ࡱ> ikh'` hMbjbj$$ 4fFFhEv v v v 4 ,3* d!d!d!H(#)#)#)3333333$4h)7N<3*,#)#)*,*,<3d!H(Q3B-B-B-*,Fd!H(3B-*,3B-B-:1,1d! +!>v p,1 3g3031 w7 -.w711w72H#))B-e*l*Y#)#)#)<3<38- #)#)#)3*,*,*,*,dd   Welcome to English 1B Fall 2010 Sherri Harvey Office Hours M/W 10:30-11:30 and 3:00-4:00 OFFICE: FO 212 924-4456 Best way to reach me: wordpassionsjsu@yahoo.com M/W sections 1, 10, 24, and 33 meets at 7:30 (Clark 216), 9 (DMH 208), 12 (Sweeney 414) and 1:30 (BBC 123) My web page: http://www.sjsu.edu/faculty_and_staff/faculty_detail.jsp?id=712 TEXT AND MATERIAL ---- Word Passion II from Maple Press ----Water for Elephants by Sarah Gruen ---The Alchemist by Paulo Coelho --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 91 Museum of Art twice which will cost $10.00 ----4-6 Blue Books 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, 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 others 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 Paper One, Water for Elephants 4-6 pages 10% Paper Two, Oral Presentation of a Poem 4-6 pages 10% Paper Three, Proposal 2 page (including annotated bibliography 5% Paper Four, first draft of research paper 3 pages 10% Paper Five, Research Paper 10 pages 25% In Class Essay 1 5% In Class Essay 2 5% In Class Essay 3 Practicelowest of the three will be dropped Final Exam 20% Class Participation 10% ______________________________________________________________________________ Total 100% 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. This is especially important for the drafts of the research paper that is due the last day of class.THE DRAFT OF THE RESAERCH PAPER COUNTS AS AN ESSAY, so treat it accordingly.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 cant 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 days 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 Modern Language Association:  HYPERLINK "http://www.mla.org/" \t "_blank" www.mla.org OnlineWritingLab at Purdue University can help with grammar and punctuation as well. NOTE: 91 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: 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. English 1B Content and Learning Objectives: Learning Objective 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) Learning Objective 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. Learning Objective 3: Students shall write complete essays that demonstrate the ability to synthesize ideas encountered in multiple readings. 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. \ Harveys 1B Schedule/91/Fall 2010 Week 1 Aug 25 Diagnostic HW: Read Water Week 2 Aug 30 Water Quiz Introductions/Concrete vs. abstract language Sept 1 Water Week 3 Sept 6 Labor Day-NO CLASS Sept 8 Water quiz--discussion Week 4 Sept 13 Rough Draft of Water (LO1,2) (Essay # 1 due) Sept 15 Trip # 1 to museum required Introduction to research paper (LO2) Week 5 Sept 20 Final Draft of Water due Sept 22 Poetry W 6 Sept 27 Poetry Sept 29 Figures of Speech W7 Oct 4 Figures of Speech Oct 6 Poetry Presentations W8 Oct 11 Poetry Presentations Oct 13 Prep for In Class Essay # 1 W9 Oct 18 IN-CLASS ESSAY #1 Oct 20 Return/Discuss Essay # W 10 Oct 25 NO CLASS Oct 27 Writing an annotated bib W 11 Nov 1 Intro to Lib (Infopower ) (LO2) Nov 3 IN CLASS ESSAY # 2 W 12 Nov 8 Discuss Essay 2 Nov 10 Proposals Due (Essay # 3 W 13 Nov 15 In Class Essay # 3 Nov 17 DEBATE W 14 Nov 22 Research paper work day (LO3) Nov 24 W 15 Nov 29 Draft of Research paper due (LO3) (Essay # 4) bring 3 copies Dec 1 Research papers due Sat Dec 4 10 AM Final Exam W16 Dec 6 Return research paper From Claiming an Education (1977) by Adrienne Rich The 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 deathResponsibility 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. The 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 Richs speech to the YouTube video, A 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. ANY 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? Please list three goals that you plan to accomplish for the next 16 weeks in English 1b. 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