ࡱ> g >bjbjVV 5r<r<'6Z %%%8], %SR('!'!'!|S~S~S~S~S~S~S$OVYS'! ^'!'!'!SS###'!*|S#'!|S##Nl0S|tQ"TP*hSS0S~PYW#.YT0S0SYDS$'!'!#'!'!'!'!'!SS#'!'!'!S'!'!'!'!Y'!'!'!'!'!'!'!'!'! ! : San Jos State University Department of English and Comparative Literature English 1B, Composition 2 (GE C3), Section 26, Spring 2011 Instructor:Catherine GaborOffice Location:FOB 107Telephone:(408) 924- 4488Email:catherine.gabor@sjsu.eduOffice Hours:TR: 9:30-10:15; R 1:30-3:30; and by appointmentClass Days/Time:TR 10:30-11:45 amClassroom:Clark Hall 316Class Websitehttp://english1bsection26.pbworks.comPrerequisites:Passing grade in English 1A (C or better) or approved equivalentGE Category:Written Communication C3 Section 26 - Course Description Below you will find the course description that is common to every English 1B class. This paragraph describes our particular section. In this section, we will use reading, writing, thinking, and designing to advocate for our positions about education. Once you have committed to your topic, you will produce a significant, creative, research-based composition. Plenty of class time will be given to drafting and revising this document. Based on your own ideas about how your research should be presented, you will be allowed to use traditional print, images, sound, and any other media that is approved by me. This course is a bridge from English 1A to your upper-division writing class in your major. In order to prepare you for that class, English 1B will provide instruction in critical thinking, research techniques, and strong academic argument writing. All sections of English 1B meet the same goals, but they get there through different paths. Here are a few things unique to our section: Writing Partners: we will write letters back and forth with local 5th graders and host them in our class Computer lab: Every Thursday, we will meet in IS 134A, a computer lab, so we can use 21st century writing tools Book club: You will get to select one book and read it in conjunction with a small group of classmates just like Oprah! All Sections of English 1B Course Description English 1B is the second course in ǶƵs 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 ǶƵ academic polices available online:  HYPERLINK "http://www.sjsu.edu/english/comp/policyforsyllabi.html" \t "_blank" 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. Your instructor has listed in this syllabus how you will meet the 8000 word minimum. 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. Your instructor will help you develop and refine strategies for reading challenging, college-level material. 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. Course Materials: The English department suggests that a dictionary, a rhetoric (or rhetoric/reader), and a handbook are appropriate materials for this course. 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. Required Texts/Readings Wysocki, Anne Francis, and Dennis Lynch. compose design advocate. Pearson Longman, 2007. ISBN 0-321-11778-6  Wysocki, Anne Francis, and Dennis Lynch. The DK Handbook. Pearson Longman, 2011. ISBN 9780205730766 Reynolds, Nedra, and Rich Rice. Portfolio Keeping: A Guide for Students, second edition. Bedford's/St.Martin, 2006. ISBN 0-312-41909-0 Book Club book (You will have to buy one) $$ for printing texts from the class website Classroom Protocol Come to class on time; dont check your texts while in class; use common sense and decent behavior. College students are adults; behave like one. Academic policies You are responsible for reading the ǶƵ academic polices available online: http://www.sjsu.edu/english/comp/policyforsyllabi.html Assignments and Grading Policy Major Assignments AssignmentPercentageSLOWordsClass Blog10%1,5,62000Ratemyschool Essay15%1,3,51000Book Club Essay15%1,2,31000Research Essay: Annotated Bibliography10%2,3,4,51000 Final Draft30%1,2,3,4,52000Workshop Participation10%1,4N/APortfolio10%3,4,51000 Grading A word about how I approach grading: I start looking at every composition by asking, does it satisfy the requirements of the assignment. If it does, it will earn a satisfactory grade: C. If it does not satisfy the requirements, then the grade slides down to D or F. If the composition does more than simply satisfy the requirements, then the grade slides up to A or B. We will create discreet grading criteria for each major assignment. Range of Grades Letter GradeTrue GradeRangeA4.003.75-4.0 (+)A-3.663.5-3.75B+3.333.25-3.5B3.002.75-3.25B-2.662.5-2.75C+2.332.25-2.5C2.01.75-2.25C-1.661.5-1.75D+1.331.25-1.5D1.001.00-1.25F0.0.99 and belowLate Work I am unforgiving on late work -- even if you have a good excuse! If you come to class late on the day a draft is due or don't bring one a draft at all, you cannot use that as part of your final portfolio (see below). The class calendar is part of this document and located on our class Web site, so you know all of the due dates NOW. If you are going to miss class on the day an assignment is due, you need to make arrangement to turn it in early to me. Portfolios Final Portfolio Assignment: During this course, you will create a portfolio of your work, including a written reflection of 1000 words, that is 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 doesnt 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. English 1B, Spring 2011, Course Schedule The schedule is subject to change with fair notice, which will be posted on our class website. c d a = compose, design, advocate DateHomework Due on this dateR 1/27None T 2/1cda, pp. 1-31 (introduction and ch. 1) Do communication mishap R 2/3NoneT 2/8Read and annotate Finn Post: Which school was yours? Why?R 2/10Re-read Finn Write and print out: first draft of letter to Writing Partner (include some reference to your own elementary school; explain your path to college) T 2/15Write rough draft Bring 3 printed copiesR 2/17Revise and post revised draftT 2/22Post final draftR 2/24Review books for book club Post to blog: top three choices and whyT 3/1First book club readingR 3/3cda reading - TBA blog post - TBAT 3/8Second book club readingR 3/10cda reading - TBA blog post - TBAT 3/15Third book club readingR 3/17cda reading - TBA blog post - TBAT 3/22Fourth and final book club readingR 3/ 24Letter draft due (must explain fav moments in book and fav college class to date)T 3/29SPRING BREAKR 3/31SPRING BREAKT 4/5Post rough draft of book club paperR 4/7Meet in Clark 316T 4/12Post final draft of Book Club paperR 4/14Read cda on annotated bibsT 4/19cda chapter on writing statements of purpose R 4/21Post final draft of annotated bibT 4/26Bring rough draft of statement of purpose to class (one printed copy)R 4/28Post final draft of statement of purpose T 5/3Post first draftR 5/5Post revised draftT 5/10Keep revisingR 5/12Research paper due final draft postedT 5/17NoneR 5/199:45-12:00 Culminating Event with Writing Partners Portfolio due1B Final Exam time: Thursday, May 19, 9:45-12:00 Culminating Event with Writing Partners Important Dates Monday January 17 Dr Martin Luther King, Jr Day - Campus Closed (K) Tuesday January 25 Spring Semester Begins Wednesday January 26 First Day of Instruction Classes Begin Monday February 7 Last Day to Drop Courses Without an Entry on Record (D) Monday February 14 Last Day to Add Courses & Register Late (A) Tuesday February 22 Enrollment Census Date (CD) Mon--Friday Mar 28-April 1 Spring Recess Thursday March 31 Cesar Chavez Day - Campus Closed (CC) Tuesday May 17 Last Day of Instruction Last Day of Classes Wednesday May 18 Study/Conference Day (no classes or exams) (SC) Thur-Friday May 19-20 Final Examinations (exams) Mon-Wed May 23-25 Final Examinations (exams) Thursday May 26 Final Examinations Make-Up Day (MU) Friday May 27 Grade Evaluation Day (G) Saturday May 28 Commencement (C) Monday May 30 Memorial Day- Campus Closed (M) Tuesday May 31 Grades Due From Faculty - End of Spring Semester (G)     Course Name, Number, Semester, and Year Page  PAGE 1 of  NUMPAGES 9 $nu   9 > @ D E J ] h  # $ % & F uw#1Uc{hEfh-c5 hEfh-c hJh-chJh-c5h0h-cH*htQh-cH* h-c5+h-c5OJPJQJ\]^JaJnH tH  hwWh-c hu h-c hmh-c huh-c hh-c h %h-ch-c4DRkdR$$Ifl0 D%` P t%44 laRkd$$Ifl0 D%` P t%44 la $Ifgd-c $Ifgd-cgd-c 8 IRkd$$Ifl0 D%` P t%44 laRkd$$Ifl0 D%` P t%44 la $Ifgd-c $Ifgd-c8 9 J \ ] h w IRkd$$Ifl0 D%` P t%44 la $Ifgd-c $Ifgd-cRkdH$$Ifl0 D%` P t%44 law x IRkd>$$Ifl0 D%` P t%44 la $Ifgd-c $Ifgd-cRkd$$Ifl0 D%` P t%44 la $ % & I. & p@ P 1$gd-cRkd$$Ifl0 D%` P t%44 la $Ifgd-c $Ifgd-cRkd$$Ifl0 D%` P t%44 la& F 2 #|h2; & Fh^hgd-cgd-cgd-c & p@ P 1$gd-c & F & p@ P 1$gd-c & p@ P 1$gd-c{|RU-5%- cjklV ˾wjc[c[c[chCl/h-c5 hCl/h-ch-c5CJ$OJQJaJh h-cCJOJQJaJ$hzNh-c>*B*OJQJaJph'j4hzNh-cOJQJUaJ!jhzNh-cOJQJUaJhzNh-cOJQJaJhzNh-c5OJQJaJh-c5OJQJaJhEfh-c6 hEfh-ch-ch-c5\] ;-.&% |"l$^%%N'gd-c XDYDgd-c@&XDYDgd-cgd-cgd-c & Fh^hgd-c |""l$u$^%n%%&M'N'V'['\']''''''''(%(((O(R(W(X(x((((9)B)C)K))))=*t*ɸ԰ԩ}}ujhm.h-cnH tH h-cnH tH  hF+h-cjh h-cUh h-c6jh-cUmHnHuh-c h h-chCl/h-c6 jhCl/h-cUmHnHuhCl/h-cCJaJ hCl/h-chCl/h-c5hCl/h-c5B*aJphhCl/h-cB*aJph)N'\'v''''''P(Q(S(T(U(V(W((( )9)L)))t*** & p@ P d1$gd-cgd-cgd-ct***++---..N0T0[0f0011q3r3333334445V778889:s::µʑʑwoh h-c5h6?h-c5 h-c5hCh-c6B* phffhr5h-c6h-c0J#B*CJphhzNh-c0J#6B*]phhzNh-c0J#B*phhzNh-c5 h-c6hh-cOJQJhh-c5OJQJh-c5OJQJ h-c>*h\!h-c5h-c$********?kd$$Ifl\s h t0644 la & p@ P $1$Ifgd-c*******+?kd$$Ifl\s h t0644 la & p@ P $1$Ifgd-c+++++#+^???? 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