ࡱ> '` bjbj$$ .FFy,,,,-tNrrF.F.F.F.F.!/!/!/qqqqqqq$th(wq4!/!/44qF.F.r 8 8 84F.F.q 84q 8 82%lpF.:. `\B,5m.qr0NrmwK7w\pwp!/0 8120!/!/!/qq7!/!/!/Nr4444$&,, English 1B (Composition, Second Course*) Handout 1 Course Introduction and Policies Instructor: Mr. John Murphy (Greensheet) Fall 2010, page 1 (*This course is often titled Intermediate Composition on some CSU and Community College campuses.) The course Greensheet is analogous to a business model contract, with accompanying regulations, performance goals and outcomes/objectives expectations. Required greensheet material required by the universitys administration and by the English Department is presented in italics. SEE HANDOUT 2, CLASS CALENDAR (attached), FOR: Office location Sections taught this semester and class times/rooms Phone number Required textbooks and materials email address Recommended books and supplies Office hours Daily class topics, activities and assignments due OFFICIAL INFORMATION FROM THE UNIVERSITY ADMINISTRATION & THE ENGLISH DEPARTMENT: English 1B Course Description: 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, which may include transfer and/or AP course(s), and passage of the English Proficiency Test (EPT), unless exempt. Department 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). The above objectives will all be realized through the writing process developed in the course content. (See Course Content.) From the Curriculum and Policy Committee: 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. Department Minimum Word Requirement for English 1B: A minimum of 8000 words. Required General Education Area C3 English 1B Learning Objectives: Learning Objective 1: Students shall write complete essays that demonstrate the ability to refine the competencies established in Written Communication 1A (as summarized below): 1A Student Learning: Students should be able to perform effectively the essential steps of the writing process (prewriting, organizing, composing, revising, and editing). Students should be able to express (explain, analyze, develop, and criticize) ideas effectively. Students should be able to use correct grammar (syntax, mechanics, and citation of sources) at a college level of sophistication. Students should be able to write for different audiences (both specialized and general). Learning Objective 2: Students shall write complete essays that demonstrate the ability to use (locate, analyze, and evaluate) supporting materials. Including independent library research, and identify key concepts and terms that describe the information needed. Learning Objective 3: Students shall write complete essays that demonstrate the ability to select efficient and effective approaches for accessing information utilizing an appropriate investigative method or information retrieval system. Learning Objective 4: Students shall write complete essays that demonstrate the ability to synthesize ideas encountered in multiple readings. Continued English 1B Handout 1 Course Introduction and Policies Murphy (Greensheet) Fall 2010, page 2 Learning Objective 5: Students shall write complete essays that demonstrate the ability to incorporate principles of design and communication to construct effective arguments. Learning Objective 6: Students shall write complete essays that demonstrate the ability to identify and discuss issues related to censorship and freedom of speech. English 1B Content Objectives: The following Content Objectives are specific to Area C3: This course should emphasize those skills and activities in writing and thinking that produce (1) the persuasive argument, and (2) the critical essay, each of which demands analysis, interpretation, and evaluation. Writing assignments shall give students repeated practice in pre-writing, organizing, writing, revising, and editing. The number of writing assignments and their careful sequencing are as important as the total number of words written. Six to eight essays totaling a minimum of 8000 words are required. This minimum requirement excludes the final exam, journal writing, quizzes, and other informal or brief assignments. Although the majority of papers will be written outside of class, at least three essays shall be written in class. Students shall receive frequent evaluations from the instructor. Evaluative comments must be substantive, addressing the quality and form of writing. Reading for the course shall include useful models of writing for academic and general audiences; readings shall be used consistently with the course goal of enhancing ability in written communication and reading. A substantial portion of the reading should be devoted to analytical, critical, and argumentative essays. Instructors should help students develop and refine strategies for reading challenging material. The course shall include an introduction to the library and to basic research strategies, including locating materials, evaluating them, using them effectively (e.g., quoting, paraphrasing, summarizing), and citing them properly. Instructors shall assign a traditional research paper or a series of short essays in which library research informs the students position or thesis. COURSE CONTENT: WRITING Essays: English 1B builds upon the writing skills learned in English 1A, moving beyond 1As instruction in grammar and form and the personal/reflective essay. English 1B explores writing the persuasive argument and the critical essay, emphasizing analysis, interpretation, synthesis and evaluation. English1B continues practice in prewriting, organizing, the writing process itself, revising and editing begun in English 1A, but with more emphasis on PRODUCT and less on PROCESS. Practice in each writing skill area is intended to help students prepare for the demands of college writing assignments and for practical use in the world of work. Diagnostic Assessment: During the first week of the semester, students will write an in-class diagnostic essay. This initial writing sample enables the instructor to determine that each students prerequisite training/entry writing skill level is sufficient to ensure success in the class. If the results so warrant, the instructor will suggest periodic (even weekly) tutoring at one of the campus tutoring facilities or advise enrollment in a more suitable course. PLEASE NOTE: ǶƵs ENGLISH 1B IS NOT A REMEDIAL ENGLISH CLASS. The University Essay: The culminating department writing exam for English 1B is held on a special exam day near the end of the course. 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. The Research Paper and Information Literacy: English 1B includes an introduction to the library (both traditional and virtual), and to basic research strategies (e.g., forming search strategies, locating sources and analyzing their quality and usefulness). A university librarian will instruct one session of class in one of the librarys learning lab classrooms. Here, students will gain hands-on experience in using common library research tools, both electronic and print. One of the most important components of English 1B is instruction on composing a college-level research paper. Students will learn and practice quoting, paraphrasing and summarizing skills, applying MLA Documentation Format to all research-based assignments. Students will learn how to properly cite sources and create a Works Cited (bibliography) page. READING: Readings are extensive and varied and will form a basis for writing, research and class discussions. With minor exceptions, most readings for the course will be in the form of essays and other short nonfiction works. These readings will form the basis for a majority of papers, in-class discussions and group activities, and will provide useful models of writing for academic, general and specific audiences. It is imperative that students complete the readings prior to their due dates and bring the appropriate books to class. Reading selections have Continued English 1B Handout 1 Course Introduction and Policies Murphy (Greensheet) Fall 2010, page 3 been chosen deliberately for their thought-provoking content. Students will be asked to analyze interrelationships among several of the readings. Good citizenship and personal survival require the development of an informed, critical mind that can shield itself from government and media propaganda, bias and deliberately omitted or obscured information. Keeping current with national and world affairs from a variety of sources (beyond People and Entertainment Weekly) is essential. (Content Objective:Useful models of writing for academic and general audiencesenhancing ability in written communication and readinganalytical, critical, and argumentative essays.) Mandated Diversity Statement: 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. REQUIRED WORK FOR THE COURSE**/EVALUATION: Aside from the obligation to keep current with assigned readings, each student is responsible for completing the following assignments: ASSIGNMENTS (See Class Calendar, Handout 2, for all assignment due dates.) WEIGHT (%) COURSE CONTENT: Six to eight essaystotaling a minimum of 8000 words...excludes the final examination. Mandated word count estimates and associated G.E. Learning Objectives [LO] and Content Objectives [CO] are included. Department Diagnostic Writing Sample (verifies prerequisite skills) (3-4 pages, handwritten, 600-800 words, LO1- diagnostic, CO-organizing, writing, revising, editing/in-class) 0% Introductory Argument Paper (4-6 pages, typed, 1000-1500 words, LO1, LO4, CO-prewriting, organizing, writing, revising, editing/argument) 5% Midterm In-class Essay (reading response, analysis/argument) (4-5 pages, handwritten, 800-1000 words, LO1, LO4, CO-organizing, writing, revising, editing/in-class/argument) 5% Cause and Effect Analysis (5-7 pages, typed, 1250-1750 words, LO1, LO2, LO5, CO-critical essayanalysis, interpretation, evaluation) 10% Critical Review/Comparison (critical thinking/analysis/argument) (6-7 pages, typed, 1500-1750 words, LO1, LO2, LO3, LO4, LO5, CO-critical essayanalysis, interpretation, evaluation/argument) 10% Research Paper Argument (8-10 pages, typed, 2000-2500 words, LO1, LO2, LO3, LO4, LO5, CO-persuasive argument, library/research strategies, et al.) 15% Final In-class Essay (reading response, analysis/argument) (4-5 pages, handwritten, 800-1000 words, LO1, LO4, CO-organizing, writing, revising, editing/in-class) 10% Comprehensive Concepts and Skills Test (CO-skills and activities in writing and thinking, introduction to the libraryresearch strategies) 10% Group Argument Unit Writing Project/Presentation (using propaganda Devices) (4-7 pages, typed, 1000-1000-1750 words, LO1, LO2, LO4, LO5, CO-organizing, writing, revising, editing/ persuasive argument) 5% Department Final Essay (This exam must be taken in order to pass the course.) (4-5 pages, handwritten, 800-1000 words, not counted in administrations word count requirement; LO1, LO4) 20% Classroom and Group Activities (include other writing assignments, library orientation and online assignment, group activities, research-related projects, participation, and quizzes both announced and unannounced). Each assignment will be assigned points, and the cumulative point totals will be tallied into a percentage grade. See class handouts for specific activity details. (LOs 1-6, CO-skills and activities in writing and thinking, introduction to the libraryresearch strategies) 10% TOTALS: Required Word Count range: 8450-12500 words. (**NOTE: The Class CalendarHandout 2and lesson handouts contain specific details on all assignments.) GRADING: A-F. MANDATED STATEMENT: The Department of English reaffirms its commitment to the differential grading scale as defined in the official 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). Be aware that grades below C are often not acceptable for courses in majors and minors, may not count toward graduation requirements and are almost never transferable.See your advisor for specific policies and recommendations. Grade Equivalency Scale: A+ (97-100); A (93-96); A- (90-92); B+ (87-89); B (83-86); B- (80-82); C+ (77-79); C (73-76); C- (70-72); D+ (67-69); D (63-66); D- (60-62); F (0-59). Continued English 1B Handout 1 Course Introduction and Policies Murphy (Greensheet) Fall 2010, page 4 ǶƵ Academic Standards of Assessment for Timed Essay Grading: 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 the 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 weakness 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. CAMPUS RESOURCES FOR ACADEMIC ASSISTANCE: UNIVERSITY WRITING CENTER, Clark Hall, 126. Offers scheduled group workshops on specific writing problems and individual tutoring by appointment. (408) 924-2308 PEER MENTOR CENTER, Clark Hall, 130. Offers individual tutoring on a drop-in basis. (408) 924-2198. LEARNING ASSISTANCE RESOURCE CENTER, Student Services Center 600 (10th St. Garage), first floor. LARC offers open tutoring on a regularly scheduled or drop-in basis in many subject areas. Register at their information desk during your first visit for access throughout the semester. (408) 924-2587 DISABILITY RESOURCE CENTER (DRC), Administration Building 110 IMPORTANT! Students with disabilities who require special accommodations need to see me the first day of class to let me know of any special accommodations they might require. They should also register immediately with DRC. (408) 924-6000 Mandated statement of campus policy on compliance with the 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 http://www.drc.sjsu.edu. DR. MARTIN LUTHER KING, JR. JOINT CITY-UNIVERSITY LIBRARY, northwest corner of campus. Obtain a student library card immediately at the beginning of the semester if you dont already have one. (NOTE: At times, because of state funding cuts, the library may have to curtail hours of operation and services.) CLASS POLICIES: Attendance policy: This is not an on-line or correspondence course. Since much work (including group activities) needs to be covered during each class session, you are expected to be present for class and ON TIME for class. Since you cannot participate if you are not present, you actually hurt your grade by being absent for more than THREE class hours. The participation segment (20 points) of your point-total grade reflects your involvement in class discussions and activities. Therefore, you will lose one point from that portion of your grade for each class over three that you miss. IMPORTANT: Dropping a class is the students responsibility. Simply stopping attendance does not constitute an official drop and may result in an F on the students permanent record. Students will be required to initial a roster as proof of attendance during each class session (and, legally, must initial ONLY for themselves). Late students disturb classes, interrupt instruction, and cause inconvenience and disruption to group activities. If you are late, be sure to sign the attendance roster, pick up the days instructional materials and copy any notes already written on the board. Excused vs. Unexcused Absences: Illnesses, injuries, accidents, family emergencies, inclement weather and traffic problems may cause unavoidable absences. Oversleeping, recovery from hangovers, taking mid-semester vacation trips and extending school holidays are examples of unexcused absences. In an emergency (for emergencies only), students may attend an alternate section of the same class on the same day. In any event, absent students should see me before class immediately upon return to provide details of their absence (and receive a possible excused grade for the missed days quizzes or activities), and to pick up any materials that Continued English 1B Handout 1 Course Introduction and Policies Murphy (Greensheet) Fall 2010, page 5 were distributed. Another student might be able to take notes or obtain class materials for you if you anticipate an absence on a specific day. Make-up work following an absence: You will have ample time (one week) to turn in back assignments after an excused absence. After that deadline, a zero will be recorded for the missing work. NOTE: Under campus and department policies, incompletes for a course are issued only for extreme emergencies. Late paper policy: In fairness to all students, any paper, or any other assigned work, that is turned in late (without reasonable excuse) will be assigned a maximum grade of 50% (F). EMAILED PAPERS ARE NEVER ACCEPTABLE. The physical paper must be turned in on time. After one week (or for any assignment not done at all), a zero will be recorded for the assignment and calculated into the final grade. Use of Outside Assistance: Campus or outside tutors may help with prewriting or may assist with basic skills instruction, but they should NOT be altering structure, inserting their own ideas, or be functioning as proofreaders who correct all grammatical errors for you. (On a related topic, computer spell-checks and grammar wizards are crutches, and they are not without flaws. Learn spelling and grammar rules!) Plagiarism: Academic Integrity Statement (from the Office of Student Conduct and Ethical Development): Your own commitment to learning, as evidenced by your enrollment at San Jose State University, and the Universitys Academic Integrity Policy requires you to be honest in all your academic course work. Faculty are required to report all infractions to the Office of Student Conduct and Ethical Development (formerly Judicial Affairs). The policy on academic integrity can be found at 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. In plainer English, this class operates on a Plagiarism Zero Tolerance Policy: Copying all, or part, of anothers material and presenting it as ones own is a grave matter. Plagiarism is defined as the unacknowledged use of anothers words or ideas. Plagiarism may involve: buying, stealing or borrowing a paper, hiring someone to write a paper, simply embellishing on anothers original ideas without providing a citation, copying from an outside source exactly or paraphrasing too closely without citation. It is easy for the instructor to detect bought, borrowed, downloaded, or mass-produced papers. Discrepancies in style and mechanics are revealed in the comparisons between in-class and out-of-class efforts. At ǶƵ, instructors now must report instances of plagiarism to the administration. In my classes, EVIDENCE OF PLAGIARISM (OR CHEATING ON A TEST) WILL RESULT IN A GRADE OF ZERO FOR THE ASSIGNMENT (OR TEST) AND AN F FOR THE COURSE. OTHER DISCIPLINARY ACTION MAY BE TAKEN. (See also the ǶƵ publication, Academic Dishonesty and Its Consequences.) Paper Format: For outside-of-class word-processed or typed assignments, use standard 8 x 11 white, unlined paper. Use an attractive, modern, clean-looking 10- or 12-point font (e.g., Arial, Helvetica, Tahoma, Trebuchet, Verdana), but avoid script. Double space, unless you are directed otherwise. Leave adequate margins for comments (standard is 1 top, bottom and sides). However, do not fully justify margins. (Use left justification only.) Use only one side of a sheet for both typed and handwritten work. Fasten papers in the upper left corner with staples only (no paper clips, torn and folded edges, glue, straight pins, gum, etc.). Avoid plastic covers or binders since they are slippery and can fall out of a pile. For in-class papers, use lined loose-leaf paper (not torn out of a notebook with ragged edges). Use only black ink for all in-class writing (NOT pencil). Papers written in fluorescent green, hot pink, purple or orange may look cool, but they are difficult to read and look cheap and unprofessional. Blue can also be hard to read and does not copy well. Preparing a Paper for Peer Review: Follow the regular routine for preparing a final draft. However, instead of using your name for identification on the cover sheet, write your code number (assigned in class) on your peer review form. IMPORTANT: Papers prepared for peer editing MUST be complete. If they are not, or if you are not prepared with a paper at all (or have an unexcused absence) on peer-editing day, you will lose 10 Activity Points. Also, papers exhibiting insufficient effort will be subject to checking and point deductions. Continued English 1B Handout 1 Course Introduction and Policies Murphy (Greensheet) Fall 2010, page 6 Saving your work: Be sure to save all of your work on a disk and ALWAYS CREATE A BACK-UP DISK! Keep all your work, if possible, on two disks. Dont rely on just saving work onto a hard drive, which could fail. Another solution is to make photocopies. Revisions: Paper revision is an integral part of the writing process. Therefore, peer-reviewing and re-drafting of papers are built into the structure of the course. Preparing the Final Draft: After making the appropriate revisions and corrections, staple an instructor evaluation form or a cover sheet (details below) to the final draft. Attach the peer review form (if a peer review session was conducted for the assignment) to the back of your final draft. Cover Sheets: All assignments may require a peer review form or a formal cover sheet to attach to the FRONT of your work. The formal cover sheet must include: the title of the paper (centered, in the middle of the page, with no special punctuation), then your name, the time of your class (e.g., 9:00), the name of the assignment (e.g., Cause and Effect), and the date, also centered, about 4/5 of the way down the page, without boldface, clip art or other embellishments. An instructor rubric/checklist, containing spaces for ratings and comments, may substitute for the cover sheet. Always staple these forms to the front of your papers before class. Dont take up valuable class time to assemble your papers or borrow another students stapler. Be prepared in advance. Recycled papers: All work submitted in this class must be original. You may not doctor an old English paper to try to make it fit into a current assignment. Also, you may not submit a paper used for another course. Sometimes, students try to satisfy requirements for two different courses by composing one paper. When students attempt this feat, they wind up with a watered-down compromise that satisfies the requirements of neither assignment. Repeating students must submit new work on different topics from the original efforts. Portfolio: Please SAVE all your graded papers, projects, tests, quizzes and homework assignments in a portfolio. (A folder or a large envelope will do.) Back assignments help you to trace your development and evolution as a writer and are useful during instructor conferences. Classroom Code of Conduct: CLASS DISCUSSIONS: Sometimes, in an enthusiastic moment, a student may interrupt a fellow classmate or the instructor. Please be considerate to help maintain a courteous, friendly atmosphere in the classroom. Be respectful of others opinions and efforts in class discussions and assignments. PEER EDITING: Try to offer constructive criticisms when editing papers for peer review. Dont just mark something as wrong or deficient without offering suggestions. (Comments such as You need to go back to remedial or WTF? are never helpful.) LATE ARRIVALS, EARLY EXITS: If you are late to class or need to leave early, please enter or exit quietly to avoid interrupting the instruction. If a group activity is in progress, approach the instructor after you find a seat to be placed into a group or receive alternate directions. PERSONAL ELECTRONICS: Turn off pagers/cell phone beepers during class time. Unless you have an emergency, please arrange to take your calls at other times. USE OF LAPTOPS, RADIOS, CD PLAYERS, IPODS, HEADSETS OR ANY HANDHELD ELECTRONIC DEVICES* IN THE CLASSROOM IS PROHIBITED! NO TEXTING IS PERMITTED AT ANY TIME! You are to be tuned in ONLY to what is going on in class. (*NOTE: Students using KINDLE, in place of paper textbooks, may access their materials at appropriate times.) RECORDING OF LECTURES: If you wish to record a lecture in any of your classes for later review, as a courtesy, please ask the instructors permission first. Statement on fair treatment: All students in my classes will always be treated fairly, equally, and with respect. I expect students to treat each other with the same courtesy and respect. No student or group of students will ever receive special treatment or special privileges over their classmates. Therefore, I NEVER ASSIGN OR ALLOW EXTRA CREDIT. Dont ask. Revised 7/10, John Murphy  &/O[\~  y Ȼ}naSD8h%CJOJQJaJh%hCJOJQJaJh'hyECJOJQJ]hj'g6CJOJQJ]h%hCJOJQJaJh%hOJQJaJh%h*OJQJaJh%h%OJQJaJh%hj'gOJQJaJh%OJQJaJh%hOJQJaJhj'gOJQJhj'gCJOJQJaJh*CJOJQJ^Jhj'gCJOJQJ^Jhj'gCJOJQJ^J\  9 : i  U X =0^0 00]0^0h^h 0^0` 0^0`$00]0^0a$gd% 00]0^0gd%$00]0^0a$gd 00]0^0gdyE 00]0^0  0 8 9 : W b i  T U X ʽ|rn_SG8hj'g5CJOJQJ\^Jhj'gCJOJQJ^Jhj'gCJOJQJ^Jhj'g5CJOJQJ\^Jhj'ghj'gCJOJQJh%he%5CJOJQJaJh%hj'g5CJOJQJaJ h%h%CJOJQJ^JaJh=Ch%6CJOJQJaJh=C6CJOJQJaJh=CCJOJQJaJh%CJOJQJaJh%he%CJOJQJaJh%h%CJOJQJaJX   <><ָָָָǸǸǸָ|mh=C5CJOJQJ]^Jhj'gCJOJQJ]^Jhj'g6>*CJOJQJ]^Jh'hj'gCJOJQJ]^Jh%6CJOJQJ]^Jhj'g6CJOJQJ]^Jhj'g5CJOJQJ\^Jhj'gCJOJQJ^Jh%5CJOJQJ\^Jhj'g5CJOJQJ\^J$=>`tu\# & F0]00^0 & F0]0 & F 00]0^0<HZ\q" wҶxi\PD4hTdhj'g6CJOJQJ^Jhj'gCJOJQJ^JhTdCJOJQJ^JhTd6CJOJQJ^Jh=C56CJOJQJ^Jh=Ch=C6CJOJQJ^Jh=C6CJOJQJ^J"h=Ch=C56CJOJQJ^Jhj'g56CJOJQJ^Jhj'g6CJOJQJ^Jhj'g6CJOJQJ]^Jhj'g56CJOJQJ]^Jh=C5CJOJQJ]^Jhj'g5CJOJQJ]^JVXU, E!!#$$%%0^0 & F0]0 00]0^0 00]0^0gdTd 00]0^0 & F0]0'()=UV\z{ĵ~jVB6hj'gCJOJQJ^J&hTdhj'g5CJOJQJ\^JaJ&hwU/hTd5CJOJQJ\^JaJ&hwU/hwU/5CJOJQJ\^JaJ&hwU/h5CJOJQJ\^JaJ&hwU/h*5CJOJQJ\^JaJhwU/5CJOJQJ\^Jh5CJOJQJ\^JhTd5CJOJQJ\^Jhj'g5CJOJQJ\^JhOJQJ^JhTdOJQJ^Jhj'gOJQJ^JXmU$$ % %%%!%&&²{l]lNA7-hwU/CJOJQJhj'gCJOJQJhj'g5CJOJQJ\hj'g5CJOJQJ\^JhwU/5CJOJQJ\^Jhj'g5CJOJQJ\^Jhj'gCJOJQJ^Jhj'g6CJOJQJ^Jhj'g56CJOJQJ^Jh=Chj'gCJOJQJ^Jh=Chj'g5CJOJQJ^Jh=Ch=C6CJOJQJ^Jh=C56CJOJQJ^Jh=C6CJOJQJ^J"h=Ch=C56CJOJQJ^J%''))++9/:/p11122V3455666b77 00]0^0gd9c9 00]0^0gd(. 00]0^0gd(. 00]0^0gdwU/ 00]0^0&''''''0(8(F(()v)x))))))B*++ ,:/B/00o1p1q111111޷Ҩҍҍҍ|rch(.5CJOJQJ\^Jh(.OJQJ^J h(.h(.CJOJQJ^JaJh(.CJOJQJ^Jhj'g5CJOJQJ\^Jhj'g6CJOJQJ]^JhwU/5CJOJQJ\^JhwU/CJOJQJ^Jhj'gCJOJQJ^Jhj'g5CJOJQJ\^Jhj'g5CJ\hj'gCJOJQJ"122U3V3333333344444455566ϻϬϬϣxk^RChj'g5CJOJQJ\^Jh9c9h(.6CJaJh(.6CJOJQJaJh(.5CJOJQJaJh(.h(.5CJOJQJaJh9c96CJaJhj'g6CJaJh*6CJaJh(.6CJaJhj'g6CJOJQJ]^J&h(.hj'g5CJOJQJ\^JaJhj'gCJOJQJ^J h(.5CJOJQJ\^JaJ&h(.h(.5CJOJQJ\^JaJ66666667a7b7c7d777777777?8888888888ĶvvvāpbTbhkhj'g56CJaJhkh656CJaJ hj'gCJh656CJaJh6hj'g56CJaJhT56CJaJh6h656CJaJh6hqk56CJaJh6hTd56CJaJhj'gCJOJQJ^Jh5CJOJQJ^JhtCJOJQJ^Jh6CJOJQJ^JhI&CJOJQJ^J7?888H999:::3;W;r;;;7<<<:===>a>>gdt & Fgd^\ 0^0` & F 00]0^0` & F0]08888@9A9C9D9E99999999::E:J::::::::;2;3;H;I;Q;S;r;;;;;;ǹ䓇{qqke hkCJ h6CJhkhj'g5CJhkhj'g56CJhtCJOJQJ^Jh6CJOJQJ^Jhj'gCJOJQJ^Jh5CJOJQJ^JaJhtCJOJQJ^JaJhj'g6CJOJQJ^JaJhkh656CJaJhkhj'g56CJaJhkh^\56CJaJ';;;;;7<H<h<<<<<3=5=6=9==>>>>4>8>a>y>z>>>>>>>T@U@^@@@@|qehkCJOJQJ^Jhk56CJaJhkhj'g5CJhj'g5CJOJQJ\^JhthtCJOJQJaJhtCJOJQJaJhkht5CJOJQJaJhkht56CJaJhtCJOJQJ^Jh6CJOJQJ^Jhj'gCJOJQJ^Jhkhj'g56CJaJ%>?n??@T@@@AiAjAyAgBC DqDDDD*EFG 00]0^0gd 00]0^0gd9c9 00]0^0 0]^00^0 h^h` & F@@@@@@AAhAiAjAqAwAyAAAeBfB˽˽zj]N<"hj'g56CJOJQJ\]aJhj'g6CJOJQJ\aJhj'gCJOJQJ\aJhj'g56CJOJQJ\aJh9c95CJOJQJ\hj'g5CJOJQJ\hj'g5CJOJQJ\^Jhj'gCJOJQJ^JaJhj'gCJOJQJaJhkhj'g56CJaJhk56CJaJhkh9c956CJaJhkh"V56CJaJhkh56CJaJfBgBiBuBwBxBBBBBBBB`CdCCCCCCCCCCCCCCCCC D D DDD!D$D-D.D8D:DDDEDMDܽͰuh9c9hj'gCJOJQJ\]hj'gCJOJQJ^Jhj'g5CJOJQJ\^Jhh9c9CJOJQJ\]h9c9CJOJQJ\]hj'g56CJOJQJ\]hj'g6CJOJQJ]aJ"hj'g56CJOJQJ\]aJ"h"V56CJOJQJ\]aJ,MDfDqD~DDDDDDDDDDDDDƶ֦xmbWL:#h9c9h5CJOJQJ^JaJh9c95OJQJ^Jh5OJQJ^Jhn5OJQJ^Jh5OJQJ^Jh"V5OJQJ^J#hhj'g5CJOJQJ^JaJ h9c9hj'gCJOJQJ^JaJh9c9h"V5CJOJQJaJh9c9h5CJOJQJaJh9c9h5CJOJQJaJh9c9hj'g5CJOJQJaJh9c9CJOJQJ^JaJh9c9CJOJQJ^JDDDDD*EKKKKKKKKL L#L*CJOJQJ\^Jhj'g5CJOJQJ\^Jh FCJOJQJ^Jffkgg%h4hnhohh-i.iJiWiii*j3jwkkkkkkmmmmnnnToooooooǸyoeh FOJQJ^Jhj'gOJQJ^Jh 5CJOJQJ\^Jhj'gCJOJQJ^Jh, ]CJOJQJ^JhnCJOJQJ^Jhj'gCJOJQJ^Jhj'g5CJOJQJ\^Jhj'gCJOJQJ^Jhj'g5CJOJQJaJhj'gCJOJQJaJhj'gCJOJQJh, ]CJOJQJ$oooppp ppp,p.pDpLpMpNp_pMqWqȻ}kWH9-9h, ]CJOJQJ^Jh, ]5CJOJQJ\^Jhj'g5CJOJQJ\^J&h Fhj'g5CJOJQJ\^JaJ"h6h F5CJOJQJ\aJ"h6h65CJOJQJ\aJ"h6hn5CJOJQJ\aJhT5CJOJQJ\h65CJOJQJ\h F5CJOJQJ\hj'g5CJOJQJ\hj'g5CJOJQJ\h FOJQJ^Jhj'gOJQJ^JhTOJQJ^JMpNpLqMqqqss(v)vExFxyyyz{|g~~rs 00]0^00]0gd\1gd, ] 00]0^0gd, ]0]0Wqqqrrrss-s@>  Heading 4$@& 6CJ]R@R  Heading 5$h@&^h5CJOJQJ\^JR@R  Heading 6$h@&^h5CJOJQJ\^JDA@D Default Paragraph FontViV  Table Normal :V 44 la (k(No List >B@> Body TextCJOJQJ^J6U@6 Hyperlink >*B*phDP@D Body Text 25OJQJ\^JHQ@"H Body Text 35CJOJQJ\^JTC@2T Body Text Indent  ^ CJOJQJ^Jy \9:iUX=>   ` t u \#VXU,E!!##9':'p)))**V+,--...b//?000H11122233W3r3337444:5556a667n778T8889i9j9y9g:; <q<<<<*=>?+ABCCCCoDDFEF7G3IhJjJzJ{J!O"OQ#RZR[RRRTTUUXWYWeW\.aJaeegghMhNhLiMiiikk(n)nEpFpqqqrstgvvrwswxxxyyySyTyaybycydyeyfygyhyiyjykylymynyoypyqyrysytyuyvywyxyyyzy{y|y}y~yyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy000000000000000000000000000000000000000000000000000000000000000000000000(000000000000 00 00 00 00 000 000 00 00 000 00 000000000000000000000000000 0 0 0 000 00(00000(0000000000000000000(00000000000000000000000000000800000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000 X <&168;@fBMDDLzR-Z\foWqyADEGIJLMNPQSTUVXYZ\]^`abh=%7>G#ZMptρBFHKORW[_cdefgC8@0(  B S  ?\O 1]O T1^O t#_O 1`O 1aO )bO #cO 1dO ,reO lrfO $1gO rhO diO jO d(kO $lO \mO $(nO .oO lpO 'qO T'rO ,sO ľtO &uO W%vO  3%wO ;%:'C'C'X)X)CCCCoDoDtD{DDDDDDEEFFF(F(F7Fy     A'K'K'_)_)CCCCsDzDDDDDDDD!E!EFF F6F?F?Fy    :*urn:schemas-microsoft-com:office:smarttagsStreet;*urn:schemas-microsoft-com:office:smarttagsaddress=*urn:schemas-microsoft-com:office:smarttags PlaceType=*urn:schemas-microsoft-com:office:smarttags PlaceName8*urn:schemas-microsoft-com:office:smarttagsCity9*urn:schemas-microsoft-com:office:smarttagsplace ;#-!!))+ ,c/k/l/p/q/v/U8X8S;c;<<?&?;RER.h8hy"'))* *V+^+,,..33557(7n7{7778888j9w9g:: <M<<</=0=>>1N9NvOOHRLR[R_RXXIbybee;h?hhhijy3333333333333333333333333333333333....c/d///////00C1D1Tggggh,h;hDhyyyyc/k/y$f $\OS!z(*?b-,z~~1ܰ\5JbU}8ҿy:q-U@)iA:_(7HMwHidQ6[vZ.po[ڗKj~ 2F(iqpBN$uh8h ^`OJQJo(h ^`OJQJo(oh pp^p`OJ QJ o(h @ @ ^@ `OJQJo(h ^`OJQJo(oh ^`OJ QJ o(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJ QJ o(h ^`OJQJo(h pp^p`OJQJo(oh @ @ ^@ `OJ QJ o(h ^`OJQJo(h ^`OJQJo(oh ^`OJ QJ o(h ^`OJQJo(h PP^P`OJQJo(oh   ^ `OJ QJ o(h ^`OJQJo(h ^`OJQJo(oh pp^p`OJ QJ o(h @ @ ^@ `OJQJo(h ^`OJQJo(oh ^`OJ QJ o(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJ QJ o(h^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHhpp^p`OJQJo(hHh@ @ ^@ `OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh ^`OJQJo(h pp^p`OJQJo(oh @ @ ^@ `OJ QJ o(h ^`OJQJo(h ^`OJQJo(oh ^`OJ QJ o(h ^`OJQJo(h PP^P`OJQJo(oh   ^ `OJ QJ o(h^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHhpp^p`OJQJo(hHh@ @ ^@ `OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh ^`OJQJo(h ^`OJQJo(oh pp^p`OJ QJ o(h @ @ ^@ `OJQJo(h ^`OJQJo(oh ^`OJ QJ o(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJ QJ o(h ^`OJQJo(h ^`OJQJo(oh pp^p`OJ QJ o(h @ @ ^@ `OJQJo(h ^`OJQJo(oh ^`OJ QJ o(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJ QJ o(h ^`OJQJo(h pp^p`OJQJo(oh @ @ ^@ `OJ QJ o(h ^`OJQJo(h ^`OJQJo(oh ^`OJ QJ o(h ^`OJQJo(h PP^P`OJQJo(oh   ^ `OJ QJ o(h ^`OJQJo(h pp^p`OJQJo(oh @ @ ^@ `OJ QJ o(h ^`OJQJo(h ^`OJQJo(oh ^`OJ QJ o(h ^`OJQJo(h PP^P`OJQJo(oh   ^ `OJ QJ o(h ^`OJQJo(h pp^p`OJQJo(oh @ @ ^@ `OJ QJ o(h ^`OJQJo(h ^`OJQJo(oh ^`OJ QJ o(h ^`OJQJo(h PP^P`OJQJo(oh   ^ `OJ QJ o(h ^`OJQJo(h pp^p`OJQJo(oh @ @ ^@ `OJ QJ o(h ^`OJQJo(h ^`OJQJo(oh ^`OJ QJ o(h ^`OJQJo(h PP^P`OJQJo(oh   ^ `OJ QJ o(h^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHhpp^p`OJQJo(hHh@ @ ^@ `OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh ^`OJQJo(h pp^p`OJQJo(oh @ @ ^@ `OJ QJ o(h ^`OJQJo(h ^`OJQJo(oh ^`OJ QJ o(h ^`OJQJo(h PP^P`OJQJo(oh   ^ `OJ QJ o(h^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHhpp^p`OJQJo(hHh@ @ ^@ `OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHhpp^p`OJQJo(hHh@ @ ^@ `OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHhpp^p`OJQJo(hHh@ @ ^@ `OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh ^`OJQJo(h ^`OJQJo(oh pp^p`OJ QJ o(h @ @ ^@ `OJQJo(h ^`OJQJo(oh ^`OJ QJ o(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJ QJ o(h^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHhpp^p`OJQJo(hHh@ @ ^@ `OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh ^`OJQJo(h pp^p`OJQJo(oh @ @ ^@ `OJ QJ o(h ^`OJQJo(h ^`OJQJo(oh ^`OJ QJ o(h ^`OJQJo(h PP^P`OJQJo(oh   ^ `OJ QJ o(y:iAwHU}8z(*N$u~~1-U@Kj\5 $OS!po[(7Hb-,dQF(iqvZ                           B                 B                                                              B                 B        B        B                 B                 /.ke%wU/Y/\19c9=CyE F\ L"V, ]3'_j'gwwnp vF9xC{u9~!6}^\ztPv%{Td -#kv(.6'qk*I&n5Txy@pcy@Unknown G: Times New Roman5Symbol3& : Arial?& Lucida SansA& Gill Sans MT5& zaTahomaABook AntiquaE& Century Gothic?5 z Courier New;Wingdings"1he&e&.&3g>3g>,24yyz2QHP?-2(English 1B  Composition, Second Course* Forget-me-notSJSU\               Oh+'0  ( H T ` lx,English 1B Composition, Second Course*Forget-me-notNormalǶƵ2Microsoft Office Word@@,HB@hB@hB3g՜.+,0( hp  San Jose State University>y' )English 1B Composition, Second Course* Title  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghiklmnopqstuvwxyz{|}~Root Entry F@ljBData j1Tabler xWordDocument.SummaryInformation(DocumentSummaryInformation8CompObjq  FMicrosoft Office Word Document MSWordDocWord.Document.89q