邢唷��>� ��欹�'` ��N]bjbj$�$� 昏F�F�@T ��BBBBBBB4v�9�9�9h:��:�vo`�:<�(b<�b<�b<�b<�==&c=o=謃豞豞豞豞豞豞$bhwdr黖-B€D====€D€D黖BBb<�b<��)` H H H€D�Bb<�Bb<�謃 H€D謃 H H�躓|BB0Yb<�.<�镑鞐�>��9EXX赯�?`0o`jX�閐,F�閐$0Y0Y:閐BjYpw=6�?� HAAD匓�w=w=w=黖黖褾Nw=w=w=o`€D€D€D€Dvvv�(�.� vvv�.vvvBBBBBB��English 1A: Composition I Shifting Voice and Audience in a Technology Driven World Instructor: Crystle Bruno Office: FO 227 Phone: (408) 924-4517 Email: crystle.bruno@yahoo.com Section 9: MW 9:00-10:15 Classroom: Sweeney Hall 410 Office Hours: MW 10:45-12:00 and by appointment Course Description: 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. � In this class in particular, we will be investigating what constitutes a text. You may think that a text can only be something written, something that you can hold in your hands, or something you can check-out from the library; however, as technology changes, we need to change how we view texts, especially in terms of argumentation or persuasion. Is movie a 搕ext�? How about a blog? A performance of Romeo and Juliet? What about a YouTube video? Or even an advertisement? And if so, are these texts arguing something? These are the questions we will consider in this class. In addition to considering how authors, artists, directors, or actors use these forms of media to influence society, you will also learn how to use these forms to create your own argument. You may think you have nothing to argue, but this is hardly the case. Have you ever had to ask your parents for permission to go to a school event? Or, have you ever had to convince your friends to go to the movie you want to see instead? You use arguments and persuasion in your verbal interactions with people everyday, and as veterans of the school system, you already understand how to create an argument in writing, but this class will teach you how to create arguments using any type of text, preparing you for your future at San Jose State University. Prerequisite: Satisfaction of the English Placement Test (EPT) GE Studies Category: Area A2: Basic Skills, Written Communication IA Required Texts and Materials: The Curious Writer: Concise Edition by Bruce Ballenger. 3rd ed. San Francisco: Pearson Longman, 2011. ISBN: 978-0-205-78019-8 50 Essays: A Portable Anthology by Samuel Cohen. 2nd ed. Boston: Bedford/St. Martin抯, 2007. ISBN:978-0-312-44699-4 The Everyday Writer by Andrea A. Lunsford. 4th ed. Boston: Bedford/St. Martin's, 2009. ISBN: 978-0-312-59456-2 A non-electronic, college-level dictionary from a reputable publisher. Four to six large blue books for in-class essays Two yellow examination booklets for the final A bound notebook that will serve as your journal for the course Prerequisites: Placement by the English Proficiency Test (EPT), or passage of an approved substitute course for the EPT. Course Objectives: Students will 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. The ability to perform effectively the essentials 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). Learning Goals: Students will be able to perform effectively the essential steps in the writing process (prewriting, organizing, composing, revising, and editing). Students will be able to express (explain, analyze, develop, and criticize) ideas effectively. Students will be able to use correct grammar (syntax, mechanics, and citation of sources) at a college level of sophistication. Students will be able to write for different audiences (both specialized & general). Course Content Writing: Writing assignments shall give students 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 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 problems and suggest ways to improve. Reading: Reading for the course shall be extensive and intensive and include useful models of writing for academic, general, and specific audiences. All reading must be completed by the start of class on the date that it is due. 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. Requirements: 牋 1.牋牋� Participation: A significant portion of your grade will be based upon your participation in class activities, exercises, and discussions. Simply attending class will not result in full participation points. You must come to class prepared (this means having done the reading or completed the homework), participate in class or group discussions, and engage in class or group activities. Everyone in the class has a voice, and I want you to remember to use yours! � 2.牋牋� In-class Essays: There will be 4 in-class essays throughout the semester. Detailed instructions and prompts for each essay will be provided on the day of the assignment. Since these are written in-class and you will not have enough time to polish your writing or thoughts, these essays will not be worth as much of your grade as the out-of-class essays. These essays really are simply designed to help you practice your timed-writing skills in preparation for the departmental final exam � 3.牋牋� Out-of-class Essays: In addition to the in-class essays, there will be 4 out-of-class essays. Detailed instructions, grading guidelines, and assignments sheets will be distributed and discussed later in the semester. For every out-of-class essay, there will be a mandatory writing workshop that allows you to get feedback from your peers before submitting the final draft of your essay. A significant portion of your grade for the essay (10%) will be based upon your attendance of these writing workshops. Since the out-of-class essays are formal pieces of writing, all of these essays must be typed and must follow the MLA guidelines indicated in the The Everyday Writer handbook. 4.牋牋� Conference:� At the beginning of the semester, you will meet with me for 10-20 minutes in my office in the Faculty Office building. This meeting will familiarize you with the location of my office and give me a chance to meet you individually. However, you are free to meet with me during my office hours or by appointment for any other assignment or concern. This conference will count for a significant portion of your participation grade. 牋 5.牋牋� The University Essay Final Exam:燗 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. University English 1A Final Exam Saturday, December 4th at 8am � Grading Breakdown: Participation20%4 in-class essays Diagnostic Essay (0%) Informal Review (7.5%) Advertisement Analysis Essay (7.5%) Practice Final (0%)20%4 out-of-class essays Essay 1: Narrative Essay (10%) Essay 2: Formal Review (10%) Essay 3: Argumentative Essay (10%) Essay 4: Writing Strategies Analysis (10%) 40%Departmental Final Exam20%Grading Policy: 揟he Department of English reaffirms its commitment to the differential grading scale as defined in the 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, No Credit system shall follow the same pattern, except that NC shall replace D or F. In such cases, NC shall also substitute for W (or Withdrawal) because neither grade (NC or W) affects students� GPA.� 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 无忧短视频 academic standards of assessment: The 揂� essay will be well organized and well developed, demonstrating a clear understanding and fulfillment of the assignment.� It will show the student抯 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 揃� essay will demonstrate competence in the same categories as the 揂� essay.� The chief difference is that the 揃� essay will show some describably slight weaknesses in one of those categories.� It may slight one of the assigned tasks, show less facility of expression, or contain some minor grammatical, mechanical, or usage flaws. The 揅� 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 揃� essay. The 揇� essay will neglect one of the assigned tasks and be noticeably superficial in its treatment of the assignment梩hat is, too simplistic or short.� The essay may reveal some problems in development, with insufficient specific information to illustrate the experience or support generalizations.� It will contain grammatical, mechanical, and usage errors that render some sentences incomprehensible. The 揊� 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. Classroom Expectations and Protocol Behavior and Attitudes: During this course, we are going to encounter a number of different perspectives and ideas through both the course reading and the classroom discussions. It is the right of every student in the course to voice his or her own opinion both in class discussions and in the writing assignments; however, everyone is expected to respect the opinions of others and to express their opinions respectfully. Attendance Policy: While you are not graded upon attendance per se, lack of attendance will severely, and negatively, affect both your participation and your out-of-class essay grades. In order to receive participation points, you must be present in the class. Additionally, since portions of your out-of-class essay grades are dependent upon mandatory writing workshops, not attending these workshops will result in lower scores on these essays. Electronics Policy: Electronics such as cell phones, laptops, and MP3 players are not allowed in the classroom. Please keep these items off and tucked away during class since they are a distraction. If you are experiencing special circumstances that require these items to be turned on during class (such as you are experiencing a family emergency and are waiting for a phone call) please see me. Late Papers:� Turning in assignments late is unfair to the other students; therefore, I will lower your grade one full letter for each day, including Saturday and Sunday, the paper is late.� Thus, if your assignment was due on Monday and you do not turn it in until Wednesday, the highest grade you could receive is a C. Or, if your assignment was due Thursday and you do not turn it in until Monday, the highest grade you could receive is an F. I will not accept assignments via email. In the case of emergencies, please see or email me as soon as you know you will be unable to attend class or hand in your assignment.� Turnitin.com: All out-of-class papers must be submitted to turnitin.com within a week of the paper due date. Papers not submitted to turnitin.com will receive a full-grade reduction until they are submitted. This means a 揃� paper due Monday and turned in in-class on Monday but submitted to turnitin.com on Tuesday will receive a 揅.� 燭utoring: 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. The Writing Center Clark Hall 126 408.924.2308 sjsu.edu/writingcenter Academic Integrity: 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. All instances of violating the Academic Integrity Policy will be reported to the Dean of Student Services. Avoiding Plagiarism:� Plagiarism is the unacknowledged use of somebody else抯 words or ideas and is considered an instance of academic dishonesty that instructors must report.� Repeated instances of plagiarism will result in a student s expulsion from the University.� You commit plagiarism by 佛�� buying, stealing, or borrowing a paper; 佛�� hiring someone to write a paper; 佛�� building on someone s ideas without providing a citation; 佛�� or copying from another source or using a source too closely when paraphrasing.� In other words, submit only your own work.� To learn how to cite sources accurately and forthrightly, consult your handbook. The instructor reserves the right to revise the requirements and to notify students of such revision in a timely manner, e.g., "subject to change, announced at least one class meeting in advance." If you have any questions about when or how to document a source, do not hesitate to ask me for clarification.� The 无忧短视频 library has an on-line tutorial on plagiarism that you can access at http://tutorials.sjlibrary.org/plagiarism/index.htm 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 the DRC to establish a record of their disability. Schedule of Assignments This syllabus is subject to change. You will be informed at least one class in advance if any changes are made. Related learning objectives (LO) are listed after each assignment. All Everyday Writer readings fulfill LO 3. All Present Tense readings fulfill LO 2 and 4. 50E = 50 Essays CW = Curious Writer H = Handbook = The Everyday Writer, listed by section unless otherwise indicated Unit 1: Writing as Identity: The power of narrativeWeek 1W 8/25Course IntroductionWeek 2M 8/30CW 9-14: Writing Situations and Rhetorical Choices 50E 1-7: Active Reading and Critical Thinking 50E 97-103: 揥hy Don抰 We Complain?�W 9/1H 4-11: Top Twenty Errors H 43-50: Writing Situations Diagnostic Essay � Bring a blue book! (500 words - LO 2, 3, 4)Week 3M 9/6LABOR DAY - NO CLASS Tuesday, Sept. 7: Last day to drop a courseW 9/8CW 39-53: Reading as Inquiry 50E 131-138: 揙n Keeping a Notebook�Week 4M 9/13CW 75-78: Intro to narrative essay CW 93-94: Judging What You Have 50E 11-15: 揟he Joy of Reading and Writing: Superman and Me�Tuesday, Sept. 14: Last day to add a courseW 9/1550E 144-150: 揕earning to Read and Write� 50E 378-383: 揗e Talk Pretty One Day�Week 5M 9/20H 91-97: Editing and Reflecting Narrative Essay WorkshopW 9/22Essay #1: Narrative Essay Due (1250 words - LO 1, 2, 3, 4) 50E 120-130: 揂 Clack of Tiny Sparks: Remembrances of a Gay Boyhood�Unit 2: Writing as Images: The power of visual literaciesWeek 6M 9/27 揜eading� the Visual Handout 50E 82-84: 揕ost in the Kitchen�W 9/29CW 107-111: Intro to review essays CW 54-59: Inquiry Questions for Reading to Write 50E 251-266: 揘otes of a Native Speaker�Week 7M 10/4CW 112-114: Example of review essay 50E 350-364: 搼I Just Want to Be Average挃W 10/6Informal Review In-Class Essay � Bring a blue book! (750 words - LO 2, 3, 4)Week 8M 10/11Reading: Movie Review Examples Handout (handout distributed in-class on 10/11)W 10/13Advertisement Slogan: Understanding the Relationship between Words and Images No Readings Due But you must bring an example of an advertisement to class. The advertisement can be from a magazine, from a newspaper, or from online, and this group assignment will count towards participation pointsWeek 9M 10/18Formal Review WorkshopW 10/20Essay #2: Formal Review Due (1250 words - LO 1, 2, 3, 4) 50E 85-92: 揘ever Just Pictures�Week 10M 10/25How E-Books Will Change Reading And Writing (get from HYPERLINK "http://www.npr.org" www.npr.org, do both reading and listening) 50E 457-466: 揟elevision: The Plug-In Drug�W 10/27Homework: Bring an advertisement (from online or a magazine) to classWeek 11M 11/150E 139-143: 揇eath of a Moth� 50E 467-470: 揟he Death of the Moth�W 11/3Advertisement Analysis In-Class Essay � Bring a blue book! (750 words - LO 2, 3, 4)Unit 3: Writing as Persuasion: The power of argumentWeek 12M 11/8CW 173-188: Intro to argumentative essays CW 198-202: Subjects, ideas, and prompts 50E 408-416: 揂 Modest ProposalW 11/10CW 202-205: Evaluating your argumentative essay 50E 104-111: 揟he Insufficiency of Honesty� 50E 174-183: 揟he Ways We Lie�Week 13M 11/15Argumentative Essay WorkshopW 11/17Essay #3: Argumentative Essay Due (1250 words - LO 1, 2, 3, 4) 50E 184-191: 揥omen抯 Brains�Week 14M 11/2250E 93-96: 揌ow You Became You� 50E 433-440: 揝hooting Dad�W 11/24Practice Final In-Class Essay (750 words - LO 2, 3, 4)Unit 4: Writing as Reflective: The power of self-assessmentWeek 15M 11/29CW 24-27: So What? 50E 417-423: 揗other Tongue�W 12/150E 267-280: 揙n Being a Cripple�SATURDAY, DECEMBER 4th at 8AM Week 16M 12/6Writing Strategies Analysis Workshop and One-on-One ConferencingW 12/8Essay #4: Writing Strategies Analysis (1500 words - LO 1, 2, 3, 4) Course Wrap-Up STUVWy�� 0 789:;�� rst��脘呲哒哒咄呱派啪潤晳墤厬厱舿yq~k~ 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