ࡱ> '` rbjbj$$ hFFi $x3x3x3P3|4to5~6666i7i7i7nnnnnnn$phKsnk@i7i7k@k@n66nFFFk@66nFk@nFFRdg65 Ē^Hx3AAetj n0oetA\t<ggtgi7+:F#<=i7i7i7nnIDni7i7i7ok@k@k@k@*x3x3 San Jos State University Department of English and Comparative Literature English 1A: Composition I, Section 18 and 31, Fall 2010 Instructor: Roohi Vora Office Location: Faculty Office 118 Telephone: (408) 924- 4428 Email: rvora@email.sjsu.edu Office Hours: Tuesdays and Thursdays, 12:00-1:00 Class Days/Time: Tuesdays and Thursdays, 9:00 10:15 10:30 11:45 Classroom: Clark Building 316 BBC 221 GE/91 Studies Category: Area A2Course Guidelines Welcome to English 1A! This class is the first course in 91s two-semester, lower-division composition sequence, and it provides an introduction to baccalaureate-level composition with attention to the personal voice and personal experience, on the one hand, and the more formal attitudes and demands of writing at the university (expository and argumentative essays), on the other. This course fulfills the written communication requirement of the universitys core GE, and it is intended to increase your capacity to write, read, and think criticallyall of the assignments will help develop these abilities. We will study various rhetorical modes along with stages of the writing process such as organizing, drafting, editing, and revising. You will learn to communicate meaning clearly and effectively; since written expression is something that you will practice in every profession, you will learn skills in this class that you will utilize throughout your life. This course is demanding, and I will expect a great deal of work from all of you; however, I am here to help you learn, and I hope you come away from this course with an increased appreciation for writing. Prerequisites: Placement by the English Proficiency Test (EPT), or passage of an approved substitute course for the EPT. Course Objectives: Students shall achieve the ability to write complete essays that demonstrate college level proficiency in all of the following: Clear and effective communication of meaning. An identifiable focus, tailored to a particular audience and purpose (argumentative essays will state their thesis clearly and show an awareness, implied or stated, of some opposing point of view). The ability to perform effectively the essential steps of the writing process (prewriting, organizing, composing, revising, and editing). The ability to explain, analyze, develop, and criticize ideas effectively. Effective use within their own essays of supporting material drawn from reading or other sources. Effective organization within the paragraph and the essay. Accuracy, variety, and clarity of sentences. Appropriate diction. Control of conventional mechanics (e.g., punctuation, spelling, reference, agreement). General Education Area A2 Student Learning Outcomes SLO 1: Students shall write complete essays that demonstrate the ability to perform effectively the essential steps in the writing process (prewriting, organizing, composing, revising, and editing).SLO 2: Students shall write complete essays that demonstrate the ability to express (explain, analyze, develop, and criticize) ideas effectively.SLO 3: Students shall write complete essays that demonstrate the ability to use correct grammar (syntax, mechanics, and citation of sources) at a college level of sophistication. SLO 4: Students shall write complete essays that demonstrate the ability to write for different audiences. The essays shall have an identifiable focus, tailored to a particular audience and purpose (argumentative essays will state their thesis clearly and show an awareness, implied or stated, of some opposing point of view).Course Content Reading: Reading for the course shall be extensive and intensive and include models of writing for academic, general, and specific audiences. Writing: Writing assignments shall give students repeated practice in all phases of the writing process: prewriting, organizing, writing, revising, and editing. This class requires appropriately sequenced essays totaling a minimum of 8000 words. This minimum requirement excludes the final examination, journal writing, quizzes, and any brief or informal assignments. However, it can include assignments that require major revisions of drafts already submitted for a grade and commented on by peers and/or instructor. A major revision is defined as significant rethinking and reworking of an assignment, and not a simple correcting of mechanical errors noted on the original. At least three (but no more than four) essays shall be written in class. How the 8000 word minimum will be met and distributed must be clearly indicated on the green sheets. Students shall receive frequent evaluation of their writing form their 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. Research: English 1A may initiate students in the use of the library, but library research is not a required element of the course. 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. Tutoring: San Jose State University provides students with free tutoring at the Learning Assistance Resource Center (LARC) and at the Writing Center. Both of these centers will help students at any stage of the writing process, from brainstorming to major reorganization to stylistic polishing. Students of all abilities are encouraged to use these services; it is a common myth that these services are for dumb students, but no published author made it without another pair of eyes on her/his work. If I recommend you to The Writing Center, please take the recommendation seriously and schedule a tutoring appointment immediately. LARC is located under the 10th street parking garage in SSC 600. (408) 924-2587 The Writing Center is located on the first floor of Clark Hall, Suite 126. You can call (408) 924-2308 in order to make an appointment, or you can schedule an appointment here: http://www.sjsu.edu/writingcenter/tutoring/request for appointment/index.htm. Please refer to the Writing Centers website, HYPERLINK "http://www.sjsu.edu/writingcenter"http://www.sjsu.edu/writingcenter, for informational handouts/worksheets and additional details. 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 a college-level reading passage each semester by the English Department Composition Committee. All faculty members teaching individual sections will grade the exam holistically under controlled conditions. The departmental final exam for all English 1A students will be held on Saturday, December 4, 2010 from 8:00 A.M. to 10:00 A.M. (the specific location will be announced at a later date). This exam is mandatory, and you must complete it in order to pass the course. Departmental Grading Policy Grades issued must represent a full range of student performance: A = excellent; B = above average; C = average; D = below average; F = failure. This class must be passed with a C or higher to move on to English 1-B. A passing grade in the course signifies that the student is a capable college level writer and reader of English. 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. Note: Essays will be graded on the A-F scale. This class must be passed with a C or higher to move on the English 1B (C- is not acceptable for 1B). A passing grade in the course signifies that the student is a capable college-level writer and reader of English. Essays in this class will be graded according to the following 91 academic standards for assessment: The A essay will be well-organized and well-developed, demonstrating a clear understanding and fulfillment of 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 from 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 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 usage errors that render some sentences incomprehensible. Required Texts & Materials Kirszner & Mandell, Patterns For College Writing: A Rhetorical Reader and Guide, Eleventh Edition (PCW) Hacker, Rules for Writers, Sixth Edition with 2009 MLA update (RW) Hosseini, The Kite Runner, Riverhead Books (KR) A college-level dictionary like OED 4-8 yellow books for in-class essays 1-2 yellow examination booklets for the final exam Note: Please bring Patterns For College Writing, Rules for Writers, and your notebook to class everyday Classroom Protocol, Assignments, and Grading Breakdown Reading: Reading for the course shall be extensive and intensive and include models of writing for academic, general, and specific audiences. You will be required to complete reading assignments on a daily basis. All reading must be completed by the beginning of each class period. Our class discussions, quizzes, and essay prompts will relate to the assigned selections, and the readings provide excellent examples of the various types of writing that we will be studying throughout the semester. In addition, you must submit reader responses, every class period throughout the semester (as noted on the schedule). Remember: The more you read, the better you will write. Writing: This is a composition courseevery class period will involve a written component. There are eight required essays: four in-class (including an ungraded diagnostic) and four out-of-class. YOU MUST COMPLETE ALL 8 ESSAYS IN ORDER TO PASS THE COURSE! Bring pens, yellow books, and a dictionary for in-class essays. These cannot be made up unless you have contacted me in advance. Out-of-class essays must be typed, double-spaced, and in 12-point, Times New Roman font. They must be in accordance with MLA citation guidelines (we will have a class discussion on the MLA format; additional information can be found in Rules for Writers). Out-of-class essays will have specified minimum page length requirements that will be listed on the prompt sheets. Essays will be due at the beginning of class period on the date indicated on your green sheet. Late Policy: I am a prompt person, so I expect the same from you. While late papers will be accepted up to one week after the due date, they will be graded down significantly. For each calendar day that your paper is late, it will be graded down one full letter grade. If the paper is turned in after the class period on the assigned due date, the essay will be graded down half a letter grade. Turn in all late papers to the English Department Office (FO 102), and have them time-stamped by the office secretary. After one week, I will no longer accept the essay. If extenuating circumstances apply for either in-class or out-of-class essays, you must contact me before the due date in order to request an extension or make necessary accommodations for in-class essays. Turn in essays on time! Workshops: Workshops are an important component of the writing process; they give you the opportunity to get valuable feedback from your peers. Bring 3 copies of your essay, in rough draft, on each workshop date as listed on the class schedule. You must turn in all workshop materials with the final copy of the essay. If you miss a workshop, your essay will be graded down one full letter grade. Homework/Reader Responses: Homework is essential, and the more effort you put into it, the better you will do overall in the course. It will be assigned everyday the class meets in the form of grammar exercises from Rules for Writers and written responses to the readings. Reader responses are an important part of your home work and are due every class period throughout the semester, as noted on the class schedule. In these responses you shall record analysis, thoughts, opinions, questions, and personal reactions to the texts. Each entry must be dated, and it must be a minimum of one full page (typed, double-spaced, with one-inch page margins). To receive full credit, you must analyze/evaluate the text selection AND share your own thoughts, feelings, and opinions. Do not simply summarize plotshow some in-depth thought and interaction with the text. Reader responses will be graded on their quality of content though your score will be marked down if there are serious grammar errors that make your writing difficult to comprehend. Reader responses and grammar homework will not be accepted lateno exceptions. Class Work, Homework, and Participation: We will complete daily work in class that will be collected at the end of class period and count towards your participation grade; you will not be able to complete these assignments if you do not come to class. I expect you to attend class on a daily basis and come on time. Absences and/or tardiness will affect your grade. In addition, class participation does not simply mean that you are physically present in class. You must have all class materials, contribute to discussions, actively listen to your peers, and take notes as necessary. Please note: Once again, as a courtesy to others, attend every class meeting on time and do not leave during class. If you expect that you will be late, absent, or unprepared once in a while, this is not the class for you. Turn off cell phones or put them on silent mode during the class period; you will lose all participation points for the day if I see your cell phone (this especially includes under the desk/table text messagingI do see you!). Quizzes, grammar exercises, debates, and short presentations will also factor into this portion of your course grade. I will occasionally give pop quizzes on the assigned readings, and you will be notified of grammar quizzes in advance. Do not schedule appointments that conflict with class meeting. If you must be absent from class due to an emergency, be sure to get the missed information and/or assignment from a classmate. For this purpose obtain names and phone numbers and/or email addresses of at least three of your class mates. Classmate # 1 Name/phone/e-mail: . Classmate # 2 Name/phone/e-mail: . Classmate # 3 Name/phone/e-mail: . Grading Breakdown: Out-of-class essays (4 at 10% each) 40% Final Exam 20% In-class essays (3 at 5% each + C/NC Diagnostic) 15% Reader Responses 15% Class Participation 10% Dropping and Adding Students are responsible for understanding the policies and procedures about add/drop, grade forgiveness, etc. Refer to the current semesters  HYPERLINK "http://info.sjsu.edu/static/catalog/policies.html" Catalog Policies section at http://info.sjsu.edu/static/catalog/policies.html. Add/drop deadlines can be found on the  HYPERLINK "http://www.sjsu.edu/academic_programs/calendars/academic_calendar/" current academic calendar web page located at http://www.sjsu.edu/academic_programs/calendars/academic_calendar/. The  HYPERLINK "http://www.sjsu.edu/aars/policies/latedrops/policy/" Late Drop Policy is available at http://www.sjsu.edu/aars/policies/latedrops/policy/. Students should be aware of the current deadlines and penalties for dropping classes. Information about the latest changes and news is available at the  HYPERLINK "http://www.sjsu.edu/advising/" Advising Hub at http://www.sjsu.edu/advising/. University Policies 91 Academic Integrity Policy Your own commitment to learning, as evidenced by your enrollment at San Jose State University, and the Universitys Academic Integrity Policy require you to be honest in all your academic course work. Faculty are required to report all infractions to the office of Judicial Affairs. The policy on academic integrity can be found at  HYPERLINK "http://www2.sjsu.edu/senate/S04-12.htm" http://www2.sjsu.edu/senate/S04-12.htm. The 91 rules against plagiarism are set forth in the 91 Catalog, which defines plagiarism as the act of representing the work of another as ones own (without giving appropriate credit), regardless of how that work was obtained, and submitting it to fulfill academic requirements. Plagiarism at 91 includes, but is not limited to: (1) the act of incorporating the ideas, words, sentences, paragraphs, or parts thereof, or the specific substance of anothers work, without giving appropriate credit, and representing the product as ones own work. It is the role and obligation of each student to know the rules that preserve academic integrity and abide by them at all times. This includes learning and following the particular rules associated with specific classes, exams, and/or course assignments. Ignorance of these rules is not a defense to the charge of violating the Academic Integrity Policy. All instances of violating the Academic Integrity Policy will be reported to the Dean of Student Services. Campus Policy on Compliance with Americans with Disabilities Act If you need course adaptations or accommodations because of a disability, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 requires that students with disabilities register with DRC to establish a record of their disability. The DRC website is HYPERLINK "http://www.drc.sjsu.edu"http://www.drc.sjsu.edu. Office Hours I hope all of you will utilize my office hours at some point in the semester. I am here to help you in any way that I can. Whether you need individual tutoring, want to talk about an assigned reading or essay, or have grade concerns, please stop by and visit. English 1A, Fall 2010, Course Schedule Reading assignments must be completed by the day they are listed! SLO = Student Learning Outcome; RW = Rules for Writers; PCW = Patterns for College Writing ALWAYS bring Rules for Writers and Patterns for College Writing to class, along with any books/handouts from which reading is assigned for the day! DateTopics, Readings, Assignments, DeadlinesThursday, August 26Class: Introductions, syllabus review, grammar diagnostic, and discussion of Tuesdays Diagnostic Essay Homework: Bring Yellow books, pens, and a dictionary for in-class Essay on Tuesday Tuesday, August 31 Essay #1 (In-class Diagnostic) (SLO 1-4; 600 words) Homework: Read Part One: The Writing Process (PCW 17-50); Description (PCW 143-149); Handout: Canes Snow Toward Evening; Exercises 8-1, 9-1, 10-1, 11-1 (1-5 RW) Thursday, September 2Class: Discuss Cane; In-Class writing practice; show dont tell exercise Homework: Read Planning a Descriptive Essay (PCW 149-160); Whites Once More to the Lake (PCW 183-189; Essay); 1 page response Exercises: 12-1, 12-2 (1-5 RW) Tuesday, September 7 Class: Discuss White; Go over prompt for Essay # 2 (Description) (SLO 1-4; 1400 words) due Thursday, September 16. Homework: Read Narration (PCW 83-94); Handout: Poes The Tell-Tale Heart; 1 page response Exercise: 13-3 (1-5 RW) Thursday, September 9 Class: Discuss readings. Short video on The Tell-Tale Heart Homework: Read Cisneros Only Daughter (PCW 97-101); Satrapis The Socks (PCW 95-96). Journal Entry (PCW 96) Exercises: 14-1, 14-2, 14-3Tuesday, September 14Class: Discuss Cisneros, Satrapi Homework: Read Orwells Shooting an Elephant (PCW 126-134) Exercises: 16-1, 17-1, 17-2 (1-5 RW) Thursday, September 16 Essay #2 DUE (Out-of-class Description) (SLO 1-4; 1400 words) Class: Orwell; group discussion Homework: Read Exemplification (PCW 199-213); Peter and Hulls The Peter Principle (PCW 216-222); Staples Just Walk on By: A Black Man Ponders his Power to Alter Public Space (PCW 236-241); page response to each reading Exercises: 18-1, 18-2, 18-3 (1-5 RW) Tuesday, September 21 Class: Discuss Exemplification. Peter and Hull, Staples; in-class writing practice Homework: Bring Yellow books to class for in-class essay Thursday Exercises:19-1, 19-2, 20-1, 20-2 (1-5 RW) Thursday, September 23Class: Essay # 3, in-class (Exemplification SLO 1-4; 600 words) Homework: Read Process (PCW 263-281); Jacksons The Lottery (PCW 311-318); Malcolm Xs My First Conk (PCW 282-286); page response to each reading Exercises: 21-1, 21-2 (1-5 RW) Tuesday, September 28Class: Discuss readings; Go over prompt for Process Analysis Essay # 4 (SLO 1-4; 1400 words) Homework: Handout: Voras The Magic of Mehendi: The Henna Painting Ceremony; Fishs Getting Coffee is Hard to do (PCW 287-290); page response to each reading Exercises: 22-1, 23-1 (1-5 RW)Thursday, September 30Class: Discuss Readings; Henna Painting Workshop Homework: Bring 3 copies of a draft of Essay # 4 (Process Analysis) for workshop on Tuesday, October 5Tuesday, October 5 Class: Workshop Essay # 4 (Out-of-class Process Analysis) (SLO 1). Final draft due Tuesday, October 12 Homework: Read Cause and Effect (PCW 321-337); Handout Chopins The Story of an Hour; Mirikitanis Suicide Note (PCW 377-379); page response to each reading Exercise: 24-1 Thursday, October 7Class: Discuss Cause and Effect; Chopin, Mirikitani Homework: Read Comparison and Contrast (PCW 383-402); Cattons Grant and Lee: A Study in Contrasts (PCW 405-410) Exercises: 25-1, 26-1, 27-1, 27-2 (1-5 RW) Tuesday, October 12Class: Essay # 4 DUE (Out-of-class Process Analysis) ( SLO 1-4; 1400 words); Discuss Comparison and Contrast; Cattons Grant and Lee (Group Discussion) Homework: Read The Kite Runner (Part one chapters 1-10); 1 page response Exercises: 28-1, 28-2, 28-3 (1-5 RW) Thursday, October 14Class: Discussion on The Kite Runner Homework: Finish reading The Kite Runner. Quiz on Tuesday, October 19 Exercises: 29-1, 30-1, 30-2, 30-3 (1-5 RW) Tuesday, October 19 Class: Discuss The Kite Runner. Quiz Homework: On Thursday, Bring Yellow Books, pens, and your novel for in-class essay on The Kite Runner (Comparison and Contrast)Thursday, October 21Class: Essay # 5 in-class Comparison and Contrast (SLO 1- 4; 600 words) Homework: Read Classification and Division (PCW 447-459); Segals The Dog Ate my Disk and other Tales of Woe (PCW 471-476); 1 page response Exercises: 32-1, 32-2 (1-5 RW)Tuesday, October 26Class: Classification and Division. Go over prompt for Essay # 6 (Ad Analysis) (SLO 1-4 1400 words) Homework: Bring Ad to class for Ad Analysis peer workshop on Thursday, October 28 Thursday, October 28 Class: Workshop Essay # 6 (Ad Analysis) (SLO 1). Final draft due Thursday, November 4 Homework: Read Zinssers College Pressures (PCW 462-470); Tans Mother Tongue (PCW 477-484); page response for each reading Exercises: 32-3-32-4 (1-5 RW)Tuesday, November 2Class: Discuss readings; Group Discussion Homework: Ericssons The Ways We Lie (PCW 485-494 Exercises: 32-5, 33-1 (1-5 RW)Thursday, November 4Class: Essay # 6 Due (out-of-class Ad Analysis) (SLO 1- 4; 1400 words); Discuss Reading Homework: Read Definition (PCW 505-517); Bradys I want a Wife (PCW 520-523), Handout: Harrison Bergeron: 1/2 page response for each reading Exercises: 34-1, 34-2 (1-5 RW)Tuesday, November 9Class: Discuss readings; in-class writing exercise Homework: Read Argumentation (PCW 547-572); Handout: Kings I have a Dream speech; 1 page response Exercises: 35-1, 36-1 (1-5 RW)Thursday, November 11Veterans Day: Campus closed Tuesday, November 16Class: Discuss Argument; Kings I Have a Dream speech video. Essay # 8 assigned (out-of-class Argumentation) (SLO1-4; 1400 words); Workshop essay # 8 Tuesday, November 23 Homework: Read Combined Patterns (PCW 705-729) Swifts A Modest Proposal (PCW 745-754) Exercises: 37-1, 39-1,40-1, 41-1, 42-1Thursday, November 18Class: Discuss readings; in-class writing practice Homework: Bring 3 copies of a draft of Essay # 8 Argumentation on Tuesday for Workshop Exercises: 44-1, 45-1 (1-5 RW) Tuesday, November 23Class: Workshop Essay # 8 (Out-of-class Argumentation) (SLO 1). Final draft due Thursday, December 2 Homework: Bring a yellow book, pen, and dictionary for in-class Essay # 7 (Final Exam practice) on Tuesday November 30 Thursday, November 25 Thanksgiving Holiday: Campus closed Tuesday, November 30Class: Essay # 7 (In-class Final Exam practice) (L0 1-4; 600 words) Homework: Review for Final Exam Thursday, December 2Class: Essay # 8 Due (out-of-class Argumentation) (SLO 1-4); 1400 words). Preparation for the Final exam. 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