ࡱ> ^`]g )bjbjVV .Fr<r<!NND4b<4L[[[;;;;;;;$ >@<l[[ll<<l;l;47/˛[D5;2<0b<5\VA VA07VA7[yE[[[<<.[[[b<llllVA[[[[[[[[[N n: SAN JOSE STATE UNIVERSITY College of Humanities and The Arts Department of English and Comparative Literature ENGLISH 109: WRITING AND THE YOUNG WRITER FALL 2011 Monday 4:30-7:15 BBC 124 Instructor: C. J. Browne Office: FO 217 Phone: 924-4494 Email:  HYPERLINK "mailto:Clare.Browne@sjsu.edu" Clare.Browne@sjsu.edu (Best way to contact me) Course Description: This course is designed to strengthen participants writing skills in both creative and expository genres and to develop participants knowledge and skill as future teachers of writing. Course Objectives: Students will have the opportunity to do the following: Reflect on and describe their own writing processes Demonstrate collaborative communication skills through participation in the writing workshop process Demonstrate facility in creative composition in a variety of genres Investigate and apply a variety of methods of prewriting, drafting, responding, revising, editing and evaluating Reflect on and analyze initial field experiences in relation to course content Employ a variety of software applications to produce both print documents and multi-media presentations Recognize and use a variety of writing applications (short story, biographical, autobiographical, expository, persuasive) Demonstrate awareness of audience, purpose and context Recognize and use a variety of narrative and non-narrative organizational patterns Demonstrate and evaluate oral performance in a variety of forms. Required Texts: A Note Slipped Under the Door: Teaching from Poems We Love. Nick Flynn & Shirley McPhillips, 2000. Stenhouse Publishers. ISBN: 9781571103208 Blending Genre, Altering Style: Writing Multigenre Papers. Tom Romano, 2000. Heinemann. ISBN: 9780867094787 Creating Writers Through 6-Trait Writing Assessment and Instruction, 5th ed. Vicki Spandel, 2005. Pearson Education. ISBN: 9780205619108 Reading Language Arts Framework for California Public Schools, K-12, 1999. CA State Dept. of Education (Google California ELA Content Standards for free downloadable version) Course Requirements: 3 Paperseach of these assignments will evolve through several drafts, incorporating peer responses from writing workshops. Memoir Assignment: Drawn from practices in class, you will write about a significant event from your past. Paper will be 3-4 pages (20% of grade). Poetry writing/power point assignment: modeled on the exercises in A Note Slipped Under the Door. Write five theme-connected poems that you will present to the class in PowerPoint format (20% of grade). Multi-Genre Paper assignment: based on Blending Genre, Altering Stylethe writing of a research paper with voiceyou will explore a topic of your own choosing related to the practice of writing or the teaching of writing. You will base your paper on your research of two books, two articles, and an interview with a writer/or writing instructor. The multi-genre paper will be approximately 8 pages (30% of grade). Field Experience ComponentYou will observe five periods of instruction in a classroom, you will teach a single writing lesson of about 20 minutes, and you will tutor two to three students in their writing over three conference sessions (15% of grade). PortfolioAbout a page a week (15% of grade). Portfolio topics will be specified as the course progresses and may include the following: Topics suggested in course texts Ideas for your own writing Response to your field experience observing/teaching Response to books or articles for multi-genre paper Reflections on your tutoring sessions with students Response to class presentations Grading: A=90-100 B=80-89 C=70-79 D=60-69 F=below 60 The Department of English reaffirms its commitment to the differential grading scale as defined in the official ǶƵ catalog (The Grading System). Grades issued will represent a full range of student performance: A=excellent; B=above average; C=average; D=below average; F=failure. In English Department courses, instructors will comment on and grade the quality of student writing as well as the quality of the ideas being conveyed. Student writing should be distinguished by organization, correct grammar and punctuation. University Policies ǶƵ Academic Integrity Statement: Your own commitment to learning, as evidenced by your enrollment at San Jose State University and the Universitys Integrity Policy, require you to be honest in all your academic course work. Faculty members 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/SO4-12.htm" http://www2.sjsu.edu/senate/SO4-12.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 the 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 the 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. Campus Policy in 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 let me know as soon as possible. Presidential Directive 97-03 requires that students with disabilities register with the DRC to establish a record of their disability. The DRC website is  HYPERLINK "http://www.drc.sjsu.edu" http://www.drc.sjsu.edu University Writing Center: The Writing Center (Clark Hall 126) is an excellent resource if you need extra help. Some tutoring opportunities might be available too.  HYPERLINK "http://www.sjsu.edu/writingcenter" http://www.sjsu.edu/writingcenter Course Schedule (Subject to Change) AUG. 29: Introduction to the course and the writers workshop process. Assignment: Read Spandel, Chs. 1&2 SEPT. 5: Labor Day. Campus closed. Assignment: Read Spandel, Chs. 3 & 4. . Read E. B. Whites essay. SEPT. 12: Discussion of Spandel Chs. 1-4. Discussion of E.B. Whites essay. Assignment: Read Spandel, Chs. 5&6. First draft of Memoir due for Writers Workshop on Sept.19 Read Carvers essay. SEPT. 19: Discussion of Spandel, Chs. 5&6. Discussion of Carvers essay. Writers WorkshopFirst draft of memoir. Assignment: Second draft of memoir due next week (Sept. 26). Read Spandel, Chs. 7&8 SEPT. 26: Second draft of memoir due Discussion of Spandel, Chs. 7&8. . Assignment: Read Spandel 9&10. Read Chs. 1-6 A Note Slipped Under the Door. Field Experience Placement confirmed. OCT. 3: Discussion of Spandel Chs. 9&10 and Chs. 1-6 from A Note Slipped Under the Door. Assignment: Read Spandel, Chs. 11&12. Final draft of memoir due next week (Oct. 10). OCT. 10: Presentation of selected sections of memoirs. Discussion of Spandel, Chs. 11&12 Assignment: Read Spandel, Chs. 13&14 and Chs. 7-11 of A Note Slipped Under the Door. OCT. 17: Discussion of Spandel, Chs. 13&14 and A Note Slipped Under the Door, Chs. 7-11 Assignment: Begin Poetry/PowerPoint project. Begin working on drafts of five poems on a common theme. Each poem should be 10-30 lines. OCT. 24: Writers Workshopearly drafts of Poetry Project. Share reflections on Field Experience so far. Assignment: Continue working on Poetry Assignment and Field Experience. OCT. 31: Writers Workshop of Poetry Project. Assignment: Completion of Field Experienceinclude verification form and a copy of your lesson plan. NOV. 7: Field Experience assignment due. Poetry Projects PowerPoint Presentations (Hows that for alliteration?!!) Assignment: Reading from Romano NOV. 14: Continue PowerPoint presentations NOV. 21: Discussion of Romano and the Multi-genre Paper Assignment: First draft of multi-genre paper for Writers Workshop next week (Nov. 28) NOV. 28: Workshop of Multi-genre paper. Portfolios due. Assignment: Continue working on Multi-genre paper. 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