邢唷��>� oq��n��欹�g� ��JbjbjVV 4�r<r<B�� 4444Dx�4�!��!!!!!!!$/#��%d2! ��2! ��G!KKK�^ � �!K�!KK:�,L ��@'�D�� ]!0�!�RE&��E&L L TE& � X��K��2!2!��!��E&�� : Welcome to English 1B Spring 2011 Sherri Harvey Office Hours M/W 10:30-11:30 and 3:00-4:00 OFFICE: FO 212 924-4456牋牋 Best way to reach me: #1 wordpassionsjsu@yahoo.com M/W sections 3, 13, 32, and 45 #2 harveysher@yahoo.com meets at 7:30 (BBC123), 9 (BBC120), 12 (Sweeney 229) and 1:30 (BBC 120) � TEXT AND MATERIAL ---- Word Passion II from ME IN CLASS $5.00 ---- Water for Elephants by Sarah Gruen� --- They Say / I Say: The Moves That Matter in Academic Writing by HYPERLINK "http://www.amazon.com/Gerald-Graff/e/B001H6UGC8/ref=sr_ntt_srch_lnk_1?qid=1282017951&sr=1-1" \t "_blank" Gerald Graff and HYPERLINK "http://www.amazon.com/Cathy-Birkenstein/e/B001H6OLG0/ref=sr_ntt_srch_lnk_1?qid=1282017951&sr=1-1" \t "_blank" Cathy Birkenstein ---- This course will require that you visit the 无忧短视频 Museum of Art twice which will cost $10.00 � 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, broadening and deepening your understanding and purposes of different types of college writing, English 1B focuses more on persuasive and critical writing than 1A.� You will develop sophistication in writing analytical, argumentative and critical essays that will provide a strong foundation for your college career.� You will learn the art of citation and MLA format and practice your research skills through your research a paper. OUR CLASSROOM COMMUNITY: Our classroom should be viewed as a microcosmic community that we enter for each class period.� In order for us to become better writers, we need a comfortable atmosphere in which all members of the class feel welcome to contribute.� We will be engaging in peer workshop activities, promoting useful responses and constructive criticism to move our writing, and our thinking, forward.� We must learn to appreciate each other抯 efforts to be active readers and writers.� We need to be conscious of holding and voicing our opinions responsibly, knowing how we might effect others.� In short, please be respectful.� REQUIREMENTS FOR GRADING Diagnostic Essay Not gradedPaper One, Water for Elephants4-6 pages10%LO1,2Paper Two, Fig.Language Presentation4-6 pages10%LO1Paper Three, Proposal�+annotated bib牋�2 pages10%LO1Paper Four, first draft of research paper3 pages5%LO2燩aper Five, Research Paper牋牋牋牋牋牋牋� �10-12 pages25%LO 1-3In-Class Essay #15%LO1In-Class Essay #25%LO2In-Class Essay # 3(lowest dropped)LO1-3Final Exam20%LO1-3Class Participation10% DUE DATES: YOU WILL NOT PASS THIS CLASS IF YOU TURN WORK IN LATE WITHOUR PRIOR ARRANGEMENTS.� You must be ready to turn in at the beginning of class on the due date to receive credit.� You also need to turn in a rough draft on the due date in order to earn the right to turn in a final draft.� 牋This is especially important for the drafts of the research paper that is due the last day of class.燭HE DRAFT OF THE RESAERCH PAPER COUNTS AS AN ESSAY, so treat it accordingly.牋Should extenuating circumstances demand that you turn in work late, you MUST contact me before class on the date due to discuss an alternative plan. Communication is crucial.� I cannot stress this enough.� If you can抰 turn in an essay, you are responsible for contacting me PRIOR TO the due date to receive credit for the essay.� Since no late work is accepted, if you fail to turn in an essay on time, you will not receive credit for the course.� 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.� More than 10 minutes late counts as an absence.� If you are late on the day a paper is due, your paper will not be accepted.� More than three absences will likely lower your final grade in this course. 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. 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.� MLA format can be found on the web at HYPERLINK "http://www.mla.org/" \t "_blank" www.mla.org or in any MLA handbook.� � PLEASE NOTE: All essays must be turned in on time in order to pass this class.� Out-of-class essays with no peer review will be dropped one letter grade. To avoid this, do not� be 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 25% of your final grade.� It will be 10� pages long, 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. USEFUL INFO: www.library.sjsu.leapengl.htm and HYPERLINK "http://www.library.sjsu.edu/subject/English/research.htm" \t "_blank" www.library.sjsu.edu/subject/English/research.htm Create a bibliography:� HYPERLINK "http://www.schoolelection.com/" \t "_blank" www.schoolelection.com牋� Modern Language Association:� HYPERLINK "http://www.mla.org/" \t "_blank" www.mla.org Grammar help: GrammarBytes: HYPERLINK "http://www.chompchomp.com" www.chompchomp.com OnlineWritingLab at Purdue University 燦OTE:� 无忧短视频 Writing Center Clark Hall, Suite 126 Monday-Thursday 9-7 and Friday 9-1 Call for appointments at 924-2308 or go online at HYPERLINK "http://www.sjsu.edu/writingcenter" \t "_blank" www.sjsu.edu/writingcenter. Grading:牋 A-F Grading scale applies. Final Exam is worth 20% of your grade. Lower-division literature courses should require a minimum of 3000 words of graded in-class and out-of-class writing. Upper-division literature courses should require a minimum of 5000 words of graded in-class and out-of-class writing including at least one paper informed by significant library research. � 1B Student Learning Objectives (SLO): 1: Students shall write complete essays that demonstrate the ability to refine the competencies established in Written Communication 1A (as summarized below). Students should be able to perform effectively the essential steps in the writing process (prewriting, organizing, composing, revising, and editing). Students should be able to express (explain, analyze, develop, and criticize) ideas effectively. Students should be able to use correct grammar (syntax, mechanics, and citation of sources) at a college level of sophistication. Students should be able to write for different audiences (both specialized and general) 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. 3: Students shall write complete essays that demonstrate the ability to synthesize ideas encountered in multiple readings. The following Content Objectives are specific to SLO3 This course should 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 pre-writing, organizing, writing, revising, and editing. The number of writing assignments and their careful sequencing are as important as the total number of words written. Six to eight essays totaling a minimum of 8000 words are required. This minimum requirement excludes the final exam, journal writing, quizzes, and other informal or brief assignments. Although the majority of papers will be written outside of class, at least three essays shall be written in class. Students shall receive frequent evaluations from the instructor. Evaluative comments must be substantive, addressing the quality and form of writing. Reading for the course shall include useful models of writing for academic and general audiences; readings shall be used consistently with the course goal of enhancing ability in written communication and reading. A substantial portion of the reading should be devoted to analytical, critical, and argumentative essays. Instructors should help students develop and refine strategies for reading challenging material. The course shall include an introduction to the library and to basic research strategies, including locating materials, evaluating them, using them effectively (e.g., quoting, paraphrasing, summarizing), and citing them properly. Instructors shall assign a traditional research paper or a series of short essays in which library research informs the student's position or thesis. Please note: Schedule is tentative and subject to change based on the needs of the class. Week 1� � � � � � Jan 26� � � � � � � Introductions � � � � � � � � � � � � � � � � � � HW:� Read Water Week 2� � � � � � Jan 31� � � � � � � Diagnostic Introductions/Concrete vs. abstract language � � � � � � � � � Feb 2� � � � � � Abstract vs ConcreteWeek 3� � � � � � Feb 7� � � � � � Water Discussion� � � � � � � � � Feb 9� � � � � � Water quiz--discussion� � Week 4� � � � � � Feb 14� � � � � Rough Draft of Water (LO1,2) (Draft of Essay # 1 due) � � � � � � � � � Feb 16 Trip # 1 to museum required牋� 牋� 牋� 牋� 牋� Introduction to research paper牋� (LO2) Week 5� � � � � � Feb 21� � � Final Draft of Water due� � � � � � � � � Feb 23� � � Language Breakdown W 6� � � � � � 牋燜eb 28� � � Language Breakdown (LO3 a-c)� � � � � � � � � March 2� � � Metaphoric Language (LO 1,2) W7� � � � � � � � March 7� � � � Figures of Speech� � � � � � � � � � March 9� � � � PresentationsW8� � � � � � � � March 14� � 牋� Presentations� � � � � � � � . March 16� � 牋� Prep for In Class Essay # 1� W9� � � � � � � � March 21� � 牋 IN-CLASS ESSAY #1 (LO 4)� � � � � � � � � March 23� � 牋 Return/Discuss IC Essay # 1W 10� � � � � � � March 28 Spring Break牋牋牋Week 11牋牋牋牋牋 April 4� Prep for In Class Essay # 2� � 牋牋牋牋牋牋 A 6牋牋 IN-CLASS ESSAY #2 Week 12牋牋牋牋牋 A 11牋牋牋 Return/Discuss Essay # 2 牋牋牋牋牋牋 A 13牋牋牋 Writing an annotated bib Week 13牋牋牋牋牋 A 18牋 � Intro to Lib (Infopower ) (LO2) 牋牋牋牋牋牋 A 20牋牋 Proposals Due �(Essay # 3) � W 14牋牋牋牋� 牋� A 25牋牋 NO CLASS 牋牋牋牋牋� A 27牋牋� Research paper work day Week 15牋牋牋牋� May 2牋� First draft of Research paper due (Essay # 4)� bring 3 copies� 牋牋牋牋 May 4 牋� ARGUMENT DAY Week 16牋牋牋牋 May 9牋� In Class Essay #3 May 11 Research papers due Sat May 14 Final Exam 10 am From Claiming an Education (1977) by Adrienne RichThe 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 excerpt from Rich抯 speech to the YouTube video, 揂 Vision of Students Today�. 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 THE SCHEDULE IS TENTATIVE AND SUBJECT TO CHANGE BASED ON THE NEEDS OFEVERYONE IN THE CLASS. I WILL MAKE EVRY EFFORT TO FOLLOW THIS. � I ALSO UNDERSTAND THAT THIS PROFESSOR DOES NOT ACCEPT LATE WORK WITHOUT PRIOR ARRANGEMENTS. 燗NY LATE PAPERS WILL 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. � � (Your signature)______________________________ Print your name: Contact Info: � � Date:______________________________________ Is there anything else I need to know about you? 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