邢唷��>� |~��{��欹�%` ��>bjbj"x"x .l@@�6��€€€€€€€�xxx8�dL�)S2l4��≧猂猂猂猂猂猂$[Th肰:蜶€�!��!�!蜶€€��鉘�%�%�%�!N€�€�≧�%�!≧�%�%�扢0€€P�`疱rN��x=#翹$擱鵕0)S鍺齎I$齎HPP&齎€,Ph�V��%��蜶蜶g%X��)S�!�!�!�!��x��x��€€€€€€��English Composition 1A Fall 2008 Instructor: William PaisleySection: 73 Office: FO 213 Phone: 924-4490Office Hours: MTWTh 9:30-10:30 Email: wjpaisley@yahoo.com SEQ CHAPTER \h \r 1English 1A Course Guidelines English 1A is the first course in 无忧短视频抯 two-semester lower-division composition sequence; it provides an introduction to baccalaureate-level composition, with attention to the 損ersonal voice� and personal experience, on the one hand, and the more formal attitudes and demands of writing at the university (expository and argumentative essays), on the other. Students will develop college-level reading abilities, rhetorical sophistication, and writing styles that give form and coherence to complex ideas and feelings. Prerequisites: Passage of the English Proficiency Test (EPT), or passage of an approved substitute course for the EPT. Objectives: Students shall achieve the ability to write complete essays that demonstrate college-level proficiency in all of the following: * Clear and effective communication of meaning. * An 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). * The ability to perform effectively the essential steps of the writing process (prewriting, organizing, composing, revising, and editing). * The ability to explain, analyze, develop, and criticize ideas effectively. * Effective use within their own essays of supporting material drawn from reading or other sources. * Effective organization within the paragraph and the essay. * Accuracy, variety, and clarity of sentences. * Appropriate diction. * Control of conventional mechanics (e.g., punctuation, spelling, reference, agreement). Course Content Writing: Writing assignments shall give students repeated practice in all phases of the writing process: prewriting, organizing, writing, revising, and editing. At least eight essays, appropriately sequenced throughout the semester and totaling a minimum of 8000 words, are required. This minimum requirement excludes the final examination, journal writing, quizzes, and any brief or informal assignments. However, it can include assignments that require major revisions of drafts already submitted for a grade and commented on by peers and/or instructor. A major revision is defined as a significant rethinking and reworking of an assignment, and not a simple 揷orrecting� 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 evaluation 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 errors and suggest ways to correct them. Reading: Reading for the course shall be extensive and intensive and include useful models of writing for academic, general, and specific audiences. 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: Students whose writing displays serious deficiencies in their control of standard English syntax, grammar, or punctuation will be advised to seek help from the University Writing Center (M-Th 9-5:30, Friday 9-12; Academic Success Center, Clark Hall, Suite 126; 408-924-2308). 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 a college-level reading passage 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/B/C/No Credit. 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 无忧短视频 Catalog (揟he 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 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. 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. 无忧短视频 Academic Integrity Policy: Your own commitment to learning, as evidenced by your enrollment at San Jose State University, and the University抯 Academic Integrity Policy require you to be honest in all your academic course work. Faculty are required to report all infractions to the office of Judicial Affairs. The policy on academic integrity can be found at HYPERLINK "http://www2.sjsu.edu/senate/S04-12.htm" http://www2.sjsu.edu/senate/S04-12.htm. The 无忧短视频 rules against plagiarism are set forth in the 无忧短视频 Catalog, which defines plagiarism as the act of representing the work of another as one抯 own (without giving appropriate credit) regardless of how that work was obtained, and submitting it to fulfill academic requirements. Plagiarism at 无忧短视频 includes, but is not limited to: (1) the act of incorporating the ideas, words, sentences, paragraphs, or parts thereof, or the specific substance of another抯 work, without giving appropriate credit, and representing the product as one抯 own work. It is the role and obligation of each student to know the rules that preserve academic integrity and abide by them at all times. This includes learning and following the particular rules associated with specific classes, exams, and/or course assignments. Ignorance of these rules is not a defense to the charge of violating the Academic Integrity Policy. Campus Policy on Compliance with Americans with Disabilities Act: If you need course adaptations or accommodations because of a disability, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 requires that students with disabilities register with DRC to establish a record of their disability. The DRC website is HYPERLINK "http://www.drc.sjsu.edu" http://www.drc.sjsu.edu. Course Requirements and Grading--Four out-of-class 1000 word typed essays that display your ability to critically and analytically interpret course texts and concepts. (Each is worth 10% of your grade = 40%)--Four (diagnostic essay will not be graded) in-class 1000 word essays that display your ability to critically and analytically interpret course texts and concepts. (Each is worth 10% of your grade = 30%) --An in-class final exam essay (20%) --Ten 300 word typed responses to selected readings (Each is worth 1%, credit/no credit) Note: all typed assignments must be formatted using MLA guidelines. Requirement Materials Peterson and Brereton, The Norton Reader, 11th Edition McCourt, Angela抯 Ashes Bragg, Ava抯 Man Hacker, Rules for Writers Four large Blue Books (or Green Books if you can find them) Attendance and ParticipationRegular attendance and active participation in class discussions are very important. You are responsible for all materials assigned, presented, and discussed in class. While you may take notes in class, you are expected to study the material beforehand and come prepared to discuss the readings in class. Irregular attendance/poor participation will have negative effects on your final grade. As a courtesy, please email me if you will miss class. Assignment PolicyAll assignments must be turned in during the class session on the date indicated in the schedule, unless you have received prior permission from me. No late assignments will be excepted. If you are in need of an extension, see me prior to the due date. I will not grant extensions once an assignment is past due. English 1A Learning Objectives (G.E. Area A2): Learning Objective 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). Learning Objective 2: Students shall write complete essays that demonstrate the ability to express (explain, analyze, develop, and criticize) ideas effectively. Learning Objective 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. Learning Objective 4: Students shall write complete essays that demonstrate the ability to write for different audiences. The following Content Objectives are specific to Area A2 Writing assignments shall give students repeated practice in pre-writing, organizing, writing, revising, and editing. The number of writing assignments and their careful sequencing are as important as the total number of words written. Eight to ten essays totaling a minimum of 8000 words are required. This minimum requirement excludes the final exam, journal writing, quizzes, and other informal or brief assignments. Although the majority of papers will be written outside of class, at least three essays shall be written in class. Students shall receive frequent evaluations from the instructor. Evaluative comments must be substantive, addressing the quality and form of writing. Reading for the course will be extensive and intensive. It shall include useful models of writing for academic, general, and special audiences. Fall 2008 Class, Reading, Lecture and Assignment Schedule M 8.25 Syllabus Review and Introductions W 8.27 In-class Diagnostic Essay M 9.1 NO CLASS W 9.3 Writing for Assessment Personal Report (Expository and Narrative Writing) Recalling an Experience and Observing a Scene Prior to class, read from Norton: Didion, p.9; Eighner, p.22; Angelou, p.32; Hurston, p.41; White p.82 M 9.8 People and Places; Discuss MLA Essay Format Turn in a 300 word Observation essay Prior to class, read from Norton: Jefferson, p. 116; Hawthorne, p. 119; Dillard, p. 151; W 9.10 Writing Processes (Prewriting, Organizing, Writing, Revising, Editing) Turn in a 300 word response to Guterson essay Kincaid, p. 156; Cofer, p. 167; Momaday, p.192; Guterson, p. 198 M 9.15 Reading Processes Turn in 1000 Word Essay #1 � Personal Experience (emphasis on LO1) Bragg, p.5-p.73 W 9.17 Responding to Literature Human Nature Turn in a 300 word response to Ava抯 Man Bragg, p.74-p.136 Also read from Norton: Thoreau, p.232; Theroux, p.233; Mansfield, p.236; Sanders, p.244 M 9.22 揈ducation� and Essays About Writing Turn in a 300 word response to Rich essay Bragg, p.137-p.196 Also read from Norton: Douglass, p.408; Welty, p.413; Brand, p.418; Rich, p.448; Booth, p.454 W 9.24 In-class Essay #2 � Description: bring Blue Book M 9.30 Turn in a 300 word response to the conclusion of Ava抯 Man Prior to class, read from Ava抯 Man: p.197-End of book W 10.1 Language and Communication Essays Read from Norton: Naylor, p.485; Laurino, p.498; Anzaldua, p.510 M 10.6 Turn in a 300 word response to Rich essay Read from Norton: Fadiman, p.518; Thomas, p.527; Lupton and Miller, p.529; Fromm, p.534 W 10.8 Nature and Environment Essays Turn in a 300 word response to Muir essay Prior to class, read from Norton: Muir, p.583; Williams, p.636 M 10.13 Critical Thinking Processes: Introduction to Argumentative Writing; Essays about 揈thics� Prior to class, read from Norton: Montaigne, p.643; Chesterfield, p.644; Twain, p.647 W 10.15 Philosophy and Religion Turn in a 300 word response to Hughes essay Prior to class, read from Norton: Hughes, p.1125; Thoreau, p.1155; Highet, p.1191 M 10.20 In-class Essay #2 � Arguing a Solution: bring Blue BookW 10.22 Cause and Effect Turn in a 300 word response to the beginning of Angela抯 Ashes Prior to class, read from Angela抯 Ashes: Chapter 1 and 2 M 10.27 Turn in 1000 Word Essay #2 � Cause and Effect (emphasis on LO2) W10.29 揂 Closer Look at Literary Analysis� Prior to class, read from Angela抯 Ashes: Chapter 3 and 4 M 11.3 Taking a Stand: Modes of Rhetoric Review from 揅ritical Thinking Processes� Prior to class, read from Norton: King抯揕etter from Birmingham Jail� p.889; Becker抯揇emocracy� p.884 Prior to class, read from Angela抯 Ashes: Chapter 5 and 6 W 11.5 Write a 300 word response to Angela抯 Ashes Prior to class, read from Angela抯 Ashes: Chapter 7 M 11.10 NO CLASS W 11.12 In-class Essay #3 � Persuasive Essay: bring Blue Book M 11.17 Turn in 1000 Word Essay #3 � Persuasive Essay (emphasis on LO3 and LO4) W 11.19 Comparing and Contrasting Prior to class, read from Angela抯 Ashes: Chapter 11, 12 and 13 M 11.24 Prior to class, read from Angela抯 Ashes: Chapter 14-16 W 11.26 Prior to class, read from Angela抯 Ashes: Chapter 17-19 M12.1 Continue Comparing and Contrasting W12.3 Turn in 1000 Word Essay #4 � Compare and Contrast (Renewed emphasis on Learning Objectives 1-4) Sat 12.6 (8AM-10AM) Final Exam: bring Blue Book PAGE 1 !"=>QRhiwz|��9 BP��/2EVWefn~��黠栳邝邝犹沤谂杜节艥暸暸暸嵟剗u秛秛秛秛秛�h�5h\K�5�h�5h閎�h�5h㎡iaJh�5h㎡i6�h�5h㎡i5�jh�5h㎡iUh�5h,`�h�5h>x�h�5h\K�h�5h穚�5�h�5h㎡ih�5h�$�h�5h @�h�5h穚�h�5hQ9�h�5hz^Qh�5hQ9�5�h�5h @�5�.!"JY��9 B�Eu= � z��勑�0�^勑`�0齡d㎡igd㎡i �&��p@��€P �1$gd㎡igd㎡igd @�$a$gd��>�>�VWf��78rs��!�#�� 1$gd汵�1$gd汵�gd汵� �&��p@��€P �1$gd汵� �&��p@��€P �1$gd\K�gd㎡i勑�0�^勑`�0齡d\K�� 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