San Jos锟� State University English 1B, Spring 2011 Instructor: Professor Williams Office Location: Faculty Office Building 215 Telephone: 408-924-5063 Email: marytw53@gmail.com Office Hours: T/R 10:20-11:40AM and by appointment Class Days/Time: Friday, 9:00-11:45AM Classroom: BBC 123 Prerequisites: Prerequisite: Passage of Written Communication 1A (C or better) or approved equivalent. English 1B Course Guidelines English 1B is the second course in 无忧短视频锟絪 two-semester lower-division composition sequence. Beyond providing repeated practice in planning and executing essays, and broadening and deepening students锟� 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. 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: 锟� Clear and effective communication of meaning; 锟� An identifiable focus (argumentative essays will state their thesis clearly and will show an awareness, implied or stated, of some opposing point of view); 锟� An appropriate voice that demonstrates an awareness of audience and purpose; 锟� Careful attention to review and revision; 锟� Effective and correct use of supporting materials, including independent research (e.g., quoting, paraphrasing, summarizing, and citing sources); 锟� Effective analysis, interpretation, evaluation, and synthesis of ideas encountered in multiple readings; 锟� Effective organization and development of ideas at paragraph and essay levels. 锟� Appropriate and effective sentence structure and diction; 锟� Command of conventional mechanics (e.g., punctuation, spelling, reference, agreement). English 1B GE Area C3 Student Learning Outcomes (SLO) Williams, English 1B, Spring 2011 Page 1 of 8  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 锟絚orrecting锟� 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 student锟絪 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 Writing Center and at the Learning Assistance Resource Center (LARC). Both of these centers will help students at any stage of the writing process, from brainstorming to major reorganization to stylistic polishing. Williams, English 1B, Spring 2011 Page 2 of 8  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. The Writing Center is located on the first floor of Clark Hall in Room 126. (408) 924-2308. You can schedule an appointment here: http://www.sjsu.edu/writingcenter/tutoring/requestforappointment/index.htm LARC is located under the 10th Street parking garage in SSC 600. (408) 924-2587. Course Materials: A dictionary, a rhetoric (or rhetoric/reader), and a handbook are appropriate materials to require of students. 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. Required Texts/Materials Rereading America: Cultural Contexts for Critical Thinking and Writing, Eighth Edition, Gary Colombo, Robert Cullen, and Bonnie Lisle, Bedford/St. Martin's, 2010. ISBN-10: 0-31254854- 0 or ISBN-13: 978-0-312-54854-4. The Longman Concise Companion, Second Edition, Chris M. Anson, Robert A. Schwegler, Marcia A. Muth, Longman, 2010. ISBN-10: 0-205-67366X or ISBN-13: 978-0-205-67366-7. Or another current handbook that is approved by me. A college-level English dictionary, such as Merriam-Webster or American Heritage. Large examination booklets, at least one of them yellow. Recommended Text: The Longman Guide to Revising Prose, A Quick and Easy Method for Turning Good Writing into Great Writing, Richard A. Lanham, Pearson/Longman, 2006. ISBN-10: 0321- 41766-6 or ISBN-13: 978-0-321-41766-4. Library Liaison Toby Matoush, Toby.Matoush@sjsu.edu 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 Classroom Protocol You will be on time to class, and stay the entire time. Arriving late or leaving early will result in decreased participation points. All electronic devices will be turned off and stowed before entering class, unless you have an exception from the DRC. Electronic devices used during class will be confiscated for the class period. You will participate in class discussions, exercises, quizzes, and all other classroom activities. This class focuses on controversial readings, some of which may challenge your beliefs about American culture or society. You will be challenged to be open-minded and are expected to be Williams, English 1B, Spring 2011 Page 3 of 8  respectful of other opinions, whether expressed in the readings or by your peers during discussion. You may disagree with the readings or your peers' opinions, but you will respect them and refrain from disruptive or offensive behavior. You will actively listen during class discussions; there will be no talking or texting while someone else is speaking. You will bring your book(s) to each class meeting. You will come to class prepared to participate, having read the assigned readings for the day, having completed any homework, and having prepared questions or comments about the assigned readings. All homework will be assigned in class, and must be typed in a 12-point font, unless otherwise specified. Handwritten homework will receive decreased participation points. Missed homework assignments may NOT be made up without an acceptable excuse, and acceptable is determined by me. Quizzes and other class activities may not be made up. If you miss a class, ask a classmate what you missed, including assignments. If you miss class due to illness, please contact me via email to let me know, and bring a doctor's note when you return to class so you can make up any missed work. Hard copies of essays and all other work will be handed in; I do NOT accept e-mailed or faxed papers (essays, homework, reader responses, etc.). Essay assignments will be handed out in class and include due dates and additional requirements not listed above. Assignments and Grading Policy Readings: All readings must be done prior to coming to class on the day they are assigned. 锟� There will be assignments and quizzes based on the readings. 锟� Be prepared to discuss the readings in class, bringing pertinent questions or making helpful comments. In-class essays: There will be three in-class essays throughout the semester, beginning with the diagnostic essay. 锟� Bring large examination booklets, pens, scratch paper, and a non-electronic dictionary. 锟� In-class essays cannot be made up without a written medical excuse or other documentation I deem acceptable; within one week, there will be no penalty. 锟� You will stay the entire class period to write the in-class essay. Out-of-class essays: There will be three out-of-class essays throughout the semester. 锟� You will receive assignments detailing all of the requirements for out-of-class essays, including due dates and word requirements. 锟� All essays must be turned in on time, at the beginning of the class on the day they are due. 锟� Late essays will be accepted only with a written medical excuse or other documentation I deem acceptable; within one week, there will be no penalty. 锟� The penalty for late essays that are not excused is a 10-point (10%) deduction for each calendar day late. 锟� All out-of-class essays will follow MLA guidelines for formatting and citations; failure to follow MLA guidelines will result in point deductions. Williams, English 1B, Spring 2011 Page 4 of 8  锟� In addition to turning in the hard copy of the essay, all out-of-class essays must be uploaded to www.turnitin.com prior to coming to class on the day they are due. Failure to upload the essay will result in a grade of F. 锟� Uploading the essay late will result in a 10-point (10%) deduction for each calendar day late. 锟� Peer-edited (workshopped) essays (when part of the assignment) must be turned in with the final essay or there will be a 10-point (10%) deduction. Rubrics: All essays are graded with a rubric that includes four categories: content and ideas, style, organization, and mechanics. Rubrics will be distributed and discussed in class. In-class and out-ofclass essays will be marked in addition to the rubrics. This feedback system is designed to help you improve your writing; you are responsible for understanding all marks and comments and showing progress in subsequent writing assignments by using the feedback provided. Please note: All written work (essays, reader responses, homework assignments) must demonstrate competency in the grammatical, syntactical, and mechanical conventions of Standard English in order to receive a passing grade. In this course, a grammatically, syntactically, and mechanically competent piece of writing is one that contains no more than two errors that impede clear transmission of meaning and does not repeat an error marked on a previous assignment. All essays must be written and turned in to pass the course. There is a 48-hour waiting period to see me about an essay grade. Keep all of your graded work throughout the semester. Workshops: Most out-of-class essays will be workshopped in class prior to the essay due date. 锟� The workshop protocol will be distributed and discussed in class prior to the first workshop. 锟� A completed rough draft will be finished prior to the workshop; outlines, incomplete, and/or handwritten essays are not acceptable. 锟� Workshops cannot be made up. Homework: There will be homework assigned every week in class, made up of reader responses, paragraph revisions, grammar exercises, research assignments, and additional readings not on the syllabus. 锟� All homework must be typed and turned in on time by the due date and will be used for class participation. 锟� Homework cannot be made up without a written medical excuse or other documentation deemed acceptable by me; within one week, there will be no penalty. 锟� If you miss class, contact another student to get any homework assignments. Class Participation: Your presence in class is necessary for participation. Class participation will be made up of in-class exercises, quizzes, and discussions based on the readings and homework. Class participation is assessed as follows: A = Regular, helpful questions and comments; fully engaged; B = Occasional, pertinent questions and comments; good listening; C = Infrequent, tangential questions or comments; attentiveness questionable; D = Rare interaction; disengaged from discussion; not prepared for class; F = Regularly absent, physically or mentally. Active class participation depends upon preparation done outside of the class, which includes reader responses, paragraph revisions, and all other written homework. These assignments will be assessed on a point basis. The points are cumulative throughout the semester. You can track your points throughout the semester and you should keep all of your assignments. The points you earn on an Williams, English 1B, Spring 2011 Page 5 of 8  assignment will be divided by the total possible points, for a letter grade. For example, earning 4 out of 5 points would equal a B; earning 15 out of 20 points would equal a C, etc. A = all tasks completed fully, accurately, and demonstrates competent writing B = all tasks completed, demonstrates competent writing, though may contain a minor error C = most tasks completed, demonstrates fair writing, perhaps including a major error or a few minor errors D = tasks incomplete, demonstrates weak writing, including several errors F = tasks incomplete or mismanaged, demonstrates weak writing including errors that impede meaning The class participation part of the grade is made up of all in-class activities, all homework, reader responses, paragraph revisions, and grammar exercises. There is no extra credit for this class. Your final grade will be determined as follows: Essays: 60% Essay #1--in-class essay (diagnostic) -- 0% Essay #2--out-of-class essay, first draft (proposal) -- 2% Essay #2--out-of-class essay, final draft (proposal) -- 10% Essay #3--out-of-class essay (annotated bibliography) -- 13% Essay #4--out-of-class essay (research-informed argument) -- 15% Essay #5--in-class essay -- 10% Essay #6--in-class essay (practice final) -- 10% Class Participation: 20% (Class participation includes reader responses, in-class activities, quizzes, paragraph revisions, homework, and grammar exercises.) Final Exam: 20% 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 (NC) system shall follow the same pattern, except that NC shall replace C-, D, or F. In A, B, C, NC courses, NC shall also substitute for W (for Withdrawal) because neither NC nor W affects students锟� grade point averages. Williams, English 1B, Spring 2011 Page 6 of 8  English 1B, Composition, Spring 2011, Course Schedule The instructor reserves the right to modify readings, assignments, and deadlines as necessary. All changes will be communicated in class with ample notice. Additional readings and all homework will be assigned in class or via email during the course of the semester. Table Course Schedule Week Date Topics, Readings, Assignments, Deadlines 1 January 28 Introduction and syllabus review; Homework: Send me a well-written email that includes your full name and which class section you are in (SLO 3, 4). Essay #1: Diagnostic--750 words (SLO 1, 4, 5): Bring large bluebooks, pens, scratch paper, and a non-electronic dictionary. Essay #2 assignment--Proposal, first draft (500-1000 words), and final draft (1200-1400) words (SLO 1, 2, 3, 5) 2 February 4 Review Diagnostic essays; grammar exercises using student sentences (SLO 1) Rereading America (RA): "Introduction: Thinking Critically, Challenging Cultural Myths," 1-15 The Longman Concise Companion (LCC): "Reasoning Critically," 55-59 Discuss elements of constructive discussions and critical reading, thinking, and writing. 3 February 11 DUE: Essay #2, first draft Essay #3 assignment--Annotated Bibliography, 1600-1800 words (SLO 1, 2, 3, 4) RA: "True Women and Real Men: Myths of Gender," 515-20 ;"How the Americans Understand the Equality of the Sexes," 520-24 Email: "I Want a Wife" LCC: "Reading Critically," 32-36; "Summarizing, paraphrasing, and synthesizing," 131-35 (SLO 2, 3, 4, 5) 4 February 18 LCC: "Avoiding Plagiarism," 167-74; "Annotated Bibliography," 94-95; "Integrating Sources," 175-78 RA: "Becoming Members of Society: Learning the Social Meanings of Gender," 527-36 ; "A Boy's Life," 546-67 (SLO 4, 5) 5 February 25 DUE: Essay #2, final draft Library visit--meet in room 213, second floor, at 9:00AM RA: "'Bros Before Hos': The Guy Code," 608-18 ; "The Descent of Men," 61829 (SLO 2, 3, 4, 5) 6 March 4 Handout: Workshop Protocol Essay #4 assignment--Researched informed argument, 1800-2100 words (SLO 1, 2, 3, 4, 5, 6) RA: "Two Ways a Woman Can Get Hurt: Advertising and Violence," 575- 601 (SLO 1, 4, 5) 7 March 11 Workshop Essay #3 RA: "Proposition 8: The California Marriage Protection Act," 79-81; "Prop 8 Hurt My Family--Ask Me How," 84-89; "My Big Fat Straight Wedding," 102 Williams, English 1B, Spring 2011 Page 7 of 8  Week Date Topics, Readings, Assignments, Deadlines 06 (SLO 4, 5) 8 March 18 DUE: Essay #3 LCC: "Writing, Revising, and Presenting Your Research," 183-88; "Fieldwork," 161-65 RA: "What Is Marriage?", 89-102 ; "The Color of Family Ties: Race, Class, Gender, and Extended Family Involvement," 61-70 (SLO 1, 2, 3, 4, 5) 9 March 25 In-class Essay--Essay #5--700-800 words (SLO 1, 4, 5, 6); Bring large examination booklets, pens, scratch paper, and a non-electronic dictionary. 10 April 1 Spring Break! No classes all week! 11 April 8 Workshop Essay #4 (SLO 1, 2, 3, 4) RA: "The Myth of the Melting Pot," 373-78 ; "From Notes on the State of Virginia," 378-84 ; "Loot or Find: Fact or Frame?," 422-38 (SLO 4, 5, 6) 12 April 15 DUE: Essay #4 RA: "The End of White America?," 497-511; "The Myth of Education and Empowerment," 109-16; "From Report of the Massachusetts Board of Education, 1848," 116-27 Student presentations (SLO 1, 2, 3, 4, 5, 6) 13 April 22 RA: "Idiot Nation," 128-47; "Against School," 148-57 Student presentations (SLO 1, 2, 3, 4, 5, 6) 14 April 29 RA: "From Social Class and the Hidden Curriculum of Work," 169-86; "Still Separate, Still Unequal," 219-37 Student presentations (SLO 1, 2, 3, 4, 5, 6) 15 May 6 In-class Essay--Essay #6--800 words--Practice Final; bring large examination booklet, pens, scratch paper, and a non-electronic dictionary Student presentations (SLO 1, 2, 3, 4, 5, 6). 16 May 13 Review in-class essay #6; Prepare for final exam (SLO 1, 4, 5). Final Exam! May 14 Final Exam--Saturday, 10:00AM, place to be announced Bring Yellow examination booklets, scratch paper, pens, and a non-electronic dictionary. Williams, English 1B, Spring 2011 Page 8 of 8