ࡱ> g `WbjbjVV .r<r<`O    <ID 0~~~0000000$265C0~~C0X0!!!0!0!!9/h/P)/ 0n000/45~ f5 /5/$~(!0<l~~~C0C0! ~~~05~~~~~~~~~! : English 1B Composition II Spring 2011 Instructor: Jen Jebens Section 24: M,W 10:30-11:45 Office: FOB 213 Classroom: BBC 123 Phone: 408-836-7663 Email: jjebens@hotmail.com Office Hours: M, W 9:00-10:00, and by appt. Course Description: Welcome to English 1B! This class will help you prepare for the rest of your writing career at 91 by focusing on skills you will need in both your GE and major classes. Over the course of the semester, we will focus on critical analysis and argument, library research, and proper citation, all culminating in a research paper. This course will also help you refine your academic writing voice and your ability to critically interpret texts and other media. With that said, heres the universitys official 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. Contacting Me: I highly encourage you to stop by my office hours throughout the semester with any questions or concerns you might have about the class. Remember that in addition to the hours listed on the syllabus, I am happy to make an appointment for a time that works for you. I will be happy to help you with the brainstorming and planning process, comment on drafts, explain grammar rules to you, etc. Feel free to drop by and discuss non-class-related things too! Required Text and Materials: A Sequence for Academic Writing by Laurence Behrens and Leonard J. Rosen, 4th. Ed. New York: Longford, 2010. ISBN: 978-0-205-67437-4. Ideas Across Time: Classic and Contemporary Readings for Composition by Igor Webb. Boston: McGraw-Hill, 2008. ISBN: 978-0-07-288261-2 The Everday Writer by Andrea A. Lunsford. 4th ed. Boston: Bedford/St. Martin's, 2009. ISBN: 978-312-59457-2 A notebook for journal entries A standard English dictionary and thesaurus 3 Bluebooks for in-class essays 1 Yellowbook for the final exam Internet access Prerequisites: Passage of Written Communication 1A or approved equivalent. Course 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). 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 problems and suggest ways to improve. 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. Participation: You are required to come to class prepared. This means you must do all assigned readings and writing exercises before coming to class. Please bring your books to class every day along with a pen, a pencil, and paper on which to take notes. In-class discussions, writing exercises, group activities, and quizzes count towards your participation grade. Showing up late or leaving early will result in no participation grade for that class session. I highly encourage you to speak up in class and share your opinionsyour peers and I will appreciate the unique viewpoints you bring to the class. Essay Editing Workshops: You are required to attend four in-class editing workshops throughout the semester. The days of these workshops are listed on the syllabus. These workshops are mandatory, and non-attendance will result in the loss of one full letter grade on your paper. In these workshops, you will receive feedback from your classmates and give feedback in return. Your peer-edited draft should always be turned in stapled to the back of your final draft. I will review the two drafts for comments your peers make for you and any changes you should choose to make. The Final Essay: 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. The final will be held on SATURDAY, May 14th at 10am. This test is mandatory if you wish to pass this class. Please be on time and bring two yellowbooks, pens, and a (non-electronic) dictionary. 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. 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 in Room 126. (408) 924-2308. You can schedule an appointment here: http://www.sjsu.edu/writingcenter/tutoring/requestforappointment/index.htm I also encourage you to visit me in my office hours. I will be happy to go over your paper in-depth with you and assist you at any stage of the writing process. Student Conferences: I will hold student conferences mid-semester. The conference will be a ~10 minute meeting to gauge your progress in the course, allow you to ask any questions, etc. Grading: A-F. This class must be passed with a D or higher. 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 ideas being conveyed. All student writing should be distinguished by correct grammar and punctuation, appropriate diction and syntax, and well-organized paragraphs. Grades issued will represent a full range of student performance and will adhere to the following 91 academic standards of 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 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 describably 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 weakness 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 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 usage errors that render some sentences incomprehensible. 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. Your final grade will be determined as follows: 3 in-class essays 15% (diagnostic essay - 0%, compare/contrast 7%, practice final - 8%) 4 out-of-class essays 45% (research proposal and critical analysis 15%, annotated bibliography/lit. review - 15%, research paper - 15%) Departmental Final Exam 20% Homework/Journals 10% Participation and in-class quizzes 10% Note: Attendance per se shall not be used as a criterion for grading but participation will be. Electronics Policy: This class has a strict no-cell phone policy. Laptops are allowed, but I reserve the right to revoke this privilege at any time. No electronics are allowed during in-class essays. Turn off your mp3 players, cell phones, etc. before coming to class. Late Policy: Out-of-class essays must be turned in at the beginning of class, except under exceptional circumstances as defined by the instructor. Late out-of-class essays will be dropped one full letter grade for each day late (a B paper due Monday and turned in on Tuesday will receive a C). I will not grade emailed assignments. Missed in-class essays must be made up during instructor office hours and will receive a grade reduction. To avoid getting marked down for turning in late papers, students should provide documentation of an illness, family emergency, etc. Assignment Extensions: Over the course of the semester, I will grant you up to two assignment extensions. You must contact me at least a week before the assignment is due to set up an alternate due date. Turnitin.com: All out-of-class papers must be submitted to turnitin.com within a week of the paper due date. Papers not submitted to turnitin.com will receive a full-grade reduction until they are submitted. This means a B paper due Monday and turned in in-class on Monday but submitted to turnitin.com on Tuesday will receive a C. 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. 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. Avoiding Plagiarism: Plagiarism is the unacknowledged use of somebody elses words or ideas and is considered an instance of academic dishonesty that instructors must report. Repeated instances of plagiarism will result in a students expulsion from the University. You commit plagiarism by Buying, stealing, or borrowing a paper. Hiring or asking someone to write a paper. Building on someones ideas without providing a citation. Copying from another source or using a source too closely when paraphrasing. In other words, submit only your own work. 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 the DRC to establish a record of their disability. General Education, Area C3 Student Learning Outcomes: 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. Schedule of Assignments This syllabus is subject to change. You will be informed at least one class in advance if any changes are made. Student Learning Outcomes are marked next to each assignment. All Ideas Across Time readings help fulfill SLOs 2 and 6. All Sequence for Academic Writing readings help fulfill SLO 5. SAW = Sequence for Academic Writing IAT = Ideas Across Time EW = The Everyday Writer W 1/26Course IntroductionWeek 1M 1/31Summary and annotation: SAW 4-8, 13-16, IAT 1-8, Jefferson: IAT 354-360W 2/2In-class essay #1: Diagnostic Essay [SLO 1, 4, 5], Top 20 Errors: EW 4-11Week 2M 2/7Homework #1 Due [SLO 1-6] Thoreau: IAT 371-383Mon., Feb. 7th, last day to drop a classW 2/9Critical Reading: SAW 58-73, Writing Process: EW 44-50, Boorstin: IAT 390-402Week 3M 2/14Homework #2 Due [SLO 1-6] Compare/contrast: SAW 178-181, Explanatory Synthesis: SAW 87-95, Swerdlow: IAT 11-19 Crevecour: IAT 22-27Mon. Feb 14th, last day to add a classW 2/16Drafting: SAW 234-240, Baldwin: IAT 29-35, Gordon: IAT 37-42Week 4M 2/21Homework #3 Due [SLO 1-6] Basic Research: SAW 261-268, Cofer: IAT 45-52, Whitman: IAT 55-59W 2/23Invention: SAW 229-234, Gooddale: IAT 446-448, Rousseau: IAT 451-456Week 5M 2/28In-class Essay #2: Compare/Contrast [SLO 1, 2, 4-6]W 3/2Web Sources: SAW 273-276, Paraphrasing and Quotations: SAW 40-53Week 6M 3/7Homework #4 Due [SLO 1-6] Editing and Reflecting: EW 91-97, Focused Research: SAW 277-281, de Tocqueville: IAT 458-462W 3/9Friedan: IAT 496-509Week 7M 3/14Nietzsche: IAT 109-111, Dalai Lama: IAT 132-135, Armstrong: IAT 137-139W 3/16Essay Workshop #1Week 8M 3/21Homework #5 Due [SLO 1-6] Argument Synthesis: SAW 134-142 W 3/23Out-of-Class Essay #1 Due: Research Proposal [SLO 1-6] Week 93/28-4/1Spring BreakWeek 10M 4/4Basic MLA: EW 374-385, Electronic sources: EW 392-399W 4/6Homework #6 Due [SLO 1-6] Paine: IAT 98-103, Tillich: IAT 123-130Week 11M 4/11Bacon: IAT 152-156, Shelley: IAT 157-165W 4/13Essay Workshop #2Week 12M 4/18Turkle: IAT 220-225, Feynman: IAT 201-207W 4/20 Out-of-Class Essay #2 Due: Annotated Bibliography/Lit. 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