San Jos锟� State University Department of English and Comparative Literature English 1B, Composition 2 (GE C3), Section 48/57, Spring 2011 Instructor: Avantika Rohatgi Office Location: Faculty Offices Building, Room 214 Telephone: (408) 924-4491 Email: Avantika.Rohatgi@sjsu.edu Office Hours: Mondays 12:30 锟� 1:30 PM; Wednesdays 11:00 AM 锟� 12 noon 48: Tuesdays and Thursdays, 1:30 锟� 2:45 PM Class Days/Time: 57: Tuesdays and Thursdays, 3:00 锟� 4:15 PM Classroom: 48 锟� Sweeney Hall 414; 57 锟� Sweeney Hall 348 Passage of Written Communication 1A (C or better) or approved Prerequisites: equivalent GE Category: Written Communication A2 Course Description 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. Prerequisites: Passage of Written Communication 1A (C or better) or approved equivalent. 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 ENGL 1B, 48/57, Spring 2011 Page 1 of 10  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: 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). 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. Course Content Writing: In English 1B, your assignments will emphasize the skills and activities in writing and thinking that produce both the persuasive argument and the critical essay, each of which demands analysis, interpretation, and evaluation. These assignments will give you repeated practice in prewriting, organizing, writing, revising, and editing. Your ENGL 1B, 48/57, Spring 2011 Page 2 of 10  writing assignments will total a minimum of 8000 words and this word requirement will be met by writing a sequence of six to eight essays. At least one of your essays will require research. This 8000-word minimum does not include the final exam, quizzes, journals, or any brief or informal assignments but may include any major revisions of essays or assignments. A major revision is defined as rethinking or reworking an assignment rather than just correcting grammatical or structural errors. Your instructor has listed in this syllabus how you will meet the 8000 word minimum. You must complete ALL six essays in order to pass the course! Bring pens, bluebooks, and a dictionary for in-class essays. These cannot be made up unless you have contacted me in advance. Reading: The reading in English 1B includes useful models of writing for academic, general, and specific audiences. Readings will be used consistently with the course goal of enhancing ability in written communication and reading. The majority of the readings are devoted to analytical, critical, and argumentative essays. However, other readings may include poetry, fiction, and drama. Your instructor will help you develop and refine strategies for reading challenging, college-level material. Research: English 1B includes an introduction to the library and basic research strategies. You will learn to locate materials and use them effectively (i.e. paraphrasing, quoting, summarizing) as well as how to properly cite them. You will be required to write a traditional research paper or a series of short essays in which you use library research to inform your position or thesis. As part of this requirement, a University Librarian will lead one class session of your English 1B course. Diversity: The assignments (reading and writing) in English 1B will address issues of race, class, and gender and will include the perspectives of women and diverse cultural groups in an inclusive and comprehensive manner whenever possible. Course Materials: The English department suggests that a dictionary, a rhetoric (or rhetoric/reader), and a handbook are appropriate materials for this course. The University Essay Final Exam: Twenty percent of your course grade comes from an essay final exam, graded holistically. This department-wide final consists of reading and responding to two or more college-level passages chosen by the English Department Composition Committee. You must take the final exam in order to pass the course. Grading: A-F. Required Texts/Readings Textbooks 锟� Muller,Gilbert. The New World Reader (3rd Edition 锟� 2011). (ISBN #: 978-1-4390- 8338-3). Purchase/rental options also available at cengagebrain.com. 锟� Hacker, Diana. Rules for Writers (7th edition 锟� 2011). (ISBN #: 978-0-312-60147-8) Other Readings 锟� Lahiri, Jhumpa. The Interpreter of Maladies. (ISBN #: 978-0-395-92720-5). ENGL 1B, 48/57, Spring 2011 Page 3 of 10  Other equipment / material requirements 锟� A college-level dictionary 锟� 4-8 large bluebooks for in-class essays 锟� 1-2 yellow examination booklets for the final exam Classroom Protocol Class Participation and Attendance All readings must be completed by the beginning of each class period. Please bring your books to every class meeting. Our class is focused on controversial readings and may challenge your beliefs about American culture and society. Please be open-minded and respectful of others锟� opinions. Disagreement with the authors锟� or peers锟� opinions may be expressed respectfully. Most activities will be group-centered, therefore, prepare to engage in lively, intelligent, good-humored discussion. Please come prepared with questions and ideas on the reading assignments for each class. Please listen actively during class discussions and abstain from talking or texting. Use of cell phones is strictly prohibited during class. Laptops may be used only during assigned class activities. Please refrain from walking in and out or eating during class. Covered drinks are acceptable. Participation in discussion and visible effort in collaborative activities will be closely monitored and counted toward the final grade. Absences/tardiness and consequent inability to be involved in daily classroom discussions, workshops, activities, etc. will impact your participation grade. Should you miss a class, connect with your peers in order to get notes and information on materials covered. Assignments and Grading Policy Effective Spring 2010, grades will be on the A-F scale. A passing grade in the course signifies that the student has developed those writing, reading, and research abilities necessary for upper-division work. You must complete all 6 essays in order to pass the course. Grading Breakdown 锟� Department Diagnostic (SLO 1, 4, 5) 0% 锟� Two In-class Essays (SLO 1, 4, 5, 6) 15% 锟� Group Unit Writing Project/Presentation (SLO 1, 2, 3, 4, 5) 10% 锟� Critical/literary Analysis (SLO 1, 4, 5, 6) 10% 锟� Research Paper and its Components (SLO 1, 2, 3, 4, 5, 6) 25% 锟� Class Participation (class discussion, peer reviews, workshops, etc.) 10% 锟� Reader Responses/Author Reports (SLO 1, 3) 10% 锟� Final Exam 20% ENGL 1B, 48/57, Spring 2011 Page 4 of 10  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�). 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. Grades issued will represent a full range of student performance (no extra credit offered) and will adhere to the following 无忧短视频 academic standards of assessment: 锟� The "A" essay will be well organized and well developed, demonstrating a clear understanding and fulfillment of the assignment. It will show the student锟絪 ability to use language effectively and construct sentences distinguished by syntactic complexity and variety. Such essays will be essentially free of grammatical, mechanical, and usage errors. 锟� The "B" essay will demonstrate competence in the same categories as the "A" essay. The chief difference is that the "B" essay will show some describably slight weaknesses in one of those categories. It may slight one of the assigned tasks, show less facility of expression, or contain some minor grammatical, mechanical, or usage flaws. 锟� The "C" essay will complete all tasks set by the assignment, but show weakness in fundamentals (usually development), with barely enough specific information to illustrate the experience or support generalizations. The sentence construction may be less mature, and the use of language less effective and correct than the "B" essay. 锟� The "D" essay will neglect one of the assigned tasks and be noticeably superficial in its treatment of the assignment锟絫hat is, too simplistic or short. The essay may reveal some problems in development, with insufficient specific information to illustrate the experience or support generalizations. It will contain grammatical, mechanical, and usage errors that render some sentences incomprehensible. 锟� The "F" essay will demonstrate a striking underdevelopment of ideas and insufficient or unfocused organization. It will contain serious grammatical, mechanical, and usage errors that render some sentences incomprehensible. Additional Requirements 锟� Reports: Each student will be required to submit one written, researched report on the authors being discussed. These will include five-minute oral presentations on writers of assigned selections. You will also be expected to generate class discussion based on the reports/readings. Missed reports cannot be made up. You may sign up for additional reports to earn extra credit. 锟� Group Research Project and Presentation: In order to establish a link between active learning and writing, you will be engaged in a collaborative project. The purpose of this activity is to develop insight through research as well as to promote exchange and understanding of varied viewpoints. You must be present in order to get full credit. 锟� Reading Responses: Students should write 1-2 pages of response to each of the works assigned as preparation for every class meeting. Your thoughts, ideas or reactions to the text may take the form of 1) brainstorming notes 2) answers to thought-provoking questions generated by your reading of the text or 3) finished essays. The aim of these ENGL 1B, 48/57, Spring 2011 Page 5 of 10  responses is to help sharpen your intuitive thinking and interpretative insight, as well as to generate ideas for your formal essays. In addition, it will benefit you to raise issues, take notes and be actively involved with the reading. Include questions and concerns that occur during your reading of the text so that we can address them in class discussions. Reading responses will not be accepted late. 锟� Peer Review Workshops: Most out-of-class essays will be peer reviewed in class prior to the due date. These workshops are an important component of the writing process. They will give you the opportunity to receive valuable feedback from your peers. A complete rough draft needs to be finished prior to the workshop; outlines or incomplete drafts will not be acceptable. You must turn in all workshop materials with the final copy of the essay. Missed workshops cannot be made up. 锟� Research Paper: Please remember that your research paper and its components are worth 25% of your class grade. You will have significant time to research and write, so please be prepared to turn in your best work. The following assignments are components of your research paper and must be included in your final portfolio: o Tentative thesis statement o Peer review received on your essay o Rough draft of your complete essay o Reflective statement stating how you used the peer review to improve your final draft o Final essay o Works cited page demonstrating your research o Copies from three of your sources with information used as citations highlighted No late or electronic submissions will be accepted. 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. The final exam is scheduled for Saturday, May 14 (time and location TBA). Due Dates No late papers will be accepted. In-class essays can only be made up if the student has given significant rationale along with advanced notice or can provide official documentation from a physician. In-class assignments including peer reviews and any formal presentations cannot be made up. Library Liaison Toby Matoush, Toby.Matoush@sjsu.edu ENGL 1B, 48/57, Spring 2011 Page 6 of 10  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 LARC website is located at http:/www.sjsu.edu/larc/. 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/. 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 锟絩oadside assistance锟� 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 锟絠n basis, no reservation required. The Peer Mentor Center website is located at http://www.sjsu.edu/muse/peermentor/ ENGL 1B, 48/57, Spring 2011 Page 7 of 10  English 1B, Spring 2011, Course Schedule Reading assignments must be completed by the day they are listed. All assigned readings are from the New World Reader. Please bring your textbook to class everyday. Week Date Topics, Readings, Assignments, Deadlines 1 R Jan. 27 Introduction, Discussion of Syllabus, Course Overview 2 T Feb. 1 Ch. 1 锟絋hinking, Reading, and Writing about the New Global Era锟� (pp. 1-28) Discussion (SLO 1, 3, 6) R Feb. 3 Essay #1 (In-class Diagnostic) (600 words; SLO 1, 4, 5) Bring bluebook(s), pens, and your dictionary. 3 T Feb. 8 Bollinger, 锟絎hy Diversity Matters锟� (pp. 31-36); Lam, 锟紸ll Things Asian are Becoming Us锟� (pp. 36-40); Tan, 锟組other Tongue锟� (pp. 118-124) R Feb. 10 Mukherjee, 锟紸merican Dreamer锟� (pp. 49-56); Ehrenreich, 锟紺ultural Baggage锟� (pp. 233-237); Paz, 锟紿ygiene and Repression锟� (pp. 251-256) 4 T Feb. 15 Analysis Assignment and Discussion (SLO 1, 4, 5) R Feb. 17 Reed, 锟紸merica: The Multinational Society锟� (pp. 40-45); Schelsinger, Jr., 锟絋he Cult of Ethnicity锟� (pp. 56-60); Friedman, 锟絇rologue: The Super-Story锟� (pp. 187-191) 5 T Feb. 22 Iyer, 锟絋he Global Village Finally Arrives锟� (pp. 193-197); Barber, 锟絋he Educated Student: Global Citizen or Global Consumer锟� (pp. 220-230) R Feb. 24 Granitsas 锟紸mericans Are Tuning Out the World锟� (pp. 80-83); Norberg, 锟絋he Noble Feat of Nike锟� (pp. 204-207); Nye, Jr., 锟紽ear Not Globalization锟� (pp. 208-211) 6 T Mar. 1 Due: Essay #2: Analysis (1500 words; SLO 1, 4, 5, 6) Group Project Assigned R Mar. 3 Library Session (SLO 2, 3) 锟� Location TBA 7 T Mar. 8 Quindlen, 锟絋he End of Swagger锟� (pp. 151-154); Alvarez, 锟紸rranged Marriages Get a Little Reshuffling锟� (pp. 155-159); Annan, 锟絀n Aftrica, AIDS Has a Woman锟絪 Face锟� (pp. 159-164) (SLO 4, 6) ENGL 1B, 48/57, Spring 2011 Page 8 of 10  Week Date Topics, Readings, Assignments, Deadlines R Mar. 10 Work on Group Project (SLO 1, 2, 3, 4) Contreras, 锟絃egal in Unlikely Places锟� (pp. 164-169); Ehrenreich & Fuentes, 锟絃ife on the Global Assembly Line锟� (pp. 175- 184) 8 T Mar. 15 Due: Essay #3, Group Project and Presentation (1750 words; SLO 1, 2, 3, 4, 5) R Mar. 17 Group Project and Presentation contd. 9 T Mar. 22 Research Paper -Objectives and Expectations R Mar. 24 Essay #4: In-class: Argument (1150 words; SLO 1, 4, 5, 6) Bring bluebook(s), pens, and your dictionary. Mar 28/30 Spring Recess 10 T Apr. 5 Havrilesky, 锟紹esieged by 锟紽riends锟斤拷 (pp. 256-259); Abramsky, 锟絎aking Up from the American Dream锟� (pp. 102-109); Zakaria, 锟絋he Rise of the Rest锟� (pp. 198-203) R Apr. 7 Lakoff, 锟絋he Power of Words in Wartime锟� (pp. 129-132); Margolis, 锟絀t锟絪 a Mall World After All锟� (pp. 237-242); Huntington, 锟絋he West and the Rest: Intercivilizational Issues锟� (pp. 293-297) 11 T Apr. 12 Movie R Apr. 14 Movie continued Koehler, 锟絊lumdog Millionaire锟� (pp. 211-220) (SLO 4, 5, 6) 12 T Apr. 19 Lahiri handouts R Apr. 21 Due: Tentative Thesis Statement (SLO 2, 3, 5) Individual conferences 13 T Apr. 26 Individual Conferences R Apr. 28 Essay #5: In-class: Practice Final (1000 words; SLO 1, 4, 5) Bring bluebook(s), pens, and your dictionary. 14 T May 3 Peer Review Workshop (SLO 1, 2, 5, 6) R May 5 Due: Rough Draft of Essay #6: Research Paper (SLO 1,2, 3, 4, 5, 6) 15 T May 10 Class Presentations of Final Research Paper (SLO 2, 3, 4, 5, 6) R May 12 Due: Essay #6: Final Research Paper (2000 words; SLO 1, 2, 3, 4, 5, 6) ENGL 1B, 48/57, Spring 2011 Page 9 of 10  Week Date Topics, Readings, Assignments, Deadlines Class presentations continued Final Exam Saturday, May 14 Time, location TBD 16 T May 17 Class presentations continued (SLO 1, 2, 3, 4, 5, 6) Important 无忧短视频 dates Fall 2010 Monday January 17 Dr Martin Luther King, Jr Day -Campus Closed (K) Tuesday January 25 Spring Semester Begins Wednesday January 26 First Day of Instruction 锟� Classes Begin Monday February 7 Last Day to Drop Courses Without an Entry on Record (D) Monday February 14 Last Day to Add Courses & Register Late (A) Tuesday February 22 Enrollment Census Date (CD) Mon--Friday Mar 28-April 1 Spring Recess Thursday March 31 Cesar Chavez Day -Campus Closed (CC) Tuesday May 17 Last Day of Instruction 锟� Last Day of Classes Wednesday May 18 Study/Conference Day (no classes or exams) (SC) Thur-Friday May 19-20 Final Examinations (exams) Mon-Wed May 23-25 Final Examinations (exams) Thursday May 26 Final Examinations Make-Up Day (MU) Friday May 27 Grade Evaluation Day (G) Saturday May 28 Commencement (C) Monday May 30 Memorial Day-Campus Closed (M) Tuesday May 31 Grades Due From Faculty -End of Spring Semester (G) ENGL 1B, 48/57, Spring 2011 Page 10 of 10