ࡱ> .0+,-'` bjbj$$ 8FFBR.r=r=r=8=6@D.vALAAAABBB@vBvBvBvBvBvBv$xh{pfvVBBVVfvAA{v[[[VAA@v[V@v[[lnAzA <僎=r=X mTsv0vm6{Y{,nn&{oDB^!I[MQQBBBfvfvjZBBBvVVVV...D5r=...r=... SAN JOSE STATE UNIVERSITY English 1A: Composition (Fall 2010) Instructor: Gwen-Florelei Luib Office: Faculty Office Building (FO) 213 Section: Wednesday 6:00-8:45PM Phone: (408) 924-4490 Classroom: Business Boccardo Center 123 Office Hours: W 4:30-5:30 PM and by appointment Email: gwenflorelei@gmail.com I. COURSE OVERVIEW Anyone writing honestly creates and solves new problems every time he sits down at his desk. Nobody can solve them for him in advance and no teacher had better try. Wallace Stegner [S]tudents must be taught the codes needed to participate fully in the mainstream of American life . . . and that even while students are assisted in learning the culture of power, they must also be helped to learn about the arbitrariness of those codes and about the power relationships they present. -- Lisa Delpit (The Silenced Dialogue, 99) We choose worlds with our words. -- Linda Brodkey Writing Permitted in Designated Areas Only Welcome to ENG 1A Composition, the first of a two-part freshman level writing course at San Jose State University. In this course, we will be examining the power of literacy, and more specifically the power of writing and rhetoric, as it works in and on our lives and the lives of others around us. As Delpit states in the above quote, there is an arbitrariness of those codes and about the power relationships they present. We will look specifically at that power as it exists in literacy products (oral, visual, and written mediums of communication) in four cultural environmentshome and oral culture, popular and visual culture, media culture, and the academic culture. We will start with a discussion of the role of childrens literature and songs on your lives and move onto discussions of the effect of some visual forms of pop culture and written forms of media and academic writing on you and on others. All the readings, in-class activities, and homework assignments will help provide the jumping off points for thoughtful discussions, as well as in-depth written analyses of the varying cultural literacy products. The course is divided into five unitsthe first four units focusing on the power of literacy within the aforementioned cultures and the final unit (Remix, Revision, and Reflection) focusing on a synthesis of what you have learned throughout the semester. For the first four units, you will explore and examine the effects of different cultural literacy artifacts on yourself and on others. You will engage in the analysis of the rhetoric behind certain literacy products--the cultural artifacts of the writing cultures we will be exploringthat include the purpose, the audience, and the utilization of certain rhetorical appeals. In the final unit, we will revisit previous writing assignments through revision, reflection, and a writing remix. You will take what you have learned about rhetoric and writing and create a cultural literacy product of your own. You will transform or remix the content of one of your previous papers into a short story or an op-ed essay of your own. You will also revise one of your previous papers, as well as write a reflective paper on what you have learned over the course of the semester. By the end of the semester, you will have developed the ability to recognize the codes and conventions of the different literacy cultures we have discussed. You will also have developed the ability to recognize the power associated with those codes and conventions on the shaping of your identity and values. You will see that this power, fairly or unfairly, dictates the preferred way of being in society. But, most importantly, you will develop the ability to be aware of the power wielded by others writing on you and to develop the ability to make informed decisions about the influence your writing can have on others. Required Texts and Materials: Ballenger, Bruce. The Curious Writer. 2nd ed. New York: Longman Pearson, 2009. Print. Bauknight, Lee and Brooke Rollins. Present Tense: Contemporary Themes for Writers. Boston: Wadsworth, 2010. Print. Lunsford, Andrea A. The Everyday Writer. 4th ed. New York: Bedford/St. Martins, 2009. Print. College-level dictionary (portable and non-electronic) Large BLUEBOOK booklets for in-class essays and Yellow exam booklets for the University Final Essay One 8X10 manila file folder (for portfolio) II. COURSE DESCRIPTION English 1A is the first course in ǶƵs two-semester lower-division composition sequence; it provides an introduction to baccalaureate-level composition, with attention to the personal 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. You will develop college-level reading abilities, rhetorical sophistication, and writing styles that give form and coherence to complex ideas and feelings. Prerequisites: Placement by 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). Genereal Education Area 2 Student Learning Outcomes: 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. III. COURSE CONTENT Writing: Writing assignments will give repeated practice in all phases of the writing process: prewriting, organizing, writing, revising, and editing. This class requires appropriately sequenced essays totaling a minimum of 8000 words. 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 correcting 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 problems and suggest ways to improve. Diagnostic Essay: Students will complete a mandatory diagnostic essay within the first week of the semester. The diagnostic essay will be used to assess for writing ability and will determine if further tutoring and enrollment in Eng 2L is required. Tutoring: San Jose State University provides students with free tutoring at the Learning Assistance Resource Center (LARC) and at the Writing Center. Both of these centers will help students at any stage of the writing process, from brainstorming to major reorganization to stylistic polishing. 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. (See Student Resources section below) The University Essay: 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. The final will be held on Saturday, December 4, 2010 at 8:00-10:00am. This test is mandatory if you wish to pass this class. The test will consist of an in-class essay on a specific topic. Please be on time and bring two yellowbooks, pens, and a (non-electronic) dictionary. Reading: Reading for the course shall be extensive and intensive and include useful models of writing for academic, general, and specific audiences. You will have reading assignments to complete for almost every class period, and each reading will be accompanied by some form of writing. In addition, all or most of the assigned essays will be based on the readings. It is therefore imperative that you complete the readings prior to each class and come with your book prepared to discuss them in class. Occasionally, there may be reading quizzes. Research: English 1A may initiate students in the use of the library, but library research is not a required element of the course. 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. Course Materials: A dictionary, a rhetoric (or rhetoric/reader), and a handbook are appropriate materials to require of students. IV. STUDENT RESOURCES Student Technology Resources: Computer labs for student use are available in the Academic Success Center located on the 1st floor of Clark Hall and on the 2nd floor of the Student Union. Additional computer labs may be available in your department/college. Computers are also available in the Martin Luther King Library. Media Services: A wide variety of audio-visual equipment is available for student checkout from Media Services located in IRC 112. These items include digital and VHS camcorders, VHS and Beta video players, 16 mm, slide, overhead, DVD, CD, and audiotape players, sound systems, wireless microphones, projection screens and monitors. *NOTE: Use this service to assist you when creating your Group Grammar Project. Writing Center: Students who require further assistance with writing or would simply like a fresh pair of eyes on their work, the ǶƵ Writing Center provides one-on-one tutoring. The Writing Center is located in Clark Hall, Suite 126. To make appointments to meet with a tutor, call (408) 924-2308 or go online at  HYPERLINK "http://www.sjsu.edu/writingcenter/" www.sjsu.edu/writingcenter/. Please check their site for the tutoring hours for Fall 2010. Learning Assistance Resource Center (LARC): The LARC is an on-campus facility that provides peer tutoring (group or individual) for San Jose State University students. I strongly encourage students of all writing levels to take advantage of this service. LARC is located on the corner of 10th Street and San Fernando Street (by parking garage) in the Student Services Center, Room 600. Please call them at (408) 924-2587 to request an appointment with a tutor and to check for the Fall 2010 tutoring hours. 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 roadside assistance 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 drop-in basis, no reservation required. The Peer Mentor Center website is located at  HYPERLINK "http://www.sjsu.edu/muse/peermentor/" http://www.sjsu.edu/muse/peermentor/ V. COURSE POLICIES The Department of English reaffirms its commitment to the differential grading scale as defined in the ǶƵ Catalog (The Grading System). Grades issued must represent a full range of student performance: A= excellent; B= above average; C= average; D= below average; F= failure. Grading Policy: In English Department courses, instructors will comment on and grade the quality of student writing as well as the quality of 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 and will adhere to the following ǶƵ academic standards of assessment: The A essay will be well organized and well developed, demonstrating a clear understanding and fulfillment of the assignment. It will show the students 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. 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 have slight misunderstanding of one of the assigned tasks, show less facility of expression, or contain some minor grammatical, mechanical, or usage flaws. 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. The D essay will neglect one of the assigned tasks and be noticeably superficial in its treatment of the assignmentthat 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. 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. NOTE: Students will be given a final grade of A-F. This class must be passed with a C or higher to move on to English 1B (C- is not acceptable for 1B). A passing grade in the course signifies that the student is a capable college-level writer and reader of English. Your final grade will be determined as follows: 3 In-class Essays (700-750 words minimum).......... 8% (Diagnostic Essay 0% - 700w, Practice Essay 4% - 750w, Mock Final 4% - 750w) 5 Out-of-class Essays (1200 words minimum)....... 34% (Personal Essay 7%, Ad Analysis 7%, Rhetorical Analysis 7%, Remix Project 7%, Reflective Essay 6%) *Note: one required revision at 1200 words minimum of an out-of-class essay 4 Peer Reviews....... 4% 1 Panel Discussion & Handout..........3% Group Grammar Project (Video, Presentation & Self-Account) 3% Homework Exercises....... 10% (Unit 1 Double Entry Journal 2%, Unit 1 Summary & Response 2%, Unit 3 Rhetorical Analysis notes 2%, Unit 4 Double Entry Journal 2%, Unit 5 Remix Outline 2%) Reading Responses10% Participation........................8% (Fast Writes, Discussion, Group Work, Quizzes ) Departmental Final Exam... 20% Note: Attendance per se shall not be used as a criterion for grading but participation will be. Late Policy: Out-of-class essays must be turned in at the beginning of class, except under exceptional circumstances as defined by the instructor. Please contact me by phone or email if an emergency occurs that will necessitate turning in any assignments late. Late out-of-class essays will be dropped 1/2 letter grade (a B paper will receive a B-) for each CALENDAR day turned in late after the assignment was due. I will not accept papers more than 1 week after the due date. I DO NOT accept late papers via email. Late papers should be turned in to the English Department Office in Faculty Office Building (F0) Room 102. You must request that the assistants in the English department mark the date and time your papers were received. All papers must be turned in to receive credit for the course. Turnitin.com: Along with turning in a typed hard copy of each out-of-class essay to me, students must also submit an electronic copy to  HYPERLINK "http://www.turnitin.com" www.turnitin.com by midnight of the day each paper is due. Instructions for submitting papers to this site will be discussed in class (and posted on our Google groups site) prior to the due date for the first out-of-class essay. Late electronic submissions will be subject to the courses Late Policy. Dropping and Adding : Students are responsible for understanding the policies and procedures about add/drop, grade forgiveness, etc. Refer to the current semesters Catalog Policies section at http://info.sjsu.edu/static/catalog/policies.html. Add/drop deadlines can be found on the current academic calendar web page located at http://www.sjsu.edu/academic_programs/calendars/academic_calendar/. The Late Drop Policy is available at http://www.sjsu.edu/aars/policies/latedrops/policy/. Students should be aware of the current deadlines and penalties for dropping classes. Google Groups: I have created a course website on Google groups where students may read course announcements; access class sheets and updates to the syllabus; find links for online readings or images; and post class-related questions. In order for me to invite you to join the website, students must provide me with an email address. Please check your email at least once a day for updates or announcements posted on our group website. Electronic Devices: The use of electronic devices (cell phones, pagers, laptops, mp3s, and ipods) by students is not permitted during class, with the exception of those students with proof of clearance from the Disability Resource Center. However, students may use such electronic devices when doing article and group presentations. Other than for those two exceptions, please turn off all electronic devices prior to entering the classroom. VI. UNIVERSITY POLICIES Academic Honesty: All students are responsible for knowing and observing University policies regarding academic dishonesty. See University publication: Academic Dishonesty and its Consequences." ǶƵ Academic Integrity Policy: Your own commitment to learning, as evidenced by your enrollment at San Jose State University, and the Universitys Academic Integrity Policy require you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Judicial Affairs. The policy on academic integrity can be found at http://www.sjsu.edu/senate/S04-12.htm. The ǶƵ rules against plagiarism are set forth in the ǶƵ Catalog. 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. Violations to the Academic Integrity Policy undermine the educational process and will not be tolerated. Violators of the Academic Integrity Policy will be subject to failing this course and being reported to the Office ofStudent Conduct & Ethical Developmentfor disciplinary action which could result in suspension or expulsion from San Jos State University. Avoiding Plagiarism: Plagiarism is the unacknowledged use of somebody elses words or ideas and is considered an instance of academic dishonesty that instructors must report. Repeated instances of plagiarism will result in a students expulsion from the University. You commit plagiarism by buying, stealing, or borrowing a paper; hiring someone to write a paper; building on someones ideas without providing a citation; or copying from another source or using a source too closely when paraphrasing. At ǶƵ plagiarism is the act of representing the work of another as ones own (without giving appropriate credit) regardless of how that work was obtained, and submitting it to fulfill academic requirements. Plagiarism at ǶƵ includes but is not limited to: The act of incorporating the ideas, words, sentences, paragraphs, or parts thereof, or the specific substances of anothers work, without giving appropriate credit, and representing the product as ones own work; and representing anothers artistic/scholarly works such as musical compositions, computer programs, photographs, painting, drawing, sculptures, or similar works as ones own. In other words, submit only your own work. To learn how to cite sources accurately and forthrightly, consult your handbook. 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. VII. COURSE ASSIGNMENTS Readings: English 1A is a reading intensive course. I will expect students to have completed the assigned readings prior to the date listed on the course syllabus. Students should be ready to thoughtfully discuss the readings as a class and/or in small groups. In order to participate in the in-class activities, an understanding of the assigned readings is essentiala lack of which will reflect on your participation grade. In-class Essays (700-750 words minimum each): Students must bring a large BLUEBOOK, blue or black pens, and a non-electronic dictionary to complete scheduled in-class essays. Topics for each essay will be developed out of the course readings and in-class activities and will be given on the day of the scheduled in-class essay. Out-of-class Essays (1200 words minimum each): Students will submit hard copies of papers to me, as well as an electronic submission to turnitin.com by midnight of the day the papers are due. Papers must follow MLA formatting and citing guidelines. They must be typed in 12-point font, double-spaced, and with one-inch margins. Topics and instructions for the papers will be discussed in class and posted a few weeks prior to the due date. One Required Revision: Choosing from Papers 1-3, students must revise one out-of-class essay. Revisions must be substantial (expand argument or change claim and supports) and must address all the instructors comments on the previous draftoriginal drafts must be submitted attached to revision. Acceptable revisions will raise the final grade for the revised paperthis applies for those students who wish to revise the other two papers as well. Depending on the quality of the one required revision, it can count up to 1200 more words towards the course 8000 word minimum requirement. The revision is due when you turn in the final portfolio, but students may turn it in earlier. Peer Reviews: Peer Reviews will be conducted for the first four out-of-class essays. Students will be placed in groups of 3-4 peers for each Peer Review Session. Each member of the group will 1) post their rough drafts to the Google groups site on the Tuesday before the drafts will be discussed in class on the scheduled Peer Review Wednesday; 2) complete the Peer Review sheets for each group members paper and bring copies of them to class on the Peer Review day (see schedule); and 3) give one copy of the Peer Review to the group member and one copy of the Peer Review to the instructor on the Peer Review day. Peer Review groups will have some time during class to discuss their papers. The Peer Review sheets should be used to revise papers and must be submitted to the instructor along with the first and final drafts of each paper. Panel Discussion of an Article and Handout: Students will sign up to do one (1) panel discussion on a short essay from Present Tense. Panel Discussions will be a maximum of 10 minutes long. They must include a thoughtful discussion about the subject, claim, and main points of the argument being made in the article. Panel members must engage in a discussion about the probable audience targeted by the article, as well as the effectiveness of the article on that audience. Students must create a handout (25 copiesone for each student and one for the instructor) that includes a summary and response of the article discussed. Group Grammar Project: Students will sign up in groups of 3-4 and create an instructional video (digital) on a specific grammar issue (e.g., lack of subject/verb agreement, run-on sentence or comma splice, sentence fragment, comma error, illogical verb tense shift, or misplaced modifier). The videos should be at least 5-10 minutes long and will be presented to the class, as well as posted to youtube.com. A handout that outlines the information in the video should be submitted to me and should be given to the fellow students on the day of the presentation. Videos should be geared towards a high school or college student as the audience and must include: 1) an explanation of the grammar error and how to correct it; 2) at least 5 examples of the grammar error, along with the corrected sentence; 3) a logical organization of the presented information; and 4) . Each group member will submit to me a self-account (1-2 pages) of his/her individual contribution to the video or class presentation (due on the day of presentation). *NOTE: Videos that engage and entertain audiences, as well as correctly inform them about the grammar issue, will receive higher marks. Homework Exercises: Students will complete five brief homework exercises: 1) two Double-Entry Journals (1 page each); 2) one Summary and Response (1 page); 3) one set of Rhetorical Analysis notes; and 4) a Remix Outline. Homework must be turned in at the beginning of the class when the assignment is due. All written homework will not be graded but will be checked and noted in my grade book as having received a check plus (A quality work), a check (B quality work), a check minus (C quality work), or N/C (No credit). Any work that does not meet at least C quality work will need to be revised and resubmitted for credit. Reading Responses: For each scheduled reading, there will be a Reading Response sheet posted to the Google groups site. All reading assigned must be completed before class meets, and students must bring in the completed response sheets to class on the scheduled due date to receive credit. Fast Writes: There will be 10 fast-writing sessions scheduled throughout the semester. Students will be asked to write for 10 minutes on a topic of the instructors choosing. Fast write topics will be designed to help students prepare for future in-class and out-of-class essays. Class Work: Class work will be comprised of in-class discussions, mini lessons (grammar, style, and other genre conventions), and small group work. In each class meeting, we will discuss and review material that will aid students in finding paper topics and/or fine-tuning papers and writing skills. It is important that students attend all class meetings in order to participate in these in-class activities. Excessive absences will negatively affect your overall participation grade. If it is unavoidable that students miss a class, please email me or contact one of your fellow students to check on what was missed. Portfolios: At the end of the semester, students must submit all in-class essays, out-of-class essays (1st and final drafts and any revisions), one required revision, 4 sets of peer reviews, panel discussion handouts, group project (digital video, handout, and self account) and 5 homework exercises in a 8X10 manila file folder. VIII. BRIEF DESCRIPTION OF MAJOR WRITING ASSIGNMENTS: PERSONAL ESSAY (1200 words): Over the course of the first couple of weeks of the term, we will be discussing the influence of storytelling and music as forms of oral literacy that help to shape listeners identities and social values. Moving from an examination of the affect of storytelling and music on certain groups of people, you will examine the role that stories and music have played in your own lives. For this essay, you will look at one song from your past and explore the power it had in helping you to understand an issue, to understand another group of people, or to solve a problem in your life. AD ANALYSIS (1200 words): During the weeks leading up to this writing assignment, you will examine the influence of advertising on an individuals view of self and society. You will look specifically at how advertising may help to determine social or cultural values, as well as determine an individuals identityidentity as it exists or as one wishes it to be. For this paper, you will analyze a print advertisement from a magazine or newspaper. You will identify the consumer targeted by the marketers of the ad and identify the features used in the ad to appeal that specific target consumer. You will also draw conclusions about how the ad seeks to influence and to persuade consumers to believe that there is a certain preferred or accepted way of being. RHETORICAL ANALYSIS (1200 words): Throughout the semester, your fellow students will be discussing selected articles. The articles discuss several political issues (global warming, same-sex marriage, gays in the military, and the political divide on college campuses) and social issues (eating disorders and body image; the impact of reality TV; profanity, misogyny, violence, and sexuality in hip-hop and rock music; the influence of violence in movies; and the growing illiteracy in America). For this paper, you will write a rhetorical analysis of one of these articles, discussing the specific rhetorical appeals used by the writer and how effectively the writer uses these appeals to make his argument to the target audience. You will also discuss how the article can be altered to persuade another target audience to change their behavior or attitude towards the political or social issue, as well as discuss the implications of narrowing or broadening the articles audience. *NOTE: If there is another article that you would like to analyze that is not included in our textbooks, please discuss options with me. REMIX PROJECT (1200 words): For this paper, you will write a remix that transforms the subject matter and message of one of your previous papers or presentationsPersonal Essay (The Songs that Write Your Life), Analysis of Ads (The Influence of Advertising), the topic in the article discussed in your Panel Discussion, and Rhetorical Analysis of an Article (topic analyzed)and create a short story or an op-ed essay. The story must convey a clear message or theme that will serve to inform a specific audience about certain political, social, or personal issues (previously addressed in one of your other papers). The story or op-ed essay should be entertaining, as well as educational or informative, encouraging the reader to view the issue a particular way. For the story, you must demonstrate narrative and descriptive writing skills that should have been learned during Unit 1 when writing the personal essay. For the op-ed essay, you must demonstrate a clear understanding of creating and developing a rhetorical argument that targets a specific audience. VIIII. COURSE SCHEDULE Please Note: The instructor reserves the right to revise the requirements and to notify students of such revision in a timely manner (i.e., "subject to change, announced at least one class meeting in advance"). Schedule of Assignments DateIn-Class Work & Assignments DueReading & Homework (do reading before date listed)Wk 1 Wed 8/25 Syllabus Overview Introduction Ice Breaker Sign-up: Presentations IN-CLASS ESSAY (SLO 1, 2, 3, 4) Diagnostic Essay 700 wordsIN-CLASS: Complete Student Info Sheet Bring large BLUEBOOK, blue or black pen, and dictionary HANDOUT - Bruno Bettleheims Fairy Tales and Modern Stories HANDOUT Sample Double Entry Journal HOME WORK: Do double-entry journal on Hagstette article (refer to TCW 47-48 for directions)Unit 1: Writing and Rhetoric in Home and Oral CultureWk 2 Wed 9/1 Double-Entry Journals on Hagstette Due (SLO 1, 2) Fast Write (SLO 1) Mini Lesson Hooks and Introductions (SLO 3)TCW Chpt. 1: Writing as Inquiry (1-17 & 20-29) TCW Chpt. 2 Reading as Inquiry (31-48) (esp. Ballenger, Bruce The Importance of Writing Badly) PT Hagstettes Aggressive Reading Wont Kill You (145-148) HOMEWORK: Do Summary & Response on Skubes Writing Off Reading (refer to PT 50 & 51) Wk 3 Wed 9/8 Summary & Response on Skube Due (SLO 1, 2, 3) Mini Lesson Thesis Statements (SLO 3) Discuss & Practice Peer Review Process TCW Chpt. 4: Writing a Personal Essay (87-121) PT Skube, Michael Writing Off Reading (120-122) HANDOUT James Browns My Papas Waltz HANDOUT Sample student essay HOMEWORK: Finish and Post Rough Drafts to Google Groups by noon on Tuesday 9/14; Complete Peer Review forms for group members drafts by Wednesday 9/15 to discuss in class.Wk 4 Wed 9/15PEER REVIEW PAPER 1 (SLO 1) Fast Write (SLO 1) Mini Lesson Topic Sentences (SLO 3) *Practice Panel Discussion Review Grading RubricTCW Chpt. 3: Ways of Inquiring (67-85) PT Which Came First: The Lyrics or Libidos? (307-309)* PT - For Clues on Teenage Sex, Experts Look to Hip-Hop (p 310-311)* PT Ford, Glen Hip-Hop Profanity, Misogyny, and Violence: Blame the Manufacturer (316-318)* PT Offended? The Raps on Me (319-320)* HOMEWORK: Revise draft of Paper 1 (hard copy to me on due date and submit electronically to turnitin.com by midnight on 9/22)Unit 2: Writing and Rhetoric in Popular and Visual CultureWk 5 Wed 9/22 PAPER 1 DUE Personal Essay (SLO 1, 2, 3, 4) - 1200 words Fast Write (SLO 1) Mini Lesson Focusing Body Paragraphs (SLO 3) *Practice Panel Discussion Mini Lesson Toulmin Model of Argumentation (SLO 3)TCW Chpt. 2: Reading as Inquiry ( Reading the Visual 52-64) PT Chpt. 2: Reading for A Reason (24-39) PT Severson, Kim. Be It Ever So Homespun, Theres Nothing Like Spin (212-215)* PT Kitman, Jamie Lincoln. Life in the Green Lane (215-217)* HANDOUT Twitchells What We Are to Advertisers+ HOMEWORK: Choose ad to analyze and bring to next classWk 6 Wed 9/29 Fast Write (SLO 1) Mini Lesson Identifyig +Class Analysis of Article *2 Panel Discussions Mini Lesson Transitional Phrases (SLO 3 )& Essay Conclusions SLO 3) Review Student Sample & Grading RubricPT Chpt. 3: Writing Rhetorically (45-76); esp. Cohen, Deborahs A Desired Epidemic: Obesity and the Food Industry (47-50)+ PT Roans Heavy Habits (224-228)* PT Boodman, Sandra. Eating Disorders: Not Just for Women (231-234)* HANDOUT Sample Student Essay HOMEWORK: Finish and Post Rough Drafts to Google Groups by noon on Tuesday 10/5 & Complete Peer Review forms for group members drafts by Tuesday 10/6 to discuss in classWk 7 Wed 10/6 PEER REVIEW PAPER 2 (SLO 1) Mini Lesson Ethos, Pathos, Logos (SLO 3) +Class Analysis of Article *2 Panel Discussions PT Chpt. 1: Arguing America (3-14) PT Campbell, Don. Plugging In, Tuning Out (122-124)* PT Mathias, Alice. Love in the Digital Age (264-267)* PT White, Mike. Making a Killing (325-327)+ HOMEWORK: Revise draft of Paper 2 (hard copy to me on due date and submit electronically to turnitin.com by midnight on 10/13)Unit 3: Writing and Rhetoric in Media CultureWk 8 Wed 10/13 PAPER 2 DUE Ad Analysis (SLO 1, 2, 3, 4) - 1200 words Fast Write (SLO 1) Mini Lesson Ethos, Pathos, Logos (SLO 3) +Class Analysis of Article *3 Panel DiscussionsPT Chpt 3: Writing Rhetorically (51-76) (with Sample Rhetorical Analysis of Oliver Buzzs A Christian View of War)+ PT Simpson, Alan Bigotry That Hurts Our Military (112-113)* PT Saunders, George. My Amendment(333-336)* PT - Paiva, Frank. A Prince Charming for the Prom (Not Ever After, Though) (273-277)* GOOGLE GROUPS View Campaign Ad (TBA) Wk 9 Wed 10/20 Fast Write (SLO 1) Mini Lesson Identifying Audience and Logical Fallacies (SLO 3) 3-Minute Conferences +Class Analysis of ArticleTCW Chpt. 7: Writing an Argument (201-247) (esp. George F. Wills The Growth Model and the Growth of Illiteracy) PT - Crawford, Eme Nothing But The Facts? (149-151)+ PT Kakutani, Michiko. Debate? Dissent? Discussion? Oh, Dont Go There! (158-161)+ HOMEWORK: Do Rhetorical Analysis Notes on chosen articleWk 10 Wed 10/27 Rhetorical Analysis Notes Due (LO 1) *SCREENING: TO BE ANNOUNCED* IN-CLASS ESSAY 2 (SLO 1, 2, 3, 4) Practice Essay 750 wordsGOOGLE GROUPS Readings (TBA) HOMEWORK: Finish and Post Rough Drafts to Google Groups by noon on Tuesday 1/31 & Complete Peer Review forms for group members drafts by Wednesday 11/3 to discuss in class HOME WORK: Do double-entry journal on Kaplan or Hinds article (refer to TCW 47-48 for directions) Unit 4: Writing and Rhetoric in Academic CultureWk 11 Wed 11/3 Fast Write (SLO 1) PEER REVIEW PAPER 3 (SLO 1) Double Entry Journal on Kaplan/ Hinds Due (SLO 1) Mini Lesson Quotations and Citing Sources (SLO 3) Review Grading RubricHANDOUT Kaplans Cultural Thought Patterns in Inter-cultural Education HANDOUT Hindss Reader Versus Writer Responsibility: A New Typology HOMEWORK: Revise draft of Paper 3 (hard copy to me on due date and submit electronically to turnitin.com by midnight on11/10) Wk 12 Wed 11/10 PAPER 3 DUE Rhetorical Analysis S(LO 1, 2, 3, 4) 1200 words Fast Write (SLO 1) Mini Lesson - Genre Moves Analysis on Research Essays (SLO 3)ONLINE Scholarly Article Shens The Classroom and the Wider Culture: Identity as Key to Learning Composition HANDOUT Comforts African-American Womens Rhetoric and the Culture of Eurocentric Scholarly Discourse `HOMEWORK: Review notes from mini lessons and chapters on reading and writing strategies for Mock FinalWk 13 Wed 11/17 Discuss Mock Final IN-CLASS ESSAY 3 (SLO 1, 2, 3, 4) Mock Final Essay 750 words Mini Lessons - Concrete Vs. Abstract Language & Active Vs. Passive Voice (SLO 3) Work on Group Project Bring large BLUEBOOK, blue or black pen, and dictionary ONLINE Scholarly Article Brodkey, Linda Writing on the Bias HANDOUT Baldwin, James If Black English Isnt a Language, Then Tell Me What Is? & Malcolm X Prison Studies GOOGLE GROUPS View Video Clips on Writers HOMEWORK: Work with your groups to finalize group presentation and handout for 12/1; work on your own to write 1 page self account of your contribution to video and presentation.Wk 14 Wed 11/24 NO CLASSES MEET AFTER 5 PM ***NO CLASS - THANKSGIVING VACATION***Unit 5: Remix, Revise, ReflectWk 15 Wed 12/1 GRAMMAR GROUP PRESENTATIONS & SELF ACCOUNT DUE Fast Write (SLO 1) Mini Lesson Common Literary Devices & Common Errors in Fiction Writing (SLO3) PEER REVIEW PAPER 4 (SLO 1) TCW Chpt. 8: Writing a Critical Essay (249-253 & 262-280); esp. Oates, Joyce Carol Where Are you Going, Where Have You Been? & Alice Hall Petrys critical essay GOOGLE GROUPS Oates on Writing Characters HANDOUT Michelle Serross Attention Shoppers GOOGLE GROUPS Read Article on Michelle Serros HANDOUT John Gardners Common Errors in fiction writing HOMEWORK: Do Short Remix Outline email to me (as an email not an attachment) by Sunday 12/5 to receive credit). HOMEWORK: Finish and Post Rough Drafts to Google Groups by noon on Tuesday 12/7 & Complete Peer Review forms for group members drafts by Wednesday 12/8 to discuss in classSaturday 12/4****ENGLISH 1A UNIVERSITY ESSAY FINAL EXAM 8:00-10:00AM**Bring your 2 yellowbooks, blue or black pens, and non-electronic dictionary HOMEWORK: Revise draft of Paper 4 (hard copy to me on due date and submit electronically to turnitin.com by midnight on 12/8Wk 16 Wed 12/8PAPER 4 DUE (SLO 1, 2, 3, 4) Remix Project 1200 words Discuss Results of University Final Essay Exam 3-Minute Conferences HOMEWORK: Finish Reflective Essay for Wednesday 12/15 submit to turnitin.com by midnight of due date.Finals Week Wed 12/15  PAPER 5 DUE (SLO 1, 2, 3, 4) Reflective Essay 1200 words PORTFOLIOS DUE Portfolios: All in-class essays, out-of-class essays (1st and final drafts and any revisions), one required revision, 4 sets of peer reviews, article panel discussion handouts, group project (video and self account), and 5 homework exercises must be submitted to me in a 8X10 manila file folder.      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