ࡱ> ` lbjbj 4qd%HHH8H|bIq2II"JJJJJJeqgqgqgqgqgqgq$shuqRJJRRqJJqVVVRJJeqVReqVVmpJI \pPHoT`nQqq0qn\vUv0pvpLJD;MVNL%P~JJJqqiV^JJJqRRRRD&J,dJ, English 1BComposition II Fall 2007 Instructor: Rob Swart Office: Faculty Office Bldg 215 Section:29: MW 1:30-2:45 DMH 149B Office Phone: (408) 924-5063 Email: torsionism@hotmail.com Office Hours: To be announced. Required Texts & Materials: Simon and Schuster Handbook for Writers, L. Troyka and D. Hesse, 8th ed. The McGraw-Hill Reader: Issues Across the Disciplines, Gilbert H. Muller, 9th ed. Blue and Yellow Exam books: four (4) blue and two (2) yellow College-level NON-ELECTRONIC dictionary (small enough to be brought to class) An active email address that is checked on a regular basis. Access to a printer. ENGLISH 1B COURSE DESCRIPTION English 1B is the second course in 91s 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. Competency Goals: English 1B reinforces and advances the abilities developed in Written Communication 1A, broadening and deepening students understanding of the genres, styles, audiences, and purposes of college writing. Students will be expected to develop the following: Sophistication in writing analytical, argumentative, and critical essays; A mature writing style appropriate to upper-division university discourse; Reading abilities which will provide an adequate foundation for upper-division work; Proficiency in basic library research skills and in writing papers informed by research; Mastery of the mechanics of writing. 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; ASSIGNMENTS Reading: Reading is an important component of this course, because to be a good writer you must immerse yourself in good writing. The reading assignments will consist of essays from our primary text, The McGraw-Hill Reader, as well as sections from the Simon and Schuster Handbook for Writers. The assigned readings must be completed by the beginning of the class period they are assigned. Daily written responses, class discussions, quizzes and essay prompts will relate directly to the reading selections. Not coincidentally, the readings correspond to the five topics you can choose from for your research paper: Business and Economics; Education and Society; Science and Technology; Media and Popular Culture; and Philosophy, Ethics and Religion. It is essential that you make notes of ideas spurred by the reading or class discussion so that you have topics to choose from for your research paper. I expect you to come to class prepared with questions and observations about the readings for class discussion. It is imperative that you keep up with the reading schedule. Please bring your books to class and be prepared to participate. Writing: There are six required essays, plus the final exam: three in-class, two out-of-class, and the research essay. You will write a minimum of 8,000 words for this course. Three in-class essays at 1,000 words each, two out-of-class essays between 1,000 and 1,500 words each, and the research essay of 2,500 to 3,000 words. All six essays, plus the final must be completed in order to receive credit for the course. In-class essays will be written in a blue book available for you to purchase at the bookstore. Also bring a non-electronic dictionary and a blue or black pen. Make-ups for in-class essays will only be allowed when a student has made previous arrangements with me. Out-of-class essays must be stapled, typed, double-spaced, checked for spelling and grammar, and in MLA format, including a Works Cited page. Essays should be four to five pages in length (1,000-1,500 words). Late assignments will be graded down one full letter grade for every calendar day late. Assignments that are more than one week late cannot receive more than 50% credit. Out-of-class essays will not be accepted via email. The research essay must be stapled, typed, double-spaced, checked for spelling and grammar, and in MLA format, including a Works Cited page. Essays should be 10-12 pages in length (2,500-3,000 words). Late assignments will be graded down one full letter grade for every calendar day late. Assignments that are more than one week late cannot receive more than 50% credit. Research essays will not be accepted via email. Plagiarism and InfoPower Tutorial Information As part of English 1B, you are required to complete the Plagiarism and InfoPower Tutorials. The tutorials can be accessed online at http://tutorials.sjlibrary.org/tutorial/. When the tutorials page comes up, select the tutorial you wish to complete. (Both of these tutorials are listed in the first section, Essential Research Skills for 91 Students.) Once you select a tutorial, click on the 91 Students First Time link to set up your user profile. Once you establish a profile for each tutorial, you can return to a tutorial to review information and reprint quiz scores. You are required to provide me with a hard copy of your score(s) from the quiz(zes) for each tutorial by the due date listed below. (Due dates are also listed in the Course Schedule section of the Syllabus.) The InfoPower Tutorial improves research skills to more effectively select, search and evaluate sources. It teaches concepts such as the type of information you need determines where you look, the difference between scholarly and popular works, defining topics, selecting keywords, searching databases, evaluating information, citing sources, and GetText. Approximately 30 minutes per module (3 modules) and includes a pre-test and a graded quiz at the end of each module. Due: Monday, September 3. The Plagiarism Tutorial explores plagiarism, paraphrasing, and citing souces. [It] includes a pre-test, graded quiz and paraphrasing practice exercises. Due: Monday, September 17. REMEMBER: You must turn in the confirmation page to me in order to receive credit. Extra Credit: There are three percentage points of extra credit available for this class. By attending one writing workshops at the 91 Writing Center, you receive one percentage point of extra credit. You may do this as many times as you like, but you will only receive credit for three workshops. Additionally, only specific workshops receive extra credit. I will give you a list of valid workshops. To register for a workshop, contact the 91 Writing Center using the contact info below. RESEARCH PROJECT This assignment is a cumulative project culminating in a 10-12 page essay informed by library research. We will meet in the library for one class session and a librarian will introduce you to the basic research methods. There will be several due dates in which you will produce material demonstrating progress towards a completed project. Please make sure to meet all the deadlines as each step along the way will be graded. You will receive a handout that details the research project requirements. CLASS ASSIGNMENTS, QUIZZES, AND HOMEWORK Most classes will include an in-class written response to the reading assignment followed by a class discussion. Other assignments may include grammar exercises and quizzes, as wells as more formal close reading responses which I will assign and discuss during the semester. These assignments cannot be made up if missed. WORKSHOPS Workshops are a structured group exercise that consists of peer evaluation of an essay-in-progress. You must be present on workshop days; missing a workshop will result in lowering your grade for that essay one full letter grade. Bring three copies of a complete rough draft which meets the minimum page requirement. Workshops cannot be made up. LIBRARY TOUR We will be touring the library on Monday, September 10th. This is a mandatory tour that will introduce you to the librarys resources. We will meet at our regularly scheduled time in room 125 on the first floor of the library (just across the hall from the library bookstore). In preparation for this tour, you must complete the Info Power Tutorial at least one week in advance (see tutorials below). OFFICE HOURS I am available during regularly scheduled office hours each week and by appointment. Please take advantage of this opportunity to get individual help. Often a brief conversation with your instructor can save you hours of work. THE FINAL A common essay final, graded holistically, shall count 20 percent toward the course grade. The mandatory final exam will be administered to all English 1B students on: Saturday, December 1st from 10:00a.m.-12:00 p.m., Room TBA The format is similar to an in-class essay. A single university-wide final will be developed around two college-level reading passages each semester by the English Department Composition Committee. You will have 30 minutes for prewriting and 60 minutes for writing. The university requires that you use a yellow book for this exam. Bring a non-electronic dictionary and black or blue pens. Students must take the final exam in order to pass the course. GRADING In-class essays (2 @ 5% each, plus an ungraded diagnostic) 10% Out-of-class essays (2 @ 10% each) 20% Research Paper and its components 25% (Research Paper Components: Thesis and Annotated Bibliography (2 @ 2.5%) 5% Introductory Paragraph and Outline (2 @ 2.5%) 5% Rough Draft 5% Final Paper 10% In-class assignments and participation 15% Homework/Quizzes 10% Final Exam 20% DEPARTMENTAL GRADING POLICY The Department of English and Comparative Literature reaffirms its commitment to the differential grading scale as defined in the official 91 Catalog (The Grading System). Grades issues must represent a full range of student performance: A=excellent; B=above average; C=average; D=below average; F=failure. Courses graded according to the A,B,C, No Credit systems shall follow this same pattern, except that NC, for No Credit, shall replace D or F. In A, B, C, No Credit courses, ND shall substitute for W (Withdrawal) because neither NC nor W affects students grade point averages. Note: A grade of C- is not a passing grade in this course. Any final grade falling below a C (73%) will be recorded as a NC. 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. Although this is an A, B, C, No Credit course, individual essays will be graded on an A-F scale. Essays will be graded according to the following department academic standards: The A 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 students 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 B essay will demonstrate competence in the same categories as the A essay. The chief difference is that the B 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 C 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 B essay. The D essay will neglect one of the assigned tasks and be noticeably superficial in its treatment of the assignmentthat 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 writers ability to communicate. The F 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. CLASSROOM ENVIRONMENT Please make every effort to ensure a positive learning experience for all by coming to class on time, turning off your cell phones before class, and refraining from disruptive behavior such as eating, talking out of turn, listening to music, text messaging, or sleeping. Sleeping in class is disrespectful to your instructor and other students. The use of electronic devices including cell phones, ipods, and laptop computers will not be allowed during class. If you have a special circumstance requiring the use of a laptop computer please see me so appropriate arrangements can be made. PLAGIARISM Presenting the ideas or writings of another as ones own is plagiarism. Any act of plagiarism will result in automatic failure on the assignment and possible failure in the course and dismissal from the university. For this and every course at 91, be familiar with the Policy on Academic Integrity printed in the 91 Catalog. If you have any questions about using a source please see me. No form of academic dishonesty will be tolerated. DISABLED STUDENTS Students requiring assistance such as note-takers, readers, sign-language interpreters, special testing arrangements, or other assistance due to disabilities should contact the Disability Resource Center (DRC) at (408) 924-6000. The DRC approves all individual accommodations; students with disabilities that require special accommodations must be registered with the 91 Disability Resource Center. Please get approval for accommodations and present it to me ASAP. Presidential Directive 97-03 requires that students with disabilities register with the DRC to establish a record of their disability. TUTORING Students who want additional assistance with their writing are encouraged to take advantage of the91 Writing Center. Tutors are available to assist students with a variety of writing issues and assignments. In addition to individual assistance, the Writing Center also offers a number of free workshops throughout the semester; check their website for details. 91 Writing Center Contact Information: Clark Hall, Suite 126 408.924.2308 http://www.sjsu.edu/writingcenter/ Student athletes can get academic support through the Student Tutorial and Academic Resource (STAR) center. Services include mentoring, study groups, and advising. STAR Contact Information: Student Services Center 408.924.2129 http://www.acadsvcs.sjsu.edu ENGLISH 1B COURSE SCHEDULE, FALL 2007 (Subject to change with prior notice) Key: MH: McGraw-Hill Reader HB: Handbook for Writers M 8/27 Departmental Diagnostic, In-class Essay #1 W 8/29 Introduction/Syllabus Out-of-class Essay #2 assigned M 9/3 Labor Day-No Class Power Info Tutorial Due Send contact email to Professor. W 9/5 Reading Due: MH: Reading and Writing Effective Arguments, pgs. 100-123 HB: Writing Arguments (5a-n) pgs. 149-170 Begin Reading HB: Using Sources and Avoiding Plagiarism (33a-33k), pgs. 538-560 Power Info Confirmation Page Due M 9/10 Library Tour/Introduction: Meet in the library in room 125. W 9/12 Start Unit on Business and Economics: How Do We Earn Our Keep? Reading Due: MH: Chapter Intro pgs. 454-455 MH: Barbara Ehrenreich, Nickel and Dimed, pg. 474 MH: Richard Rodriguez, Los Pobre, pg. 483 Continue Reading HB: Using Sources and Avoiding Plagiarism (33a-33k), pgs. 538-560 M 9/17 Business and Economics Reading Due: MH: Thomas L. Friedman, Globalization: The Super-Story, pg. 470 MH: Robert Reich, Why the Rich are Getting Richer, pg. 488 HB: Research Writing as a Process (31a-31g), pgs. 492-502 Finish Reading HB: Using Sources and Avoiding Plagiarism (33a-33k), pgs. 538-560 Research Paper Assigned Plagiarism Tutorial Confirmation Page Due W 9/19 Start Unit on Education and Society: How, What, and Why Do We Learn? Reading Due: MH: Chapter Intro pgs. 252-253 MH: Frederick Douglass, Learning to Read and Write, pg. 257 MH: Richard Rodriguez, The Lonely, Good Company of Books, pg. 262 Begin Reading: HB: Finding and Evaluating Sources (32a-32k), pgs. 512-537 M 9/24 Education and Society Reading Due: MH: Laura DAndrea Tyson, Needed: Affirmative Action for the Poor, pg. 267 MH: Claybourne Carson, Two Cheers for Brown v. Board of Education, pg. 285 Continue Reading: HB: Finding and Evaluating Sources (32a-32k), pgs. 512-537 W 9/26 Workshop Essay #2Bring three (3) copies to class Continue Reading: HB: Finding and Evaluating Sources (32a-32k), pgs. 512-537 M 10/1 Education and Society Reading Due: MH: Susan Jacoby; When Bright Girls Decide, pg. 277 MH: Arthur E. Levine, Sure Changes for Colleges in the Future, pg. 280 Finish Reading: HB: Finding and Evaluating Sources (32a-32k), pgs. 512-537 W 10/3 Education and Society Reading Due: MH: Anna Quindlen, Sex Ed, pg. 270 MH: David Gelernter, Unplugged: The Myth of Computers, pg. 273 Essay #2 Due M 10/8 Thesis and Bibliography Workshop--Bring three (3) copies to class Reading Due: HB: Research Writing as a Process (31i-31l), pgs. 502-507 HB: Planning, Shaping, Drafting, and Revising (2q), pgs. 46-50 Essay #3 Assigned Thesis and Annotated Bibliography Due to Instructor W 10/10 Science and Technology: What Can Science Teach Us? Reading Due: MH: Chapter Intro, pgs. 778-779 MH: David Sedaris, Nutcracker.com, pg. 792 MH: Freeman J. Dyson, Science Can Lift up the Poor, pg. 801 M 10/15 Science and Technology Reading Due: MH: K.C. Cole, Entropy, pg. 797 MH: Carl Sagan, Can We Know the Universe?, pg. 804 W 10/17 Science and Technology Reading Due: MH: Dinesh D'Souza, Staying Human, pg. 810 MH: Terry Tempest Williams, The Clan of One-Breasted Women, pg. 819 M 10/22 Workshop Essay #3Bring three (3) copies to class W 10/24 Intro and Outline Workshop--Bring three (3)copies to class Reading Due: HB: Planning, Shaping, Drafting, and Revising (2r), pgs 50-52 HB: Research Writing as a Process (31m), pg. 507 Introductory Paragraph and Outline Due to Instructor M 10/29 Start Unit on Media and Popular Culture: What Is the Message? Reading Due: MH: Chapter Intro, pgs. 510-511 MH: Dave Barry, Red, White, and Beer, pg. 545 MH: Gloria Steinem, Wonder Woman, pg. 548 W 10/31 Media and Popular Culture Reading Due: MH: Rita Dove, Loose Ends, 529 MH: Mary Winn, The Plug-In Drug, 532 Essay #3 Due M 11/5 Media and Popular Culture Reading Due: MH: Todd Gitlin, Supersaturation, pg. 557 MH: Robert Warshow, The Gangster as Tragic Hero, 515 W 11/7 In-class Essay #4Bring blue books, pens, non-electronic dictionary M 11/12 Veterans Day-No Class but please read the following: Reading Due: MH: Chapter Intro, pgs. 616-617 & 620 MH: Margaret Mead, New Superstitions for Old, pg. 621 MH: Letty Cottin Pogrebin, Supersitious Minds, pg. 624 W 11/14 Workshop Research PaperBring three (3) copies to class Research Paper Rough Draft due to Instructor Reading Due: HB: Research Writing as a Process (31n), pgs. 508-509 HB: Planning, Shaping, Drafting, and Revising (2s-2t), pgs. 53-56 M 11/19 Start Unit on Philosophy, Ethics, and Religion: What Do We Believe? Reading Due: MH: Langston Hughes, Salvation, pg. 633 MH: C.S. Lewis, The Rival Conceptions of God, pg. 651 W 11/21 Philosophy, Ethics, and Religion Reading Due: MH: Salman Rushdie, November 2001: Not About Islam?, pg. 648 MH: Stephen L. Carter, The Culture of Disbelief, pg. 655 M 11/26 In-Class Essay#5 (Mock Exam)Bring blue books, pens, non-electronic dictionary Research Paper Due W 11/28 Final Exam Prep Sat. 12/1 FINAL EXAM, 10am-12noon, Room TBABring yellow books, pens, paper dictionary M 12/3 Student Presentations W 12/5 Student Presentations M 12/10 Student Presentations Essay #2 Out-of-class Identifying an Intersection Rough Draft due Thursday September 20th--Bring three copies of your draft (which meets the page requirement) for the workshop. Final Draft due Thursday September 27th --Turn in your edited, complete essay with your prewriting, rough draft, and workshop evaluations attached. You will also turn in your interview notes with your final draft. Grading: Prewriting [5 points], Rough Draft [15 points], Workshop Evaluations [10 points], Final Essay [70 points]. Assignment: If you have not chosen a career or major, write an essay exploring a particular career or major you are considering. If you have chosen your field, write an essay exploring a particular job in that field. As part of this assignment, interview a professor or other professional in your field of interest. Within the course of this 20-30 minute interview, identify an intersection between your career, major, or job and one of the five topics we are studying this semester (Business and Economics; Education and Society; Science and Technology; Media and Popular Culture; Philosophy, Ethics, and Religion). Your other research for this paper will focus on further definition and exploration of this intersection. You must provide me with the name and contact information of the person you interview. Please email the information to me as soon as you set up your interview. You are required to submit your interview notes with your final draft on September 27th. (I encourage you to get an early start on the interview process; let me know if I can be of assistance.) Source Material: You will be using source material within your essay. In addition to your interview, you are required to use three sources. Electronic sources are fine. For this assignment only, Wikipedia.org is an acceptable source. Remember that all material must be cited properly. (Refer to Chapter 33 in the Handbook for Writers.) You must include a Works Cited page with your final draft. Prewriting: Before you begin to write your essay, use a prewriting technique: focused freewriting, brainstorming, journalists questions, mapping or clustering, or outlining. (Refer to sections 2g-2h in the Handbook for Writers.) Your handwritten prewriting will be turned in with your final draft on September 27th. Structure: Give your essay a relevant and interesting title. Formulate a strong introductory paragraph that begins with a hook, and sets the tone and style for your essay. Your thesis statement needs to identify the topic you will be discussing. (Refer to pages 84-87 of the Handbook for Writers.) Each body paragraph should focus on and developa single point. Use strong, precise transitions between your body paragraphs to show the relationships between your ideas. (Refer to pages 87-104 of the Handbook for Writers.) Your conclusion should reinforce your thesis by summarizing your essay, and/or by explaining the larger social significance of your topic. The conclusion does not add any new ideas. (Refer to pages 113-114 of the Handbook for Writers.) Format: Use the MLA (Modern Language Association) standard for page set up. (Refer to Chapter 34 in the Handbook for Writers for examples.) Use 1 margins for the top, sides and bottom of your document, and 12 point font, either Times New Roman, Tahoma or Arial. Your essay should be double-spaced throughout. Use the Header and Footer option under the View drop down menu to insert your last name and page number at the upper right corner of each page, starting with page two. Length: 4-5 full pages (approximately 1000-1500 words). Short papers will be severely graded down.     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