ࡱ> '` wbjbj$$ 42FFgoq. . . . . . . B NNN8O2PB VRl~S(SSST~UtsV<qssssss$Hh. `TT``. . SS/g/g/g`*. S. Sq/g`q/g/g~. . SR /+bCNa ,l05LjQdbjXj. V2YH/g)\]VVVf|VVV````B B B ANB B B NB B B . . . . . .  San Jos State University ENGL 1B Section 28 (40582) and Section 36 (41483) Department of English and Comparative Literature Fall 2010 Instructor: Neli Moody Office Location: FOH 217 Telephone: 408-924-4494 Email:  HYPERLINK "neli.moody@sjsu.edu" neli.moody@sjsu.edu Office Hours: T 9:00-10:00 and W 9:00-11:00 Class Days/Time: TTR 12:00-1:15 and TTR 1:30-2:45 Classroom: CL 316 GE Area: C2 (Letters) NOTE: Turnitin ID: Section 28 3396813 Section 36 3396817 (Passwords will be given in class and can be found at my webpage under your section.) Faculty Web Page and MY91 Messaging Copies of the course materials such as the syllabus, major assignment handouts, etc. may be found on my faculty web page accessible at  HYPERLINK "http://www.sjsu.edu/people/neli.moody" My Faculty Webpage/. You are responsible for regularly checking for updates and announcements. 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. Prerequisites: Passage of Written Communication 1A or approved equivalent course. Course Goals and Student Learning Objectives The objective of this course is to give you the skills to write academic papers that are academically sound, well researched, grammatically correct, and grounded in an understanding of the techniques and principles of argument and persuasion. In this way, it differs from 1A. While your essays in that course employed different rhetorical modes, 1B is primarily concerned with building and supporting a solid argument that is backed with credible evidence that has been properly cited as per MLA guidelines. Learning Objectives and Activities for this Course As an Area C2 (Letters) course, the content and activities are designed to enable you to achieve the following learning outcomes: 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 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 withing their own essays of supporting material drawn from reading or other sources. Effective organization within the paragraphs and within the essay. Accuracy, variety, and clarity of sentences. Appropriate diction. Command of conventional mechanics (e.g., punctuation, spelling, reference, agreement). Course Content Writing: Assignments shall 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 prewriting, organizing, writing, revising, and editing. Six to eight essays, appropriately sequenced throughout the semester and totaling a minimum of 8000 words, are required; at least one of these essays shall be informed by research. This minimum requirement excludes the final examination, journal writing, quizzes, and any brief or informal assignments. However, it can include the diagnostic essay and assignments that require major revisions to a previously graded or reviewed draft. A major revision is defined as a rethinking or 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 greensheets. Students shall receive frequent evaluations of their writing from the 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 errors and suggest ways to correct them. Reading: Reading shall include useful models of writing for academic, general, and specific audiences; readings shall be used consistently with the course goal of enhancing ability in written communication and reading. The majority of the reading shall be devoted to analytical, critical, and argumentative essays. Other types of texts, including poetry, drama, and fiction, may also be assigned, but shall not constitute more than the equivalent of four class sessions for classes that meet two days a week and two class sessions for classes that meet once a week. Instructors shall help students develop and refine strategies for reading challenging, college-level material. Research: English 1B shall include an introduction to the library and to basic research strategies, including locating materials, using them effectively (e.g., quoting, paraphrasing, summarizing), and citing them properly. A traditional research paper or a series of short essays in which library research informs the students position or thesis is required. As part of this requirement, at least one class session of English 1B shall be led by a university librarian. 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. Such diversity requires an open mind and healthy respect for viewpoints unlike our own. I expect discussions, and we will have many on controversial subjects, be conducted in a manner befitting an academic setting. College is the perfect place for the questions that arise about who we are and what we believe as we interact with our peers. Tutoring: Students whose writing displays serious deficiencies in their control of standard English syntax, grammar, or punctuation will be advised to seek help from the University Writing Center. Course Materials: A dictionary, a rhetoric, and an anthology that contains analytical, critical, and argumentative essays are appropriate materials to require of students. Students will also be required to purchase a handbook from a list of handbooks recommended by the English Department Composition Committee. 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 two college-level reading passages each semester by the English Department Composition Committee. All faculty members teaching individual sections will grade the examination holistically under controlled conditions. Students must take the final exam in order to pass the course. Grading: A/B/C/No Credit. A passing grade in the course signifies that the student has developed those writing, reading, and research abilities necessary for upper-division work. The activities and readings are designed to provide students an opportunity to: 1. understand how to write an effective argument and persuasion essay 2. understand the principles that underlie an effective argument 3. recognize techniques employed in effective arguments 4. understand solid principles of grammar and academic essay construction 5. be able to use credible evidence in support of an argument and document that evidence in proper MLA format Required Texts/Readings Textbook Cooper, Sheila and Patton, Rosemary. Writing Logically, Thinking Critically, 6th Edition. New York: Longman, 2010. ISBN-13: 978-0-205-66856-4 ISBN-10: 0-205-66856-9 Other Equipment / Material Requirements (Optional) A grammar book for reference College-level dictionary Lined binder paper 8.5x11 for in-class writing. Blue or black pens for in-class writing, a highlighter is also a good idea Internet access and email Classroom Protocol Cell phones must be silent (or on vibrate). Do not use cell phones in the class. No text messaging allowed. Laptops cannot be used during class time except when giving presentations (and then it is optional) or with permission from the DRC. Dropping and Adding Students are responsible for understanding the policies and procedures about add/drops, academic renewal, etc. Students should be aware of the current deadlines and penalties for adding and dropping classes.  HYPERLINK "http://www.sjsu.edu/registrar/calendar/" Information on add/drop deadlines is available at http://www.sjsu.edu/registrar/calendar/.  HYPERLINK "http://www.sjsu.edu/sac/advising/latedrops/policy/" Information about late drops is available at: http://www.sjsu.edu/sac/advising/latedrops/policy/ . Assignments and Grading Policy Gradekeeper is the program that calculates the grades. At mid-semester, I will show you the reports. At the end of the semester, I will email you the report. Make sure I have a valid email for you. This way, you can track your progress and see why you received the grade you received. Assignments and participation Assignments Reading English 1B is a reading and writing intensive course and I hope you will find the readings thought-provoking and a springboard for your writing. I will be bringing in supplemental materials that expand on the ideas in the readings and will challenge you to new ways of seeing. The assigned reading must be completed by the beginning of each class period our class discussions, quizzes, and essay prompts will relate to the reading selections. Readings will always require a response, whether it be written or verbal, in or out of class. The readings are selected to stimulate discussion and to help you think critically. Learning and teaching are fluid processes. The best way to understand the material is to attend class. E-mail me if you have any questions about the work expected. I rarely miss an office hour. However, I will only be here Tuesdays and Wednesdays to meet with you, unless by appointment. Research English 1B shall include an introduction to the library and to basic research strategies, including locating materials, using them effectively (e.g., quoting, paraphrasing, summarizing), and citing them properly. A traditional research paper or a series of short essays in which library research informs the students position or thesis is required. As part of this requirement, at least one class session of English 1B shall be led by a university librarian. Writing Assignments shall 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 prewriting, organizing, writing, revising, and editing. Six to eight essays, appropriately sequenced throughout the semester and totaling a minimum of 7200 words, are required; at least one of these essays shall be informed by research. This minimum requirement excludes the final examination, journal writing, quizzes, and any brief or informal assignments. However, it can include the diagnostic essay and assignments that require major revisions to a previously graded or reviewed draft. A major revision is defined as a rethinking or 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. Students shall receive frequent evaluations of their writing from the 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. This is a composition course every class period will involve a written component. Bring black or blue ink pens, bluebooks, and a dictionary for in-class essays. These cannot be made up unless you have contacted me at least one week in advance with a legitimate reason for your absence . Keep all homework in a binder, ESPECIALLY essays. Out-of-class essays and all homework must be typed, double-spaced, and in 12-point font. They must also be in accordance with MLA citation guidelines (we will have a class discussion on the MLA format; additional information can be found online or in your grammar text). You will lose points for essays that dont meet this standard. While out of class essays have a minimum number of pages, I will always be more interested in the quality of your writing than in many pages of unfocused material. The essays are due at the beginning of class, in class, on their due date. I will not accept essays via email. You must complete all 5 essays in order to pass the course. Essays not turned in to turnitin.com dont exist. You have one week to get in a late paper. Thats two class meetings. In addition, they will be graded down one grade for every day after the due date. Turn all late papers into my mailbox in the English Department Office (FO 102), and have it time-stamped by the office secretary. After one week, I will no longer accept the essay. Turn in essays on time! You will be keeping all of your papers, including peer remarks, in a portfolio which we will peruse at conferences and which will be turned in at the end of the semester. This is an invaluable way for you to track your inevitable progress as a writer. Workshops Workshops are one of the best ways to learn the art of writing. Your peers are a vital part of the process. (Another reason to be at every class.) Bring 3 copies of your essay to the workshop. It must be the minimum number of pages at the peer edit. Turn in your draft with the final copy of the essay. If you miss a workshop, you must take the paper to the Writing Center and I must both receive confirmation from the writing center specialist, and see the paper with Writing tutor notes. Homework Homework assignments may be responses to readings or practice exercises. They may also be grammar assignments. Out-of-class work must be typed, double-spaced, and in 12-point font. Again, I am more interested in a well-written response than pages without purpose. I read everything. Reader responses will not be accepted late. We will also do in-class exercises. Students have found these valuable. Quizzes and Exercises Grammar exercises from online sources are an integral part of this class. These will be announced after the grammar diagnostic. Quizzes are listed on the syllabus. We will have grammar, and reader response quizzes that will test your knowledge of basic principles of effective writing and your knowledge of how to effectively develope and analyze an argument. There are no make-up quizzes. Event You are required to attend one event and write (type) a one-page account. This is a response to the event with specific details of the event and an analysis of your response to it. Final Exam The departmental final exam for all English 1A students will be held on Saturday, December at 10:00 A.M. This exam is mandatory and cannot be rescheduled make arrangements now! Plagiarism Plagiarism means passing someone elses work off as your own, such as: 1. using text from a book and not citing it as such 2. using web page text directly in your papers without citing 3. having someone else write all or part of your paper. Any assignment containing plagiarized passages will receive a 0 grade automatically. We will discuss strategies on avoiding plagiarism, in class. Plagiarism and cheating will not be tolerated. Plagiarism or cheating on any portion of any assignment, including copying more than seven consecutive words from a web site, will result in a failing grade for assignment and possibly the course. All student work is subject to review at http://www.turnitin.com to identify possible sources of plagiarism. Students found guilty of academic dishonesty will be reported to the proper authorities and may result in a grade of F. Turnitin.com: Class ID: Deliverables and grade criteriaPointsFormTotal Quizzes10Written100Homework assignments10Typed100Annotated WCL 10MLA 8 sources10E21004-5 pages MLA format100E4 First edition E61004-5 pages MLA format100Researched Argument E61206-8 pages MLA format120Final200200Oral Presentation of your final paper20Must have handout or media20Event10Typed 1 page MLA format10In class essays (2)80Bluebook bl or black ink160Library and tutorial20Attendance required20Group present.(manifesto/grammar)20Handouts and activity20Participation20See guidelines (class handout)20Conference20201000 Grading Scale Points 1000-972899-872799-772699-600599-0GradeA+B+C+DF971-940871-840771-740ABC939-900839-800739-700A-B-C- Student Technology Resources Computer labs for student use are available in the Academic Success Center located on the 1st floor of Clark Hall and on the 2nd floor of the Student Union. Additional computer labs may be available in your department/college. Computers are also available in the Martin Luther King Library. A wide variety of audio-visual equipment is available for student checkout from Media Services located in IRC 112. These items include digital and VHS camcorders, VHS and Beta video players, 16 mm, slide, overhead, DVD, CD, and audiotape players, sound systems, wireless microphones, projection screens and monitors. I encourage you to utilize such media. Tutoring and Other Help San Jose State provides students with free tutoring at the Learning Assistance Resource Center (LARC) and the Writing Center. Both of these centers will help students at anhy stage of the writing process, from brainstorming to major reorganization to stylistic polishing. Students of all abilities are encouraged to take advantage of these services; it is a common myth that these services are for dumb students, but even the most brilliant writers can benefit from editorial services. 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.  HYPERLINK "http://www.sjsu.edu/larc/" The LARC website is located at http:/www.sjsu.edu/larc/. 91 Writing Center The 91Writing 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 91 colleges. Ourwriting specialistshave met a rigorous GPA requirement, and they are well trained to assist all students at all levels within all disciplines to become better writers.  HYPERLINK "http://www.sjsu.edu/writingcenter/" The Writing Center Website is located at http://www.sjsu.edu/writingcenter/. Helpful Websites  HYPERLINK "http://www.sjsu.edu/larc/" http://www.sjsu.edu/larc/  HYPERLINK "http://www.sjlibrary.org" http://www.sjlibrary.org  HYPERLINK "http://owl.english.purdue.edu/" http://owl.english.purdue.edu/  HYPERLINK "http://essayinfo.com/" http://essayinfo.com/  HYPERLINK "http://www.wonderfulwritingskillsunhandbook.com" http://www.wonderfulwritingskillsunhandbook.com  HYPERLINK "http://www.turnitin.com/" http://www.turnitin.com University Policies Academic integrity  HYPERLINK "The University's Academic Integrity Policy is available at: http://www.sa.sjsu.edu/download/judicial_affairs/Academic_Integrity_Policy_S07-2.pdf" The University's Academic Integrity Policy is available at: http://www.sa.sjsu.edu/download/judicial_affairs/Academic_Integrity_Policy_S07-2.pdf. Your own commitment to learning, as evidenced by your enrollment at San Jose State University and the Universitys integrity policy, require you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development.  HYPERLINK "Student%20Conduct%20and%20Ethical%20Development%20is%20available%20at%20http:/www.sa.sjsu.edu/judicial_affairs/index.html" The website for Student Conduct and Ethical Development is available at http://www.sa.sjsu.edu/judicial_affairs/index.html. Instances of academic dishonesty will not be tolerated. Cheating on exams or plagiarism (presenting the work of another as your own, or the use of another persons ideas without giving proper credit) will result in a failing grade and sanctions by the University. For this class, all assignments are to be completed by the individual student unless otherwise specified. If you would like to include in your assignment any material you have submitted, or plan to submit for another class, please note that 91s Academic Policy F06-1 requires approval of instructors. Campus Policy in Compliance with the American Disabilities Act If you need course adaptations or accommodations because of a disability, or if you need to make 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 requesting accommodations must register with the DRC (Disability Resource Center) to establish a record of their disability. Academic Standards for Assessment This class is graded on the A-F system. The A paper 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 of grammatical, mechanical, and usage errors. The B paper will demonstrate competence in the same categories as the A essay. The chief difference is that the B essay will show some slight weakness 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 paper 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 paper 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 paper 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. English 1B 40641 Section 32 TTR 12:00-1:15 Moody The schedule is subject to change as inspiration strikes or as class needs arise. Any changes will be listed in advance on the website and noted in class. WeekDateTopics, Readings, Assignments, Deadlines1 8/26 Syllabus and Introductions 2 8/31 9/2HW #1  HYPERLINK "http://www.turnitin.com" http://www.turnitin.com Chapter 1 WLTC pg. 1-21 WLTC Exercise 1C pg. 17 Essay #2 Guidelines: In class groups pg. 20 WLTC1D Set up Turnitin.com account. There will be a folder there for this assignment and all subsequent turnitin assignments. Do Info power tutorial at  HYPERLINK "http://tutorials.sjlibrary.org/tutorial/infopower/index.htm" Info power tutorial WLTC pg. 21-31 HW #2 Exercise 2C, pg. 27  HYPERLINK "http://topics.nytimes.com/top/reference/timestopics/subjects/e/english_language/grammar/index.html?scp=3&sq=On%20Language&st=cse" http://topics.nytimes.com/top/reference/timestopics/subjects/e/english_language/grammar/index.html?scp=3&sq=On%20Language&st=cse 3 9/7 9/9Quiz #1 terms pg. 21 WLTC pg. 31-37 Read the poems and discuss HW #3 Grammar-pick an aspect of grammar with which you have had difficulty. Provide an exercise you might give to a student to help them understand it better. In class exercise Writing Assignment pg.36 groups Essay #2 due WLTC pg. 37-52 Writing Center 91 Group Exercise 2K pg. 51 WLTC Quiz #2 Grammar Group 1 HW #4 Exercise 2l, pg. 42.4 9/14 9/16Bring a visual (persuasive ad) to share with the class. WLTC 53-62 Groups Exercise 3B, pg. 58 6-10 More adverts WLTC 62-76 Groups Writing Assignment 6 no time read essay aloud instead Quiz #3 Exercise 3D, pg. 64 Hidden Assumptions Writing Center 91 59/21 9/23Library Research Workshop Meet at the Library Essay #2 Revision due Read Chapter 8 of WLTC Go over Chpt. 8 and 62-88 Exercise 3D in class groups Essay #4 Guidelines HW #5 WLTC pg. 77-88 Exercise 4A, pg 81 Bring a manifesto Grammar Group 2 Be sure to have them bring manifestos 6 9/28 9/30 Discuss manifestos. Give examples. Groups. HW #6 WLTC pg. 88-98 Writing Assignment 7, pg. 98-103 Film clips -Manifestos Group Exercise 4B (as a class) and 4C Manifesto meetings7 10/5 10/7 Manifesto Presentations Chapter 7 inductive deductive Key Terms and Exercise 7C Read Chapter 7 of WLTC Sicko810/12 10/14Essay #4 in class revisions WLTC pg. 104-111 Grammar Group 3 Bring scene from 1984 Quiz #4 Terms  HYPERLINK "http://video.google.com/videoplay?docid=-5464625623984168940# " http://video.google.com/videoplay?docid=-5464625623984168940# 47:31-52:21, 55:37-57:14, 1:03-1:09:36  HYPERLINK "http://video.google.com/videoplay?docid=-715862862672743260#" http://video.google.com/videoplay?docid=-715862862672743260#9 10/19 10/20 10/21 Conferences Conferences Conferences 1010/26 10/28 Essay #6 Guidelines HW #7 WLTC, Exercise 5A, pg. 111 Grammar TBA Essay #3 in class WLTC pg. 111-120 11 11/2 11/4 Group Work, Exercise 5B and 5C  HYPERLINK "http://grammar.ccc.commnet.edu/grammar/diagrams2/one_pager2.htm" http://grammar.ccc.commnet.edu/grammar/diagrams2/one_pager2.htm Essays, homework from last time, quizzes, English major, Mockingbird Essay #4 due Grammar Group 4 Groups Exercise 5E WLTC pg. 120-130 HW #8 pg. Exercise 5F, pg. 12312 11/9 11/11Quiz #5 Grammar identifying parts of speech handout Writing Assignment 10 Go over 131-150 Quiz #6 WLTC Exercise 6A To Kill A Mockingbird clip scheduled bring WLTC pg. 131-15013 11/16 11/18Essay #5 in class WLTC pg. 151-156 and 157-169 HW #9 Bring in an editorial with your typed analysis of the editorial based on what you have learned. Editorial groups 14 11/23 11/25Quiz #7 Terms WLTC Chapter 7 pg. 169-180 In class 7B and 7C Thanksgiving Holiday15 11/30 12/2 12/4Quiz #8 Practice Final Final Essays Due HW #10 Explain an aspect of what you learned about critical thinking. Use a graphic or example from the media to illustrate your point. 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