邢唷��>� ��欹�g� ��LbjbjVV 4�r<r<緾O�� ,,,,,��@@@8x|��@薃��L�(��TI,JALALALALALALA$盋�cF�pA,��pA,,�匒7!7!7!�v,,JA7!�JA7!7!�:� =��慀扎巀��k�n;6A汚0薃�;�3G#�3G4 =3G, =,u�7!��RuuupApA��uuu薃��3Guuuuuuuuu� �: San Jos� State UniversityDepartment of English and Comparative LiteratureEnglish 1B, Composition 2 (GE C3), Section 19/35/42, Fall 2011 Instructor:Robert F. JamesOffice Location:Faculty Offices 109 Telephone:(408) 924- 5089Email:robert.james@sjsu.eduOffice Hours:T/R 0930-1030/1230-1330/1630-1730 F 1200-1300 And by appointmentClass Days/Time:Tu/Th: 1030-1145/1330-1445 F: 0900-1145Classroom:Engineering 232/BBC 205/Clark 316Prerequisites:Successful completion of English 1A GE Category:Written Communication C3Course 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 1 Assignments: In-class essays, Analytical Essay, Research Paper and requisite components, in-class writing assignments and grammar exercises designed to sharpen those skills. 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 2 Assignments: In addition to the Library Resource Demonstration, students will compose and hand in for a grade an annotated bibliography relevant to an argumentative topic. The Research Paper and its components is the primary assignment.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 systemSLO 3 Assignments: Both in-class and out-of-class essays may use supporting material to help students better formulate persuasive points and to better articulate ideas and positions. The Analytical Essay and Research Paper are the primary assignments.SLO 4: Students shall write complete essays that demonstrate the ability to synthesize ideas encountered in multiple readings. SLO 4 Assignments: all essays, especially in-class essays, will use concepts and ideas discussed in class as well as specific excerpts from reading materials listed on the syllabus. SLO 5: Students shall write complete essays that demonstrate the ability to incorporate principles of design and communication to construct effective arguments. SLO 5 Assignments: Student writing will be logical and coherent, with fully realized and complimentary ideas to arguments. All essays and in-class exercises will help strengthen these principles.SLO 6: Students shall write complete essays that demonstrate the ability to identify and discuss issues related to censorship and freedom of speech.SLO 6 Assignments: Students will work to cultivate individual voices. Essays should express strong personal opinions while also engaging with prompts and the course text on 揅reating America.�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 Required Texts/Readings Moser/Watters: Creating America: Reading and Writing Arguments, 3rd Edition O払rien: The Things They Carried A College-Level Dictionary Classroom Protocol I require of you a workable understanding of all assigned readings and grammar exercises. The true test of your comprehension, however, will come in the form of the essays � in-class (the first will be an ungraded diagnostic essay) and out-of-class essays due at the beginning of class on the date the assignment is due. I will not accept any essay that isn't TYPED AND DOUBLE-SPACED. Late papers will NOT be accepted. Students must complete all essays to pass this course. In-class essays may not be made up without instructor permission before class. In addition to the readings and essays, there may be, at my discretion, short-answer quizzes covering reading assignments. The quizzes will count toward your participation grade and cannot be made up. Readings: You will be assigned readings from the CA text. You are expected to have read the selection(s) prior to the class period. Come to class ready to offer your opinions and ask questions. I expect full class participation with regard to the course readings. Grading: In-class essays 25% Research Paper 30% Topic Proposal CR/NCR Annotated Bibliography CR/NCR First Draft 1/2 Revised Draft 1/2 Analytical Essay 15% Department final exam 20% Participation (oral and written) 10% No late papers will be accepted under any circumstances. Under certain circumstances, and regardless of the percentage points listed above, a student抯 contributions and academic curiosity (or lack thereof) may influence that student抯 final grade beyond the listed scope. In other words, students who do not come to class or regularly participate in class discussions may find their final grade significantly reduced to reflect the full scope of class involvement. An 揂� grade requires more than good essay-writing. 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 Grading: A-F. In English Department courses, instructors will comment on and grade the quality of student writing as well as the quality of ideas being conveyed. All student writing should be distinguished by correct grammar and punctuation, appropriate diction and syntax, and well-organized paragraphs. 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 ("The Grading System"). Grades issued must represent a full range of student performance: A=excellent; B=above average; C-average; D=below average; and F=failure. In this class, a 揅� grade is writing to the minimum expectations of the professor. Each student begins with a 揅� grade at the beginning of the semester. That grade may increase or decrease depending on the quality of work presented over the course of the semester. Papers handed in late will receive 揷redit� for completing the assignment, but the grade will be an F. In factoring numerical value, late papers handed in immediately after collection will receive a 60%. There will be a 10% deduction for each 24-hour period thereafter. Attendance: Students are expected to attend all class sessions and should notify the instructor if they know in advance they'll be absent. When drafts or papers are due, please complete all reading assignments and be present in class, whether or not your work is ready. Plagiarism: To plagiarize is to use the ideas or writing of another as one's own. When borrowing from outside sources, students must credit the author. Neglecting to do so will result in a failing grade. If you plagiarize, you not only will fail this course, but also will be referred to the university for disciplinary proceedings. Writing: Assignments shall emphasize those skills and activities in writing and thinking that produce 1) the persuasive argument, and 2) the critical essay, each of which demands analysis, interpretation, and evaluation. Writing assignments shall give students repeated practice in prewriting, organizing, writing, revising, and editing. Six to eight essays, appropriately sequenced throughout the semester and totaling a minimum of 8000 words, are required; at least one of these essays shall be informed by research. This minimum requirement excludes the final examination, journal writing, quizzes, and any brief or informal assignments. However, it can include the diagnostic essay and assignments that require major revisions to a previously graded or reviewed draft. A major revision is defined as a rethinking or reworking of an assignment and not a simple 揷orrecting� of mechanical errors noted on the original. At least three (but no more than four) essays shall be written in 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 shall include useful models of writing for academic, general, and specific audiences; readings shall be used consistently with the course goal of enhancing ability in written communication and reading. The majority of the reading shall be devoted to analytical, critical, and argumentative essays. Other types of texts, including poetry, drama, and fiction, may also be assigned, but shall not constitute more than the equivalent of four class sessions for classes that meet two days a week and two class sessions for classes that meet once a week. Instructors shall help students develop and refine strategies for reading challenging, college-level material. 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. 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. 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. 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, Fall 2011, Course Schedule Week 1 08/25 Introduction Syllabus Handouts In-Class Diagnostic Essay Week 2 揟he Art and Craft of Persuasion� (Creating America, 7-37) 揥riting Essays� (Creating America, 39-75) IN-CLASS ESSAY 1 (BRING YELLOW BOOKS AND BLACK INK PEN) Week 3 揜esearch� (Creating America, 77-100) RESEARCH PAPER: TOPIC PROPOSAL Week 4 揑dentities� (Creating America, 101-152) Week 5 揂merican Dreams� (Creating America, 153-211) IN-CLASS ESSAY 2 (BRING YELLOW BOOKS AND BLACK INK PEN) Week 6 揑mages of Gender and Family� (Creating America, 213-291) RESEARCH PAPER: ANNOTATED BIBLIOGRAPHY Week 7 揥ork and Play� (Creating America, 293-358) Week 8 揓ustice and Civil Liberties� (Creating America, 359-434) IN-CLASS ESSAY 3 (BRING YELLOW BOOKS AND BLACK INK PEN) Week 9 揥ar and Violence� (Creating America, 435-499) Week 10 揊rontiers� (Creating America, 501-556) RESEARCH PAPER: ROUGH DRAFT Week 11 The Things They Carried Week 12 The Things They Carried Week 13 The Things They Carried Week 14 TBA ANALYTICAL ESSAY Week 15 TBA RESEARCH PAPER: FINAL DRAFT Week 16 TBA Final Discussion, Semester Wrap-Up 1-page final report due Final Exam Saturday, December 310:00am - Noon, location TBD_______ Important 无忧短视频 dates Fall 2011 Monday August 22 Academic Year Begins � Fall Semester Begins Mon-Tues August 22-23 Pre-Instruction Activities: Orientation, Advisement, Faculty Meetings and Conferences (P) Wednesday August 24 First Day of Instruction � Classes Begin Monday September 5 Labor Day - Campus Closed (L) Tuesday September 6 Last Day to Drop Courses Without an Entry on Student抯 Permanent Record (D) Tuesday September 13 Last Day to Add Courses & Register Late (A) Wednesday September 21 Enrollment Census Date (CD) Friday November 11 Veteran抯 Day - Campus Closed (V) Wednesday November 23 Classes that start at 5:00 PM or later will not meet 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