ࡱ> VXUg 5bjbjVV .Lr<r<-DEy%awwwwRRR$$$$$$$$#')%RR%ww3%ww$$r#T$w{($$I%0y%$za*a*$$a*$8R>,$RRR%%RRRy%a*RRRRRRRRR! : English 1A Composition Spring 2011 Instructor: Robert F. James Office: Faculty Offices Bldg 109 Section 39: T/R 1500-1615 Phone: (408) 924-5089 Classroom:BBC 125 Robert.James@sjsu.edu Office Hours: T/R 1615-1715 and by appointment 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. Required texts: Hacker The Bedford Handbook. 6th Ed. (TBH) Reader Maple Press Dictionary Assignments: Ladies and gentlemen, fasten your seatbelts. As you will see, this course is comprehensive and ambitious. I require of you a workable understanding of all assigned readings and grammar exercises. The true test of your comprehension, however, will come in the form of the eight essaysfour in-class (the first will be an ungraded diagnostic essay) and four outside essays due at the beginning of class on the date the assignment is due. I will not accept any essay that isn't TYPED AND DOUBLE-SPACED. Late papers will NOT be accepted. Students must complete all eight essays to pass this course. You may not make up an in-class essay unless you receive permission from me before class. In addition to the readings and essays, there will be three short-answer quizzes covering reading assignments. (I also reserve the right to administer pop quizzes as I see fit.) The quizzes will count toward your participation grade and cannot be made up. You also will complete exercises as assigned from The Bedford Handbook. Don't panic. Thousands of frightened students have passed this course before you. Readings: Just a note about the readings. You will find as we go along that there are more readings assigned than we may be able to cover during the class time. Do NOT think this fact allows you to slack off. In-class essays will be written from prompts taken from one or more of the class readings, even those we may not have covered. Also, any assigned reading from TBH or GW is fair game for quiz material, so make sure you are keeping up. Grading: 3 in-class essays 10% each 4 outside essays 10% each Department final exam 20% Participation (oral and written) 10% 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. Course Goals and Student Learning 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). Student Learning Objectives: SLO 1: 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). SLO 2: Students shall write complete essays that demonstrate the ability to express (explain, analyze, develop, and criticize) ideas effectively. SLO 3: 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. SLO 4: Students shall write complete essays that demonstrate the ability to write for different audiences. Academic policies You are responsible for reading the 91 academic polices available online:  HYPERLINK "http://www.sjsu.edu/english/comp/policyforsyllabi.html" http://www.sjsu.edu/english/comp/policyforsyllabi.html Course Content Writing: In English 1A, you will focus on practicing all phases of the writing process including prewriting, organizing, writing, revising, and editing. All sections of English 1A require that you write essays totaling a minimum of 8000 words. This total word count does not include the final exam, journals, quizzes, or any brief or informal writing assigned by your instructor. You will write at least 3 but no more than 4 essays in class. Your instructor has listed in this syllabus how you will meet the 8000 word minimum. You must write all formal essays to pass the course. Reading: English 1A includes extensive and intensive reading. The reading you do in English 1A provides useful models of writing for academic, general, and specific audiences. Research: In this course, you might learn to use the tools of the 91 library, including online resources for research, but library research is not a requirement of the course. Diversity: The content presented in English 1A will address issues of race, class, and gender as well as the perspectives of women and diverse cultural groups. Course Materials: The English department suggests that a dictionary, a rhetoric (or rhetoric/reader), and a handbook are appropriate materials for this course. The University Essay Final Exam: Twenty percent of your course grade comes from an essay final exam, graded holistically. This department-wide final consists of reading and responding to a college-level passage chosen by the English Department Composition Committee. You must take the final exam in order to pass the course. Grading: A-F. This class must be passed with a C or better to move on to CORE GE Area C3 and to satisfy the prerequisite for English 1B. A passing grade in the course signifies that the student is a capable college-level writer and reader of English. ______________________________________ Schedule Week 1 T Introduction R IN-CLASS DIAGNOSTIC ESSAY #1 Week 2 TBH Exercises as assigned Week 3 T Annie Dillard, "Mantis" R Virginia Woolf, "The Death of the Moth" Week 4 T PAPER #1 DUE (Description) R Bring revised first paragraph of diagnostic essay to class Small Group work Week 5 T Jessica Mitford, "Behind the Formaldehyde Curtain" Ernest Hemingway, "Camping Out" Lorrie Moore, "How to Become A Better Writer" R Quiz: readings and grammar Week 6 T Barbara Tuchman, "The Black Death" R IN-CLASS ESSAY #2 Week 7 T William Zinsser, "Clutter" Gwendolyn Brooks, "We Real Cool" Walt Whitman, "There Was a Child Went Forth" R Small-groups. Bring 4 copies of Paper #2 Rough Draft to class. Week 8 T PAPER #2 DUE (Exemplification) R Jack London "To Build a Fire" Week 9 T Kate Chopin, "The Story of an Hour" R George Orwell, "Why I Write" Week 10 T Quiz: readings and grammar R IN-CLASS ESSAY #3 Week 11 T Frederick Douglass, "From the Narrative of the Life of Frederick Douglass..." R Edgar Allan Poe, "The Tell-Tale Heart" Nathaniel Hawthorn, "Wakefield" Week 12 T PAPER #3 DUE (Narration) R Martin Luther King, Jr., "I Have a Dream" Week 13 T Jonathan Swift, "A Modest Proposal" R Franz Kafka, "The Judgment" Quiz: readings and grammar Week 14 T IN-CLASS ESSAY #4 R To be determined Week 15 T Alice Walker, "Everyday Use" Toni Morrison, "A Slow Walk of Trees" Seamus Heaney, "Digging" R PAPER #4 DUE (Compare and Contrast) Week 16 10 T Course Review Do Not Hurry; Do Not Rest. ~Goethe Monday January 17 Dr Martin Luther King, Jr Day - Campus Closed (K) Tuesday January 25 Spring Semester Begins Wednesday January 26 First Day of Instruction Classes Begin Monday February 7 Last Day to Drop Courses Without an Entry on Record (D) Monday February 14 Last Day to Add Courses & Register Late (A) Tuesday February 22 Enrollment Census Date (CD) Mon--Friday Mar 28-April 1 Spring Recess Thursday March 31 Cesar Chavez Day - Campus Closed (CC) Tuesday May 17 Last Day of Instruction Last Day of Classes Wednesday May 18 Study/Conference Day (no classes or exams) (SC) Thur-Friday May 19-20 Final Examinations (exams) Mon-Wed May 23-25 Final Examinations (exams) Thursday May 26 Final Examinations Make-Up Day (MU) Friday May 27 Grade Evaluation Day (G) Saturday May 28 Commencement (C) Monday May 30 Memorial Day- Campus Closed (M) Tuesday May 31 Grades Due From Faculty - End of Spring Semester (G) Ten Ways To Succeed In This Course No Whining. I can't stand whining, believe me. If you whine in my class (about the amount of work, the difficulty of the course, etc.), I'll find a dastardly form of punishment to help correct your attitude. I've been known to have people lead the class in a rousing version of "I'm a Little Tea Pot," so if you plan on whining, I advise brushing up on the lyrics. Be Here. If you don't attend class, you'll fall behind quickly. Be On-time. I not only expect your person to be in your seats when class starts, but also require your assigned work to be with you. I'm not joking about late papers or assignments. Work Hard. Don't wait until the last minute to write your papers. If you slack off, I'll know it. And rest assured, slackers receive little sympathy. Office Hours. If you need help, ask for it. . Be Considerate. If you have to miss class, let me know. Some things can't be avoided, I know. Just don't be a flake and you'll get much better results. Pay Attention. I like to have fun in class, but that philosophy only goes so far. We ARE in a class, and you ARE here to learn, so don't be disruptive or else. (See "Tea Pot" clause on #1) Participate. Getting here is one thing, being an active participant in class is another. Come prepared (that means read the assignments and do the homework) unless you want to be embarrassed. I WILL call on people at random, and don't think you can hide in the back of the class, either.) Attitude. A positive attitude goes a long way, both in class and out. Expect negative responses to negative thoughts (see the "Tea Pot" clause in #1). This is a difficult course, but it can be enjoyable with the right attitude. Have Fun. I've tried to assign diverse readings, so there should be something here for everyone. Look at this course as an opportunity to better yourself as you better your writing. English (both composition and literature) is like health food: it nourishes. Granted, it might taste like you-know-what the first time you try it, but stick with it and I guarantee you'll see results. $&XZwz{  ! ) + 8   ' ) ? 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