邢唷��>� ��欹�U ��:bjbj雗雗 *f�閍�閍�2��2222Dvl2媹�� $5��雽|0��0��E��^�� 6��郰N4憾��oF顑N鰢[�0媹<��g��g��6�g�6��0�"�;��0�0�� 媹��g��B�: English 1B � Composition Fall 2010 Robert F. James Office: Faculty Offices 109 Phone: (408) 924-5089 Office Hours: TuTh 1200-1300, 1630-1730 and by appointment Section Class Meeting Time Classroom 13 TuTh 9:00AM - 10:15AM Dudley Moorhead Hall 149B 21 TuTh 10:30AM - 11:45 AM Engineering Building 232 35 TuTh 1:30PM - 2:45PM Engineering Building 327 40 TuTh 3:00PM - 4:15PM Boccardo Business Center 123 Required texts: Moser/Watters: Creating America: Reading and Writing Arguments, 3rd Edition O払rien: The Things They Carried A College-Level Dictionary SEQ CHAPTER \h \r 1English 1B Course Guidelines Revised 6/10 English 1B is the second course in 无忧短视频抯 two-semester lower-division composition sequence. Beyond providing repeated practice in planning and executing essays, and broadening and deepening students� understanding of the genres, audiences, and purposes of college writing, English 1B differs from English 1A in its emphasis on persuasive and critical writing (with less attention paid to the personal essay), its requirement for fewer but longer essays, and its introduction to writing informed by research. Students will develop sophistication in writing analytical, argumentative, and critical essays; a mature writing style appropriate to university discourse; reading abilities that will provide an adequate foundation for upper-division work; proficiency in basic library research skills and in writing papers informed by research; and mastery of the mechanics of writing. Prerequisites: Passage of Written Communication 1A or approved equivalent. Course 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 systemSLO 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 揷orrecting� of mechanical errors noted on the original. At least three (but no more than four) essays shall be written in class. How the 8000-word minimum will be met and distributed must be clearly indicated on greensheets. Students shall receive frequent evaluations of their writing from the instructor. In evaluating student writing, instructors shall comment on specific features of individual papers. Comments shall encourage and acknowledge student success as well as note 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 student抯 position or thesis is required. As part of this requirement, at least one class session of English 1B shall be led by a university librarian. Diversity: Assignments (both reading and writing) shall address issues of race, class, and gender when appropriate, and the perspectives of women and diverse cultural groups shall be incorporated into course instruction and materials in an inclusive and comprehensive manner whenever possible. Tutoring: 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 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. Assignments: As you will see, this course is comprehensive and ambitious. I require of you a workable understanding of all assigned readings and grammar exercises. The true test of your comprehension, however, will come in the form of the essays � in-class (the first will be an ungraded diagnostic essay) and out-of-class essays due at the beginning of class on the date the assignment is due. I will not accept any essay that isn't TYPED AND DOUBLE-SPACED. Late papers will NOT be accepted. Students must complete all essays to pass this course. You cannot make up an in-class essay unless you receive permission from me before class. In addition to the readings and essays, there may be, at my discretion, short-answer quizzes covering reading assignments. The quizzes will count toward your participation grade and cannot be made up. Readings: You will be assigned readings from the CA text. You are expected to have read the selection(s) prior to the class period. Come to class ready to offer your opinions and ask questions. I expect full class participation with regard to the course readings. Grading: In-class essays 25% Research Paper 30% Topic Proposal CR/NCR Annotated Bibliography CR/NCR Rough Draft 1/2 Final Draft 1/2 Analytical Essay 15% Department final exam 20% Participation (oral and written) 10% Under certain circumstances, and regardless of the percentage points listed above, a student抯 participation and academic curiosity (or lack thereof) may influence that student抯 final grade beyond the listed scope. In other words, students who do not come to class or regularly participate in class discussions may find their final grade significantly reduced to reflect the full scope of class involvement. An 揂� grade requires more than good essay-writing. 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. Grading Policy: The Department of English reaffirms its commitment to the differential grading scale as defined in the official 无忧短视频 catalog ("The Grading System"). Grades issued must represent a full range of student performance: A=excellent; B=above average; C-average; D=below average; and F=failure. In this class, a 揅� grade is writing to the minimum expectations of the professor. Each student begins with a 揅� grade at the beginning of the semester. That grade may increase or decrease depending on the quality of work presented over the course of the semester. Attendance: Students are expected to attend all class sessions and should notify the instructor if they know in advance that they'll be absent. When drafts or papers are due, please be sure to have completed all reading assignments and be present in class, whether or not your work is ready. Plagiarism: To plagiarize is to use the ideas or writing of another as one's own. When borrowing from outside sources, students must credit the author. Neglecting to do so will result in a failing grade. To learn the accurate way to cite sources, please read chapter 50 of The Bedford Handbook. As an aside, I am a writer, and I take plagiarism personally. If you plagiarize, you not only will fail this course, but also will be referred to the university for disciplinary proceedings. Don't test me on this point. DSS: Students requiring assistance should contact the Disability Resource Center (Admin. 110) at 924-6000. Please advise the instructor of any special needs as soon as possible. No Class Meeting Dates: 9/7 Labor Day 11/11 Veteran抯 Day 11/26/27 Thanksgiving 12/8 End Instruction Furlough Days: 9/22, 10/19, 11/13 Additional days TBD _____________________________________ Schedule Week 1 08/25 Introduction Syllabus Handouts In-Class Diagnostic Essay Week 2 2. 揟he Art and Craft of Persuasion� (Creating America, 7-37) 3. 揥riting Essays� (Creating America, 39-75) IN-CLASS ESSAY 1 (BRING YELLOW BOOKS AND BLACK INK PEN) Week 3 4. 揜esearch� (Creating America, 77-100) RESEARCH PAPER: TOPIC PROPOSAL Week 4 5. 揑dentities� (Creating America, 101-152) Week 5 6. 揂merican Dreams� (Creating America, 153-211) IN-CLASS ESSAY 2 (BRING YELLOW BOOKS AND BLACK INK PEN) Week 6 7. 揑mages of Gender and Family� (Creating America, 213-291) RESEARCH PAPER: ANNOTATED BIBLIOGRAPHY Week 7 8. 揥ork and Play� (Creating America, 293-358) Week 8 9. 揓ustice and Civil Liberties� (Creating America, 359-434) IN-CLASS ESSAY 3 (BRING YELLOW BOOKS AND BLACK INK PEN) Week 9 10. 揥ar and Violence� (Creating 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