邢唷��>� ��欹�'` ��Ubjbj$�$� 4�F�F�PM,��::::�� 8!��!l�誚�f"�0#0#0#0#$��%�m&HTVVVVVVVVVVVVV$礨h[�zV��2$$�2�2zV::0#0#�廣p8p8p8�2h:80#�0#TVp8�2TVp8p8HO�r�孮0#Z"@瘰曨C�� (5P蠻�0誚.P^譡.6譡4孮譡�孮D�&�e*�p8-#/��&�&�&zVzV@70�&�&�&誚�2�2�2�2��D� �� ::::::��English 1B Fall 2010 Section 4 T/Th 0730-0845 BBC 123 Section 11 T/Th 0900-1015 DMH 226B Instructor: Craig LoreOffice Hours: T/Th 1030-1200 & by arrangementOffice: FO 221Phone: 924-4505TBAEmail: clore@email.sjsu.edu One must learn by doing the thing. For though you think you know it, you have no certainty until you try. 桽ophocles Everybody is talented, original, and has something important to say. 桞renda Ueland Course Description 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 (C or better) or approved equivalent. Required Texts and Materials: What Matters in America, 2nd Ed. Gary Goshgarian. ISBN: 978-0-205-66922-6 A Pocket Style Manual, 5th Ed. Diana Hacker. ISBN: 978-0-312-66480-0 The Absolutely True Diary of a Part-Time Indian. Sherman Alexie. ISBN: 978-0-316-01369-7 In Defense of Food: An Eater抯 Manifesto. ISBN: 978-0-14-311496-3 The American Heritage Dictionary, 4th ed. paperback One blank, bound, Mead composition book Three (3) large Blue Books for in-class essays One Yellow Book for in-class essay Two to three double-pocket folders Course Goals and Student Learning 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). Student Learning Objectives: 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: You will write seven essays total: a baseline (not graded), two out-of-class, three in-class, and a major research paper. The first in-class, the baseline essay, will not be graded. You must complete all seven essays to be eligible to pass the course. According to department guidelines, you must write a minimum of 8000 words, not including the notebook writing, quizzes, or any informal assignments. Writing informs, influences, and/or persuades, and each of us is capable of altering the space around us through clear writing directed to a specific audience for a distinct purpose. Every student will choose a major theme, centered on an issue that is important and significant to that student, upon which to focus all eight of his or her essays. As the essays progress during the semester from more personal to more informative, students will employ additional resources from interviews, the library, and/or the internet. For all writing outside of class use Times New Roman, 12-point font, in MLA format (we will go over MLA format in class). You will be actively involved in peer editing. Essays without peer-review will lose credit for that portion of the assignment. Save all of your written work: You will need it at the end of the class. 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 assignments from What Matters in America, our other books, and handouts will challenge you to think about how you can become a more effective writer. Completion of all reading is both expected and required. The reading will acquaint you with a wide variety of writing styles, techniques, and genres, which will benefit your own writing and stimulate thinking. 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. The Composition Notebook: The notebook is your most valuable tool in the class. You will use it to record ideas from the reading, copy favorite lines, jot down interesting words, record notes about writing, and paste scraps of writing that you collect, and store reference handouts about writing. The notebook will include ideas and reflections that will become the backbone of your essays and other writing. You should strive to write in your notebook for a minimum of five minutes every day, and you will need to bring your notebook to class. I will collect your notebooks at regular intervals. Reading Responses: As directed, you may be assigned Reading Responses, which are analyses of the reading assignments. When assigned, you must write a full page to receive credit; in addition, they need to be typed, double-spaced, MLA-formatted, and submitted at the beginning of class on the day they are due. Short Quizzes & In-class Writing: Announced and unannounced quizzes and other in-class writing will contribute towards participation score and overall grade. Missed quizzes or other in-class work cannot be made up. 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. Classroom Protocol Every day is important. By attending every class session, you will maintain continuity from class to class; in addition, I often introduce new material, assign in-class or out-of-class assignments, or hold pop quizzes that do not appear on the syllabus. Perfect attendance will provide you the best opportunity to succeed in this course. Arrive on time: to limit distraction to the class and to insure that you do not miss assignments or quizzes given at the beginning of class. Turn off and leave out of sight any computers, cell phones, or other electronic devices. Dropping and Adding: Students are responsible for understanding the policies and procedures about add/drop, grade forgiveness, etc. Refer to the current semester抯 HYPERLINK "http://info.sjsu.edu/static/catalog/policies.html" Catalog Policies section at http://info.sjsu.edu/static/catalog/policies.html. Add/drop deadlines can be found on the HYPERLINK "http://www.sjsu.edu/academic_programs/calendars/academic_calendar/" current academic calendar web page located at http://www.sjsu.edu/academic_programs/calendars/academic_calendar/. The HYPERLINK "http://www.sjsu.edu/aars/policies/latedrops/policy/" Late Drop Policy is available at http://www.sjsu.edu/aars/policies/latedrops/policy/. Students should be aware of the current deadlines and penalties for dropping classes. Information about the latest changes and news is available at the HYPERLINK "http://www.sjsu.edu/advising/" Advising Hub at HYPERLINK "http://www.sjsu.edu/advising/" http://www.sjsu.edu/advising/. Assignments and Grading Policy 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 (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. The Grading System for English 1B includes the full range of grades: A through F Grading Criteria for Written Work: The 揂� essay is organized and well developed. It demonstrates a clear understanding of the topic and fulfillment of the assignment. Paragraphs are fully developed with interesting details, lively vocabulary, syntactic complexity, and graceful transitions. This paper is pleasing to they eye and virtually free of mechanical errors. The 揃� essay develops controlling ideas and supports them with vivid, specific examples, but it may lack the sentence variety and graceful transitional phrases characteristic of an 揂� paper. The 揃� essay man contain minor grammatical or mechanical flaws, however, it demonstrates overall competence. The 揅� essay is logically organized, but usually general and bland. The paragraphs need controlling ideas and specific examples. The vocabulary and syntactical complexity is less mature, making the essay less effective. The essay may contain a distracting number of mechanical and grammatical flaws. The 揇� essay is poorly organized and generally unclear. It has inappropriate or inadequate examples, is noticeably superficial and simplistic, or it contains serious mechanical and grammatical problems. The 揊� essay is similar to the 揇,� but is more consistent in mechanical errors and less logical. It is generally unclear and shows little real effort. Grades: Two out-of-class-essays and revisions 20% Three (graded) in-class essays 30% Research Paper 20% Department Final 20% Notebook 5 % Misc. writing, participation, etc. 5 % Total 100% University Policies Academic integrity Your commitment as a student to learning is evidenced by your enrollment at San Jose State University. The HYPERLINK "http://www.sjsu.edu/senate/S07-2.htm" University抯 Academic Integrity policy, located at http://www.sjsu.edu/senate/S07-2.htm, requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The HYPERLINK "http://www.sa.sjsu.edu/judicial_affairs/index.html" Student Conduct and Ethical Development website is available at http://www.sa.sjsu.edu/judicial_affairs/index.html. Instances of academic dishonesty will not be tolerated. Cheating on exams or plagiarism (presenting the work of another as your own, or the use of another person抯 ideas without giving proper credit) will result in a failing grade and sanctions by the University. For this class, all assignments are to be completed by the individual student unless otherwise specified. If you would like to include your assignment or any material you have submitted, or plan to submit for another class, please note that 无忧短视频抯 Academic Policy S07-2 requires approval of instructors. 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 HYPERLINK "http://www.drc.sjsu.edu/" Disability Resource Center (DRC) at http://www.drc.sjsu.edu/ to establish a record of their disability. Student Technology Resources Computer labs for student use are available in the Academic Success Center located on the 1st floor of Clark Hall and on the 2nd floor of the Student Union. Additional computer labs may be available in your department/college. Computers are also available in the Martin Luther King Library. 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. Learning Assistance Resource Center 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 HYPERLINK "http://www.sjsu.edu/larc/" LARC website is located at http:/www.sjsu.edu/larc/. 无忧短视频 Writing Center The 无忧短视频 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 无忧短视频 colleges. Our writing specialists have met a rigorous GPA requirement, and they are well trained to assist all students at all levels within all disciplines to become better writers. The HYPERLINK "http://www.sjsu.edu/writingcenter/about/staff/" Writing Center website is located at http://www.sjsu.edu/writingcenter/about/staff/. Peer Mentor Center The Peer Mentor Center is located on the 1st floor of Clark Hall in the Academic Success Center. The Peer Mentor Center is staffed with Peer Mentors who excel in helping students manage university life, tackling problems that range from academic challenges to interpersonal struggles. On the road to graduation, Peer Mentors are navigators, offering 搑oadside 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 杋n basis, no reservation required. The HYPERLINK "http://www.sjsu.edu/muse/peermentor/" Peer Mentor Center website is located at http://www.sjsu.edu/muse/peermentor/ English 1B Schedule Fall 2010 Thur Aug 26 Syllabus and stuff Tues Aug 31 Diagnostic essay桰n-Class #1. (500 words) Thur Sep 2 Getting started Tues Sep 7 Composition book. Bring three food product labels梒opy one of them to turn in. Read pages 1-40, In Defense of Food. Thur Sep 9 IDof F 40-81 Tues Sep 14 IDof F 85-136 Thur Sep 16 IDof F 139-201 Due: Found Poetry (300 words) Tues Sep 21 WMinA Read Introduction,1-17; pages 18-19; 揝omeone to Watch Over Me,� 27-32; and 揕iving Online: I抣l Have to Ask My Friends,� 35-39 Thur Sep 23 Due: Peer Review Out-of-Class #1 Tues Sep 28 In-Class #2. (500 words) SLO 1, 4 Thur Sep 30 Due: Journals WMinA Read: pages 56-7;擯rivacy is Overrated,� 58-64; 揑nvading Our Own Privacy,� 64-68 Tues Oct 5 Due: Out-of-Class #1 (1500 words) SLO 1,2,3,4 WMinA Read: pages 96-97; 揂 Brand by Any Other Name,� 98-104; 揙n Sale at Old Navy,� 108-114. Thur Oct 7 WMinA Read: 揥ith These Words,� 114-122 Tues Oct 12 WMinA Read: pages 142-3; 揈xtreme Reality,� 144-1478; 揋rowing Up in a Culture of Fear,� 157-160 Thur Oct 14 Due: Peer Review Out-of-Class #2 Tues Oct 19 Due: Annotated Works Cited WMinA Read: 揤iolence on Television,� 160-164; 揌ate Violence? Turn it Off!� 165-168 Thur Oct 21 In-Class #3 (500 Words) SLO 1, 4 Due: Editorial (300 words) Tues Oct 26 WMinA: WMinA Read: pages 182-3; 揊ree Inquiry? Not on Campus,� 184-193; 揌ate Cannot be Tolerated,� 193-196; Free Speech CauseProblems, but,� 196-200 Thur Oct 28 Due: Out-of-Class #2 (1800 words) SLO 1, 2, 3, 4, 6 WMinA WMinA Read: 揟he Dark Side of Web Anonymity,� 200-205; 揥ho抯 Undermining Freedom of Speech on Campus Now?� 205-209. Tues Nov 2 WMinA Read: pages 306-7; 揥hat抯 to Blame,� 308-315; 揧ou Want Fries with That?� 315-320 Thur Nov 4 Due: Field Research Summary WMinA Read: 揊ast Food Isn抰 to Blame,� 324-328; 揑ndiana Jones and the Kingdom of Fat Kids,� 329-334 Tues Nov 9 Due: Journals WMinA Read: pages 386-7; 揥hy We Work,� 388-394; � Measuring Success,� 397-400 Thur Nov 11 Veteran抯 Day. Campus Closed Tues Nov 16 Individual Conferences. Due: First Draft Thur Nov 18 Individual Conferences. Due: First Draft Tues Nov 23 In-Class #4 (500 words) SLO 1, 4 Due: On-Campus Activity Thur Nov 25. Thanksgiving. Campus Closed. Tues Nov 30 Review of In-Class #3 Thur Dec 2 Due: Research Paper (2400-3000 words) and Journals SLO 1, 2,3, 4, 5 ATDofaP-TI pages 1-81 Saturday, Dec 4 Final Exam. 10 AM to 12 PM. 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