邢唷��>� ��欹�g� ��mlbjbjVV 4�r<r<Gd%��@ @ ��8��rD�蘄��p&"HHH#"EQKIMIMIMIMIMIMI$VL�O^qI�Y##YYqI��HH�咺� � � Yl�H�HKI� YKI� � �E0IH��恀']��疐$7I淚0蘄覨@fO� FfOHIfO�I$� YYYqIqI� YYY蘄YYYY��fOYYYYYYYYY@ `: English 112B.01 朙iterature for Young Adults Fall 2011 English Department桟ollege of Humanities and the Arts San Jos� State University Place/Day/Time: Sweeney Hall 229 (SH) T: 4:30-7:15 Instructor: Dr. Mary Warner Office/Phone: FO 127 (924-4417) Email: HYPERLINK "mailto:mwarner@email.sjsu.edu" mary.warner@sjsu.edu Office Hrs.: T: 9:30-11:30; **I do not check email on Sundays; please don抰 look for a response if you send an email those days. English Credential Advising Hrs.: T: 9:30-11:30, W: 3:30-6:00, F: 3:30-5:30; NOTE: The following Mondays I will have office hours from 3:30-5:30: Aug. 29, Sept. 19, Oct. 3, Oct. 17, Nov. 14, Nov. 28, Dec. 12. To schedule an appointment, please call 924-4425 or stop in the English Dept. Office, FO 102 Web page: HYPERLINK "http://www.sjsu.edu/faculty/mary.warner/" http://www.sjsu.edu/faculty/mary.warner/ Library Liaison: Toby Matoush; Email: HYPERLINK "mailto:judyr@sjsu.edu" Toby.Matoush@sjsu.edu; Phone: 408-808-2096 Writing Center: HYPERLINK "http://www.sjsu.edu/writingcenter/" http://www.sjsu.edu/writingcenter/ Phone: 408-924-2308 Required Texts: Adolescents in the Search for Meaning: Tapping the Powerful Resource of Story by Mary Warner; handouts from Literature for Today抯 Young Adults and my own creations available at HYPERLINK "http://www.sjsu.edu/faculty/mary.warner/English112B_Handouts.html" http://www.sjsu.edu/faculty/mary.warner/English112B_Handouts.html **Note** You need to print out the handouts needed for each class prior to the class meeting. You will not be able to use laptops or e-readers in class since too many students fail to pay attention and participate in class when they use laptops or e-readers. Novels: After the First Death by Robert Cormier Speak by Laurie Halse Anderson First Crossing Donald Gallo, editor Witness by Karen Hesse The Prisoner of Azkaban by J. K. Rowling (You may also choose to write about one of the other novels桮oblet of Fire, The Order of the Phoenix, The Half-Blood Prince or The Deathly Hallows, but as a class we抣l do The Prisoner of Azkaban) Whale Talk by Chris Crutcher Additional web site key to the course: http://www.alan-ya.org/ Prerequisites: As ENGL 112B is an upper division course, it is expected you have already taken general education requirements such as English 1A/1B, and have passed the WST as well as developed upper division study skills and high standards for your written work. In English department courses, your instructors comment not only on the content of your written work, but also on the quality of work being displayed. All student writing should contain clear focus, correct grammar and punctuation, appropriate diction and syntax, and well-organized paragraphs. (See the English Department Paper Evaluation Guide later in the syllabus) Course Description/Objectives: English 112B is an upper division English literature course designed to introduce adult readers to young adult literature, a genre most commonly written for adolescents between the ages of 13-18. Keep in mind that although the main characters of our novels are children/adolescents, the authors of these books still structure their works with complex literary devices and themes found in adult literature. Young adult literature has been erroneously classified as simple-minded, didactic, and inferior to writing for adults. Traditionally, literature has served not only to entertain but as a conduit for social commentary. This is no different with the genre of YA literature, although some tend to regard this type of writing as 搖nimportant� because they mistakenly think it exists solely to entertain. Social issues such as death, religion, politics, race, economics, and sexuality are just a few of the common themes this genre of literature tackles. People who disregard YA literature as 搃nconsequential� fail to recognize the profoundly important role this genre plays in offering commentary on the norms and social mores for adolescents. It might be helpful to keep in mind that Nicole St. John refers to teenagers as 搃nexperienced adults,� who can find in literature a safe haven to accrue much worldly experience. In this course, we will examine YA literature in the same manner in which we examine adult literature: we will expand our abilities to think critically, trace relevant themes, and offer analytical assessment of the novels. Class sessions will involve some lecture, but will primarily be interactive with discussion, in-class writing, Book Talks, and other presentations. You may find it particularly helpful, especially if you are taking the course to fulfill the requirement for middle and/or secondary education, to have a 3 Ring Binder, in which you can assemble resources, handouts and materials related to YA literature. This course is not a methodology course, but I have attempted to tailor assignments with options to address the different majors represented in the class. An overall goal is to become immersed in the vast selection of YA literature, the more reading you can do and share with your classmates, the richer your experience will be. Course Requirements: Thorough and conscientious reading of the texts, all assigned novels, and a novel of your choice for Book Talks, as well as readings for your unit of study or annotated bibliography project. A 3 -5 page literary analysis paper for two of the required novels; the first paper earns 10% of your course grade; the second paper earns 15% of your course grade. The following are the Due Dates for the papers. Anyone doing a Book Talk presentation the same week as one of these assigned papers is eligible for a week抯 extension. A Rubric for evaluating the literary analysis papers is available at HYPERLINK "http://www.sjsu.edu/faculty/mary.warner/English112B_Handouts.html" http://www.sjsu.edu/faculty/mary.warner/English112B_Handouts.html I do NOT accept late papers. IF for some reason you need an exception, you must contact me IN ADVANCE of the due date, but the paper may still be accessed as late and the grade lowered. a. Paper on After the First Death September 13 or 20 b. Paper on Speak October 4 or 11 c. Paper on First Crossing November 1 or 8 d. Paper on Prisoner of Azkaban November 15 or 22 e. Paper on Whale Talk November 29 The Field Experience Component (see separate handouts) can replace one of the Literary Analysis Papers梒redential candidates are highly encouraged to do this paper. The Field Experience paper is due November 22 or November 29. 4. For the book, Witness, there will be in-class writing responses on October 18. The writing for Witness will comprise 10% of your grade. 5. In each class session we will do 20 minutes of 揝ustained Silent Writing敆your writing in these SSW times might provide the basis for one of your papers, response to ideas raised during class discussion or response to the book talks presented, or response to literature we抳e read. Please keep a folder with the writing from each of the SSW times and plan to submit it for review every third week. This writing is part of the participation grade as well as the requirement for upper level literature courses of 5000 words of writing. The writing is done in-class only. This SSW requirement is 15% of your course grade. 6. Book Talk Presentation梇ou will read a novel of your choice梕veryone in the class will read a different novel, giving us an introduction to about 35 books. You will need to submit your choice to me via email before the Sept. 13 class period so I can make sure there are no duplicate selections. Beginning Sept. 20, we will have 5 Book Talks at each class meeting until everyone in the class has presented. There will be a sign-up for the presentation dates during the Sept. 13 class session. Book Talk presentations will include 5-8 minute oral presentation Handouts for the class which include 3 key quotes from the book and an explanation of their significance, author background, bibliography of the author抯 writings, literary response and/or teaching tips/resources for the book (the handout can be in poster or advertising flyer format since you are literally 搒elling the book.�) Rationale for why others should read this novel (in a sense, you抮e a salesperson for the book) The Book Talk component � because it has oral and written components earns 20% of your course grade, 10% for the oral and 10% for the written Unit of Study (for those who are English Preparation for Teaching/Multiple Subject majors) or Author and Critical Annotated Bibliography for non-Credential majors A hard copy of the unit of study or the annotated bibliography author and critical material due on the day of your group presentation Group planning session in-class on November 22 Group Presentations during November 29 and December 6 class sessions梚nclude handouts for your peers IF you don抰 submit an electronic copy that can be posted on Dr. Warner抯 web site A more complete description of the project will be provided early in the course. The Unit of Study or Annotated Bibliography project earns 20% of your course grade 8. Quizzes, Final Exam, and overall participation earn 10% of the course grade; The Final Exam will be a comprehensive essay/short answer exam covering all readings, presentations, lectures, etc. It will be open-notes, open book, open notebook and is meant to be an integrative response to the work of the semester. Grades: The above requirements equal 100%; I assign numerical values to each assignment according to the following range A: 91-99 B: 82-90 C: 73-81 D: 64-72 F: 63 and below 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 Your best efforts are expected and appreciated, but effort alone may not assure the highest grade if the writing or presentation does not meet the criteria for the assignment. Paper Evaluation Guide (Developed by the English Department) In English Department courses, instructors will comment on and grade the quality of student writing as well as the quality of ideas being conveyed. Student writing should exhibit correct grammar/punctuation and organized paragraphs. The 揂� essay will be well organized and developed demonstrate a clear understanding of audience and purpose display original, provocative thought demonstrate advanced reading abilities incorporate both primary and secondary supporting materials effectively and correctly show student抯 ability to use language effectively and to construct sentences distinguished by syntactic complexity and variety. have no logical fallacies essentially be free of grammatical, mechanical, and usage errors The 揃� essay will demonstrate competence in the same categories as the 揂� essay, but show some describable slight weaknesses in one of those categories. 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 weaknesses in fundamentals梪sually development be weak in support of its thesis have less mature sentence construction have less effective and correct use of language than the 揃� essay The 揇� essay will neglect one of the assigned tasks and be noticeably superficial in fulfilling the assignment梞ay be too simplistic or too short show problems in logic or development, lack sufficient information to support its point have grammatical, mechanical, and/or usage errors that are serious and/or frequent enough to interfere substantially with the writer抯 ability to communicate The 揊� essay will demonstrate striking underdevelopment of ideas and insufficient or unfocused organization. contain serious grammatical, mechanical, and/or usage errors that make some sentences incomprehensible. Attendance/Participation: According to University policy F69-24, 揝tudents should attend all meetings of their classes, not only because they are responsible for material discussed therein, but because active participation is frequently essential to insure maximum benefit for all members of the class.� When a class meets only once a week, we cover an incredible amount of material, which simply can抰 be made up. Come on time and stay for the full class session. I also believe in student-directed learning that suggests you want to be present at every class to get all you can from the course. Any absence will affect your overall grade in the course since writing activities, discussion, and other participative activities cannot be made up. Academic policies You are responsible for reading the 无忧短视频 academic polices regarding Dropping and Adding, Academic Integrity/Plagiarism, and Disabilities � these are available online at the following link: http://www.sjsu.edu/english/comp/policyforsyllabi.html Course Calendar (This calendar is subject to change to better meet your needs and to adapt to speakers or other changes; Quizzes on Book Talks and course material will be added throughout the semester) T., Aug. 30 Introduction to the course, the syllabus, the instructor, each other; writing activity with the Foreword by Sue Ellen Bridgers in Adolescents in the Search for Meaning; YA literature inventory梠nline handouts; Introduction to the overall theme of Voice; Sustained Silent Writing (SSW), Overview of Robert Cormier Chapter 2 � online handouts; ASSIGNMENT: Print and read Ch. 1, pp. 1-31 from Literature for Today抯 Young Adults (LfTYA)梠nline handouts; Print from the online handouts: Thesis/ Literary Analysis and Rubrics for the Literary Analysis paper; Read After the First Death T., Sept. 6 Book Pass activity and Ch. 3 from Adolescents in the Search for Meaning; Discussion of Ch. 1 from LfTYA; Guidelines for Literary Analysis papers梔iscussion of handouts梥ample thesis ideas for After the First Death; SSW ASSIGNMENT: Print and read Ch. 4 from LfTYA;--online handouts; Print out Ch. 10 from online handouts; Finish reading After the First Death; 1/3 of the class submit SSW folders for 1st check Sept. 13; Email Professor Warner with your choice of a novel for the Book Talk Presentation before Sept. 12; T., Sept. 13 Ch. 10 from LfTYA; Discussion of After the First Death, specifically related to the characteristics of YA lit. from Ch. 1 & of Ch. 4: 揅ontemporary Realistic Fiction� in LfTYA; Sign-up for Book Talk presentations; Model for Book Talk presentations梥ee Elements of Book Talks: online handouts; SSW ASSIGNMENT: Literary Analysis Paper due Sept. 20 for After the First Death; Ch. 4 from Adolescents in the Search for Meaning; Begin reading Speak; 5 Book Talk presenters prepare; 1/3 of the class submit SSW folders for 1st check Sept. 20; T., Sept. 20 5 Book Talk Presentations; Overview on Laurie Halse Anderson � view portion of Anderson抯 talk to SJAWP teachers, Ch. 5 from Adolescents in the Search for Meaning; Presentation of 揂 Curriculum of Difference敆sample unit of study ideas and guidelines for the Unit of Study or Annotated Bibliography assignment; SSW ASSIGNMENT: Finish reading Speak; Print and read Ch. 5 from LfTYA梠nline handouts; 1/3 of the class submit SSW folders for 1st check Sept. 27; T., Sept. 27 Discussion of Speak and film presentations of novels; DVD of Speak; SSW ASSIGNMENT: Locate 3 poems you would teach to Young Adults梕mail the titles of your poems to Dr. Warner before Oct. 3; bring copies of the poems to class on Oct. 4; Paper for Speak due if using the Oct. 4 date; 1/3 of the class submit SSW folders for 2nd check Oct. 4; 5 Book Talk presenters prepare; Print 揑 am poems� handouts from online handouts **** T., Oct. 4 5 Book Talk presentations; Discussion Ch. 5 from LfTYA; Sharing of poems; 揑 am� Poetry Writing activities; Sign Up for Unit of Study or Annotated Bibliography presentation categories; SSW ASSIGNMENT: Print and Read Ch. 8 in LfTYA; Print R & J Oral Summary and Macbeth Plot Game � online handouts; Paper for Speak due if using the Oct. 11 date; Ch. 6 in Adolescents in the Search for Meaning; 1/3 of the class submit SSW folders for 2nd check Oct. 11; 5 Book Talk presenters prepare T., Oct. 11 5 Book Talk Presentations; Finish presentation of poems; Work with Ch. 8: 揌istory and History Makers: Of People and Places� and Ch. 6 in Adolescents in the Search for Meaning; Roles for Witness; Drama activities with R & J, Macbeth; SSW ASSIGNMENT: Begin reading First Crossing; 1/3 of the class submit SSW folders for 2nd check Oct. 18; Ch. 9 from LfTYA; Bring your copy of Witness to class on Oct. 18; T., Oct. 18 Readers� Theatre of Witness and In-class writings that account for 10% of your overall grade; SSW ASSIGNMENT: Read Ch. 7 from Adolescents in the Search for Meaning; Print Ch. 9 杘nline handouts; 1/3 of the class submit SSW folders for 3rd check Oct. 25; Finish reading First Crossing; Begin reading of The Prisoner of Azkaban; 5 Book Talk presenters prepare T., Oct. 25 5 Book Talk presentations; Discussion of First Crossing and Ch. 7 in Adolescents in the Search for Meaning and Ch. 9 in LfTYA; SSW ASSIGNMENT: Paper for First Crossing due Nov. 1 or 8; Finish reading of The Prisoner of Azkaban; Print and read Ch. 7 � online handouts; Ch. 8 in Adolescents in the Search for Meaning; 1/3 of the class submit SSW folders for 3rd check Nov. 1; Email Professor Warner with information on your Unit of Study/Annotated Bibliography selections T., Nov. 1 5 Book Talk Presentations; Discussion of material from LfTYA Ch. 7:擣antasy, Science Fiction, Utopias, and Dystopias; Ch. 8 from Adolescents in the Search for Meaning, and of The Prisoner of Azkaban; SSW ASSIGNMENT: 1/3 of the class submit SSW folders for 3rd check Nov. 8; Print and read Ch. 6 in LfTYA梠nline handouts; Paper for First Crossing if using the Nov. 8 date T., Nov. 8 5 Book Talk presentations; Finish discussion of The Prisoner of Azkaban; Discussion of Ch. 6: Adventure, Sports, Mysteries, and the Supernatural from LfTYA; SSW ASSIGNMENT: Reading of Whale Talk; 1/3 of the class submit SSW folders for 4th check Nov.15; Paper for The Prisoner of Azkaban due Nov. 15 or 22; T., Nov. 15 5 Book Talk presentations; Coordination of Presentations of Units of Study or Annotated Bibliographies/ examination of The ALAN Review and other resources ASSIGNMENT: 1/3 of the class submit SSW folders for 4thcheck Nov. 22; Finish reading Whale Talk; work on Units of Study or Annotated Bibliographies; *Field Experience paper due Nov. 22 or 29* **** T., Nov. 22 Video of interview with Chris Crutcher; Discussion of Whale Talk; SSW; ASSIGNMENT: Paper on Whale Talk due Nov. 29; 1/3 of the class submit SSW folders for 4th check Nov. 29 Field Experience papers if not submitted on Nov. 22; Continue research/reading for the Unit of Study/Annotated Bibliographies T., Nov. 29 Group Presentations of Unit of Study/ Annotated Bibliographies; SSW; Course Evaluations; ASSIGNMENT: All submit SSW folders on Dec. 6 **** T., Dec. 6 Finish Group Presentations; SSW; Review for Final Exam; ASSIGNMENT: Prepare for Final Exam T., December 13 FINAL EXAM �5:15-7:30 pm (We follow the schedule for classes meeting late afternoon, once a week) Student Learning Goals & Objectives: Department of English & Comparative Literature I. Preamble: Goals The Department of English and Comparative Literature seeks to foster the intellectual development of its majors by encouraging study of literature and writing梬hether creative, technical, or other professional writing. The Department strives to make its majors familiar with a wide range of works of British, American, and World literature, including folk and popular forms; and with the nature of the canon and of canon-formation, including issues of culture, history, race, ethnicity, gender, and sexual orientation. The English major requires work in textual analysis, including study of the formal characteristics and historical background of a text, on the one hand, and study of its aesthetic and rhetorical presence梬hat it is as an experience梠n the other. English majors should be aware also that textual analysis can be extended with profit to political, journalistic, commercial, technical, and web-based writing. English Majors should also be able to articulate the relations among culture, history, and texts梖or example, ideological and political aspects of representation, economic processes of textual production, dissemination and reception, and cross-fertilization with other arts: architecture, sculpture, music, film, painting, dance, and theatre. And English majors ought to know something of the historical development of the English language and have a sense of the literature written in English from Old English to the present, including that of the Commonwealth nations, U.S. Territories, and other English-speaking populations around the world. The study of English, Comparative Literature, and Writing proceeds best when it involves students in face-to-face exchanges a of ideas with faculty and peers, and when it makes use of the cultural resources of the broader university, through attendance of talks, panels, plays, and other performances and events. English majors use the resources of the library. English majors engage in independently conceived projects, including the stating of a problem or issue and the steps involved in organizing, synthesizing, summarizing, and analyzing information in order to communicate conclusions effectively to a larger audience. The Department抯 long term goals for its majors include these legacies: That each person who graduates with a BA in English from 无忧短视频 will have an enduring interest in language and literature; a sense of the presence of the literary and rhetorical past; an awareness of the depth and complexity of human existence, perceived across the boundaries of time, place, culture, race, ethnicity, gender, socioeconomic class, and sexual orientation; a sense of involvement in aesthetic, cultural, and intellectual life, as well as in social and political issues; a developing understanding of the ability of great literature and language to awaken and challenge people to struggle with profound questions of human identity and values; and a personal critical perspective and sense of intellectual independence. II. Student Learning Objectives: Students will demonstrate the ability to read closely in a variety of forms, styles, structures, and modes, and articulate the value of close reading in the study of literature, creative writing, or rhetoric. show familiarity with major literary works, genres, periods, and critical approaches to British, American, and World Literature. write clearly, effectively, and creatively, and adjust writing style appropriately to the content, the context, and nature of the subject. develop and carry out research projects, and locate, evaluate, organize, and incorporate information effectively. articulate the relations among culture, history, and texts. The specific ways these SLOs are assessed in ENGL 112B are through the Literary Analysis paper requirement that requires students to demonstrate their ability to read closely in a variety of forms, styles, structures, and modes, and articulate the value of close reading in the study of literature, creative writing, or rhetoric (Goal 1); and write clearly, effectively, and creatively, and adjust writing style appropriately to the content, the context, and nature of the subject (Goal 3). Student grades from second of the Literary Analysis papers will be used for assessment of Goals 1 and 3. the Book Talk project demonstrates students� abilities to read closely in a variety of forms, styles, structures, and modes, and articulate the value of close reading in the study of literature, creative writing, or rhetoric (Goal 1). The Unit of Study or Annotated Bibliography assignment requires students to develop and carry out research projects; and locate, evaluate, organize, and incorporate information effectively (Goal 4). 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