ࡱ> z|yg y?bjbjVV zr<r<3>>   !!!!\!I=L]]]]<<<<<<<$@Cr< "^@""<]]=%%%"vR] ]<%"<%%`8":]'#8<=0I=9D#D(::D (:(%tl<<s%I=""""D>! _: English 1B Spring 2011 Instructors: Sara Cook & Leah Griesmann Office: Faculty Offices Building 115 Section: T & Th, 10:30am 11:45am Phone: (408) 924-5073 Classroom: DMH 149A e-mail: Sara.Cook@sjsu.edu Office hours: T & Th, noon 1pm leahgriesmann@yahoo.com Be the change you want to see in the world - Mahatma Gandhi 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. Learning Objectives: SLO 1: Students shall be able to refine the competencies established in Written Communication 1A (see above). SLO 2: Students should be able 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 should be able 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. Required Texts: Course Reader (available at Maple Press) The Grapes of Wrath, by John Steinbeck A Style Manual Any College-level Dictionary Please bring your books to class everyday. Assignments: Reading Class discussions and activities are based on the reading. It is pertinent that you have the reading completed on the corresponding date on the schedule I cannot emphasize the importance of this enough. I expect you to read slowly, attentively, and to annotate your text with a pen or pencil. Essays You will compose 6 essays in English 1B, totaling 8000 words. Two of these will be in-class essays and four will be out-of-class. Students must complete all 6 essays to pass this course. Essays will correspond to the readings and will increase in difficulty as we move through the semester. In-class essays will be written in large blue books or yellow books; please bring at least one blue or yellow book the day of an in-class essay along with pens and your dictionary. In-class essays cannot be made up. If extenuating circumstances apply, please see me well in advance (at least one week) of the date of the in-class essay. All out-of-class essays must be in MLA format and are due in class. Unstapled papers will not be accepted. Reading Logs & Other Work There will be other writing assignments and exercises assigned throughout the semester (instructions to follow). These various assignments are due at the beginning of class on their due date. Participation This is a seminar course; oral participation is necessary: your thoughts and questions are important to the discussion and our communal growth as writers. The potency of our class depends upon our commitment to reading, discussing, and writing with conscientiousness and consistency. You are expected to participate with flawless preparation and awe-inspiring enthusiasm. 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. Late Work: I do not accept late work. In-class work cannot be made up. See the last page of this syllabus for the one exception to this policy. Attendance: Regular attendance is crucial to your success in this class! If you must miss a class, please notify me before the date you plan to be absent so we can make arrangements, or if you are sick, call or send an email as soon as possible. Remember, there are no excused absences in college; if you fail to attend a class, you are still expected to turn in the assignments due that day, get details on whatever topics were covered in class, and complete the homework for the next meeting. It is your responsibility to contact me or a classmate to see what you missed. University Class Conduct: In this class I expect you to: Relax and have fun! Academic work doesnt have to be a drag and I welcome any suggestions to make class more enjoyable for everyone (except not doing the work of course) Come to class on time. Tardiness is disruptive and disrespectful; chronic tardiness will affect your grade. Turn off your cell phone before class. If your phone rings during class, or you are texting during class I will ask you to leave. Engage yourself in our class. If you are doing anything other than being present in our class work I will ask you to leave. Take responsibility for your actions, positive and negative. Remember teachers do not give grades, you earn them. Take pride in your ideas and questions. Dont be afraid to express your thoughts and remember that what you dont know is just as important as what you do know. Communicate with me. I am here to help you, but I have no way of knowing if you are unclear about an assignment or are otherwise having trouble unless you tell me. If you have questions about the work, speak up in class, come see me in my office, or send an email. Grading: Essays 1 & 6 (5% each) 10% Essays 2 & 3 (10% each) 20% Essays 4 & 5 (15% each) 30% Reading Logs 10% Participation & Attendance 10% Final exam 20% Grading Scale: A F Departmental Policy: The Department of English reaffirms its commitment to the differential grading scale as defined in the official 91 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. Writing Center: San Jose State has a fabulous writing center that can help you with any writing needs you may have (lab reports, research essays anything). I encourage everyone to visit the writing center; even the best writers have room for improvement. Clark Hall, Suite 126.  HYPERLINK "http://www.sjsu.edu/writingcenter/" www.sjsu.edu/writingcenter/ or 924-2308 Plagiarism: You are in this class to learn to express your own ideas effectively. To plagiarize is to use the ideas or writing of someone else as your own; this includes paraphrasing in your own words another persons ideas. If you would like to borrow anothers writing and/or thoughts please cite them properly as detailed by your style manual. Failure to cite borrowed ideas and/or writing (plagiarism) may result in immediate failure of this course and possible dismissal from San Jose State University. If you have any questions regarding plagiarism or the Universitys policy please see me. 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. Disabled Student Services: 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. A few last words: Writing well is difficult, and like anything else you have to work at it. I cant teach you anything unless you want to learn it; dont just sit back and wait for your brain to effortlessly absorb the material. Engage yourself and you may discover that your writing reveals things to you that you didnt know and that your writing is better than you thought (this is always the case!). Throughout the semester we will discuss a variety of subjects, some of which will stir some strong emotions, but I ask that you please listen carefully and kindly to your classmates, consider different perspectives equally, and not pass judgment. I want our classroom to be a safe place where people are free to express their opinions without fear of reprisal indeed this is crucial to our learning. Lastly, please do not hesitate to ask me about any assignment if it is unclear to you. And, please do not hesitate to come talk to me about anything assignments or otherwise. I am here to help you and look forward to working with you this semester. Calendar of assignments Readings and assignments are to be completed the day they are listed. This schedule is subject to change. January 27 Introduction February 1 Essay #1: in-class (LO 1, 5) 3 Guidelines for Writing Effective Arguments (reader) Letter from Birmingham Jail (reader) Fallacies (reader) I Have a Dream (reader) On Nation and Race (reader) 10 Why Fear Same-Sex Marriages? (reader) Its the Final Step in Killing Marriage (reader) Committed Couples Would Stabilize Society (reader) 15 Class in America 2006 (reader) 17 Essay #2 due (LO 1, 4, 5) Waiting for Superman (in-class) The Rubber Room (reader) Waiting for Superman (in-class) 24 The Myth of Charter Schools (reader) School Spirit (reader) Waiting for Superman (in-class) March 1 Library training day meet in MLK library 3 Still Separate, Still Unequal (reader) 8 America Skips School (Reader) College is a Waste of Time and Money (Reader) 10 Essay #3 due (LO 1, 2, 3, 4, 5) Education is My Father and My Mother (Reader) Two Million Minutes (in-class) 15 Matching Training and Jobs: Vocational Education and the German Labor Market (handout) Germanys Education System is a Work in Progress (Reader) 17 Hamburg Divided on Education Referendum (handout) A Matter of Degrees: German Education Reform (handout) 22 Western Nations React to Poor Education Results (Reader) USA Could Learn From South Korean Schools (handout) 24 South Koreas Education Success, Elite Korean Schools, Forging Ivy League Skills (Reader) 29 Spring Break 31 Spring Break April 5 Essay #4 due (LO 1, 2, 3, 4, 5) First Amendment Overview (Reader) Publisher Tinkers With Twain (handout) 7 Book Banning in the U.S. (Reader) Light Out Huck, They Still Want to Sivilize You (handout) 12 Book Banning and Censorship (Reader) 14 Taking Offense and Emerging from Censorship (Reader) 19 Steinbeck and Censorship (Reader) 21 Essay #5 due (LO 1, 2, 3, 4, 5, 6) Steinbeck Center Learning Day 26 Grapes of Wrath, chs. 1-10 28 Grapes of Wrath, chs. 11-18 May 3 Grapes of Wrath, chs. 19-28 5 Grapes of Wrath, chs. 29-end 10 Essay #6: in-class; preparation for final exam (LO 1, 4, 5) 1000 words 12 Prepare for final exam  17 Last day matters Have a great summer!  SHAPE \* MERGEFORMAT  14 Sat. Departmental final, 10:00am noon. Please bring 2 yellow examination booklets, dictionary, and pens. The one-time-only Emergency Pass Guidelines: With this pass, you may turn in essay #2 OR essay #3 OR essay #4 OR essay #5 up to one week (7 days) late. This pass may not be used for any other assignments. I highly suggest you save this pass for an actual emergency (i.e. car accident on the way to school, relative dying, etc.) Directions: Staple this pass to the top of your essay, signing and dating below, and submit your essay to me in class. Other pertinent info: Essays slipped under my office door will not be accepted Essays that are more than one week (7 days) late will not be accepted. Remember that you must complete all 6 essays to pass this course! I, ______________________________________ have read and understand the guidelines & directions for using this pass. 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