This is just to confirm that our final exam will be held this Thursday, 12/16, from 7-10 pm (although the exam probably won’t take you that long) in the same room where we usually meet. Here’s a link to the final exam schedule, in case you need it for another class:

http://schedule.lbcc.edu/final_exam/Fall%202010%20Final%20Exam%20Sched.pdf

See you then!

I apologize for canceling another session in this already abbreviated term, but some health problems I’ve been having all semester are flaring up again. Your essay is still due on Tuesday, but please do email me if you’d like any help on it; just paste your essay (or as much as you have of it) into the body of your email and I’ll be happy to comment on it. You can also email me if you’d like to get your grade on your last essay before Tuesday.

We’ll still be having our peer review on Tuesday, so the following people should bring 8 copies of their Peeps essays:

La’trina
Patrick
Gustavo
Blanca
Maria
Brenda
Marugenia

Email me or leave a comment with any questions!

Napoleon in chair

Napoleon Crossing the Alps

Course Description
In this course, you’ll be practicing the basic forms of composition, including paragraphs and essays, to prepare you for 801B or English 105. Throughout the semester, we’ll be working on fundamentals like grammar, sentence structure, and paragraph development, but we’ll also be investigating ways to make writing satisfying and fun.

Student Learning Outcomes
Upon completion of this course, 801A students should be able to:
1. Read texts to generate ideas for a short piece of writing.
2. Write paragraphs with a clear beginning, middle, and end.
3. Support ideas with relevant details.
4. Write sentences that demonstrate rudimentary control of written English.

801B students should be able to:
1. Read, summarize, and respond to texts to generate ideas for writing short essays.
2. Write a short essay with a clear beginning, middle, and end.
3. Support ideas with relevant and convincing details.
4. Write sentences that demonstrate increasing control of written English.

Texts
1. Kirszner, Laurie and Mandell, Stephen. Focus on Writing. Boston: Bedford St. Martin’s, 2008.
2. Rosa, Alfred and Eschholz, Paul. Models for Writers. Boston: Bedford St. Martin’s, 2010.
3. Westerfeld, Scott. Peeps. New York: Razorbill, 2005.
4. College Dictionary (very strongly suggested)

Grading Policy and Assignments
801 is a pass/fail course. 801A students must achieve 70% in order to pass, and 801B students must achieve 80%. The workload is broken down into three general areas – essays, short assignments, and participation. Your overall grade will be calculated by adding the average grade of your essays to the number of short assignments you turn in and participation points you receive. Detailed descriptions of each area are as follows:

Essays:
You’ll be required to write 4 1-2 page essays, which will be given letter grades. Essays will be graded on grammar, focus, clarity, and response to the prompt. You will be allowed to rewrite one essay if you’d like to try for a better grade; see me if you’d like to do this. Your final exam will consist of a timed essay.
Short assignments:
Each class session will begin and end with journal writing. You must obtain a separate notebook to serve as your journal! Other short assignments will include weekly paragraphs that may or may not be incorporated into longer essays, and exercises from the textbook. You’ll also be required to annotate your reading, and I’ll be conducting random checks throughout the semester.
Participation (worth about 25% of your overall grade):
Active participation is required in every class session. I’ll be calling on random students to answer questions about readings or assignments, so come prepared! If it’s clear that you haven’t done the reading, you’ll be marked absent. If I catch one student using an electronic device, the entire class will be given a pop quiz.
You’ll be granted two freebie absences this semester; four absences will lower your grade by one letter, and five or more absences will result in your being dropped from the class. Three tardies equal one absence, and leaving class early or taking excessive breaks counts as a tardy. This policy is strict because we have a tremendous amount of material to cover in eighteen weeks, and it’s simply not possible to keep up if you miss two or more weeks’ worth of class. If you have a medical or family emergency and suspect you may miss three or more sessions, I highly recommend you drop the class and get a fresh start next semester.
Your participation grade also includes the supplemental learning assistance requirement, detailed in the next section.

This course requires a significant amount of work outside of class per week, so be careful about how you manage your time! As long as you keep track of your essay grades and the number of assignments you’ve turned in, you should know whether you’re passing. You can also ask me via email, but please give me about two business days to respond.

One more note: I do not accept late assignments. I don’t surprise you with extra homework after you’ve turned in an essay, so don’t surprise me with extra grading.

Supplemental Learning Assistance Requirement:
All students enrolled in English 801, 105, or 1 are required to complete 3 activities,
approximately one hour each, in the Writing and Reading Success Center at LAC or the
Multidisciplinary Success Center at PCC. These activities are designed to prepare you
for and reinforce essential concepts covered in this course. These activities represent 5%
of your class grade.

The types of activities are described below:

• Directed Learning Activities (DLA): Independent activities including a one-on-one
review and discussion with a Success Center Instructor or Tutor.
• Workshops: Interactive, instructor-led mini presentations on key topics related to
this course.

The English Department has made it a requirement that at least one of the activities you complete must be accomplished as a workshop.

The activities can be completed in the Writing and Reading Success Center in the lower
level of the E Building at the LAC campus or at the Multidisciplinary Center in LL206 at
the PCC campus. For the centers hours and more information, view their website at
http://successcenters.lbcc.edu. When you go to the Success Center, you will need to take
your student ID card.

Student Responsibilities
Like I said, student participation is required. Please take notes and take part in discussions, and refrain from rude, disruptive, or intolerant behavior. This includes sleeping in class and talking while I’m talking. It goes for emails, too – don’t demand that I get back to you “ASAP.” Use your judgment. Again, electronic devices are not allowed in the classroom.
Plagiarism is strictly prohibited, and any plagiarized work will result in a non-passing grade and a report to the Dean’s office. Plagiarism includes submitting any portion of another student’s work as your own, presenting someone else’s ideas as your own, including another writer’s work in an assignment without giving him or her credit, or submitting an assignment you wrote for another class.

If you ever have any questions about the course, please email me or see me after class. I look forward to a great semester!

Course Outline
Because schedules often change depending on the pace of the class and the needs of the students, this outline may change at any time. Whenever a change is made, I’ll email you or distribute a revised syllabus. Please have all reading before the date on which it’s listed. You are responsible for getting any information or assignments you miss because of absences or tardies.

Unless the words “with exercises” follow the reading assignment, you don’t have to complete the exercises in the book. When you do complete exercises, you may write them on a separate sheet of paper.

Week 1
9/7: Introduction, course policies, and diagnostic.
9/9: Focus 625-631

Week 2
9/14: Focus 632-634, 567-568, Peeps chapters 1 and 2
9/16: Focus 3-13, Models 76-79

Week 3
9/21: Focus 14-22, Models 186-189, Peeps chapters 3 and 4
9/23: In-class movie (Microcosmos)!

Week 4
9/28: Focus 73, Models 389-390, Peeps chapters 5 and 6
9/30: Focus 22-27, Models 312-315, Peeps chapters 7 and 8

Week 5
10/5: Storytelling day!
10/7: Focus 63-68 with exercises, Models 373-380, Peeps chapters 9 and 10

Week 6
10/12: Focus 161-166 with exercises, Models 361-364, Peeps chapters 11 and 12
10/14: Focus 195-200, Handout

Week 7
10/19: Essay #1 due. Peer Review 1.
10/21: Handout, Peeps chapters 13 and 14.

Week 8
10/28: Focus 107-111, Peeps chapters 15 and 16.

Week 9
11/2: Models 484-486, Handout, Peeps chapters 17 and 18.
11/4: Essay #2 due. Peer Review 2.

Week 10
11/9: Peeps chapters 19-22, handout
11/11: Peeps chapters 23-epilogue, handout

Week 11
11/16: TBA.
11/18: Essay #3 due. Peer Review 3.

Week 12
11/23: Focus 133-137 with exercises, Models 435-437

Week 13
11/30: Models 439-441, Handout
12/2: Handout

Week 14
12/7: Essay #4 due. Peer Review 4.

Final exam date and time TBA.

http://www.dianahacker.com/resdoc/p04_c08_s2.html

http://www.juliaserano.com/av/cocky.mov

As you watch, consider the following questions. What is Serano defining? How does she define it? Why? What impact does she hope to have?

As you hopefully noticed, class was canceled yesterday, July 1st. I’ll be distributing a revised syllabus on Tuesday; for the time being, just come prepared to discuss Thursday’s reading. Have a good holiday weekend!

http://juliaglassman.wordpress.com

Course Description
In this course, you’ll learn to read and write college-level essays. Every student has the potential to write powerful and eloquent prose, and this course is about developing that potential by reading and writing about social issues, politics, and the arts. Throughout the semester, we’ll examine various issues, form and argue opinions, and experiment with a variety of different writing styles and techniques. Most importantly, though, we’ll learn how to make writing exciting and fulfilling.

Student Learning Outcomes
Upon completion of this course, students should be able to:
1. Read and analyze college-level texts.
2. Write academic prose with a clear purpose and effective, logical, relevant support from sources.
3. Locate, evaluate, organize, and synthesize research material from a variety of sources.
4. Compose essays that demonstrate consistent control of academic discourse and rhetoric.

Required Texts
1. Cooley, Thomas. Back to the Lake. New York: Norton, 2009.
2. Adichie, Chimamanda Ngozi. Purple Hibiscus. New York: Anchor Books, 2003.

Grading Policy and Assignments
The workload for this course is broken down into three general areas – essays, short assignments, and participation. Your overall grade will be calculated by adding the average grade of your essays to the percentage of short assignments you turn in and participation points you receive. Each area is described below:

Essays (including exams):
You are required to write four essays throughout the course of the semester. You are also required to turn in working drafts. I’ll be grading on grammar, style, logic, reasoning, research skills, and revision. The midterm and final will each consist of a timed in-class essay.
Short assignments and quizzes: 60 points
These include weekly response pieces, short assignments, and in-class exercises. In-class assignments will be turned in, typed, in biweekly packets.
Attendance and participation: 20 points
Active participation is required in every class session. I’ll be calling on random students to answer questions about readings or assignments, so come prepared! If it’s clear you haven’t done the reading, you’ll be marked absent and asked to leave.
You’ll be granted two freebie absences this term; three absences will lower your grade by one letter, and four or more absences will result in your being dropped from the class. Three tardies equal one absence, and leaving class early or taking excessive breaks counts as a tardy. This policy isn’t strict because I like it – it’s for your own good. It’s just not possible to keep up if you miss a week’s worth or more of material (believe me, many students have tried). If you have a medical or family emergency and suspect you may miss three or more sessions, I strongly urge you to drop the class and get a fresh start next semester.

Most of the work you do – writing, reading, researching, etc. – will be done outside of class, so please manage your time efficiently. As long as you keep track of how many assignments you’ve turned in and what your paper grades are, you should have a good idea of what your grade is. You can also ask me via email; just give me about two business days to respond.

One last thing: I do not accept late assignments. I don’t surprise you with extra homework after you’ve turned in a paper, so don’t surprise me with extra grading.

Supplemental Learning Assistance Requirement:
All students enrolled in English 801, 105, or 1 are required to complete 3 activities, approximately one hour each, in a Success Center. These activities are designed to prepare you for and reinforce essential concepts covered in the course. These activities represent 5% of your class grade.

The activities may include:
• Directed Learning Activities (DLA): Independent activities including a one-on-one review and discussion with a Success Center Professional.
• Workshops: Interactive, instructor-led mini presentations on key topics related to this course.

The activities can be completed in the Writing and Reading Success Center in the lower level of the E building at the LAC campus or at the Multidisciplinary Center in L206 at the PCC campus. For the centers’ hours and more information, view their website at http://successcenters.lbcc.edu.

When you go to a Student Success Center, you will need to take your student ID card (not just the number) to log into TutorTrac. TutorTrac will record your supplemental learning assistance hours. Completed activities will be verified with the tutor’s or Instructional Specialist’s signature official Success Center stamp.

Student Responsibilities
Although I encourage healthy debates, I will not countenance disrespectful, disruptive, or intolerant behavior. (This goes for emails, too. Don’t demand that I get back to you “ASAP.”) Use your judgment, and be professional and courteous at all times. Cell phones, iPods, and other electronic devices are not allowed in the classroom unless you are receiving disability accommodations.
Plagiarism is strictly prohibited, and any plagiarized work will result in an F and an official report. Plagiarism includes submitting any portion of another student’s work as your own, presenting someone else’s ideas as your own, including another writer’s work in a paper without giving him or her credit, or submitting a paper you wrote for another class.
Finally, all assignments must be submitted in 12 point Times New Roman, double-spaced with 1.25” margins. Assignments in any other format, along with emailed assignments, will not be accepted.

If you ever have any questions about the course, please email me, leave a comment on the blog, or make an appointment to meet with me. I look forward to a great term!

Course Outline
Because schedules often change depending on the pace of the class and the needs of the students, this outline may change at any time. Whenever a change is made, I’ll distribute a revised syllabus. Please have all reading done by the date on which it’s listed, and remember that we won’t necessarily discuss readings in the order that they’re listed.

When a reading assignment starts or stops in the middle of a chapter, just look for the beginning or end of a section – that’s where I want you to pick up or leave off.

Week 1 – Introduction to College Writing; Narrative and Description
6/21: Course outline; introduction to critical reading
6/22: Back to the Lake 1-9, 91-93
6/23: Back to the Lake 12-25, 49-61, 66-68
6/24: Working draft due. Back to the Lake 37-48

Week 2 – Expository Essays, Process Analysis, and Definition
6/28: Back to the Lake 70-75; Purple Hibiscus 3-26
6/29: Narrative Essay due. Back to the Lake 29-37, 209-211, 228-230
6/30: Back to the Lake 238-241, 638-647; Purple Hibiscus 27-51
7/1: Back to the Lake 362-373, 386-388; Purple Hibiscus 52-70

Week 3 – Process Analysis and Definition Continued
7/5: Back to the Lake 378-383; Purple Hibiscus 71-109
7/6: Working draft due. Back to the Lake 243-246, 386-388
7/7: Back to the Lake 232-236, 390-395; Purple Hibiscus 110-139
7/8: Expository Essay Due. Back to the Lake 487-503

Week 4 – Argumentative Essays, Comparison, and Definition Revisited
7/12: Midterm. Back to the Lake 257-267, 272-273; Purple Hibiscus 140-185 (note: this ends in the middle of a chapter)
7/13: Back to the Lake 397-403; Handout (“Disability”); Purple Hibiscus 185-216
7/14: Back to the Lake 557-560; Handout (excerpt from “In Defense of Food”); Purple Hibiscus 216-239
7/15: Working draft due. Purple Hibiscus 240-270

Week 5 – Research Papers, Cause and Effect, and Classification
7/19: Back to the Lake 275-278; Handout (“Letter from a Birmingham Jail”); Purple Hibiscus 271-307
7/20: Argumentative Essay due. Handout (excerpt from “The Everyday Writer”)
7/21: Back to the Lake 429-440, 446-448
7/22: Back to the Lake 306-315, 320-327

Week 6 – Research Papers Continued
7/26: Back to the Lake 351-353, 454-461
7/27: Working draft due. Back to the Lake 607-613, 628-634
7/28: TBA
7/29: Research Paper due; final exam.