� certain modes of writing that require a different vocabulary, as well as more challenging sentence and argument structures than maybe you've encountered before. But keep in mind that you're not here to be rebuilt, reprogrammed, or reconstructed as a writer; you come into this class with a vast body of experience in language, from writing often, from speaking daily, from thinking every waking moment of your life. I'm here to help you build from this experience and create a bridge between the modes of writing you already know and the modes of writing you'll need to know for success in the university and beyond. How long does it take to become a 锟絞ood锟� academic writer? The process lasts however long your college career lasts, whether it be four years or the rest of your life. There's always room for improvement, but you can think of this class as the first step in a long series. If you think of achieving 1  your bachelor's as climbing Mount Everest, then this is base camp 1. The first step锟絫he primary goal of this class锟絠s to get you to think of yourself as a writer. Sounds simple enough, but it's a bit more complicated than saying 锟絀'm a writer锟� to yourself five times before going to bed every night. In order to think of yourself as a writer, you must think like a writer. This means reading as a writer, looking for themes, structures, and rhetorical devices锟絧retty much anything that the author uses to convey the message and achieve what he or she sets out to do. We must also write like writers, which means applying the same critical eye to our own writing and asking questions about our audience, purpose, and techniques. As such, we can separate this class into two broad goals, both of which we'll work to achieve every single class period: to read as writers and to write as writers. All your writing will, of course, be your own, but your reading will come from three primary sources. First, you will read the works of accomplished, experienced, professional writers to learn how it's done. We can't learn how to write in a vacuum, and one of the best ways to learn how to write is to learn from the masters. You will also critically read and respond to your fellow students' writing. We all encounter similar obstacles when beginning our careers as academic writers, and seeing how your peers face and overcome similar challenges will help and (hopefully) inspire you do the same. And finally, you will critically read, edit, and revise your own writing by integrating the critiques of myself and your fellow students, as well as what you've learned from reading and analyzing other writers. Prerequisites Placement by the English Proficiency Test (EPT), or passage of an approved substitute course for the EPT. Required Texts The Curious Writer, 3rd Ed. Bruce Ballenger. 50 Essays, 3rd Ed. Samuel Cohen. The Everyday Writer, 4th Ed. Andrea A. Lunsford. A spiral-bound, college-ruled notebook. Grade Distribution 20% 锟� University-Wide English 1A Exam 10% 锟� In-Class Essays: 1,800 words [SLO 2, 3, 4] 10% 锟� Writer's Autobiography: 1,300 words [SLO 1, 2, 3, 4] 10% 锟� Process Analysis: 1,000 words [SLO 1, 2, 3, 4] 10% 锟� Critical Review: 1,200 words [SLO 1, 2, 3, 4] 5% 锟� Annotated Bibliography: 1,200 words [SLO 1, 2, 3, 4] 10% 锟� Proposal: 1,500 words [SLO 1, 2, 3, 4] 10% 锟� Writing Journal and Quizzes [SLO 1, 2] 15% 锟� Peer Reviews [SLO 2, 3] 2  Grading The Department of English reaffirms its commitment to the differential grading scale as defined in the official 无忧短视频 Catalog (锟絋he Grading System锟�). 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 No Credit, shall replace 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. Course Goals Students shall achieve the ability to write complete essays that demonstrate college-level proficiency in all of the following: 锟紺lear and effective communication of meaning. 锟紸n 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). 锟絋he ability to perform effectively the essential steps of the writing process (prewriting, organizing, composing, revising, and editing). 锟絋he ability to explain, analyze, develop, and criticize ideas effectively. 锟紼ffective use within their own essays of supporting material drawn from reading or other sources. 锟紼ffective organization within the paragraph and the essay. 锟紸ccuracy, variety, and clarity of sentences. 锟紸ppropriate diction. 锟紺ontrol 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. 3  Class Policies In-Class Essays Over the course of the semester, you will write three timed in-class essays. The purpose of these assignments is to prepare you for the university-wide final exam for English 1A. For each essay, I will give you one hour to respond to a passage using personal and outside examples. Your writing should demonstrate a singular argument and focus, as well as a clear structure that divides examples, sub points, counterpoints, an introduction, and a conclusion. We will go over effective strategies for generating ideas in a timed essay. I know we all have bad days, and sometimes those days happen to fall on the day of a timed-essay. Therefore, I will count only the two best essay scores; the third will be dropped. I still encourage you to give your all on every in-class essay. It's always wiser to use the third as a safety net. Out-of-Class Essays All assignments written outside of class must be typewritten, double spaced, with a 12-point, standard font and 1-inch margins on each side. All essays must have a title, as well as your name, date, and course title in the upper left-hand corner. Each page must be numbered and all of the pages must be stapled or paper clipped together. Consult the MLA section in The Everyday Writer for examples of correct formatting. Peer Reviews In order to help you assess the strengths and weaknesses in both your writing and your peers' writing, we will conduct three peer reviews. I will place you into groups of three. You will submit a copy of your rough draft to each group member, as well as to the instructor. During the peer-review day, I will give you a guideline: a series of questions you will need to answer in short paragraphs. You will spend the class period in your groups discussing the strengths and weaknesses in your peers' writing. Make sure to put your name on your responses. You will attach your edited rough drafts to the back of your final draft. Late Papers All due dates are final for both rough and final drafts, unless I announce an extension. I will allow extensions for students in extreme circumstances, provided I receive sufficient evidence (e.g. doctor's note). Come talk to me in person as soon as possible if you don't think you'll complete an assignment by the required date. Any late assignment without sufficient explanation will be deducted one full grade for every weekday (not class day) it is late. For the peer-review process, it is your responsibility to give your group members sufficient time to review your paper. Grade Challenges If you believe a grade you receive on any assignment is unfair, you are welcome to challenge the grade by the following process. Referring to the course learning objectives and the assignment sheet, argue in writing why you think your grade was undeserved and suggest what grade you think you deserve. For the two longer papers, this rationale should be no less than 2-3 pages, though it may be as short as one page for smaller assignments. I reserve the right to not change the grade, or to not raise it as high as suggested, according to how well I believe you argued your case. 4  Attendance I cannot force you to come to class, but I will be using your writing journals as a way to monitor your attendance. Missing a day of class means not completing a journal entry, which cannot be made up; therefore, the grade you get for your journal will reflect your attendance and participation grade. Quizzes I will give short quizzes on the reading at the beginning of certain class periods. These quizzes are given at random dates and will not be announced ahead of time. They cannot be made up. Turnitin.com All major assignments (with the exception of the in-class essays and timed final) must be submitted to turnitin.com on or before the due date. I will not grade the paper copy of an assignment until an electronic copy is submitted to turnitin.com. In order to submit papers to the class account, you will need the class ID, which is 3774569, and the password, which is 锟絘hab.锟� Laptops Laptops are a fantastic tool for many situations and in many environments. However, I have never, ever seen one used during class for anything other than Facebook or World of Warcraft. Therefore, I will not allow laptops to be used during class. Ground Rules for Writing and Class Discussion Academic discourse is founded on principles of honesty and free thought; however, some lines should not be crossed in any public forum. I will not tolerate personal attacks upon other students or instructors, nor will I tolerate attacks upon another's race, ethnicity, religion, sex, or sexual orientation. I will eject from the class any student who I believe is offending other students or disrupting the class. I will also give no credit to any writing assignment (including entries in the writing journal) containing such offensive material. 无忧短视频 Writing Center The 无忧短视频 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 无忧短视频 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 Writing Center website is located at http://www.sjsu.edu/writingcenter/about/staff/. Academic policies You are responsible for reading the 无忧短视频 academic polices available online: http://www.sjsu.edu/english/comp/policyforsyllabi.html Class Schedule and Due Dates Thursday, Jan. 26th - Introductions Tuesday, Feb. 1st - Blank Writing Journals Due; Diagnostic Writing Exam Thursday, Feb. 3rd - Read CW 9-15 and Langston Hughes, 锟絊alvation锟� 5  Tuesday, Feb. 8th - Read CW 16-23 and George Orwell, 锟絊hooting an Elephant锟� Thursday, Feb. 10th - Read CW 24-29 and Maya Angelou, 锟紾raduation锟� Tuesday, Feb. 15th - Read CW 75-78 and N. Scott Momaday, 锟絋he Way to Rainy Mountain锟� Thursday, Feb. 17th - Writer锟絪 Autobiography Draft Due, Read David Sedaris, 锟紸 Plague of Tics锟� Tuesday, Feb. 22nd - In-Class Essay #1 Thursday, Feb. 25th - Peer Comments Due and Discussion Day Tuesday, March 1st - Final Draft Due, Read Sherman Alexie, 锟絋he Joy of Reading and Writing锟� Thursday, March 3rd - Read Frederick Douglas, 锟絃earning to Read and Write锟� and Malcom X, 锟絃earning to Read锟� Tuesday, March 8th - Read Lars Eighner, 锟絆n Dumpster Diving锟� Thursday, March 10th - Process Analysis Due Tuesday, March 15th - Read CW 107-111 and Edward Said, 锟紺lashing Civilizations?锟� Thursday, March 17th - Read CW 112-118 and Verlyn Klinkenborg, 锟絆ur Vanishing Night锟� Tuesday, March 22nd - Review Analysis Due, Jared Diamond, 锟絋he Ends of the World锟� Thursday, March 24th - Read CW 122-127 and Virginia Wolf, 锟絋he Death of the Moth锟� Tuesday, April 5th - Critical Review Draft Due, Read Eric Schlosser, 锟終id Kustomers锟� Thursday, April 7th - In-Class Essay #2 Tuesday, April 12th - Peer Comments Due and Discussion Day Thursday, April 14th - Final Draft Due, Joan Didion, 锟絆n Morality锟� Tuesday, April 19th - Read CW 221-224 and Jonathan Swift, 锟紸 Modest Proposal锟� Thursday, April 21st 锟� Plato, 锟絋he Allegory of the Cave锟� Tuesday, April 26th - Read CW 243-247 and Thomas Jefferson, 锟絋he Declaration of Independence锟� Thursday, April 28th - Read CW 247-252 and Henry David Thoreau, 锟絎here I Lived, and What I Lived for锟� Tuesday, May 3rd - Eric Liu, 锟絅otes of a Native Speaker锟� Thursday, May 5th - In-Class Essay #3 Tuesday, May 10th - Proposal Draft Due, final exam strategies Thursday, May 12th - Peer Comments Due and Discussion Day Saturday, May 14th - Final Exam: 8:00AM Tuesday, May 17 - Final Draft Due; Doughnuts, Coffee, and Farewell 6