English 100—Freshman Composition

Document Sample
English 100—Freshman Composition Powered By Docstoc
					                                 English 100—Freshman Composition
                                             Professor Remsburg-Shiroishi
:892-7711 x51143          Office: Hum. 127 OH: TTh: 7-8am; 12:15-12:45    Email: eremsburg@gwc.cccd.edu

Class Contact Name:                                     Class Contact Name:                

Course Materials:
       1. The Bedford Reader by Kennedy 10th ed. (Required)*
       2. Thinking Through the Past Vol.II: Since 1865: A Critical Thinking Approach. . . 3rd ed. (Required) *
       3. LB Brief: The Little Brown Handbook, Brief Version 3rd ed. Pearson-Longman (Recommended)
       4. One Large Blue Book from the Bookstore and Scantrons (form # X-101864-PAR-L)*
       5. Bound Folder Portfolio
       6. Spiral notebook for Journal*

Course Description: “Composition and revision of essays, critical thinking, critical reading and documentation.
Recommended for all liberal arts majors and those planning to transfer to a four-year college or university.
Instructor may recommend up to one additional hour per week in the writing center [Lib. 130]” (catalog).
Prerequisite: have a minimum grade of “C” in English 010 or have satisfied the English Placement Test.

Student Learning Outcome Assessments: Upon completion, students will be able to
    1. Identify the main points of a complex reading, annotate it, summarize it, identify its structure, compare it
        with other readings, critique it in terms of organization, support, and assumptions.
    2. Locate a significant passage of a text; recognize inference, judgment, conclusions, bias, and figurative
        language; and explain it in writing.
    3. Write and revise essays in various modes that are well-supported, clear, and controlled by thesis
    4. Demonstrate the ability to edit their own writing and revise it so that it uses correct English grammar,
        syntax, diction, and spelling.
    5. Locate and appraise research material relevant to a well-defined topic, and incorporate this material into a
        claim-based research paper using MLA format.
    6. Write timed in-class essays in response to exam questions.

Class Format: Class periods will consist of whole-class and group discussions, mini-lectures, and individual
conferences. Because meaningful learning comes from interactions with other students, I encourage every student
to voice their ideas and to respect classmates‟ ideas (David and Roger Johnson). Assigned readings will foster
students‟ awareness of diversity and tolerance. To demonstrate sensitivity to different learning styles, I will
incorporate into the class film and audio clips, guest speakers, and if time allows, other projects such as field trips.

Grading: Assigning grades is a difficult component of education. There will be times when I will need to switch
from coach to judge. I will provide a grading rubric for each essay assignment. Help can be found at our
Tutoring Center (714) 895-8904 Lib. 100D or Writing Center 895-8303 Lib. 130 (EngW G020). Below will give
you a sense of how I grade.

C—indicates that the student showed good basic understanding and consistency of the material and was able to
express that understanding clearly and accurately. Assignments were completed on time, and there was enough
completed work to show consistent understanding. 70-79%

    Bring to every class
B—indicates that the student not only showed good understanding and diligence but went beyond basic
understanding to extend the knowledge to other situations. The expression of these ideas shows greater depth of
understanding and critical thinking. 80-89%
A—indicates a superior level of understanding of material and expression of ideas, with a depth of critical
thinking on issues such that the individual shows a professional level of understanding the material. 90-100%
D-F--Anything less than good understanding and consistency would merit less that a C

       Quizzes                                                                                   25%
       Journal and Class Activities                                                              15%
       Essays (In and Out of Class)                                                              40%
       Research Paper & Presentation                                                             10%
       Portfolio of Revised Essays (Includes Peer Editing)                                        5%
       Final Exam                                                                                 5%
        (Please keep track of your own grades; before the “W” deadline, I will let you know if you are passing or not)

            1.     Quizzes: You will take reading quizzes each week. Don‟t rely on our schedule as it will change.
                  A class or two before the quiz, I will let you know which readings will be on the quiz. Also, I‟ll
                  let you know ahead of time if you need a scranton. There are no make-ups for any reason.
            2.    Journals and Class Activities: Each week I‟ll give you specific assignments for your journal
                  writings. Most will be one page in length and some will be in-class writing prompts, so bring
                  your journal each class. Spelling, grammar, and mechanics will not be graded. I‟ll also have you
                  take Cornell Notes on several of the chapters for journal entries. Collaborative projects, class
                  participation, and conferences are included in this grade.
            3.    Essays: You will be writing approximately eight essays (in-class and out-of-class). If you miss
                  an essay, there are no make-ups unless you were in the hospital or at a funeral. You must
                  provide proof of either.
            4.    Research Paper & Presentation: You will write a 2000+ word essay enhanced by scholarly
                  research. I will provide a handout that will help you narrow a topic, and I will guide you through
                  the process. In a ten minute presentation, you will detail for the class what you learned while
                  researching your topic. Topics are based on our readings and include
                   Immigration Concerns (assimilation, racism, Restrictionists‟ efforts, culture, religion
                   The Vietnam War (causes, lessons, etc.)
             5.   Portfolio of Revised Essays: You will revise all graded essays. Be sure these are in a
                   form called MLA format (I‟ll explain further in class): Typed, 12 pt. font (preferably
                   Times New Roman), black ink, double spaced, 1 inch margins, 1 tab paragraph
                   indents. Although I will not grade these until the end of the semester, I will
                   periodically collect them to check your progress. Don‟t delay: as soon as I hand back
                   an essay, revise it and place in a bound folder—your portfolio.
             6.   Extra Credit: There will be several extra-credit opportunities throughout the semester.
                   They will be worth no more than the equivalent of 10 points on one quiz. Extra credit
                   does not count towards essays.
                                                 Remsburg’s Rules
By enrolling in this class, you are agreeing to the above guidelines as well as the following:
    1. Students who incur excessive absences (over six hours of missed instruction) may be dropped from the
        course. If you have an extenuating circumstance, such as an illness or a family crisis, that will prevent
        you from attending class regularly, drop the class and retake it when you can fully devote yourself. If
        you arrive late (any time after role has been taken at the beginning of class), you will receive ½ an
        absence; if you leave early, you will also receive a ½ an absence. The beginning and ending of this
        class are vital. I may frequently lock the door five minutes after class begins if too many students are
        sauntering in late.
    2. If you arrive late, leave early, were absent, or were vegging, please ask a classmate what you missed.
        If you are unable to contact a classmate, then you are welcome to call or ask me after class. Know
        that it is your responsibility to come to class prepared even if you were absent the previous class.
    3. There are no make-ups on quizzes or in-class projects such as peer review and conferences regardless of
        reason. Also, for the sake of test security, you may not take a test early. Schedule doctor and court
        appointments after class. For jury duty, I will make arrangements with you, but I need a signed letter
        that you were indeed in the courthouse each day.
    4. There are no make-ups on essays unless you were in the hospital or at a funeral. You must provide
        proof of either.
    5. Essays must be typed and saved on a computer, disk, flash-drive, etc. Computers are available in the
        library or in the Student Computer Center. To use the center, you must register for Learning Skills
        #920 (#4930) and pay a fee of $8. You’ll get a CD, twenty printouts per day, and ten free laser
        color printouts each semester.

    6.         Cell-phone use (incl. text messaging) falls under 3.31 of the Student Code of Conduct and is
          strictly prohibited in class unless you bring me documentation of a relative in the hospital or of a
          pregnant family member. When in all your classes, please make sure your phone is in silent mode and
          inconspicuous. If your phone rings, vibrates, or is visible (incl. your Bluetooth), you will lose 10 points
          on your next quiz
    7.    If you are caught cheating or plagiarizing (using someone else’s ideas as though they were your own—
          I’ll explain in detail in class or you can look at p. 101 of the Fall Schedule), you will receive an F on
          the assignment. Upon the second offense, you’ll receive an F for the course and be reported to the
          dean. Also, if you are looking anywhere other than your desk during a quiz, I will assume you are
          cheating, so don’t.
    8.    Purchasing the textbook is a requirement of the class. If you need financial assistance, contact
          financial aid (Lib 120) or EOP/S (Forum 1, Rm 112A). You must bring your textbook each class.
    9.    During class, avoid chatting with classmates about their weekends, studying for your U.S. history
          class, reading Hot Rod Magazine, and listening to the latest Snoop Dogg tunes on your iPod
    10.   No children are allowed in the classroom.
    11.   Please don’t ask me to buy Avon or Girlscout cookies or to sponsor your badminton fundraiser
    12.   The needs of ACE (Accessibility Center for Education) students will be accommodated. Be sure to
          provide me with your paperwork asap. To see if you qualify, visit Forum II Rm. 105 or call 895-8721
    13.   Please note that if you stop attending the class, it is your responsibility to make certain you have been
          dropped so that you don’t receive an F for the course.
    14.   Student Conduct: Please respect fellow classmates and your teachers. In order for a learning
          environment to develop, everyone needs to feel confident; if a student is worried that the girl behind
          him will roll her eyes if he speaks, then that student is less likely to participate in class. Also be
        careful of the delivery of your ideas; your tone of voice is an important medium of communication. If
        any student shows disrespect to the other students or to me, he or she will receive one warning. Any
        repeated disruption of the learning process will get you dropped from the class. Please see the “Student
        Code of Conduct” on p. 100 of the course catalog for a full description.
    15. These same rules apply to school athletes, ASB representatives, and voting volunteers.

“All growth depends upon activity. There is no development physically or intellectually without effort,
and effort means work. Work is not a curse; it is the prerogative of intelligence, the only means to
manhood, and the measure of civilization” (Calvin Coolidge).

    “The art of writing is the art of applying the seat of the pants to the seat of the chair” (M. H. Vorse).

    “Samuel Johnson, a great English scholar, once said he didn‟t want to read anything by people who had
    written more than they had read. William Faulkner, a Nobel Prize winner in literature, said, „Read, read,
    read. Read everything—trash, classics, good and bad, and see how writers do it.‟ Read to learn technique,
    to acquire ideas, and to be stimulated to write.”

                             English 100 Course Schedule (tentative)
    Specific homework assignments are given at the beginning of each class. You are responsible for
    assignments even if you are absent, so please contact a classmate if you miss class because the schedule may
    change. Reminder—there are no make-ups on quizzes for any reason.

Week 1 (2/2-2/5):
  1. Grammar Diagnostic & Syllabus Quiz (bring two scantrons next class)
  2. Essay #1 (Diagnostic Essay): Point of View Paragraph (You‟ll share these with your peers next class)
  3. Cornell Note-Taking Technique
  4. Closed-Book Reading Quiz next time on
                Nancy Mairs, “Disability” p. 13
                Joan Didion, “In Bed” p. 591
                Rosie Anaya, “Mental Illness on Television” p. 47 (student essay)

                                          Health and Disability
Week 2 (2/9-12) (No Class for Monday Class—Labor Day):
  1. Don‟t Arrive Late! It‟s rude, annoying, and irresponsible, and I may start locking the door at 5 min. after.
  2. Essay Tips:
         a)   Prewriting (freewrite, cluster, list, question, outline)
         b)   Identifying your reader (tone, etc.)
         c)   Thesis (choosing and narrowing a topic)
         d)   Intros/conclusions
         e)   4 Bases (unity, support, coherence, sentence skills)
  3. Fallacies
  4. Reading Quiz This Week on
              Nancy Mairs, “Disability” p. 13
              Joan Didion, “In Bed” p. 591
              Rosie Anaya, “Mental Illness on Television” p. 47 (student essay)

                                 Childhood, Family, & Community
Week 3 (2/16-19—note that there‟s no class Mon. 2/16 for President‟s Day):
  1. Essay # 2 Introduced
  2. Reading Quiz and Journal Writings this week on
              Maya Angelou, “Champion of the World” p. 93
              Sandra Cisneros, “Only Daughter” p. 584
              Jamaica Kincaid, “Girl” p. 367
              Sarah Vowell, “Shooting Dad” p. 154
              Andrew Koritz Krull, “Celebrating the Pity of Brotherly Love” p. 203
              Brad Manning, “Arm Wrestling with My Father” p. 146
              Christine Leong, “Being a Chink” p. 494
              Maxine Hong Kingston, “No Name Woman” p. 620
              E. B. White, “Once More to the Lake” p. 682
  3. Descriptive Writing
           a. 5 senses (smell, touch, feel, look, sound, taste)
           b. similes/metaphors
           c. concrete detail
           d. dialogue
           e. lively adj./adv/verbs
   4.Grammar Review( if necessary)

                                              Social Customs
Week 4 (2/23-26):
   1.          Essay #2 Due
   2.         Essay #3 Introduced
   3.         Reading Quiz and Journal Writings this week on
              Amy Tan, “Fish Cheeks” p. 99
              Alice Walker, “Everyday Use” p. 267
              Shirley Jackson, “The Lottery” p. 123
              Yiyun Li, “Orange Crush” p. 164
              Harold Taw, “Finding Prosperity by Feeding Monkeys” p. 110
               Jessica Mitford, “Behind the Formaldehyde Curtain” p. 308
               Fatema Mernissi, “Size 6: The Western Women‟s Harem” p. 252

Week 5 (3/2-5): Revise Essay #2; Essay 3 Due

                      Psychology and Behavior
Week 6 (3/9-12):
      1.Reading Quiz and Journal Writings this week on
              James Joyce, “Araby” p. 175
              Dave Barry, “Batting Clean-Up and Striking Out” p. 239
              Suzanne Britt, “Neat People vs. Sloppy People” p. 233
              Don DeLillo, “Videotape” p. 468
              Judy Brady, “I Want a Wife” p. 340
              Ian Frazier, “How to Operate a Shower Curtain” p. 302
              Daniel Orozco, “Orientation” p. 319
       2.Essay #3 Due
Week 7 (3/16-19):
  1. Reading Quiz and Journal Writings this week on
              Sarah Adams, “Be Cool to the Pizza Dude” p. 455
              Jessica Cohen, “Grade A: The Market for a Yale Woman‟s Eggs” p. 114
              Marie Javdani, “Plato o Plomo: Silver or Lead” p. 448
              Chitra Divakaruni, “Live Free and Starve” p. 442
              Jonathan Swift, “A Modest Proposal” p. 670
              Martin Luther King, Jr. “I Have a Dream” p. 614
              Stephanie Ericson, “The Ways We Lie” p. 408
              William Lutz, “The World of Doublespeak” p. 418
              Anna Quindlen, “Homeless” p. 198
              Barbara Lazear Ascher, “On Compassion” p. 193
              Brent Staples, “Black Men and Public Space” p. 208
              Roger Rosenblatt, “We Are Free to Be You, Me, Stupid, and Dead” p. 215
              George Orwell, “Shooting an Elephant” p. 634
  2.    Essay 4 Introduced

                                      Science and Technology
Week 8 (3/23-26):
  1.    Essay 4 Due
  2. Reading Quiz and Journal Writings this week on
              Russell Baker, “The Plot Against People” p. 384
              Linnea Saukko, “How to Poison the Earth” p. 290
  3.     Essay #5 Introduced

Week 9 (3/30-4/2): Spring Break
                                    War and National Security
Week 10 (4/6-9):
      1.Reading Quiz and Journal Writings this week on
              Edwidge Danticat, “Not Your Homeland” p. 572
              Linda Chavez, “Everything Isn‟t Racial Profiling” p. 563
              Adnan R. Khan, “Close Encounters with US Immigration” p. 558
              Mark Krikorian, “Safety Through Immigration Control” p. 567
                   Edward Said, “Clashing Civilizations?” p. 665
                   Bruce Catton, “Grant and Lee: A Study in Contrasts” p. 245
           2.In-Class Essay Today
Week 11 (4/13-16):
  1. Reading Quiz this week on
              Chapter 1: “Historians and Textbooks: The Story of Reconstruction”:
              John Hollitz, Chapter Introduction (Intro, Setting, and Investigation)
              Thomas Wilson, “Reconstruction (1906)”
              Carter Woodson, “The Negro in Reconstruction (1922)”
              Thomas A. Bailey, “The Ordeal of Reconstruction (1966)”
              Mary Beth Norton, et al., “Reconstruction: An Unfinished Work (2001)”
              John Hollitz, “Conclusion”
   2.Turn in Cornell Notes on all four Reconstruction readings (this will take hours; you‟re welcome to work in
      groups of 2-3; each of you will still turn in your own notes though)
   3.Group work on Reconstruction Readings
   4. Reconstruction Essay Introduced

Week 12 (4/20-23): Turn in Cornell Notes on Ch. 1 Reconstruction (no late work)

Week 13 (4/27-30)
  1. Reading Quiz This Week on
              Chapter 2: Using Primary Sources: Industrialization and the Condition of Labor
              John Hollitz, Chapter Introduction
              “Testimony of Workingmen (1879)”
              “Earnings, Expenses, and Conditions of Workingmen and Their Families (1884)”
              “Wages in the Iron and Steel Industry, 1858-1900”
              “Price Indexes 1866-1890”
              “Why We Struck at Pullman (1895)”
              “Colored Workmen and a Strike (1887)”
              “Women Make Demands (1869)”
              “Summary of Conditions Among Women Workers Found by the Massachusetts Board of Labor
              “Work in a Garment Factory (1902)”
              “Gainful Workers by Age, 1870-1920”
              John Spargo, “Breaker Boys (1906)”—only reading w/ an author
              “Nightshift in a Glass Factory (1906)”
              John Hollitz, “Conclusion”
  2. Last date to drop w/ a “W”: ____
  3. Industrialization Essay Introduced

Week 14 (5/4-7):
      1. Reading Quiz this week on
              Chapter 3: Evaluating Primary Sources: “„Saving‟ the Indians in the Late 19th Century”
              John Hollitz, Chapter Introduction
              “‟Land and Law as Agents in Educating Indians‟ (1885)”
              “The Dawes Act (1887)”
              “A Cheyenne Tells His Son About the Land (ca. 1876)”
              “Cheyennes Try Farming (ca. 1900)”
    All our “History” readings are from our textbook called Thinking Through the Past: A Critical Approach. . .
              “Supervised Indian Land Holdings y State, 1881-1933”
              “A Proposal for Indian Education (1888)”
              Instructions to Indian Aents and Superintendents of Indian Schools (1889)”
              “The Education of Indian Students at Carlisle (1891)”
              “A Crow Medicine Woman on Teaching the Young (1932)”
              “Percentage of Population Over Ten Illiterate, 1900-1930”
              John Hollitz, “Conclusion”
   2. Ch. 3, 6, or 11 Essay introduced

Week 15 (5/11-14):
      1. Reading Quiz this week on
                   Chapter 6: “Ideology and History: Closing the „Golden Door‟”
                   John Hollitz, Chapter Introduction
                   John Higham, “Racism and Immigration Restriction (1984)”
                   Madison Grant, “The Passing of the Great Race (1916)”
                   Calvin Coolidge, “Whose Country Is This? (1921)”
                   Hiram W. Evans, “The Klan‟s Fight for Americanism (1926)”
                   “Because You‟re a Jew (1908)”
                   Gene Stratton-Porter, “Her Father‟s Daughter (1921)”
                   “A Congressman Calls for Restriction (1921)”
                   “The Bootleggers (1925)”
                   “Immigrant Occupation Groups, 1899-1924”
                   “Unemployment Rates, 1900-1924”
                   John Hollitz, “Conclusion”
      2. Immigration Paraphrasing

Week 16 (5/18-21):
       Quiz this week on
               Chapter 11: “Causation and the Lessons of History: Explaining America‟s Longest War”
               John Hollitz, Chapter Introduction
               George Herring, “Fighting in „Cold Blood‟: LBJ‟s Conduct of Limited War in Vietnam
               Loren Baritz, “God‟s Country and American Know-How (1986)”
               “LBJ Expresses Doubts About Vietnam (1965)”
               “LBJ Recalls His Decision to Escalate (1971)”
               “The Central IntelligenceAgency Rports on the War (1967)”
               “McNamara Recalls the Decision to Escalate (1995)”
               “Fighting a Technological War of Attrition (1977)”
               “A Medical Corpsman Recalls the Vietnamese People (1981)”
               “A Marine Remembers His Shock” (1987)”
               “A Foreign Service Officer Acknowledges American Ignorance (1987)”
               John Hollitz, “Conclusion”

Week 17 (5/25-28—note that there‟s no school 5/25 for Memorial Day):
               Final Exam (Bring Bluebook; No Makeups)
               Research Paper & Portfolio of Revised Essays Due (no late work)
               Grades available by calling gradeline @ (714) 438-8248 (#4 when prompted) or