邢唷��>� oq��n��欹�%` ��tQbjbj"x"x 4v@@tI��D,L��-��4��-------$/h}1p2-�b$��b$b$2-��G-�&�&�&b$��-�&b$-�&�&:�+,��t,�x嗟G擢��X&�, -]-0�-",R�1�&�1t,�1�t,��g:�&� ��!��2-2-�& ��-b$b$b$b$��English Composition 1B Fall 2008 Instructor: William PaisleySection: 10 Office: FO 213 Phone: 924-4490Office Hours: MTWTh 9:30-10:30 Email: wjpaisley@yahoo.com SEQ CHAPTER \h \r 1English 1B Course Guidelines English 1B is the second course in 无忧短视频抯 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 or approved equivalent course and passage of the English Proficiency Test (EPT), unless exempt. 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). 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 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 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 errors and suggest ways to correct them. 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抯 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: 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 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/B/C/No Credit. A passing grade in the course signifies that the student has developed those writing, reading, and research abilities necessary for upper-division work. 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--Two 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 = 20%) --One out-of-class 3000 word typed Research essay (your grade will also include a mandatory annotated bibliography. (% of your grade = 30%)--Three (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 = 20%) --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 Ehrenreich, Nickel and Dimed: On (Not) Getting By in America Hays, Flat Broke with Children: Woman in the Age of Welfare Reform 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 1B Learning Objectives (G.E. Area C3): Learning Objective 1: Students shall write complete essays that demonstrate the ability to refine the competencies established in Written Communication 1A (as summarized below). IA Student Learning:: Students should be able to perform effectively the essential steps in the writing process (prewriting, organizing, composing, revising, and editing). Students should be able to express (explain, analyze, develop, and criticize) ideas effectively. Students should be able to use correct grammar (syntax, mechanics, and citation of sources) at a college level of sophistication. Students should be able to write for different audiences (both specialized and general) Learning Objective 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. Learning Objective 3: Students shall write complete essays that demonstrate the ability to synthesize ideas encountered in multiple readings. English 1B Content Objectives: The following Content Objectives are specific to Area C3 This course should 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 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. Six to eight 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 shall include useful models of writing for academic and general audiences; readings shall be used consistently with the course goal of enhancing ability in written communication and reading. A substantial portion of the reading should be devoted to analytical, critical, and argumentative essays. Instructors should help students develop and refine strategies for reading challenging material. The course shall include an introduction to the library and to basic research strategies, including locating materials, evaluating them, using them effectively (e.g., quoting, paraphrasing, summarizing), and citing them properly. Instructors shall assign a traditional research paper or a series of short essays in which library research informs the student's position or thesis. Week 1 T 8.26 Syllabus Overview and Introductions Th 8.28 Diagnostic Essay (In-class Essay #1) � Bring Blue Book Week 2 Writing Processes � Prewriting, Organizing, Writing, Revising, Editing; Essays That Define T 9.2 Discussion of Diagnostic Essay and Writing Processes Th 9.4 Turn in a 300 word response to Mairs� essay Prior to class, read from Norton: Joan Didion抯揙n Going Home�; Lars Eighner抯揙n Dumpster Diving�; Nancy Mairs� 揙n Being a Cripple� Week 3 Continue Writing Processes (class exercises) T 9.9 Prior to class, read from Norton: E.B. White抯揙nce More to the Lake�; Thomas Jefferson抯揋eorge Washington�; Nathaniel Hawthorne抯揂braham Lincoln� Th 9.11 Turn in a 300 word response to Guterson essay Prior to class, read from Norton: Annie Dillard抯揟erwilliger Bunts One�; David Guterson抯揈nclosed. Encyclopedic. Endured: The Mall of America Week 4 Reading Processes; Cultural Critique T 9.16 Turn in a 300 word response to Mitford抯 essay Prior to class, read from Norton: Anthony Burgess� 揑s America Falling Apart?�; Sonia Shah抯揟ight Jeans and Chania Chorris�; Jessica Mitford抯揃ehind the Formaldehyde Curtain� Th 9.18 Prior to class, read from Norton: Fred Strebeigh抯揟he Wheels of Freedom: Bicycles in China�; Gloria Steinem抯揟he Good News is: These Are Not the Best Years of Your Life�; Brett Staple抯揃lack Men in Public Space�; Shelby Steele抯揟he Recoloring of Campus Life� Week 4 Compare and Contrast Essays; Classify and Divide Essays T 9.23 Prior to class, read from Norton: Francis Bacon抯揙f Youth and Age�; Anna Quindlen抯揃etween the Sexes, a Great Divide�; Frances FitzGerald抯揜ewriting American History� Th 9.25 In-class Essay #2 � Bring Blue Book Prior to class, read from Norton: Aaron Copland抯揌ow We Listen�; William Zinsser抯揅ollege Pressures� Week 5 Cause and Effect T 9.30 Turn in a 300 word response to Cunningham抯 essay Prior to class, read from Norton: Bruno Bettelheim抯揂 Victim�; Amy Cunningham抯揥hy Women Smile�; Th 10.2 Out-of-class Typed 1000 Word Essay #1 Due (LO1 and LO3) Prior to class, read from Norton: Terry Tempest Williams� 揟he Clan of One-Breasted Women�; Henry David Thoreau抯揟he Battle of the Ants� Week 6 Critical Thinking Processes (Modes of Argumentation) T10.7 Turn in a 300 word response to Beginning of N and D Prior to class, read from Nickel and Dimed: 揑ntroduction: Getting Ready� and 揅hapter One: Serving in Florida� Th 10.9 Prior to class, read from Nickel and Dimed: 揅hapter Two: Scrubbing in Maine� Week 7 T 10.14 Prior to class, read from Nickel and Dimed: 揅hapter Three: Selling in Minnesota� Th 10.16 Turn in a 300 word response to Conclusion of N and D Prior to class, read from Nickel and Dimed: 揈valuation� Prior to class, read from Norton: Henry David Thoreau抯揥here I Lived, and What I Lived For� Week 8 Persuasion � Taking a Stand T 10.21 Turn in a 300 word response to Bruffee抯 essay Prior to class, read from Norton: Caroline Bird抯揅ollege is a Waste of Time and Money�; Kenneth A. Bruffee抯揃inge Drinking as a Substitute for a 慍ommunity of Learning挃 Th 10.23 In-class Essay #3 � Bring Blue Book Prior to class, read from Norton: Molly Ivin抯揋et a Knife, Get a Dog, but Get Rid of Guns�; Martin Luther King Jr抯揕etter from Birmingham Jail� Week 9 Persuasion - Proposing a Solution (and a look at the effectiveness of Satire) T 10.28 Prior to class, read from Norton: Jonathan Swift抯揂 Modest Proposal� Th 10.30 Turn in a 300 word response to Rich抯 essay Prior to class, read from Norton: Brett Staples� 揥hy Colleges Shower Their Students with A抯�; Adrienne Rich抯揟aking Women Students Seriously� Week 10 Critical Thinking (More Modes of Argumentation) T 11.4 Out-of-class Typed 1000 Word Essay #2 Due (LO1 and LO3) Prior to class, read from Flat Broke with Children: 揅hapter One: Money and Morality� Th 11.6 Turn in a 300 word response to Beginning of FBwC Prior to class, read from Flat Broke with Children: 揅hapter Two: Enforcing the Work Ethic� Week 11 Research Preparation � Annotated Bibliography (LO2) T11.11 How to Prepare an Annotated Bibliography Th 11.13 Prior to class, read from Flat Broke with Children: 揅hapter Three: Promoting Family Values� Week 12 Research Preparation T 11.18 Prior to class, read from Flat Broke with Children: 揅hapter Four: Fear, Hope, and Resignation in the Welfare Office� Th 11.20 Prior to class, read from Flat Broke with Children: 揅hapter Five: Pyramids of Inequality� Week 13 T 11.25 Prior to class, read from Flat Broke with Children: 揅hapter Six: Invisibility and Inclusion� and 揅hapter Seven: Cultures of Poverty� Th 11.27 NO CLASS Week 14 T 12.2 Annotated Bibliography and Outline Due (LO2) Prior to class, read from Flat Broke with Children: 揅hapter Eight: The 慡uccess� of Welfare Reform� Th 12.4 Turn in a 300 word response to Beginning of FBwC Discussion of finalizing research and writing process Saturday 12.6 (10am-12noon) Final Exam (Bring Blue Book) T 12.9 3000 Word Research Essay Due (with attached outline, bibliography, 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