ÐÏࡱá>þÿ „†þÿÿÿ‚ƒÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿì¥ÁgÀ ø¿qNbjbjVV 7Œr<r<DF,ÿÿÿÿÿÿ·DDŸŸŸŸŸÿÿÿÿ³³³8뜇\³—?ôã( "---???????$‹A²=Dz for student account; use my email. M 1/31 IN-CLASS DIAGNOSTIC ESSAY: BRING YELLOW BOOK, dictionary, pens Read: BR pg. 51-55 to prepare W 2/2 Introduction to the writing process: Critical reading and the Reading Response Read: BR pg. 9-25 M 2/7 The Writing Process Read: BR 31-38; essay pg. 448, Javdani Quiz 1 *Author’s Event: Tuesday 2/8, 7pm. MLK 225/229 Rebecca Solnit Reads W 2/9 Description Read: BR pg. 137- 145 essay pg. 146, Manning * Author’s Event: Thursday 2/10, 1pm. MLK 225/229 Conversation with Rebecca Solnit M 2/14 In-class Descriptive Essay #2 BRING YELLOW BOOK, Dictionary Read: BR essay pg. 164, Li W 2/16 Narration Read: BR 81- 92; essay pg. 104, Dillard OC Essay #1 Major Revision Discussion M 2/21 Narration Read: BR 38-49; essay pg. 110, Taw Quiz 2 W 2/23 Paragraph revision; Due: Major Revision Proposal Typed copy of IC #2 MLA format- 2 copies *Author’s Event: Wednesday 2/23, 7pm. MLK 225 Jasmin Darznik reads *Author’s Event: Thursday, 2/24. 7-8:30pm Triton Museum, Santa Clara. Sally Ashton reads M 2/28 Workshop Draft 1 of OC Essay #1: 3 copies W 3/2 Comparison & Contrast OC Essay #1 due, Major Revision, Descriptive Narrative Read: BR pg. 38-49; pg. 223-231 Assign topic for OC Essay #2 Compare & Contrast Quiz 3 M 3/7 Comparison & Contrast Outline BR 2 essays pg. 233-244, Britt and Barry Sign up for conference time: 3/21 10:30-3:30pm W 3/9 Introductions & Conclusions, Review BR pg. 510-513 Introduction/conclusion homework Quiz 4 M 3/14 Example Read: BR pg. 185-192; essay pg. 208, Staples Quiz 5 W 3/16 Workshop Draft 1 of OC Essay #2 due; 3 copies M 3/21 Semester Conferences OC Essay #2 Compare & Contrast due. Read BR pg. 282-288; Assign topic OC Essay #3 Process Analysis W 3/23 Process Analysis/OC Essay #3 Discussion and directions. Read BR pg. 51-56; essay pg. 533 Wenke; Write a well-developed Response stating Wenke’s purpose, explaining her main point and how she supports it. (for OC #3) SPRING BREAK: NO CLASS Monday 3/28-Friday April 1 M 4/4 Workshop Draft 1 of OC Essay #3 due; 3 copies W 4/6 Review Prompt Strategies OC Essay #3 Process Analysis due bring Dictionary; Quiz 7 *Author Event: Wednesday 4/6, 7pm. MLK 225. Steinbeck Fellows Reading/ Reception. M 4/11 In Class Essay #3 Bring Yellow Book, Dictionary Prompt Homework Due W 4/13 ARGUMENT and PERSUASION Read BR pg. 517-532; essay pg. 558 Khan *Author Event: Wednesday 4/13, 7pm. University Theater. Tony Barnstone reads M 4/18 Review IC essay #3 Read BR essay pg. 563 Chavez Quiz 8 Assign topic OC Essay #4 W 4/20 In Class Essay #4 Bring Yellow Book, Dictionary Read BR pg. 567 Krikorian; Argumentation Homework M 4/25 Argumentation/Persuasion Read BR 56-73; essay pg. 572 Danticat W 4/27 Synthesis Read: BR pg. 582-583; essay pg. 644 Prose; Quiz 9 *Author Event: Wednesday 4/27, 7pm. MLK 225 Sarah Shun-lien Bynum reads M 5/2 Workshop Draft 1 of OC Essay #4, copies due W 5/4 OC Essay #4 Argumentation due M 5/9 REVIEW STRATEGIES FOR FINAL Final Quiz *Author Event: Tuesday 5/10, 7pm. University Theater. E.L. Doctorow reads W 5/11 Review OC Essay #4 Collect Journals Prompt Homework Due *Author Event: Wednesday 5/11, 1pm. E. L. Doctorow in Conversation FINAL Saturday May 14, 8-10am BRING YELLOW BOOK M 5/16 LAST DAY Return Journal; Extra Credit Quiz; Things to do if you need extra help with your writing: Come see me during my office hours, or make an appointment. Go to the Writing Center http://www.sjsu.edu/writingcenter/ Go to the Learning Assistance Resource Center: http://www.sjsu.edu/larc/ Go to the Peer Mentor Center: http://www.sjsu.edu/muse/peermentor In accordance with department policy, I reprint these statements on grading: “The Department of English reaffirms its commitment to the differential grading scale as defined in the 91°µÍø Catalog (“The Grading System”). Grades issued must represent a full range of student performance: A= excellent; B= above average; C= average; D= below average; F= failure. Courses graded according to the A, B, C, No Credit system shall follow the same pattern, except that NC shall replace D or F. In such cases, NC shall also substitute for W (or Withdrawal) because neither grade (NC or W) affects students’ GPA.” 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°µÍø 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 student’s 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 assignment—that 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. Note: This is an A, B, C, No Credit course, but individual essays will be graded on an A to F scale. There are no C- grades in English 1A. You must earn at least a C in order to pass. Any student with a final grade below a C will receive an NC and must repeat the course.” In English Department courses, instructors will 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. 91°µÍø Academic Integrity Policy: Your own commitment to learning, as evidenced by your enrollment at San Jose State University, and the University’s 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°µÍø rules against plagiarism are set forth in the 91°µÍø Catalog, which defines plagiarism as the act of representing the work of another as one’s own (without giving appropriate credit) regardless of how that work was obtained, and submitting it to fulfill academic requirements. Plagiarism at 91°µÍø includes, but is not limited to: (1) the act of incorporating the ideas, words, sentences, paragraphs, or parts thereof, or the specific substance of another’s work, without giving appropriate credit, and representing the product as one’s 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. 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 DRC to establish a record of their disability. The DRC website is  HYPERLINK "http://www.drc.sjsu.edu" http://www.drc.sjsu.edu.     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