ࡱ> g RbjbjVV 4r<r<HI~ <<8|Tt>->/>/>/>/>/>/>$ʰ>"><<_h>s s s <8->s ->s s 9t<@`7:>~>0>:^C fC4<<zC<s S>S>s >C : San Jos State University English Department English Composition 1A, Fall 2011 Instructor: Leslie Jacoby Office: FO 215 Email: HYPERLINK "mailto:Leslie.Jacoby@sjsu.edu"Leslie.Jacoby@sjsu.edu Office Number: 408.924.4425 Office Hours: Tuesday 11:00 a.m. 12:00 p.m.; By Appointment English 1A / Tuesday and Thursday 9:00 a.m. 10:15 a.m. Section 14 / Location Dudley Moorhead Hall 226B Course Description: English 1A is the first course in 91s two-semester lower-division composition sequence; 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. Students will develop college-level reading abilities, rhetorical sophistication, and writing styles that give form and coherence to complex ideas and feelings. Prerequisites: Placement by the English Proficiency Test (EPT), or passage of an approved substitute course for the EPT. 91 English Department 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) Course Goals and Student Learning Objectives (G.E. Area A2) The following Content Objectives are specific to Area A2 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. This class requires appropriately sequenced essays totaling a minimum of 8000 words. This minimum requirement excludes the final exam, journal writing, quizzes, and other informal or brief assignments The number of writing assignments 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 a 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. The 8000-word minimum will be clearly indicated on the green sheet Students shall receive frequent evaluations from the instructor. Evaluative comments must be substantive, addressing the quality and form of writing. Some comments will note problems and suggest ways to improve Reading for the course will be extensive and intensive. It shall include useful models of writing for academic, general, and special audiences GE/91 Studies Learning Outcomes (LOs) Upon successful completion of this course, students will be able to:Learning Objective 1 (LO1)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).Learning Objective 2 (LO2)Students shall write complete essays that demonstrate the ability to express (explain, analyze, develop, and criticize) ideas effectively.Course Content Learning Outcomes Upon successful completion of this course, students will be able to:Learning Objective 3 (LO3)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.Learning Objective 4 (LO4)Students shall write complete essays that demonstrate the ability to write for different audiences. Required Texts/Readings Textbook Bullock, Richard, Maureen Daly Goggin, and Francine Weinberg. The Norton Field Guide to Writing with Handbook, Second Edition. New York: W.W. Norton, 2009. ISBN 978-0-393-93439-7 (pbk) / 644 pages Goldwaithe, Melissa A. The Norton Pocket Book of Writing by Students. New York: W.W. Norton, 2010. ISBN 978-0-393-93230-0 (pbk) Student Choice of Reading from:  HYPERLINK "http://www.nytimes.com/pages/todayspaper/index.html" http://www.nytimes.com/pages/todayspaper/index.html Other Readings, Resources, Material Requirements College-level Dictionary /Thesaurus 3-Holed Lined Paper for in-class writing Portfolio Folders Examination Booklets Final Examination Course Content Writing: Assignments will emphasize the skills and activities necessary to read and to write both a persuasive argument and a critical essay. Each of these demands analysis, interpretation, and evaluation. Reading and writing assignments will give students repeated practice in prewriting, organizing, writing, revising, and editing. Six to seven essays, appropriately sequenced throughout the semester and totaling a minimum of 8000 words, are required. This minimum requirement excludes the Final Examination, quizzes, and any informal assignments. However, it can include the Diagnostic Essay and assignments that require major revisions to a previously graded or revised 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. Reading: Reading shall include fiction, poetry, and/or drama, as well as essays and 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. A substantial portion of the reading shall be devoted to analytical, critical, and argumentative essays. The focus shall remain on refining strategies for reading college-level material. 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 (reading, writing, and class discussions) 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: 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 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. Grading: A-F. This class must be passed with a C or higher to move on to 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. Classroom Protocol Class Policies, Protocols, and Procedures Missed in-class work CANNOT be re-assigned or re-scheduled NO LATE papers and homework will be accepted NO EXCEPTIONS No work will be accepted via email Out-of-class papers must be typed, double-spaced, and follow MLA Format Poorly presented papers will be returned unread with a grade of No Credit (NC) Work suspected of plagiarism will be returned with a grade of No Credit (NC) All homework and papers will be turned in at the beginning of class time Course success depends upon good attendance, preparedness, participation*, and completion of reading assignments No eating in class All cell phones will be turned OFF during class time All students must follow the English departmental policies All students must follow the 91 policies, protocols, and procedures You are responsible for understanding the policies and procedures about add/drops, academic renewal, withdrawal *Participation is defined as including unannounced quizzes and writing exercises, unannounced in-class writing assignments and projects, and class conversation/discussion groups. Drop and Add Policies Students are responsible for understanding the policies and procedures about add/drops, academic renewal, etc. HYPERLINK "http://info.sjsu.edu/web-dbgen/narr/soc-fall/rec-298.html"Information on add/drops are available at http://info.sjsu.edu/web-dbgen/narr/soc-fall/rec-298.html. Information about late drop is available at HYPERLINK "http://www.sjsu.edu/sac/advising/latedrops/policy/"http://www.sjsu.edu/sac/advising/latedrops/policy/. Students should be aware of the current deadlines and penalties for adding and dropping classes. Assignments and Grading Policy 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 examination holistically under controlled conditions. Students must take the final exam in order to pass the course. Grading The English Department reaffirms its commitment to the differential grading scale as defined in the official 91 Catalog (The Grading System). This class must be passed with a C or higher to advance to 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. Further, a passing grade in the course signifies that the student has developed those writing, reading, and research abilities necessary for upper-division work. Your overall grade issued will represent a full range (A-F) of student performance: A=Excellent; B=Above Average; C=Average; D=Below Average; and F=Failure. In English Department courses, instructors 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. Assignment Schedule A detailed schedule of assignments and activities is attached. Days listing readings means you need to read the assigned pages PRIOR to class. Occasionally, the schedule may change with fair notice, so please keep informed.  Academic Standards for Essay Assessment The A essay will be well organized and well developed, demonstrating a clear understanding and fulfillment of the assignment. It will present a unique and intriguing response to the topic of the prompt (if provided). 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 slight weakness in one of those categories. It will respond to the topic of the prompt (if provided) in a better than average manner. 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. It will remain on the topic of the prompt (if provided). 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 may be off the topic of the prompt (if provided). 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 be evidently off the topic of the prompt (if provided). It will contain serious grammatical, mechanical, and usage errors that render some sentences incomprehensible. Student Technology Resources (Optional) 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. 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. However, students whose writing displays serious deficiencies in their control of Standard English syntax, grammar, or punctuation will be advised strongly to seek help from the following: Learning Assistance Resource Center (Optional) The Learning Assistance Resource Center (LARC) is located in the 10th Street parking garage in the Student Services Center (SSC), Room 600; (408) 924-2587. 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/" http:/www.sjsu.edu/larc/ 91 Writing Center (Optional) The 91Writing Center is located on the first floor of Clark Hall, Room 126 (Monday-Thursday: 9am-5:30pm; Friday: 9am-12pm;408.924.2308) 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 "%20http://www.sjsu.edu/writingcenter/about/staff/" http://www.sjsu.edu/writingcenter/about/staff/ You can schedule an appointment online at: HYPERLINK "http://www.sjsu.edu/writingcenter/tutoring/requestforappointment/index.htm"http://www.sjsu.edu/writingcenter/tutoring/requestforappointment/index.htm Peer Mentor Center (Optional) The Peer Mentor Center is located on the 1st floor of Clark Hall in the Academic Success Center. The Peer Mentor Center is staffed with Peer Mentors who excel in helping students manage university life, tackling problems that range from academic challenges to interpersonal struggles. On the road to graduation, Peer Mentors are navigators, offering roadside assistance to peers who feel a bit lost or simply need help mapping out the locations of campus resources. Peer Mentor services are free and available on a drop in basis, no reservation required. HYPERLINK "http://www.sjsu.edu/muse/peermentor/"http://www.sjsu.edu/muse/peermentor/ University Policies Academic Integrity Students should know that the Universitys HYPERLINK "../AppData/Local/Microsoft/Windows/Temporary Internet Files/Content.IE5/7EMW0DNU/Academic Integrity Policy is available at http:/www.sa.sjsu.edu/download/judicial_affairs/Academic_Integrity_Policy_S07-2.pdf"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. The website for HYPERLINK "../AppData/Local/Microsoft/Windows/Temporary Internet Files/Content.IE5/7EMW0DNU/student conduct and ethical development is available at http:/www.sa.sjsu.edu/judicial_affairs/index.html"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.      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