ࡱ> g _bjbjVV 4r<r<WIX X 8tb.p(T,FbHbHbHbHbHbHb$dglb///lbbw#w#w#/Fbw#/Fbw#w#NX]``6Z02bb0bfZ$gh <gh`]gh]//w#/////lblb;"<///b////gh/////////X x: San Jos State University Department of English and Comparative Literature English 1B, Composition 2 (GE C3), Section 28, Fall 2011 Instructor:Sarah PrasadOffice Location:FO 212Telephone:408.924.4456 (voicemail checked only periodically)Email: HYPERLINK "mailto:sarah.prasad@sjsu.edu" sarah.prasad@sjsu.eduOffice Hours:Friday 10am-1pm and by appointmentClass Days/Time:TTh/12:00-1:15pmClassroom:CL111Prerequisites:Passage of Written Communication 1A or approved equivalent course and passage of the English Proficiency Test (EPT), unless exemptGE Category:Written Communication C3Course 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 (C or better) or approved equivalent. Course Goals and Student 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. Command of conventional mechanics (e.g., punctuation, spelling, reference, agreement). Student Learning Objectives: SLO 1: Students shall write complete essays that demonstrate the ability to refine the competencies established in Written Communication 1A. SLO 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. SLO 3: Students shall write complete essays that demonstrate the ability to select efficient and effective approaches for accessing information utilizing an appropriate investigative method or information retrieval system. SLO 4: Students shall write complete essays that demonstrate the ability to synthesize ideas encountered in multiple readings. SLO 5: Students shall write complete essays that demonstrate the ability to incorporate principles of design and communication to construct effective arguments. SLO 6: Students shall write complete essays that demonstrate the ability to identify and discuss issues related to censorship and freedom of speech. Information available online You are responsible for reading the following information online at  HYPERLINK "http://www.sjsu.edu/english/comp/policyforsyllabi.html" http://www.sjsu.edu/english/comp/policyforsyllabi.html Course guidelines Academic policies (academic integrity, plagiarism, ADA and DRC policies) Adding and dropping classes Required Texts/Readings Textbook The New Yorker magazine (to be purchased in class) Everythings an Argument, by Andrea Lunsford and John Ruszkiewicz ISBN 978-0312538620 Other Readings Prasad Reader (available in the 91 Bookstore) Library Liaison English & Comparative Literature Matoush, Toby Phone: (408) 808-2096 Email:  HYPERLINK "mailto:toby.matoush@sjsu.edu" toby.matoush@sjsu.edu Classroom Protocol Participation and Active Learning: Participation is essential to active learning and to the learning process in general. Participation includes but is not limited to being engaged in small and large group work, bringing materials to class, focusing on the task at hand instead of, for example, other courses or your phone, and basically contributing to the learning process that will be happening in our workshop style classroom. If you cannot make a particular class, email the teacher or contact a dependable classmate to get updated on what you missed. You are responsible for all homework whether you are in class or not. Peer review: Part of your grade for participation is your involvement in and commitment to peer review. Peer review is a chance for you to get some valuable feedback from your peers on your rough drafts before turning them in. If you dont come to a workshop for a given paper, or if your essay is not a good faith draft, your grade on the final draft will be one full grade lower. A good faith draft is typed, has the full word count, and shows careful thought and planning even though it may be unfinished. Classroom Etiquette: Please turn off all pagers, phones, and other noise-making devices before entering the classroom. In addition, we must all treat others with respect and kindness so that we can build a safe and productive learning environment and writing community. Email: When emailing, remember sign your name at the end of the email. I cannot always know who you are just by the email address. Also, remember that I am your instructor, not your IM buddy, so your language should be appropriate and professional, and I will respond in kind. Academic policies You are responsible for reading the 91 academic polices available online: http://www.sjsu.edu/english/comp/policyforsyllabi.html Assignments and Grading Policy Grading: A-F. A work 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 construct sentences distinguished by syntactic constructions at the college level and appropriate to the works intended audience and purpose. Such work will be essentially free of grammatical, mechanical, and usage errors. Whether written or oral, A work succeeds in communicating ideas clearly and effectively to the target audience. B work will demonstrate abilities in the same categories as A work. The chief difference is that B work will show notable weaknesses in one of these categories. It may inadequately fulfill parts of the assigned tasks, show less facility of expression and communication, or contain some grammatical, mechanical, usage, or delivery flaws that do not impede clear transmission of meaning. C work will be generally competent and attempt to complete all tasks set by the assignment but show weaknesses in fundamentals, usually development or clarity, with barely enough specific information to illustrate the subject being addressed. The sentence construction, language, and/or delivery may be less effective and correct than B work, but will not seriously impede clear transmission of meaning. D work will neglect one of the assigned tasks or directions and be noticeably superficial in developmentthat is, too brief or simplistic. The work may reveal some problems of development, detail, and/or audience. It will contain grammatical, mechanical, usage, and/or delivery shortcomings that are frequent and/or serious enough to impede clear transmission of meaning. F work shows a disconnection with the course and a lack of understanding of the task and the writing conventions that are being taught. The writing is incoherent and riddled with sentence level errors. It is clear in this essay that the writer is not engaged in the class and/or the assignment. Assignments/Tests/Quizzes: Assignments can be turned in on time in class or they can be turned in early to the instructor during office hours or in class. Assignments cannot be turned in to the English Department office. No late work is accepted, nor is any work accepted via email. Assignments should be printed on 8.5 x 11 clean-cut paper, in black ink, in a standard 12-point font such Times New Roman, and double spaced unless the assignment dictates otherwise. The appropriate format is MLA. If you are absent, you are responsible for getting updated on what was missed as well as what is due when you return. Not all assignments will be collected. Ideally, you should come to class prepared; however you should come to class even if you arent. Tests and quizzes will be given on the assigned day and can be taken early under special circumstances. Essays 60% Homework 10% Participation 10% Two midterms 10% Final Portfolio 10% Essay and Course GradesGradePercentageGradePercentageGradePercentageA+98-100B82-87C-70-71A92-97B-80-81D+68-69A-90-91C+78-79D65-67B+88-89C72-77F64-0 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. Learning Assistance Resource Center 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. The  HYPERLINK "http://www.sjsu.edu/larc/" LARC website is located at http:/www.sjsu.edu/larc/. 91 Writing Center The 91 Writing 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. Our writing specialists have met a rigorous GPA requirement, and they are well trained to assist all students at all levels within all disciplines to become better writers. The  HYPERLINK "http://www.sjsu.edu/writingcenter/about/staff/" Writing Center website is located at http://www.sjsu.edu/writingcenter/about/staff/. Peer Mentor Center 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. The  HYPERLINK "http://www.sjsu.edu/muse/peermentor/" Peer Mentor Center website is located at http://www.sjsu.edu/muse/peermentor/ Turnitin.comWe will be using turnitin.com this semester to identify plagiarism and to track word counts. First assignment instructions: Go to turnitin.com and submit your favorite English 1A essay, one that makes you proud. New Users Go to turnitin.com Click on new users click here on the right hand side of the screen Scroll down to new users start here Click on create a user profile You will need the Class ID and the enrollment password below: ClassClass IDPasswordEnglish 1B @ 10:30 am4171170english1bEnglish 1B @ 12 noon4199380english1bEnglish 1B @ 1:30 pm4199383english1b Already a turnitin.com user? Log in Click on the left hand side of the screen on enroll in a class Enter the appropriate above information Other questions? On the turnitin.com homepage there is a tab at the top of the page Training that has many answers to questions. Email me if you still are having trouble. WST: The next step for you, once you have passed English 1B, is to take the WST. Please see more at https://testing.sjsu.edu/twst.html Final Portfolio Assignment During this course, you will create a portfolio of your work, including a written reflection of 1000-1200 words, that is worth ten percent of your grade. Think of it as a scientific study of your progress as a writer over the next four months. What you include in your portfolio doesnt have to be perfect. Remember, writing is a process. Collecting your work and then reflecting on that work is part of the process. The portfolio project is designed to get you thinking about your specific challenges, your strategies for improvement, your successes and failures, and your goals for the future. Every writer, no matter how accomplished, has room for improvement. This portfolio is your culminating experience. This course does not have a final exam. 1B Portfolio Assignment One definition of a portfolio is a meaningful collection of [writing samples] that demonstrate a writers thinking and learning processes.  This assignment is designed to get you thinking about what kind of writer you are, how you best learn writing essentials and techniques, and what you can do to improve your writing in the future. This type of assessment falls under the category of reflective learning. Its the type of learning that starts after the fact, when the course enters its final weeks and nearly all your essays have been revised and turned in for a grade. What better time to reflect on what youve accomplished? For this portfolio assignment, you are being asked to write a process analysis, or reflection of your writing. The goal is to discover something new about yourself as a writer and thinker. Along with the process analysis, you will need to collect relevant examples that highlight your process in writing an essay and evaluating, workshopping, editing and revising that same essay. Remember, the focus here is on the process and not the product. Process Analysis/Reflection: Consider your strengths and weaknesses as a writer when you began English 1B. Think about what you learned over the semester and what skills you will use in future coursework and beyond. Write a 1000-1200 word essay that answers the first question below and at least two of the questions that follow. Your response must be in standard essay format, NOT numbered or Q&A format. You can answer the questions in any order that helps you make your point. Mandatory response: Reflect on your writing habits. Where do you do your best work? What tools are helpful when writing? What time of day or under what conditions (at home, in the library, at a cafe) do you write best? Analyze what you think these preferences say about you as a writer and learner. Analyze how you revised a specific paragraph. Describe the choices you made and why. Given that 1B includes research: Include an example of summary, paraphrase, or direct quotation. Why did you choose one method over the other? How did you weave the information into your essay or provide transitions? Evaluate your writing strategies. Identify writing habits and practices you have formed that work well and that you will continue to use in your future writing. Illustrate with samples from your semester's writing. What advice did you receive (from peer review, tutoring, workshop, instructor feedback) that was particularly helpful when revising your work? Illustrate using at least two examples from past assignments, including the comments. How can you apply that advice to future writing? Grade: You are being graded on the following: Did you answer at least three questions and include appropriate examples? Does your reflection demonstrate serious consideration of your work? Do the examples you include support your reflection? Is the overall presentation of the portfolio clear and professional? Does your writing reflect college-level syntactic variety and diction and demonstrate your fluency with the competencies established in first-year composition (grammar, mechanics, usage, etc.)? The portfolio counts for 10% of your final grade. Peer review: TBD Due Date: TBD No late portfolios English 1B Portfolio Rubric A (90-100%) Reflection demonstrates an excellent understanding of authors process. Examples are specific and varied. The author has identified strengths and weaknesses, and has mapped out detailed, personalized strategies for improvement. Reflection is 1000-1200 words, contains well-chosen and complete examples, is formatted professionally, and reflects purposeful organization and communication. The writing flows smoothly and language is focused. Nearly perfect grammar, usage, and punctuation. B (80-89%) Reflection demonstrates an understanding of authors process. Examples are specific and varied. The author has identified strengths and weaknesses, and has mapped out personal strategies for improvement. Reflection is 1000-1200 words, contains thoughtful and complete examples, is formatted clearly, and shows thoughtful organization and communication that may have some rough spots. The writing flows smoothly and the language is focused and organized. Solid grammar, usage, and punctuation. C (70-79%) Reflection demonstrates basic understanding of authors process. Examples may not be as varied or specific as a B paper. The author has identified some strengths and weaknesses, and has some strategies for improvement that may be general rather than personal. Reflection is 1000-1200 words, contains examples, is formatted appropriately, and reflects some organization and communication principles that may lack some flow. The writing is somewhat focused and organized, although it may lack the flow of an A or B paper. Some grammar, usage, and punctuation mistakes that do not detract from the meaning of the writing. D (60-69%) Reflection shows lack of understanding of authors process. Examples may be missing or demonstrably weak or haphazardly chosen. The author may have listed some strengths and weaknesses, but shows a misunderstanding of strategies for improvement or lists general rather than personal issues (e.g. fix commas). Reflection is not 1000-1200 words (too short or too long), may be missing examples, may have formatting errors or some sloppiness, and may lack an organization or communication principle. The writing may show little to no focus and flow. Major grammar, usage, and punctuation mistakes that detract from the meaning of the writing. F (below 60%) Reflection shows lack of understanding of authors process. Examples may be missing or demonstrably weak or haphazardly chosen. The author may have omitted strengths and weaknesses or shows a misunderstanding of strategies for improvement or lists general rather than personal issues (e.g. fix commas). Reflection is under 700 words, lacks examples, is formatted haphazardly, or lacks an organization or communication principle. The writing may show no focus and flow. Major grammar, usage, and punctuation mistakes that make the writing extremely difficult to comprehend. Categories: Development and meta-cognition Follows reflection assignment (format, word count) Clarity, flow, coherence Grammar, mechanics, usage English 1B, Fall 2011, Course Schedule This schedule is subject to change. Changes will be emailed via my91. WeekDate and Topics, Readings, Assignments, DeadlinesDate and Topics, Readings, Assignments, Deadlines1 8/25 First day of classes2 8/30 In-class diagnostic (500 words, 5%)9/13 9/69/84 9/13 Peer review Essay 19/15 Essay 1 due (1000 words, 5%)5 9/209/22 Midterm 1 (5%)6 9/27 Library orientationResearch 9/297 10/4 Peer review Essay 210/6 Essay 2 due (1250 words, 10%)8 10/1110/139 10/18 Peer review Essay 310/20 Essay 3 due (1500 words, 12%)10 10/2510/2711 11/1 Peer Review Essay 411/3 Essay 4 due (1750 words, 13%)12 11/8 11/10 Midterm 2 (5%)13 11/15 11/17 Essay 5 plan due14 11/22 Peer review Essay 511/24 Thanksgivingno class15 11/29 Essay 5 due (2000 words, 15%)12/1 Peer review Portfolio (1000 words, 10%)16 12/6 12/8 Last day of classes Portfolio due (1000 words, 10%)Important 91 dates Fall 2011 Monday August 22 Academic Year Begins Fall Semester Begins Mon-Tues August 22-23 Pre-Instruction Activities: Orientation, Advisement, Faculty Meetings and Conferences (P) Wednesday August 24 First Day of Instruction Classes Begin Monday September 5 Labor Day - Campus Closed (L) Tuesday September 6 Last Day to Drop Courses Without an Entry on Students Permanent Record (D) Tuesday September 13 Last Day to Add Courses & Register Late (A) Wednesday September 21 Enrollment Census Date (CD) Friday November 11 Veterans Day - Campus Closed (V) Wednesday November 23 Classes that start at 5:00 PM or later will not meet Thursday November 24 Thanksgiving Holiday - Campus Closed (T) Friday November 25 Rescheduled Holiday - Campus Closed (RH) Thursday December 8 Last Day of Instruction - Last Day of Classes Friday December 9 Study/Conference Day (no classes or exams) (SC) Mon-Fri December 12-16 Final Examinations (exams) Monday December 19 Final Examinations Make-Up Day (MU) Tuesday December 20 Grade Evaluation Day (E) Wednesday December 21 Grades Due From Faculty - End of Fall Semester (G) Monday December 26 Christmas Holiday Observed - Campus Closed (CH)  Reynolds, Nedra and Rich Rice. 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