邢唷��>� np��m��欹�g� ��谻bjbjVV 1tr<r<�;+�� ***8bd�d*q,�*Lv��guT�,�+�+�+�+�+�+�+$/��1l,�gg��,��+,��+��+��)� +��l騬怺��h*�+A,0q,|*�)2Gd)2( +)2 +��,,��q,��)2�� : Mythbusters San Jose State University -- Fall, 2011 Turning the Mundane Into the Memorable The Power of Thinking Without Thinking Folk Tales: Evolution or De-Evolution? English 1A Section 28 T,TR 10:30 a.m. to 11:45 a.m. Classroom: Duncan Hall, 416 Instructor: Rosa del Duca Office Location: FOB 114 Office Hours: Noon to 1:00 p.m. and 4:30 to 5:30 p.m. T,TR Telephone: (805) 801-8902 E-mail: Rosa.delDuca@sjsu.edu Required Texts: Me Talk Pretty One Day, David Sedaris Blink, Malcolm Gladwell The Classic Fairy Tales, Ed. Maria Tatar Slant, Nicholas Leither Rules of Thumb, Jay Silverman, Elaine Hughes, Diana Roberts Wienbroer COURSE DESCRIPTION You are all writers, even if you don抰 think you are. The point of this course is to explore your curiosity, engage with texts on a variety of levels, provoke thought, and to harness your creativity to express yourself impeccably in the academic essay. Think academic essays are no fun? Wrong. In this course, you only write essays you would like to read. It sounds straightforward, but it抯 not. Remember it. Repeat it now: I WILL ONLY WRITE ESSAYS THAT I WOULD LIKE TO READ. In this course, you will be using words as weapons, and objects of stimulation, interest, curiosity, power, and provocation. The theme of this course is mythbusters. You will take on the role of mythbuster in five essays. In the first, you抣l follow David Sedaris� lead, and bust the myth that seemingly mundane, everyday experiences aren抰 worth writing about. Your second and third essays will focus on Malcolm Gladwell抯 book Blink, which explores the anomaly of how snap judgments and first impressions are more powerful than we realize. From there we enter the realm of folk tales. We抣l trace versions of folk tales from when they were first written down from the oral tradition, (back when the women characters were plucky, smart and active) to Disney and beyond. In this course you will learn: 1. How to engage your curiosity, creativity, and opinions in order to write stylish essays. 2. How to critically evaluate and analyze both published work and your peers� work. 3. How to create a grammatically correct, well-written, well-supported essay. 4. How to be an active reader, writer and thinker. Participation: Your active involvement and participation in every aspect of this class is essential to your success, and worth fifteen percent of your overall grade (combined with minor assignments). Simply occupying a seat in the classroom is not participation. You must come to class prepared to contribute, and prepared to work with your peers. That means doing the assigned reading, and if discussion is on the syllabus, bringing an in-depth question to pose to your peers. If it is clear you haven抰 done the reading, or you cannot pose a question, you will lose participation points. Attendance: I take roll every class. Please arrive on time, or understand that you will lose half of the day抯 participation points automatically. In-class work cannot be made up. If you are absent, it is your responsibility to immediately contact a partner in class to find out what you missed. Do not email me asking about what we did in class on a particular day. I allow two unexcused absences before I start taking participation points off. Approach: We will approach writing as a 損rocess� rather than a 損roduct.� In other words, you will compose essays over several stages of development. Revision is crucial, and I suggest that you meet with me in office hours to discuss your essays. E-mailing me drafts, draft paragraphs, and outlines is acceptable and encouraged. I will respond with feedback when possible. Journal: Please bring a notebook dedicated to this course to class every day. You will be asked to make journal entries from time to time, and we will do a substantial amount of prewriting in class. This journal will also be helpful in putting together your portfolio, which is the final project due in the course. Format: When submitting papers, you should adhere to the following format: Typed, in black ink, 12-pt. font, double-spaced 1� left and right margins Each page numbered Stapled, not folded or paper clipped Include your name! Late Paper Policy: A late paper will be marked down one-third of a grade (for example, from a B to a B-) for every day that it is late, including weekends. However, if you anticipate an unavoidable circumstance that will prevent you from meeting a deadline, let me know at least two days in advance so we can arrange an extension. I give extensions, no questions asked, to those who request them at least 48 hours BEFORE the due date. Academic Conduct: By its content and nature, this course will lead to discussions about controversial topics. Therefore, you will be asked to follow certain guidelines aimed at creating an open and respectful environment. Our goal is to engage in discussions that are courteous, thoughtful, and productive. To that end, please note these guidelines: Please do not leave the classroom at any time, as your departure and re-entry will distract our attention from classroom activities. Turn off and put away all cell phones and other electronic devices. If I see you texting, I will ask you to leave. You may bring drinks, but no food. During discussion, please listen carefully to your classmates. Treat their opinions, beliefs, and perspectives with respect, even if you strongly disagree. Only one person should speak at a time; no one should engage in private or side conversations. Try to frame your contributions to class discussion in ways that will not intentionally offend others. You are welcome to have strong opinions and beliefs, but don抰 present them as the final word on the matter. Don抰 withdraw from the discussion when you hear things you disagree with. Instead, pose a thoughtful question or ask for clarification. And be sure to question and analyze your own assumptions in the process. Be sensitive to signs that others want to speak, and encourage those who want to speak to do so. Try at all times to foster a respectful and courteous exchange of ideas in the classroom. Final Portfolio Assignment: During this course, you will create a portfolio of your work, including a written reflection of 1000 words, worth ten percent of your grade. Think of it as a scientific study of your progress as a writer over the next four months. What you include in your portfolio doesn抰 have to be perfect. Remember, writing is a process. Collecting your work and then reflecting on that work is part of the process. The portfolio project is designed to get you thinking about your specific challenges, your strategies for improvement, your successes and failures, and your goals for the future. Every writer, no matter how accomplished, has room for improvement. This portfolio is your culminating experience. This course does not have a final exam. FURTHER COURSE GUIDELINES (required of all 1A syllabi) Course Description English 1A is the first course in 无忧短视频抯 two-semester lower-division composition sequence; it provides an introduction to baccalaureate-level composition, with attention to the 損ersonal voice� and personal experience, on the one hand, and the more formal attitudes and demands of writing at the university (expository and argumentative essays), on the other. Students will develop college-level reading abilities, rhetorical sophistication, and writing styles that give form and coherence to complex ideas and feelings. Prerequisites: Placement by the English Proficiency Test (EPT), or passage of an approved substitute course for the EPT. Course Goals and Student Learning Objectives Students shall achieve the ability to write complete essays that demonstrate college-level proficiency in all of the following: Clear and effective communication of meaning. An identifiable focus, tailored to a particular audience and purpose (argumentative essays will state their thesis clearly and show an awareness, implied or stated, of some opposing point of view). The ability to perform effectively the essential steps of the writing process (prewriting, organizing, composing, revising, and editing). The ability to explain, analyze, develop, and criticize ideas effectively. Effective use within their own essays of supporting material drawn from reading or other sources. Effective organization within the paragraph and the essay. Accuracy, variety, and clarity of sentences. Appropriate diction. Control of conventional mechanics (e.g., punctuation, spelling, reference, agreement). Student Learning Objectives: SLO 1: Students shall write complete essays that demonstrate the ability to perform effectively the essential steps in the writing process (prewriting, organizing, composing, revising, and editing). SLO 2: Students shall write complete essays that demonstrate the ability to express (explain, analyze, develop, and criticize) ideas effectively. SLO 3: Students shall write complete essays that demonstrate the ability to use correct grammar (syntax, mechanics, and citation of sources) at a college level of sophistication. SLO 4: Students shall write complete essays that demonstrate the ability to write for different audiences. Information available online You are responsible for reading the following information online at HYPERLINK "http://www.sjsu.edu/english/comp/policyforsyllabi.html" http://www.sjsu.edu/english/comp/policyforsyllabi.html Course guidelines Academic policies (academic integrity, plagiarism, ADA and DRC policies) Adding and dropping classes Assignments and Grading Policy Grading: A-F. This class must be passed with a C or better to move on to CORE GE Area C3 and to satisfy the prerequisite for English 1B. A passing grade in the course signifies that the student is a capable college-level writer and reader of English. Student Technology Resources (Optional) 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/ COURSE SCHEDULE Aug. 25 Introductions/syllabus Shitty First Drafts discussion Aug. 30 In-class diagnostic essay Sept. 1 Common problems in essays Discuss Me Talk Pretty 1-31 Sept. 6 Discuss Me Talk Pretty 32-59 Sept. 8 Discuss Me Talk Pretty 60-99 Topic generation Sept. 13 Discuss Me Talk Pretty 100-149 Thesis on the board Outline in class Sept. 15 Discuss Me Talk Pretty 153-186 Outline due Sept 20 Discuss Me Talk Pretty 187-238 First draft due Peer editing (sentence variation, clarity, cutting) Sept 22 Discuss Me Talk Pretty 239-272 Revision draft due Peer editing (transitions, SSS) Sept 27 Graded draft due [SLOs 1, 2, 3, 4] Journal: snap judgments about 1A Introduction to the Blow-Our-Minds Experiments Sept 29 Discuss Blink 3-47 Common problems in essays Oct. 4 Discuss Blink 48-98 Oct. 6 Discuss Blink 99-146 Thesis on the board Oct. 11 Discuss Blink 147-188 Outline due Oct. 13 Blink in-class essay [SLOs 1, 2, 3, 4] Oct. 18 Discuss Blink 189-221 First draft due Share experiments Oct. 20 Discuss Blink 221-254 Revision draft due Oct. 25 Graded draft due Journal: write the version of Little Red Riding Hood you know America抯 Next Top Writer Oct. 27 Folk Tales 3-22 (Little Red Cap) discussion Nov. 1 Folk Tales 101-137 (Cinderella) discussion Nov. 3 Folk Tales 74-96 (Snow White) discussion Nov. 8 Watch Disney抯 Snow White in class Nov. 10 Folk Tales, 317-332 and 364-373 discussion Nov. 15 Thesis on the board Nov. 17 In-class Folk Tales essay [SLOs 1, 2, 3, 4] Outline due Nov. 22 First draft due Peer editing Share experiments Nov. 24 Campus closed for Thanksgiving Nov. 29 Revision draft due Review portfolio assignment Dec. 1 Folk Tales essay graded draft due [SLOs 1, 2, 3, 4] Dec. 6 Portfolio and major revision peer editing Dec. 8 Portfolio due [SLOs 1, 2, 3, 4] Major revision essay due Grading Breakdown: Diagnostic In-Class Essay 5% 500 words Personal Essay 10% 1,000 words Blink In-Class Essay 10% 500 words Blink Essay 15% 1,500 words In-Class Folk Tales Essay 15% 1,000 words Research Paper (Folk Tales) 20% 1,500 words Major Revision Essay (your choice) -- 1,000 words (at least) Portfolio Essay 10% 1,000 words Participation/Minor Assignments 15% Your major revision essay will replace the original grade for that particular essay. I do not give extra credit. 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