邢唷��>� ��欹�y� ��?bjbj�� .�遻遻�7��& & €€€€€��Xl�P��:��4�廜慜慜慜慜慜慜$濺�PUp礝€��礝€€��蔕�,�,�,�€�€�廜�,�廜�,�,6+H�獼��`h鉪痔��)�I{O郞0P'I�繳s+�繳8獼繳€獼��,��礝礝,��P��繳��& F: San Jos� State UniversityDepartment of English and Comparative LiteratureSpring 2012 English 1B, Composition 2 Section 25 T/TR 10:30 � 11:45 Instructor: Leanne Lindelof Office: FOB 114 Office phone: 924-4436 Office hours: M 12:30 � 1:30 Tr 9:30 � 10:30 and by appt. E-Mail: Leanne.Lindelof@sjsu.edu Required Texts and Materials: Everything抯 an Argument, Lunsford and Ruszkiewica The Big Short, Lewis, Michael A full-volume dictionary Blue books for in-class essays Yellow book for departmental final exam 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. Prerequisite: Passage of Written Communication 1A or approved equivalent course and passage of the English Proficiency Test (EPT), unless exempt. Assignments: The majority of your work in this class will be text analysis and essay writing. You will write a total of six essays � one ungraded diagnostic in-class essay, two graded in-class essays, and three out-of-class essays, two of which must be informed by research. You will also be completing periodic in-class assignments and/or quizzes on the bi-weekly reading. Readings: Readings and the ensuing class discussions are integral parts of this course. Please give yourself enough time to complete the assigned reading by the date indicated on the syllabus. Mark the texts where necessary and come to class prepared to participate in discussion by adding your thoughts and comments. You will be expected to contribute to a thorough exploration of the ideas and issues examined. 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. The following Content Objectives are specific to Area C3 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. Information available online Students 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 Grading Procedure: The Department of English reaffirms its commitment to the differential grading scale as defined in the official 无忧短视频 Catalog (揟he Grading System�). Grades issued must represent a full range of student performance: A = excellent; B = above average; C = average; D = below average; F = failure. In English Department courses, instructors will comment on and grade the quality of student writing as well as the quality of the ideas being conveyed. All student writing should be distinguished by correct grammar and punctuation, appropriate diction and syntax, and well-organized paragraphs. Thoughtful responses with an attention to detail exemplify excellence. Individual essays will be graded on an A-F scale according to the following department academic standards: The 揂� essay will be well organized and well developed, demonstrating a clear understanding and fulfillment of the assignment. It will incorporate research materials effectively and correctly, as appropriate to the assignment. It will show the student抯 ability to use language effectively and to construct sentences distinguished by syntactic complexity and variety. Such essays will be essentially free of grammatical, mechanical, and usage errors. The 揃� essay will demonstrate competence in the same categories as the 揂� essay. The chief difference is that the 揃� essay will show some describably slight weaknesses in one of those categories. It may slight one of the assigned tasks, show less facility of expression, or contain some minor grammatical, mechanical, or usage flaws. The 揅� essay will complete all tasks set by the assignment, but show weaknesses in fundamentals, usually development, with barely enough specific information to illustrate the experience or support generalizations. The sentence construction may be less mature, and the use of language less effective and correct than the 揃� essay. The 揇� essay will neglect one of the assigned tasks and be noticeably superficial in its treatment of the assignment梩hat is, too simplistic or too short. The essay may reveal some problems in development, with insufficient specific information to illustrate the experience or support generalizations. It will contain grammatical, mechanical, and/or usage errors that are serious and/or frequent enough to interfere substantially with the writer抯 ability to communicate. The 揊� essay will demonstrate a striking underdevelopment of ideas and insufficient or unfocused organization. It will contain serious grammatical, mechanical, and/or usage errors that render some sentences incomprehensible. 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/. Grading scale: In-class essays (2 + ungraded diagnostic) 20% total or 50 pts each Out-of-class essays, 5 � 6 pages (3, two of which must be informed by research) 40% or 66 pts each In-class assignments/Quizzes (5) 20% or 20 pts each Final Exam 20 % or 100 pts Late work: Students must be in attendance to complete in-class assignments. Written assignments cannot be handed in late without prior consent of the instructor. There are no exceptions. This is not a joke. And please don抰 e-mail me to inquire about what happened in class when you were absent. Facebook: Students are encouraged to join the class facebook group, Eng 1B Sp 12, in order to post questions and share pertinent information. TURNITIN.COM: All out-of-class essays must be uploaded to turnitin.com. Instructions on uploading will be given within the first two weeks of class. Final Exam: The university wide final exam for this course will be held on Saturday, May 12th at 10:00 a.m. and graded holistically the following week. COURSE SCHEDULE TR 1/26 Course introduction/Syllabus/facebook T 1/31 Diagnostic SLO 1, 4, 6 TR 2/2 The writing process SLO 1, 3, 4, 5, (handout) T 2/7 EAA, Chapter 1, 揈verything is an Argument� SLO 1, 3, 4, 5 TR 2/9 EAA, Chapters 2 � 4 SLO 1, 3, 4, 5 Pathos, Ethos, Logos *Quiz T 2/14 � How to Save Iraq, � Newsweek SLO 1, 3, 4, 5 (handout) *Essay #2 assigned TR 2/16 Clear sentences SLO 1, 5 (handout) T 2/21 EAA, Chapter 7, 揝tructuring an Argument� SLO 1, 3, 4, 5 Political arguments (handout) TR 2/23 Workshop Essay #2 SLO 1, 2, 3, 4, 5 T 2/28 NYer article TBD SLO 1, 3, 4, 5 (handout) *In-class assignment *Essay #2 DUE TR 3/1 Essay #3 in class SLO 1, 3, 4, 5, 6 T 3/6 EAA, 揈valuating Sources,� SLO 2 揇ocumenting Sources,� and 揥hat Counts As Evidence� *Essay #4 assigned TR 3/8 Library research SLO 2 T 3/13 Humor in argument SLO 1, 3, 4, 5 Jon Stewart TR 3/15 Workshop Essay #4 SLO 1, 2, 3, 4, 5, 6 T 3/20 Martin Luther King, Jr. SLO 1, 3, 4, 5, 6 (handouts) *Essay #4 DUE TR 3/22 Grammar SLO 1, 5 *In-class assignment 3/26 � 3/30 SPRING BREAK, NO CLASS T 4/3 Introduction to The Big Short SLO 1, 3, 4, 5, 6 揚rologue� Helpful definitions CDOs explained TR 4/5 The Big Short SLO 1, 4, 5, 6 pp. 1 � 60 *Quiz *Essay #5 assigned T 4/10 揗ichael Lewis at HAAS� SLO 1, 4 TR 4/12 The Big Short SLO 1, 4, 6 揌ow Can a Guy Who Can抰 Speak English lie?� pp. 61 - 83 T 4/17 揑nside Job� SLO 1, 4, 6 Propoganda or fact? TR 4/19 Update on Essay #5 SLO 1, 2, 3, 4, 5, 6 T 4/24 The Big Short SLO 1, 4, 6 揂ccidental Capitalists� pp. 104 - 135 *Essay #5 DUE TR 4/26 The Big Short SLO 1, 4, 6 揝piderman at the Venetian� pp. 136 � 159 T 5/1 The Big Short SLO 1, 4, 6 揂 Death of Interest� pp. 200 - 225 TR 5/3 The Big Short SLO 1, 4, 6 pp. 226 � 252 *Quiz T 5/8 In-class essay #6 SLO 1, 3, 4, 5, 6 TR 5/10 Preparation for final SLO 1, 3, 4, 5, 6 SAT 5/12 FINAL EXAM, 10:00 a.m. T 5/15 The Big Short 揈pilogue� and 揂fterward� SLO 1, 4, 6 *Extra Credit Opportunity *NOTE: Assignments, but not due dates, are subject to change KWnrz|}�� ! 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