邢唷��>� ��欹�g� ��雂bjbjVV 4r<r<歕P��00000��DDD8|€|DBR� (DDD- T� ,嗀BBBBBB$袲�僄�$B0� � � $B00DD�9B%%%� �0D0D嗀%� 嗀%%�h;�p=D�� 氾,\��w!� <�闍OB0B8<�8SHA"`SH0p=p=&SH0�=T� � %� � � � � $B$B�#`� � � B� � � � ��SH� � � � � � � � � � �: San Jos� State University/ Sherri Harvey/ Fall 2011Department of English and Comparative LiteratureEnglish 1B, Composition 2, Sections 1,7,23,31 Instructor:Sherri HarveyOffice Location:FO 212Telephone:408.924-4456Email:harveysher@yahoo.comOffice Hours:Monday-Wed 7-7:25, 10:30-11:30Class Days/Time:Monday/Wed 7:30, 9, 12, 1:30Classroom:BBC 123, Sweeny 238, Sweeny 238, BBC 205Faculty Web Page and MY无忧短视频 Messaging Copies of the course materials such as the syllabus, major assignment handouts, etc. may be found on my faculty web page at http://www.sjsu.edu/people/sherri,harvey or accessible through the Quick Links>Faculty Web Page links on the 无忧短视频 home page. You are responsible for regularly checking your email for any changes or additional assignments or supplemental material that might be assigned. 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. 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. Academic policies You are responsible for reading the 无忧短视频 academic polices available online:http://www.sjsu.edu/english/comp/policyforsyllabi.html Course Content Writing: In English 1B, your assignments will emphasize the skills and activities in writing and thinking that produce both the persuasive argument and the critical essay, each of which demands analysis, interpretation, and evaluation. These assignments will give you repeated practice in prewriting, organizing, writing, revising, and editing. Your writing assignments will total a minimum of 8000 words and this word requirement will be met by writing a sequence of six to eight essays. At least one of your essays will require research. This 8000-word minimum does not include the final exam, quizzes, journals, or any brief or informal assignments but may include any major revisions of essays or assignments. A major revision is defined as rethinking or reworking an assignment rather than just correcting grammatical or structural errors. You must write all formal essays to pass the course. Reading: The reading in English 1B includes useful models of writing for academic, general, and specific audiences. Readings will be used consistently with the course goal of enhancing ability in written communication and reading. The majority of the readings are devoted to analytical, critical, and argumentative essays. However, other readings may include poetry, fiction, and drama. Research: English 1B includes an introduction to the library and basic research strategies. You will learn to locate materials and use them effectively (i.e. paraphrasing, quoting, summarizing) as well as how to properly cite them. You will be required to write a traditional research paper or a series of short essays in which you use library research to inform your position or thesis. As part of this requirement, a University Librarian will lead one class session of your English 1B course. Diversity: The assignments (reading and writing) in English 1B will address issues of race, class, and gender and will include the perspectives of women and diverse cultural groups in an inclusive and comprehensive manner whenever possible. The University Essay Final Exam: Twenty percent of your course grade comes from an essay final exam, graded holistically. This department-wide final consists of reading and responding to two or more college-level passages chosen by the English Department Composition Committee. You must take the final exam in order to pass the course. Grading: A-F. Textbooks and Additional Material Word Passion II reader available through your instructor on the second day of class for $8.00 The Glass Castle by Janeatte WallsThey Say/I Say by Graff and Birkinstein This course will require that you visit the 无忧短视频 Museum of Art twice which will cost $10.00 4-6 Yellow Books ONLINE: A Writer抯 Reference by Diana Hacker Web Site listed below. Diana Hacker抯 Research and Documentation Site HYPERLINK "http://bcs.bedfordstmartins.com/resdoc5e/" http://bcs.bedfordstmartins.com/resdoc5e/ The Elements of Style by William Strunk, Jr. HYPERLINK "http://www.bartleby.com/141/index.html" http://www.bartleby.com/141/index.html Classroom Protocol ATTENDANCE: this consists both of being in class on time, remaining for the entire class period, and being prepared with that day抯 reading and writing in order to participate fully in class discussions, collaborative workshops, and in-class writings. You must be on time for class in order to turn your paper in that day.營f you are late or absent on the day a paper is due, your paper will not be accepted.� Please do not email me your essay or give it to a friend to turn it in without making prior arrangements with me. Additionally, in-class quizzes may not be made up.� In-class essays may only be made up with prior notification and a written excuse of an emergency that is verifiable, such as a note from your doctor, health clinic, legal subpoena, etc. In short, please be here and BE PREPARED. Academic policies You are responsible for reading the 无忧短视频 academic polices available online:http://www.sjsu.edu/english/comp/policyforsyllabi.html Assignments and Grading Policy HERE IS A PLACE TO WRITE IN YOUR OWN SCORES and KEEP TRACK OF YOUR OWN GRADE: MY GRADES (write below) 10% SLO1,2牋牋牋牋牋牋� Paper One, The Glass Castle牋� 牋� 牋牋牋牋牋牋� 10% SLO 1,2,3� Paper Two, Oral Presentation of a Poem牋牋牋牋牋牋牋牋牋� 10% SLO1,4,5 Paper Three, Proposal� 牋牋牋牋牋牋牋牋 10% SLO 4,5,6� 牋牋� Paper Four, first draft of research paper牋牋牋牋牋牋 25% SLO 1-6牋 Paper Five, Research Paper牋牋� 牋牋牋牋牋牋牋牋牋牋牋牋� 5% SLO3牋牋牋牋牋牋牋牋� In Class Essay # 1 牋牋牋牋牋牋牋牋牋牋牋牋牋牋牋牋牋牋牋牋牋牋牋� 牋� 5% SLO 3 In Class Essay #2 20% SLO 1-6 Final exam 5% SLO 3-4 Class participation based on in-class quizzes and exercises ESSAY FORMAT: All out of class essays must be typed, double spaced, using 1inch margins, no title pages or binders, and must include rough drafts.� This should be taken care of prior to the time the essay is due.� No last minute scrambling will be accepted.� If you fail to follow MLA format, your paper will not be accepted.� PLEASE NOTE: Out-of-class essays with no peer review will be dropped one letter grade. To avoid this, do not燽e absent on the days we conduct peer evaluations.� A copy of your prewriting, rough draft and peer edit sheets need to accompany your final essay.� RESEARCH PAPER: English 1B shall include an introduction to the library and to basic research strategies, including locating materials, using them effectively and citing them properly. A traditional research paper is mandatory. The research paper will be your final out-of-class essay that counts for a total of 45% of your final grade.� It will follow MLA format like all out-of-class essays, and will include a Works Cited page. The paper will have a number of components, all of which will count toward the final grade, and will be discussed in class. Please note: your proposal counts as a paper.� If you fail to turn in ANY of the components of the paper, (including the rough draft, the proposal and annotated bibliography) you will not receive credit for the paper and therefore, fail the class.� They are independent assignments but dependant on each other for your success in this class. READINGS: Critical reading is the second objective of the course.� You will be required to come to class prepared to discuss the readings assigned for that day.� The readings will acquaint you with a wide variety of writing styles, techniques, opinions and genres.� Pop quizzes will be given if I notice that you are not reading.� NOTE: The schedule of assignments is tentative and is subject to change based on the needs of everyone in class.� It is crucial that you are present to stay in tune with the class.� Be sure to exchange phone numbers with other students because if you miss a class, you are still expected to be prepared for the next class. REGARDING CELL PHONES OR PAGERS IN CLASS: If your cell phone rings in class, you are required to bring cookies for the entire class to the next meeting. 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 HYPERLINK "http://www.sjsu.edu/muse/peermentor/" http://www.sjsu.edu/muse/peermentor/ IMPORTANT CLASS CONTACTS: Write THREE NAMES, PHONE NUMBERS AND EMAIL ADDRESSES BELOW English 1B, Fall 2011, Course Schedule Please note: this schedule is tentative and subject to change based on the needs of everyone in the class. Please keep up by contacting another classmate if you miss class. DO NOT email me and ask me what we did in class. WeekDateTopics, Readings, Assignments, Deadlines We will discuss readings on the day listed1 Aug 24Syllabus/Intros/Begin reading The Glass Castle2 Aug 29 Aug 31Diagnostic Essay Introductions to classmates Abstract vs Concrete Language Read Prewriting Strategies at HYPERLINK "http://faculty.ncwc.edu/lakirby/English%20090/prewriting_strategies.htm" http://faculty.ncwc.edu/lakirby/English%20090/prewriting_strategies.htm3 Sept 5 Sept 7NO CLASS/FINISH TGC Introduction to TGC/Discuss topics for Essay # 1/TGC Discuss Quoting MLA Style Read Quoting Others TSIS Chap 3 pp 39-474 Sept 12 Sept 14TGC/ Discuss MLA format HYPERLINK "http://www.calstatela.edu/library/guides/3mla.pdf" http://www.calstatela.edu/library/guides/3mla.pdf Drafts of Essay # 1 due BRING 3 COPIES TO CLASS5 Sept 19 Sept 21ESSAY # 1 DUE Begin POETRY INTRO to GOOGLE DOCS HYPERLINK "https://docs.google.com/support/" https://docs.google.com/support/POETRY Poetry6 Sept 26 Sept 28Poetry Poetry 7 Oct 3 Oct 5Presentations Essay #2 Presentations Essay # 28 Oct 10 Oct 12INFOPOWER PRESENTATION In Class Essay Prep for ICE 1 Read Responding to Others Chap 4-5 pp 51-73 PRINT HYPERLINK "http://www.iupui.edu/~uwc/pdf/They%20Say-I%20Say.pdf" http://www.iupui.edu/~uwc/pdf/They%20Say-I%20Say.pdf Is Google Making Us Stupid? HYPERLINK "http://www.theatlantic.com/magazine/archive/2008/07/is-google-making-us-stupid/6868/" http://www.theatlantic.com/magazine/archive/2008/07/is-google-making-us-stupid/6868/ Read response at HYPERLINK "http://campustechnology.com/articles/2009/03/18/response-to-nicholas-carr-question-is-google-making-us-stupid.aspx" http://campustechnology.com/articles/2009/03/18/response-to-nicholas-carr-question-is-google-making-us-stupid.aspxIn Class Essay # 19 Oct 17 Oct 19DEBATE Is the Internet Making Us Stupid? HYPERLINK "http://www.thomascrampton.com/internet/debate-the-internet-is-making-us-stupid/" http://www.thomascrampton.com/internet/debate-the-internet-is-making-us-stupid/ Read The Google Effect at HYPERLINK "http://www.theatlantic.com/personal/archive/2008/06/the-google-effect/54157/" http://www.theatlantic.com/personal/archive/2008/06/the-google-effect/54157/ Get Smarter at HYPERLINK "http://www.theatlantic.com/magazine/archive/2009/07/get-smarter/7548/" http://www.theatlantic.com/magazine/archive/2009/07/get-smarter/7548/ IN CLASS ESSAY # 110 Oct 24 Oct 26 Return/Discuss Essay # 1 Literacy Debate at HYPERLINK "http://www.nytimes.com/2008/07/27/books/27reading.html?_r=1&scp=1&sq=%22nicholas%20carr%22&st=cse&oref=slogin" http://www.nytimes.com/2008/07/27/books/27reading.html?_r=1&scp=1&sq=%22nicholas%20carr%22&st=cse&oref=slogin This is Your Brain On Facebook HYPERLINK "http://seedmagazine.com/content/article/this_is_your_brain_on_facebook/" http://seedmagazine.com/content/article/this_is_your_brain_on_facebook/11 Oct 31 Nov 2In Class Essay # 2 Discuss writing an annotated bibliography HYPERLINK "http://owl.english.purdue.edu/owl/resource/614/01/" http://owl.english.purdue.edu/owl/resource/614/01/12 Nov 7 Nov 9RESEARCH EXPECTATIONS Writing an Argument HYPERLINK "http://papyr.com/hypertextbooks/comp2/critique.htm" http://papyr.com/hypertextbooks/comp2/critique.htm Evaluating Websites HYPERLINK "http://olinuris.library.cornell.edu/ref/research/webeval.html" http://olinuris.library.cornell.edu/ref/research/webeval.html Return/Discuss ICE # 2 13 Nov 14 Nov 16Proposals plus annotated bib due (Essay # 3)OPEN14 Nov 21 Nov 23ICE # 3 for additional practice Drafts of research papers due (Essay # 4)15 Nov 28 Nov 30WORK DAY FOR RESEARCH PAPERS Research papers due (Essay # 5)Final ExamSat, Dec 48:00am � 10:00am, location TBD_______ 16Dec 5Last day of class Helpful sites: Purdue University Online Writing Lab HYPERLINK "http://owl.english.purdue.edu/owl/" http://owl.english.purdue.edu/owl/ Grammar Bytes桰nteractive Grammar Exercises HYPERLINK "http://chompchomp.com" http://chompchomp.com 10 Steps to Writing an Essay HYPERLINK "http://www1.aucegypt.edu/academic/writers/" http://www1.aucegypt.edu/academic/writers/ 11 Rules for Writers HYPERLINK "http://junketstudies.com/joomla/11-rules-of-writing/" http://junketstudies.com/joomla/11-rules-of-writing/ 12 Tools to Keep Your School Life Organized HYPERLINK "http://www.pcmag.com/article2/0,2817,2328292,00.asp" http://www.pcmag.com/article2/0,2817,2328292,00.asp Tech Tools for Scholars HYPERLINK "http://www.insidehighered.com/blogs/library_babel_fish/tech_tools_for_scholars_the_sequel" http://www.insidehighered.com/blogs/library_babel_fish/tech_tools_for_scholars_the_sequel Audience Analysis HYPERLINK "http://papyr.com/hypertextbooks/comp1/audience.htm" http://papyr.com/hypertextbooks/comp1/audience.htm Coherence and Unity HYPERLINK "http://papyr.com/hypertextbooks/comp1/coherent.htm" http://papyr.com/hypertextbooks/comp1/coherent.htm Proofreading HYPERLINK "http://writing.wisc.edu/Handbook/Proofreading.html" http://writing.wisc.edu/Handbook/Proofreading.html Varying Sentence Structure HYPERLINK "http://owl.english.purdue.edu/owl/resource/573/01/" http://owl.english.purdue.edu/owl/resource/573/01/ We will complete this in class. From Claiming an Education (1977) by Adrienne Rich taken from a speech given at Mills CollegeThe first thing I want to say to you, who are students, is that you cannot afford to think of being here to receive an education: you will do much better to think of being here to claim one. One of the dictionary definitions of the verb "to claim" is: to take as the rightful owner; to assert in the face of possible contradiction. "To receive" is to come into possession of: to act as receptacle or container for; to accept as authoritative or true. The difference is that between acting and being acted-upon, and for women it can literally mean the difference between life and death厖Responsibility to yourself means that you don't fall for shallow and easy solutions--predigested books and ideas, weekend encounters guaranteed to change your life, taking "gut" courses instead of ones you know will challenge you, bluffing at school and life instead of doing solid work, marrying early as an escape from real decisions, getting pregnant as an evasion of already existing problems. It means that you refuse to sell your talents and aspirations short, simply to avoid conflict and confrontation. And this, in turn, means resisting the forces in society which say that people should be nice, play safe, have low professional expectations, drown in love and forget about work, live through others, and stay in the places assigned to us. It means that we insist on a life of meaningful work; insist that work be as meaningful as love and friendship in our lives. It means, therefore, the courage to be "different"; not to be continuously available to others when we need time for ourselves and our work; to be able to demand of others--parents, friends, roommates, teachers, lovers, husbands, children--that they respect our sense of purpose and our integrity as persons. 匱he difference between lives lived actively, and a life of passive drifting and dispersal of energies, is an immense difference. Once we begin to feel committed to our lives, responsible to ourselves, we can never again be satisfied with the old, passive way. 1) Write an essay in which you discuss the similarities and differences between this passage from Rich抯 speech to the YouTube video, 揂 Vision of Students Today�. THIS IS YOUR COPY FOR YOUR RECORDS SO YOU KNOW WHAT YOU SIGNED WE WILL COMPLETE IN CLASS> Professor Sherri Harvey San Jose State University English Syllabus Contract � Please read and sign � � I have read the syllabus, and understand the implications for late/missing work.� I will make a commitment to this class, and take full responsibility for my performance in the class.� I will check email regularly and keep up with the work load.� I understand the responsibilities that this class requires, and will make every effort to meet those responsibilities.� � I ALSO UNDERSTAND THAT THIS PROFESSOR DOES NOT ACCEPT LATE WORK WITHOUT PRIOR ARRANGEMENTS. 燗NY LATE PAPERS COULD RESULT IN NO CREDIT FOR THE COURSE UNLESS I CONTACT THE PROFESSOR BEFORE THE DUE DATE.� This includes the multiple drafts of the research paper and in-class essays. � IF MY CELL PHONE RINGS OR VIBRATES DURING CLASS, I WILL BRING COOKIES TO THE NEXT CLASS MEETING FOR EVERYONE IN THE CLASS. � I realize that my grade will be the direct result of the effort and time I put into this class, and I will do my best to earn the highest grade I can. I ALSO REALIZE THAT MY FINAL GRADE IS A NUMERICAL CALCULATION OF THE GRADES I RECEIVE ON MY WORK. After the last day of class, there is nothing I can to do improve my grade. 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