ࡱ> '` bjbjDD 4&&&x8888$:l~j;<<<<<>)=== `~b~b~b~b~b~b~$Khz~V<<VV~<<~XXXV6<<`~XV`~XXRtpw<; Ш88Wuy~0~u-NXL-<pw-pwDI=EXKPI=I=I=~~X I=I=I=~VVVVD388 English 1B: Freshman Composition On Second Thought Fall 2010 Instructor: Josh Cembellin Section 15: MW 10:30-11:45 a.m. Office: Faculty Office (FO) 226 Classroom: Clark Building 318 Phone: (408) 924-1382 (office) Office Hours: M 9:00-10:00 a.m. and by appointment Email: Josh.Cembellin@gmail.com Course Overview Welcome to our English 1B community. You can read about the general guidelines for English 1B below, but for now lets take a look specifically at our class. The theme of our class is, On second thought Using our course textbook Rereading America, this semester we will take a closer look at some of the various myths that surround American culture. By practicing how to challenge, rethink, and question these myths, we will sharpen our critical thinking skills as a whole. Because many of these topics are very close to our lives, such as gender, family, race, and heritage, it is extremely important that we respect each other as individuals and be conscious of how we respond to each others ideas. In other words, our discussions should always focus on each others ideas, not each other. Writing isnt an easy process, which is why its important for each of us to be supportive of one another. Through peer workshops, class discussions, and group activities, we will share ideas and offer constructive criticism to ensure that we all grow as readers and writers, thinkers and individuals. My goal is to equip you with the necessary tools to help you achieve all of your goalsacademic and professionalonce you leave my class. I look forward to an exciting semester with you. Required Texts and Materials: Behrens, Laurence, and Leonard J. Rosen. A Sequence For Academic Writing. 4th ed. New York: Pearson, 2010. Print. ISBN-10: 0-205-67437-2 Colombo, Gary, Robert Cullen, and Bonnie Lisle, eds. Rereading America: Cultural Contexts for Critical Thinking and Writing. 8th ed. New York: Bedford/St. Martins, 2010. Print. ISBN-10: 0-312-54854-0 Lunsford, Andrea A. The Everyday Writer. 4th ed. New York: Bedford/St. Martins, 2009. Print. ISBN: 978-0-312-59457-2 *You will also need a writing journal and a college level dictionary for this course. Additionally, I encourage you to keep a separate notebook for class notes and a folder to keep all assignments. English 1B Course Guidelines English 1B is the second course in ǶƵs 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. 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). General Education, Area C3 Student Learning Outcomes SLO 1: Students shall write complete essays that demonstrate the ability to refine the competencies established in Written Communication 1A. SLO 2: Students shall write complete essays that demonstrate the ability to use (locate, analyze, and evaluate) supporting materials, including independent library research, and identify key concepts and terms that describe the information needed. SLO 3: Students shall write complete essays that demonstrate the ability to select efficient and effective approaches for accessing information utilizing an appropriate investigative method or information retrieval system. SLO 4: Students shall write complete essays that demonstrate the ability to synthesize ideas encountered in multiple readings. SLO 5: Students shall write complete essays that demonstrate the ability to incorporate principles of design and communication to construct effective arguments. SLO 6: Students shall write complete essays that demonstrate the ability to identify and discuss issues related to censorship and freedom of speech. Course Content Writing: Assignments shall emphasize those skills and activities in writing and thinking that produce 1) the persuasive argument, and 2) the critical essay, each of which demands analysis, interpretation, and evaluation. Writing assignments shall give students repeated practice in prewriting, organizing, writing, revising, and editing. Six to eight essays, appropriately sequenced throughout the semester and totaling a minimum of 8000 words, are required; at least one of these essays shall be informed by research. This minimum requirement excludes the final examination, journal writing, quizzes, and any brief or informal assignments. However, it can include the diagnostic essay and assignments that require major revisions to a previously graded or reviewed draft. A major revision is defined as a rethinking or reworking of an assignment and not a simple 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 evaluations of their writing from the instructor. In evaluating student writing, instructors shall comment on specific features of individual papers. Comments shall encourage and acknowledge student success as well as note problems and suggest ways to improve. Reading: Reading shall include useful models of writing for academic, general, and specific audiences; readings shall be used consistently with the course goal of enhancing ability in written communication and reading. The majority of the reading shall be devoted to analytical, critical, and argumentative essays. Other types of texts, including poetry, drama, and fiction, may also be assigned, but shall not constitute more than the equivalent of four class sessions for classes that meet two days a week and two class sessions for classes that meet once a week. Instructors shall help students develop and refine strategies for reading challenging, college-level material. Research: English 1B shall include an introduction to the library and to basic research strategies, including locating materials, using them effectively (e.g., quoting, paraphrasing, summarizing), and citing them properly. A traditional research paper or a series of short essays in which library research informs the students position or thesis is required. As part of this requirement, at least one class session of English 1B shall be led by a university librarian. Diversity: Assignments (both reading and writing) shall address issues of race, class, and gender when appropriate, and the perspectives of women and diverse cultural groups shall be incorporated into course instruction and materials in an inclusive and comprehensive manner whenever possible. Tutoring: San Jose State University provides students with free tutoring at the 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. LARC is located under the 10th Street parking garage in SSC 600. (408) 924-2587 The Writing Center is located on the first floor of Clark Hall in Room 126. (408) 924-2308. You can schedule an appointment here: http://www.sjsu.edu/writingcenter/tutoring/requestforappointment/index.htm Course Materials: A dictionary, a rhetoric (or rhetoric/reader), and a handbook are appropriate materials to require of students. The University Essay Final Exam: A common essay final, graded holistically, shall count 20 percent toward the course grade. A single university-wide final will be developed around two college-level reading passages each semester by the English Department Composition Committee. All faculty members teaching individual sections will grade the examination holistically under controlled conditions. Students must take the final exam in order to pass the course. Grading: A F. 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 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. 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. 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. Late Work I do not accept late homework. All homework assignments are clearly stated on the syllabus. Also, student presentations cannot be made up. Please keep track of your presentation date. Late essays (both in-class and out-of-class) will lose a full letter grade for each calendar day that passes after the due date. Out-of-class essays are due at the beginning of class on the day they are due. If late, they should be dropped off at the department office and given a timestamp. Email submissions will not be accepted without prior OK from me. Computer/printer malfunction is not an acceptable excuse for late papers or email submissions. Please keep track of ink and paper levels, and back up all writing progress. If you miss an in-class essay, you are required to make it up during my office hours or by appointment. It is your responsibility to arrange this with me. All assignments are clearly marked on the class schedule. *If you miss a peer workshop and rough draft day, you will lose a full letter grade on your final draft. Attendance Policy Because ǶƵ has no formal attendance policy, attendance will not count toward your course grade. However, please remember that participation counts for 15% of your course grade. You cannot participate if you are not in class or if you come to class unprepared. Coming to class prepared means bringing your textbooks, having read and completed the homework assignment(s) for that day, and contributing to class discussions. University Policies Dropping and Adding Students are responsible for understanding the policies and procedures about add/drops, academic renewal, etc.  HYPERLINK "http://info.sjsu.edu/web-dbgen/narr/soc-fall/rec-298.html" \t "_blank" Information on add/drops are available at http://info.sjsu.edu/web-dbgen/narr/soc-fall/rec-298.html.  HYPERLINK "http://www.sjsu.edu/sac/advising/latedrops/policy/" \t "_blank" Information about late drop is available at http://www.sjsu.edu/sac/advising/latedrops/policy/ . Students should be aware of the current deadlines and penalties for adding and dropping classes. Academic Integrity 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 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" \t "_blank" http://www2.sjsu.edu/senate/S04-12.htm. The ǶƵ rules against plagiarism are set forth in the ǶƵ Catalog, which defines plagiarism as 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: (1) the act of incorporating the ideas, words, sentences, paragraphs, or parts thereof, or the specific substance of anothers work, without giving appropriate credit, and representing the product as ones 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. All instances of violating the Academic Integrity Policy will be reported to the Dean of Student Services. Campus Policy in Compliance with the American Disabilities Act If you need course adaptations or accommodations because of a disability, or if you need to make 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 requesting accommodations must register with the DRC (Disability Resource Center) to establish a record of their disability. Student Technology Resources (Optional) 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. 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. ǶƵ Writing Center (Optional) The ǶƵ 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 ǶƵ colleges. Website:  HYPERLINK "http://www.sjsu.edu/writingcenter" http://www.sjsu.edu/writingcenter. Learning Assistance Resource Center (Optional) 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:  HYPERLINK "http://www.sjsu.edu/larc/" http://www.sjsu.edu/larc/. Peer Mentor Center (Optional) 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 a 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/. Our Class Classroom Environment: Please respect your fellow classmates and me to make our classroom environment a positive and comfortable atmosphere. In addition to using appropriate language and classroom behavior, please turn cell phones off or put them on silent during class. I also will not allow the use of iPods, MP3 players, or laptops unless I approve them for class activities. Electronic devices will only be allowed with notice from the Disability Resource Center. Written Work: Some of the work you write in this class will come from your personal experiences, which you may or may not feel comfortable sharing. Please keep in mind that I am not the only reader of your essays, as your peers will also read and critique your work. If you do not feel comfortable sharing certain stories and/or experiences, please do not write about them for your essays. Turnitin.com: All out-of-class essays must be submitted to  HYPERLINK "http://www.turnitin.com" www.turnitin.com, an online plagiarism detection service, in addition to the paper copy being handed in to me by the writer at the beginning of the class period for which they are due. Instructions for this service will be given prior to the first essays due date. Students will not receive a grade until the essay is submitted to the website. Assignments Readings, Quizzes, Journals, and Short Exercises: Readings are to be read before class the date they appear on the syllabus. You are expected to come to class ready to participate in discussionbe sure youve taken some notes so that you have something ready to contribute. Every class session will include a journal free-write or prompt, and you must have your journal for this. Essays: This semester, you will write 7 essays. Four of these will be completed in class and three will be completed outside of class. All essays are required to pass this course. Essays will be graded based on the Departmental Grading Policy described on this syllabus. Please read my comments as they are designed to help you improve on your next essay. Also, students should consult the course calendar for the appropriate due dates. Out-of-class essays must follow formal MLA formatting and citation guidelines. This includes, but is not limited to: typed in 12-point font, double-spaced, 1-inch margins, stapled pages, a heading, a title, and page numbers. Emailed essays are not accepted without a prior OK with me. For in-class essays, you will need a large blue book or yellow exam booklet, black or blue pens, and a dictionary (non-electronic). Participation: Each student is required to come to class prepared to discuss the reading, workshop classmates papers, and complete in-class activities. You cannot participate if you are not in class or if you are unprepared. The following tasks will be included in the participation portion of your final grade: Student presentation Daily homework Contributions to class discussions Classroom behavior Journals Pop-quizzes Grammar exercises Peer-workshop feedback Student Presentations: Each student is required to lead a brief discussion on the homework at least once during the semester. These presentations should be thoughtful, creative, and engaging to the class. Lead us through your findings, point us to important passages, ask questions, get us writing, etc. Because discussions are collaborative, dont be afraid to get your classmates involved. Presentations will be graded on a 20-point scale, for which you will receive a rubric. Journals: During this semester, we will spend some class time each day writing in a journal. You are expected to have your journal with you each class period. I will collect your journal on the last day of class, and possibly more during the semester. This will count toward your participation grade. Workshops: Writing workshops will be held in class prior to essay due dates. All workshops will be structured group exercises. Outlines, incomplete, and/or handwritten essays are not acceptable rough drafts. Peer-edited rough drafts must be turned in with the completed final draft on the due date. A missed workshop and/or no rough draft on a workshop day will result in a full letter grade penalty on the final draft. Conferences: Each student will be required to meet with me for a brief conference at least once during the semester for an essay TBD. Your essay will not be accepted without meeting with me beforehand. Of course, all students are encouraged to meet with me as often as needed, either during office hours or by appointment. Final Exam: THE FINAL EXAM IS MANDATORY. You must complete the final exam in order to pass this course. The exam for this semester is scheduled for Saturday, December 4, 2010 at 10:00 a.m. The location is to be determined and will be provided during the semester. Bring two yellow exam booklets, blue and/or black pens, and a non-electronic dictionary. Please try to arrive early due to parking and exam location. Grade Distribution: 15%Participation25%In-Class Essays Diagnostic-0% b. Explanatory Synthesis-9% c. Research Draft-8% d. Practice Final-8% 40%Out-of-Class Essays Critique-9% b. Argument Synthesis-11% c. Research-20%20%Final Exam In-Class Essays Diagnostic 500 words (required but graded) Explanatory Synthesis 1000 words (100 points) Research Draft 1000 words (100 points) Mock Final 1000 words (100 points) Out of Class Essays Critique 1250 words (100 points) Argument Synthesis 1250 words (100 points) Research 2000 words (100 points) Course Grades: Course grades will be determined based on the following percentages: 100-93 = A 76-73 = C 92-90 = A- 72-70 = C- 89-87 = B+ 69-67 = D+ 86-83 = B 66-63 = D 82-80 = B- 62-60 = D- 79-77 = C+ 59 and below = F Fall 2010 Schedule Please Note: I may change this schedule, with notice, based on class needs and progress. KEY RRA= Rereading America SAW= A Sequence for Academic Writing DateHomework due on this dateIn-class activitiesW 8/25 NoneTake role, student info cards Course introduction, main points on syllabus Writing activity Field trip to officeM 8/30  Reading: RRA Thinking Critically, Challenging Cultural Myths pp. 1 7 SAW Summary, Paraphrase, and Quotation pp. 3 23In-Class Essay: DiagnosticW 9/1Reading: SAW Summarizing a Narrative or Personal Essay pp. 24 30 RRA Harmony at Home: The Myth of the Model Family pp. 17 21 RRA An Indian Story by Roger Jack, pp. 52 61 Writing: Answer questions 1 6 on pp. 60 61 Discuss reading Norman Rockwell paintings Does art/advertising accurately reflect our culture? Class-generated guidelines for ground rules*M 9/6Labor Day: Campus Closed Reading: RRA The Color of Family Ties: Race Class, Gender, and Extended Family Involvement by Naomi Gerstel and Natalia Sarkisian, pp. 61 70 SAW Paraphrase, Quotation, and Avoiding Plagiarism pp. 40 55 Writing: Answer questions 1 4 p. 69 of RRA No ClassW 9/8Reading: RRA Looking for Work by Gary Soto, pp. 26 31 SAW Critical Reading and Critique pp. 58 73 Writing: Answer question 6 on p. 31 of RRADiscuss reading Aunt Ida Pieces a Quilt Assign Critique Essay (SLO 1-3, 5)M 9/13Reading: RRA What We Really Miss About the 1950s by Stephanie Coontz, pp. 32 48 SAW Critique pp. 73 86 Writing: Answer questions 1 4 p. 48 of RRAStudent presentation on Coontz Visual portfolio p. 71 Discuss critiqueW 9/15Reading: RRA Proposition 8: The California Marriage Protection Act p. 79 RRA 8 Is Not Hate: The Meaning of a Proposition by Jennifer Roback Morse, pp. 81 84 RRA Prop 8 Hurt My FamilyAsk Me How pp. 84 89Student presentations on Morse and Marriage Equality USA Discuss readings Peer workshop guidelines and expectationsM 9/20Reading: RRA Learning Power: The Myth of Education and Empowerment pp. 109 115 RRA Idiot Nation by Michael Moore, pp. 128 146 Writing: Answer questions 1 6 p. 145 of RRAStudent presentation on Moore Discussion/groupsW 9/22Writing: Complete rough draft of critique essay and bring 2 hard copies to class for workshopPeer workshop critique essay rough draftM 9/27Reading: RRA The Achievement of Desire by Richard Rodriguez, pp. 194 206 Writing: Complete critique essay final draft and submit to turnitin.com Critique Essay Due Student presentation on Rodriquez Para Teresa p. 207W 9/29Reading: RRA I Just Wanna Be Average by Mike Rose, pp. 157 169 SAW Explanatory Synthesis pp. 87 95 Writing: Answer questions 1 4 p. 168 of RRAStudent presentation on Rose Visual portfolio Discuss readingM 10/4Reading: SAW The Explanatory Synthesis pp. 95 110 RRA Against School by John Taylor Gatto, pp. 148 157 Writing: Answer questions 1 4 RRA p. 156  Student presentation on Gatto Assign Argument Synthesis Essay (SLO 1-5)W 10/6Reading: RRA Learning to Read by Malcolm X, pp. 210 218 Writing: Answer questions 5 and 7 RRA p. 218Student presentation on Malcolm X Preview in-class essayM 10/11Reading: SAW pp. 111 122 RRA In the Basement of the Ivory Tower by Professor X, pp. 238 249 Writing: Answer questions 1 5 p. 248 of RRA In-Class Essay: Explanatory Synthesis (SLO 1, 4, 6)W 10/13Reading: SAW Argument Synthesis pp. 134 144 SAW pp. 156 161Discussion In-class work on essayM 10/18Reading: RRA Created Equal: The Myth of the Melting Pot pp. 373 377 RRA From Notes on the State of Virginia by Thomas Jefferson, pp. 378 383 SAW Locating, Mining, and Citing Sources pp. 261 269 Writing: Answer questions 5, 7 pp. 383-4 RRA Student presentation on Jefferson Writing activity W 10/20Reading: RRA The Boy in the Mirror by James McBride, pp. 409 421 Student presentation on McBride Child of the AmericasM 10/25Reading: SAW pp. 161 174: Model Synthesis SAW pp. 269 281: SourcesLibrary dayW 10/27Reading: RRA Assimilation by Sherman Alexie, pp. 483 496 Writing: Answer questions 1 5 p. 496 of RRA Student presentation on Alexie Visual portfolioM 11/1Reading: SAW pp. 174 187: Development and organization Writing: Complete rough draft of synthesis essay and bring 2 hard copies to class for workshopPeer workshop argument synthesis essay W 11/3Reading: RRA C. P. Ellis by Studs Terkel, pp. 398 409 Writing: Complete final draft of argument synthesis essay and post to turnitin.comArgument Synthesis Due Student presentation on TerkelM 11/8Reading: RRA The End of White America? by Hua Hsu, pp. 497 511 SAW Writing as a Process pp. 225 233 Writing: Answer questions 1 6 p. 510 of RRAStudent presentation on Hsu Assign Research Essay (SLO 1-6) W 11/10Reading: RRA True Women and Real Men: Myths of Gender pp. 515 519 RRA How the Americans Understand the Equality of the Sexes by Alexis De Tocqueville, pp. 520 524 Homework discussion Visual portfolio GirlM 11/15Reading: RRA Two Ways a Woman Can Get Hurt: Advertising and Violence by Jean Kilbourne, pp. 575 601 Writing: Answer questions 1 4 p. 600 of RRAStudent presentation on Kilbourne Kilbourne activitiesW 11/17Reading: RRA Becoming Members of Society: Learning the Social Meanings of Gender by Aaron H. Devor, pp. 527 536 In-Class Essay: 1st draft of research essay M 11/22Reading: RRA Bros Before Hos: The Guy Code by Michael Kimmel, pp. 608 617 Writing: Answer questions 1 4 p. 617Student presentation on Kimmel Return draftsW 11/24Reading: RRA From Fly Girls to Bitches and Hos by Joan Morgan, pp. 601 608 Writing: Answer question 6 p. 607 of RRA Student presentation on Morgan Works cited workshop Final exam strategiesM 11/29Reading: RRA The Story of My Body by Judith Ortiz Cofer, pp. 537 546 In-Class Essay: Mock Final (SLO 1-5)W 12/1Reading: RRA The Descent of Men by Dan Kindlon, pp. 618 629 MLA game Discuss final*SAT. 12/4FINAL EXAM 10:00 a.m. Location TBDM 12/6Writing: Complete rough draft of research essay and bring 2 hard copies to class for peer workshopPeer workshop research essay W 12/8Writing: Complete research essay and submit to turnitin.comResearch Essay Due Recap and reflect: on second thought Have a great break!  !34=>?j/ 3 R e  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