English 1B Summer 2011 College of Alameda
Professor Wanda Sabir
Course code 30775, Room CV200 7:30 AM to 10:20 AM
Class Meetings: Monday, June 20-Thursday, July 28; No class: Monday, July 4
Final Exam: (Portfolios due via e-mail): Friday, July 29, 2011, by 12 noon.
Drop dates: June 22 (w/refund), June 30 (w/out a W), July 19 (w/W).
Syllabus for English 1B: College Composition and Reading
http://poeticsrapandtothersocialdiscourses.blogspot.com/ (class blog)
English 1B is a transferable college writing course. It builds on the competencies gained in English 1A with a more careful and studied analysis of expository writing based on careful reading of selected plays, poems, novels, and short fiction.
Writing is a social activity, especially the type of writing you’ll be doing here. We always consider our audience, have purpose or reason to write, and use research to substantiate our claims, even those we are considered experts in.
We’re supposed to write about 8000 words or so at this level course. Yes, even in the summer (smile). The 8000 words include drafts. What this amounts to is time at home writing, time in the public library (as the COA library is closed this summer.) Students will be researching, and reading documents to increase his or facility with the ideas or themes your are contemplating, before you once again sit at your desk writing, revising, and writing some more.
Writing is a lonely process. No one can write for you. The social aspect comes into play once you are finished and you have an opportunity to share.
We are practicing skills which you developed in English 1A. The difference is we are looking at literature and analyzing other genres, in our case: poetry, fiction, music, theatre, visual arts, and dance. Since this is hip hop culture the political is always a consideration as the genre emerged from a political context, but then this is not unusual—aesthetics plus politics. In order to do justice to the topics you chose to explore, the writer cannot ignore the history of the genre nor its current discourses or new roots.
I will be looking at the writing, but more than this I will be paying attention to the scholarship, which is why each essay has to include a citation from a scholarly article—4-10+ pages.
Your essays can use multiple styles . . . be creative. However, I need to know that you know how to write an essay, so save the creative work for last (smile). And if you plan to deviate from the norm, don’t surprise me, share the idea with me first.
We are going to read a book or play a week. We start with short fiction and then move into a novel, poetry and another novel. I am going to show you a film. We finish with students selecting writing outside of the assigned readings and writing a research analysis based on the work. The selection can be two short poems or a longer one, a novel, another play or a short story.
I am flexible here, since students could always choose another poem from our anthology or collection of stories. We will write most of the essays in class. I will give you Thursdays to write. We will practice writing research analyses mid-semester. Students will grade each other based on a rubric.
We will end class a bit early so office hours can take place at the end of class. I am thinking twice a week from 9:30 to 10 AM. I am a phone person, so when I give you my telephone number, use it. My office is D-219, but I probably won’t be hanging out there often. Come on time, awake and prepared and you’ll get through the class.
If you are a poor writer, you will not pass the class. We will have minimal revisions, like none unless the essay is horrible—students only get one BAD ESSAY DAY (and the penalty is writing a correction essay, plus revising the essay). You will write your essays on Thursday. We will do peer reviews. I want to see polished work.
Student Learning Outcomes
Student Learning Outcomes include a better facility with written communication which includes critical thinking, analysis and of course comprehension. Such tools help us make better choices and decisions about our lives and the lives of those persons we are responsible for. Hopefully students will gain an appreciation for the literary arts beyond what is due for the course. Education is not limited to the classroom; rather an implicit goal is always to trigger a desire in students to continue the cultural pursuit after transfer, after graduation, after career goals are met. Reading and writing are skills one does have to practice to prevent dullness, so another goal and SLO for this course is for students to know how to keep their tools ready for use which might translate into keeping a journal once the semester ends, reading more for pleasure, going to literary events, and/or hanging onto some of the course reference books like Diana Hacker's Rules for Writer.
Methodology
We will use Writing about Literature: A Portable Guide, Second Edition by Janet E. Gardner in the class. There is a chapter for each genre of literature we will examine. I will make the material available to you beginning June 20, 2011. We will review a chapter a week, except for week one, we will read 4 chapters. The first three are reviews of the writing process.
Keep a reading log/journal/notes containing key ideas outlined for each discussion section, along with vocabulary and key arguments listed, along with primary writing strategies employed: description, process analysis, narration, argument, cause and effect, compare and contrast, definition, problem solving. I will collect these notes with the essays on Thursday. The essays will be submitted electronically. Type all your notes and in-class writing assignments.
I repeat: each book or play will have a corresponding essay. There will also be a series of short 250 word essay responses posted on the class blog pertaining to each piece of literature. Students have a choice of writing a new paper or expanding the cyber-assignment into a longer work. Each research paper will be between 3-4 pages long. This includes a works cited page.
Again, the final is an oral presentation of one’s paper or a defense of one’s thesis. The student portfolio is the FINAL for the class. We will talk about this more. If any students are creative writers and wants to lead a workshop, let me know (smile).
Each student will have to attend a literacy event of his or her choosing: lecture or author event, play or film. We can attend an event together or separately. The writing assignment will be an analysis/critique, like a review . . . but a bit deeper. I suggest students read published reviews beforehand to prepare for the task. This essay will be minimally two (2) pages or 500 words, not including a works cited page with minimally two (2) sources. All essays have to have 1 citation per page, so in the case of a two page essay, that is two citations (period).
Essay research requirements
Each essay needs to use at least 2-3 outside sources which should include at least one (1) scholarly article along with other material (taken from the COA on-line Library Database (if possible). Each essay should also include One (1) direct quote, one (1) free-paraphrase and one (1) block quote—one citation per page—no more, no less. Each essay also needs to include a works cited page and a bibliography. It needs to be perfect. We will practice this in class. We will write many of the shorter essays in class or for homework. The task should be simple once students decide which four (4) elements they’d like to respond to in depth.
I am making an assumption that students know how to correctly document their sources using MLA. Diana Hacker’s Rules for Writers or an acceptable. At this level, I expect students to know how to write passing essays at the first submission. Submit your best work the first time. Don’t submit drafts, masquerading as polished work. I am serious.
Midterm
There will not be a midterm.
Jot down briefly what your goals are this summer and action steps to get there. Separate into what you can do alone or have control over and what you might not have control over and why.
List them in order of importance.
1.
2.
3.
4.
5.
Homework Assignment 1: E-mail introduction due June 20, 2011. Send to coasabirenglish1B@gmail.com.
Please send me an email and introduce yourself to me. Besides the usual: where are you from? What languages do you speak besides English? What child are you in the family? What are your hobbies and why are you taking this class?
Include: your contact information: Name, Address, phone number, best e-mail address, best time to call and answers to these questions as well: What strengths do you bring to the class? What do you hope to obtain from the course – any particular exit skills? What do I need to know about you to help you meet your goals?
Homework Assignment 2:
Respond on the blog to the syllabus, so I have a record of your reading it. Make sure you include examples from the syllabus to support your points. The response is due by June 21, 2011, 12 noon.
Write a comment to me regarding the syllabus: your impressions, whether you think it is reasonable, questions, suggestions. This is our contract, I need to know you read it and understand the agreement.
Grading
Essays: 55 percent of grade
Short Story
1. The Dance Boots by Linda Legarde Grover is the text for the short story unit. Each unit includes the definitive essay, plus in-class writing, group writing and blog assignments.
The Novel
2-3. Girl in Translation by Jean Kwok and The Complete Persepolis by Marjane Satrapi is the text for the fiction unit (2 essays), plus a film.
Dramatic Literature:
4. Ruined or some other selection (handout).
Poetry Unit
5. Indivisible: An Anthology of Contemporary South Asian Poetry edited by Neelanjana Bannerjee, Summi Kaipa, and Pireeni Sundaralingam
6. Final essay –student choice
Portfolio: 25 percent
Participation: 20 percent
What do I mean by participation? This includes preparation and active participation in group assignments, blog responses and posted comments; discussion group preparedness, attitude and leadership. To post comments select “ANONYMOUS” and then type your name in the post. Students do not need to get Gmail accounts.
To encourage participation, and for this, students have to be prepared, I weighed the preparedness and participation strongly which means I will be taking notes when students do not do their homework. If you are in a group where students are pretending to be prepared when they are not, drop me an anonymous note. If a student is absent, he or she cannot make up in-class assignments such as group work, freewrites, presentations, etc. If a student misses a class he or she should drop the course—two classes definitely. Each meeting is equivalent to about a week of class during the regular semester.
Portfolio Suggestion
I suggest students start a personal blog for the class and send me the link for your portfolio at the end of the course.
Quizzes
I am not above pop quizzes on readings. Remember, this plan can change in a twinkling of the eye, if we find it isn’t working.
Writing Center
Not available this summer. Students will have to help each other (smile). Summer courses are not for the weak in skills, no matter how strong in commitment and attitude. Students have to know how to read and write already and just need the additional practice.
English language fluency in writing and reading; a certain comfort and ease with the language; confidence and skillful application of literary skills associated with academic writing. Familiarity if not mastery of the rhetorical styles used in argumentation, exposition and narration will be addressed in this class and is a key student learning outcome (SLO).
We will be evaluating what we know and how we came to know what we know, a field called epistemology or the study of knowledge. Granted, the perspective is western culture which eliminates the values of the majority populations, so-called underdeveloped or undeveloped countries or cultures. Let us not fall into typical superiority traps. Try to maintain a mental elasticity and a willingness to let go of concepts which not only limit your growth as an intelligent being, but put you at a distinct disadvantage as a species.
This is a highly charged and potentially revolutionary process - critical thinking. The process of evaluating all that you swallowed without chewing up to now is possibly even dangerous. This is one of the problems with bigotry; it’s easier to go with tradition than toss it, and create a new, more just, alternative protocol.
Last words on Grades
We will be honest with one another. Grades are not necessarily an honest response to work; grades do not take into consideration the effort or time spent, only whether or not students can demonstrate mastery of a skill - in this case: essay writing. Grades are an approximation, arbitrary at best, no matter how many safeguards one tries to put in place to avoid such ambiguity. Suffice it to say, your portfolio will illustrate your competence. It will represent your progress, your success or failure this summer session in meeting your goal.
Office Hours
None scheduled this summer, so catch me on those in-class office hours or by phone.
I’d like to wish everyone good luck. (Jot my cell number down in this section.) My office number is (510) 748-2131 (right now, but it is changing).
My email address is: coasabirenglish1B@gmail.com
I really am more a phone person than an email person, so you can call me if I don’t respond to an email. I do read your blog posts.
I’d encourage students to exchange phone numbers with classmates (2), so if you have a concern, it can be addressed more expediently between classes. The summer will fly, if you don’t buckle up (smile). Study groups are recommended, especially for those students finding the readings difficult.
Keep a vocabulary log for the semester and an error chart (taken from comments on essay assignments). List the words you need to look up in the dictionary, also list where you first encountered them: page, book and definition, also use the word in a sentence. You will turn this in with your portfolio.
I do not expect students to confuse literal with free paraphrase (a literal paraphrase is plagiarism). Students should also not make confused word errors, sentence fragment errors, comma splice errors, subject verb agreement errors, errors in parallel structure, subject verb agreement errors, MLA citations errors, errors with ellipses, formatting an essays—margins, headings, etc. If you are not clear on what I mean, again I suggest drop the class and take it over the 18 week semester at a more leisurely pace.
Students are expected to complete work on time. If you need more time on an assignment, discuss this with me in advance to keep full credit. Again certain assignments, such as in-class essays cannot be made up. All assignments are to be typed, 12-pt. font, double-spaced lines, indentations on paragraphs, 1-inch margins around the written work (see Hacker: The Writing Process; Document Design.)
In class writing is to be written in ink—blue or black, then typed for inclusion in portfolio or posting on blog: http://poeticsrapandtothersocialdiscourses.blogspot.com/.
Cheating
Plagiarism is ethically abhorrent, and if any student tries to take credit for work authored by another person the result will be a failed grade on the assignment and possibly a failed grade in the course if this is attempted again. This is a graded course.
Homework
If you do not identify the assignment, I cannot grade it. If you do not return the original assignment you revised, I cannot compare what changed. If you accidentally toss out or lose the original assignment, you get a zero on the assignment to be revised. I will not look at revisions without the original attached – no exceptions. Some student essays will be posted on-line at the website. Students will also have the option of submitting assignments via email: coasabirenglish1B@gmail.com.
Textbooks Recap:
Gardner, Janet E. Writing about Literature: A Portable Guide. Second Edition. Boston: Bedford/St. Martin’s, 2009. Print.
Grover, Linda Legarde. The Dance Boots. Athens, Georgia and London: The University of Georgia Press, 2010. Print.
Kwok, Jean. Girl in Translation. New York: Riverhead Books, 2010. Print.
Satrapi, Marjane. The Complete Persepolis.
Bannerjee, Neelanjana and Summi Kaipa, Pireeni Sundaralingam. Ed. Indivisible: An Anthology of Contemporary South Asian Poetry. Fayetteville: University of Arkansas Press, 2010. Print.
Recommended
Hacker, Diana. Rules for Writers. Fourth or Fifth edition. Bedford/St. Martins. (If you don’t already have such a book.)
A college dictionary. I recommend American Heritage.
Additional Items
Along with a college dictionary, the prepared student needs pens with blue or black ink, along with a pencil for annotating texts, paper, a stapler or paper clips, floppy disks, a notebook, three hole punch, a folder for work-in-progress, and a divided binder to keep materials together.
Stay abreast of the news. Buy a daily paper. Listen to alternative radio:
KPFA 94.1 FM (Hardknock), KQED 88.5, KALW 91.7. Visit news websites: AllAfrica.com, Al Jazeera, CNN.com, AlterNet.org, Democracy Now.org, FlashPoints.org, CBS 60 Minutes.
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26 comments:
Ramel George Jr.
Professor Sabir
ENGL 1B
20 June 2011
Based on the syllabus, the teacher is very thorough and detailed in her descriptions. She likes to use blogs as her way for her classes to meet together. To get an A, the student needs to show a mastery of essay writing. Important information from the sllyabus were that all essays and drafts should 8000 words, each essay must include a citation from a scholarly article, 2 or 3 outside sources, one direct quote, one free paraphase and one block quote, works cited and a bibliography. This class will be used as a transfer class. I plan to actually read more often and make more of an effort to trully understand the writing. The training I had in MLA format and how to properly write an essay should help me in this class. This is not my first summer school course and I have been taking classes at Merritt and College of Alameda for a year. The preconceptions over JCs are that they are cheap and the students there could not make at a university. If I was not in summer school I would have asked for more hours at my job.
My name is Ramel George Jr. I am a Mathematics major. I plan on transfering after the 2011-2012 school year, preferably to UC Brekeley. I am fron Oakland, CA. I only speak English. I am the youngest child and have a older sister. I love playing basketball. I am taking this class as a transfer requirement. My e-mail address is r.georgejr@ymail.com. I am a very –patient person who follows rules and guidelines well. Like everyone else, I would like an A, but I also woul like to learn how to become a better writer and improve in reading comprehension.
Goals and Objectives
Pass the course
become a better writer and improve in reading comprehension
Don’t miss any class days
Get an A in the class
Deborah James
English 1B
Professor Wanda Sabir
20 June 2011
Homework Assignment 1 – Introduction
Summary of Themes
The syllabus describes the nature of the course, i.e., the class meets requirements for transfer to a four year college and builds on the work covered in prior English course.
English 1B is an expository writing class that focuses on reviews of literary genres, e.g., novels, short stories, plays.
English 1B allows practice of skills obtained during the 1A course. English 1B focuses on the analysis of literary genres.
Student objectives are to develop better writing skills, critical thinking, analysis and comprehension of the literary materials studied.
Background of Instructor (from Syllabus)
Professor Sabir covers a lot of material in this class. Professor Sabir is a organized and would like students to develop an orderly methodology in their writing, including the use of citations from scholarly articles used in the research process.
How to get an “A”
Obtaining an “A” in this course requires the completion of all assignments in a timely manner and class participation. Attendance is critical in such a short term (6 week) course.
Important Information to Note
The materials which will be used in this course, the blog requirement and suggestions as the creation and maintenance of a personal blog.
Different plans for this English course
I plan to write on a daily basis and do more than one draft of an assignment before submitting it in final format.
Lessons from prior English courses
I recently completed an online English review course which covered punctuation, grammar, and outlines. It was more than 30 years ago that I took English 1A so I thought a review course would be helpful.
First Summer Course – No
First course at a Junior College – No
Perceptions about Junior Colleges: My perceptions of Junior Colleges have changed during the semester of work I completed in the Spring Semester of 2011. Previously, I always viewed Junior Colleges as less expensive places to complete lower division coursework in preparation for transfer
Summarize the themes. What do you know about the teacher based on the syllabus? How do Bof
Dwan Mays
Professor Sabir
English 1B
20 6 2011
Hello my Name is Dwan Mays. I am 27 year old, San Francisco native. I am the youngest of five kids. My primary language is English, but I do some how to speak a little Arabic. I like to debate about worldly issues. I like to read and shop, over the past five years I have been consumed with shopping; often times making it my only hobby. I will like to change this and pick up some productive hobbies.
I am taking this class so that I can transfer to San Francisco State University fall of 2012. I will also like to brush up on my English skills. I haven’t taken an English class since fall of 2006. I am taking this class to challenge myself this summer. I want to test my self discipline and dedication this summer. I need to refocus my life and I feel like this English class will help me to do so.
As I began to flip through the pages of the syllabus, I instantly began to feel a level of fear come over me. At this point I knew it was either a fight or flight mode. I had to take a deep breath and remind myself that this is what I need and what I want. After reading the syllabus I thought hey I can easily write a four to ten page paper but I will have to freshen up with regards to my grammar. I haven’t been reading a lot of books unfortunately, so when I saw that we would be reading a book/play a week I was excited!
My best strength for this class will be that I like to read and learn. At the end of this course I will like to have mastered using MLA format and be able to write 15 page papers.
I look forward to challenging myself this summer and gaining better knowledge of the English language.
Dwan Mays,
Dmay021@hotmail.com
Sharron Dawkins
Professor Sabir
English 1B
20June2011
What I know about Professor Sabir based on her Syllabus is; her goal is to make sure the class develops their critical thinking and written communication skills in order to make better life decisions. It will be important that all writing assignments which include essays, blogs, homework and class participation are complete and turned in, in order to receive an “A”.
This class is crammed into my overall academic life, as I have two other classes and a business to run. I plan to put every effort into learning and improving my skill of writing so that I can continue with my educational goals.
In order to have this course run smoothly for me, I will ask questions if I don’t understand something, and seek other forms of support to be as successful as I can. I have already completed English 1A and 5 a few years ago and will use what I remember from those classes.
Shipra Pathak
Professor Wanda Sabir
English 1B
20 June 2011
My name is Shipra Pathak. I was born and raised in India, and I moved to the United States six years ago to reunite my father with my mother and a younger brother. I am the second child and the only daughter of my parents. The primarily languages spoken at home are Punjabi and Hindi, but I can also speak other Indian dialects as well. I enjoy cooking, cleaning and spending time with my family; my favorite pass time is watching TV and talking to my friends. If I would not be taking this class, I would like to rest, catch on my sleep, and spend my break with my family. I have learned from my previous experiences that writing requires a lot of time and patience, and to pass this course with an “A” I will have to spend more time and energy, and thorough analyses of the literature is needed to write good essays.
I have graduated from College of Alameda with Associate in Arts in 2007, and transferred to San Francisco State University in 2009. I plan to graduate in fall of 2011 with Bachelors in Science Nursing. I think, Junior Colleges are a great stepping stone for students to provide inexpensive quality education to prepare students for higher education. This course is a transferable graduation requirement. This class is not only going to help me improve my writing skills, it will also give me greater insight to write essays on variety of literatures. The key to success in this class is preparation, participation, and dedication to put in a lot of time to read and analyze the literature before beginning to write an essay. The very important information is that all essays have to have one citation per page, and MLA format is used to cite the references. Professor provided clear and concise instructions about the assignments and the expectations from students, which was helpful to reduce my anxiety.
My cell phone number is 510-325-0644 and can be reached anytime.
Ricardo A. Chavarria
Wanda Sabir
English 1B
20 June 2011
The syllabus seemed reasonable to me. Since this is a summer class it is reasonable that we will be going at a faster pace. The 250 word essay short responses are a great way to practice my writing skills since English isn’t one of my strongest subjects. I am also glad that there is not going to be a midterm since I am not skilled in coming up with essays on the spot. I usually need more time to do research and make my paper excellent as it can be. I passed my English 1A class with a B+ so I also hope to do well in this class.
Although I am not very accomplished in English I do enjoy reading. I look forward to reading the novels and short stories which I think will facilitate my ability to write long papers. One of the parts I find most reasonable is the final essay in which students choose a genre, this will help students choose a genre they enjoyed the most and do the best work that they can. I think we should all choose a day in which we can attend a literacy event together. I am familiar with looking up scholarly articles and how to properly use the information without plagiarizing so that should be help. I hope to pass the class so I can transfer my credits here to SJSU.
Trang Tran
Professor Wanda Sabir
English 1B
20 June 2011
Based on the syllabus, Professor Sabir has an expectation from the class so that they can better develop the skills they took from Eng1A and help students achieve their goals that they set for this class. To get an “A” in the class, all writing assignments need to be complete, be polish and turned in on time. Also, don’t miss a class or try to brush of reading assignments because everything ties in together. I need this class to fulfill my prerequisite in order to declare my major in the fall at UC Berkeley. This mean I have to take things seriously and be on top of everything in this class.
This is not my summer course but it is my first course in a junior college.
To me, Junior Colleges are the place to receive a quality education for at a low cost for those who cannot or do not have the money for those expensive State colleges and Universities. However, it’s a great path for those students who want to go on to four year colleges but not right after high school. This is the place to complete different courses for your major and then transfer to a four year college.
Branson Phu
English 1B
Professor Wanda Sabir
20 June 2011
Assignment 1
Judging from the through explanation of the many areas of the class, I can tell that the professor is a very specific and focused individual who is very keen on what she looks for in a good essay and a good student. Getting an “A” does not necessarily mean getting an “A” on all the assignments, but rather a student’s demonstration of their competence of the different aspects of writing and the subjects discussed in class. One of many important information to note down is the fact that the COA library is closed in the summer, as it is a huge source for information. By taking this course, it ties into our future writing in other subjects like psychology or political science, and it allows us to deeply analyze the many genres of our lives others may see as small. I plan to better read the texts this time, as the text is a major aspect within our writing throughout the class, and because I am more aware on my willingness to improve in analyzing the text more, this will allow me to be more aware on how I analyze and study the text. This is my first summer course but not my first course in a junior college. I had preconceptions that JCs are not as knowledgeable as the four-year universities, but this is not necessarily true, sometimes it can be the opposite. If I were not in this six week period, then I would be at the swimming pool everyday to cool myself off from this heat.
I am from Alameda, speaking Chinese whenever the time calls for it. I am the second child of my family, and my favorite hobbies are swimming, reading, and watching popular television shows. Because I am more aware of my reading analysis skills, I am good at reading and analyzing the texts. I hope to leave with the skill to, again, better my reading skills because it is an important skill to learn.
Assignment 2
The syllabus is very informative on what the class will be covering, and the details provided really helps guide me. I was wondering about the scholarly article section at the bottom of the first page, where it says “4-10+,” and I was wondering if that meant the article or the essay. And on page 2 where it refers to writing essays every Thursday, I was wondering if that meant in class or not. The syllabus seems complete so no suggestions, it is well done and very detailed.
Jeffrey To
Professor Wanda Sabir
English 1B
20 June 2011
Assignment 1 In-class
The themes of this class are poetry, fiction, music, theatre, visual arts, and dance. In class we will be learning literature and analyzing the theme. The class will be learning the hip hop culture. Base on the syllabus, the teacher expects a lot from her students. She wants her students to put a lot of time and effort into their work the teacher is also very organize with her syllabus. To get an “A” in this class students will have to spend a lot of time in his or her work, know how to write an essay and do not cheat. Important information is not cheating in class. This class fits in my academic and life plan because it will help me advance in my education. The things I will learn in this class will help me later in life. In English course I tend to spend more time on my work. By that I mean work harder and fix revisions. I learned how to write an essay in English 1A which will hopefully help me in this English 1B class.
The preconceptions I had over junior college are it might be easier then universities. But I heard JC teachers teach you more than UC and JC students learn more than UC students. JC has taught me a lot and is cheaper compared to a UC.
This is my first summer course but not my first college course. I have taken junior college classes during the fall and spring semester.
If I was not taking classes at junior college I will be enjoying my summer. I will be hanging out with friends and sleeping more at home. I will spend more time at the gym and be stress free from school. Or I will be finding a summer job.
Goals for the summer|
1. Pass all my classes with a good grade.
2. Learn as much as possible
3. Put more effort into my school work
4. Don’t procrastinate.
5. Enjoy summer
Homework assignment 1
My name is Jeffrey To. I had your class in the spring semester for English 1A. I am from Vietnam. I speak Chinese, Vietnamese and English. I am the oldest child in the family. I like to play badminton and tennis during my free time. I am taking this class because I needed it to transfer and once I saw your name as the teacher I miss you and wanted to take your class again because I enjoy the spring semester. But that’s the usually stuff I already think you know about me. Here are new things you you not might know. I am a civil engineer major. I want to transfer to a UC but I have not decided which one. I enjoy playing Legos. .
Homework assignment 2
The syllabus was very informative. It provided a lot of information. I like how you mention everything the class will be doing and listing the books needed for the class. The information about the percentage of grading like the 55% for essays and 25 for portfolio and 20 for participation was really helpful. I love how you provided all your contact information just in case someone wants to reach you. Last semester I remember calling you sometimes for help.
The syllabus was very helpful. It is a guild to what students will be expecting in class. My impression of the syllabus was it is helpful. The syllabus is everything I expected from you because of your English 1A syllabus.
Alex Lam
Professor Wanda Sabir
English 1B
20 June 2011
Assignment #1 (in-class)
Based on the syllabus, Professor Sabir is more of a person that wants to directly interact with her students. She seems caring, yet strict about us studying and doing our homework in time.
In order to get an A in this course, students should follow the rules of essay writing. For example, students should cite all their work taken from a source. Students should review their essays before turning it in. In addition to that, students are encouraged to take notes, read new books and listen to radios they never listened to.
Since English 1B is the equivalent to English 3 in my college, I am taking this class in order to fulfill my English requirement for my degree. This is actually my first English class in a community college and I hope that I will do better here than I did in UC Davis. Even though we only have six weeks for this class, I believe that I will learn more efficiently during the summer because I have no other classes to worry about.
I already took some courses in a community college (Skyline College in San Bruno), but this is my first time here in the College of Alameda.
Community Colleges are easier to UC and CSU students because the grades they will get in here, won’t affect their GPA at their 4-years university. In addition to that, JC’s are cheaper to complete lower division courses, and taking summer classes there is a great way to get ahead.
If I was not taking this class right now, I would have been working at a summer camp for kids or at some other places such as Subway or McDonald’s.
Goal & Objectives:
1. Finish most of my General Education courses (including English 1B).
2. Find a job for the rest of the Summer and Fall Quarter back in Davis.
3. Get ready to move-in to a new apartment.
4. Get better at writing essays.
I have control on number 1, 3, and 4. In order to finish all my classes, I am committed to spend most of my time studying. I am aiming for an A, but as long as I pass and learn from the class, I am fine with getting a lower grade. Number 2 is harder, especially in this economy. I hope that I will find a part-time job for next year, even though spots are limited.
Homework #1
My name is Alex Lam and I am going to be a sophomore at UC Davis this Fall, majoring in civil engineering. I am from Paris, France and moved to San Francisco a couple years ago. My native language is French, and I also know some Cantonese. I am an only child and I believe I have been spoiled a lot during my childhood. I like to play tennis, play music, and I love to watch movies. I am taking this class because I need it to fulfill my English requirements for my degree. Also, I would like to improve my writing and oral skills in English, since it is not my first language.
Homework #2
I believe that the syllabus is fine. Everything expected from us is pretty clear and the various descriptions on how to write a better essay and how to stay on track in this class are really helpful. Plus, having a blog is a great idea to keep track on what is going on in the class.
Eric Selle
Professor Wanda Sabir
English 1B
20 June 2011
The syllabus suggests that this professor values lifelong learning, integrity, dedication, awareness, and justice as central to our development as human beings, both inside and out of the classroom. When she draws attention to the fact that our discourse's vantage will be western culture, she implicitly nudges us to think more globally, before sending ambiguity up in smoke: “Try to maintain a mental elasticity and a willingness to let go of concepts which not only limit your growth as an intelligent being, but put you at a distinct disadvantage as a species.” By encouraging (read: mandating) that we participate in outside literary events, she directs us to experience art as a continuously unfolding story, immediately available, and reminds us not to miss it. Reading the syllabus has helped me get mentally prepared for what it will take to succeed in this class – which is to say, I’d better eat my Wheaties and come correct: read what's assigned and arrive knowing that it's time to write. All that aside, Professor Sabir's personal joy about the medium is subliminally expressed throughout the syllabus, intermittently in the shape of a parenthetical “smile.”
The primary reason for taking this course is that I need it to transfer to Cal, let there be no confusion. Beyond the required task, a personal desired outcome is to sharpen my essay writing and thinking skills, as it's been a good while since I've done much writing besides correspondence. I also expect it to be a fun counterweight to my other summer course: calculus.
I’m 32 years old and working towards a BS in civil engineering, which will be my first college degree. In my younger years I completed some lower division liberal arts courses at a junior college in Florida, but took an extended spring break and have since discovered what I want to do during the years ahead.
My experience at junior colleges both here and in Florida has been first rate. The instruction has been excellent, and it's hard not to like the lower expense and smaller class sizes. There seems to be less of a social stigma towards attending community colleges today, considering the practical aspects as well as the high achievements JC graduates have come to demonstrate many times over. The system is a great asset, and it's too bad the state's leadership continues to whittle it away. As much as I hate to say it, though, the ones who do succeed through these hardships should walk away better for the wear.
Ellen Josephy
Professor Wanda Sabir
English 1B
23 June 2011
The Syllabus suggests that we will advance our competency in both expository writing and critical thinking. Clearly a challenge, satisfactory completion of this class will entail a significant amount of homework and participation. The essays must be supported with citations and a bibliography, and include quotations. MLA citation is an exact science and requires great attention to detail. To get an A, one must not only complete the assignments as stated, attend and critique a literary event; but read and journal our thoughts and participate in class and the blog as well. This class is not for the casual student.
Last summer I took Algebra at the College of Alameda, so I am not new to summer school. There are preconceptions that the Junior Colleges are easier than four year colleges, but I have not found this to be true. I am a second year student RN student in the Merritt College Associates Degree in Nursing. English 1B is a prerequisite for graduation. I have an Associates Degree in a Natural Science (Santa Rosa Junior College, 2008). I plan to graduate with an Associates Degree in Nursing (RN program) from Merritt College in May 2012 and need this class. I enjoy literature and read for pleasure; however, were it not for the graduation requirement, I would not choose this summer to take this class. My recent reading has been limited to nursing textbooks, so I am looking forward to the literature component of this class. If not in summer school taking a full unit load, I’d be working in a clinic, nursing home or hospital to gain more clinical experience and help me land a job post graduation next year.
My Goals this summer are as follows:
-Fulfill my graduation requirements by perseverance and working smart
-Boost my grade point average, if possible, while enjoying the growth I expect from this class
-Developing a more fluent, expressive writing style (this may be beyond my control!)
-Have fun with reading. (This I know I can do)!
-Improve my writing to prepare for the job search and quicken my responses.
To give a little background on myself, let me simply say I’ve got seniority! I grew up in Connecticut and have live my adult life in the SF Bay Area. I have had three unusual vocations to date and soon, nursing will be my fourth. My avocations are organic gardening, international cooking, and music (classical, world beat and opera). I love art and to travel. I lived in the region of Tuscany of Italy for six months and cried the day I left. My life goal is to help educate and heal people so that they can live better lives. I speak four languages poorly: English, Spanish (conversational) Italian and pig latin!
Eric Selle continued...
I am the oldest of four kids, was born in Kentucky, and hablo un poco español. Right now I'm digging the long summer days and homemade cheeseburgers. I like to swim in temperate natural bodies of water, preferably with friends, and usually not for sport or exercise.
An initial impression from the first day is that there will be more writing than I expected, more frequently, and done at a shorter clip. That's okay, though; I can handle it but it's sure to give a good kick to the backside, which is sometimes a good thing. Not to mention I like being able to efficiently take care of business during these short summer sessions. However, I'm concerned that I'll miss an assignment tucked away in some blog cranny, because already we've had two or three (depending on how you count), and it seems that they're found all over the place. For instance, suppose I didn't see the instruction to reply to two students' comments, which were posted hours after class finished – where would that put me? I'd like to see a more straightforward assignment list, but will adapt.
Reading in a group is always tricky. None of us read with great elocution, which isn't that big of a deal. But personally, especially if it's fiction, I rarely comprehend as much when reading aloud in a group as I do quietly to myself. The discussion was awkward but nice, and I'll have to re-read those portions at home, which I don't mind. As the semester continues I'm sure we'll get the hang of it.
Goals
1. Complete all assignments.
2. Manage time to allow for success in both courses.
3. Take away a better appreciation of the written word as an art form.
4. Gain proficiency in formatted writing and citation styles.
It's hard to even consider what I would be doing were I not taking classes. This is what I'm doing right now, and that's what I stick to.
Virgil Gamble
Professor Sabir
English 1B
20 June 2011
I’m a 26 year old determined student. My aspirations are to transfer to U.C. Berkeley and major in Mechanical and Nuclear engineering. I moved to the Bay Area from Houston, Texas and I’m the youngest of my three siblings. I plan on improving my writing etiquette and style in English 1B.
The over all theme to English 1B is the strengthening of our critical thinking skills so that we are able make better choices in our day to day life as well as appreciate a variety of literary work beyond the norm. The sharpening of these critical thinking skills will also help to us to create a writing style that is unique and our own. Based on the syllabus, Professor Sabir prefers to be contacted by phone. She also seems to have a good understanding of technology and class structure supported this technology. According to the syllabus, we can earn an “A” by striving to produce our final copy the first time, instead of revising many drafts. In English 1B I plan on creating less drafts and producing more complete works by creating complete works.This class will not only complete my English requirement, it will prepare me for writing technical paper in my career. I will use my planner to keep up with assignment and prepare for class ahead of time, as I did in English 1A.
This course will be my first summer course . I have taken regular and intersession classes throughout Peralta, but not summer classes. I have always seen JCs as a stepping stone to the major universities. JCs have the misconception that they are a continuation of high school. On the contrary, JCs allow students to develop the behaviors and skills to succeed at a major university, but at a slower pace. If I was not taking this course, I would be working on study skills and enjoying the gorgeous summer weather.
As far as the syllabus, it looks reasonable. The only challenge I see is staying on top of everything since this summer course will move at an accelerated rate. Expectations should be met and I will strive to exceed those expectations.
Gerardo Guzman
Professor Wanda Sabir
English 1B
20 June 2011
The major theme of the course is to develop our written communication skills. Beyond formatting and grammar, this includes our ability to formulate our ideas and express them in ways we were unaware we were capable of. In terms of genres we will be covering literature, poetry, fiction, music, theatre, visual arts, and dance. Professor Sabir makes it clear throughout the syllabus that this course is not for the faint of heart and will push us constantly. She believes in discipline and efficiency which are needed even more in an eight-week course rather than the standard 15 weeks. It appears that to get an A one needs to be present every class meeting, actively participate in class and on the blog, keep up with the readings, and of course write, write, and write. This course is essential for me because I have not taken an English course in four years and my reading and writing skills are severely out of tune. I will use this course as a stepping stone for my literary exploits beyond college. What has always plagued me for writing courses is procrastination; many times I have tried to pass off a draft as a final work. As I ready myself for professional life I need to establish a solid work ethic and get the job done today, not tomorrow.
This is not my first summer course nor is it my first junior college course. I took a chemistry class at Napa Valley College in summer 2005 and an architectural drafting course at Laney College in summer 2009. The pervasive conceptions of JCs is that they are for those not good enough to be at a four-year university. This is obviously a flawed view and there are myriad reasons why one may be taking a junior college course. For myself, this is my last required course to graduate from UC Berkeley.
Were it not for this class I would be working full-time at an architectural firm a few blocks from campus. I am majoring in architecture and was an intern at my firm since last summer. It is a small firm allowing for a collaborative and exciting work environment.
The syllabus is very thorough and leaves little doubt as to the requirements of the course. Given that the course is only six weeks there is plenty of work to do. I look forward to covering the subject matter of the course and being exposed to works I would have otherwise overlooked. I am particularly excited about attending a literary event which is something I have been planning to do but have not made a priority. In terms of writing assignments I am glad the professor is only allowing one “bad essay day” for it forces us to constantly challenge ourselves and not be content with mediocre work. The portfolio is also a welcome assignment for it will provide an outlet through which to share my work.
Joanna Louie
English 1B
Professor Wanda Sabir
20 June 2011
(Page 1)
Homework Assignment 1:
Promptly at 7:30 AM on our first day of class Professor Wanda Sabir handed each of us an eleven-page syllabus, outlining the course. The key difference between English 1A and 1B is our ability to analyze different genres of literature, for example, poetry, visual arts, and music. By reading this syllabus, I can tell the teacher is organized and detailed oriented. Professor Sabir includes details on every topic or idea she brings up, which explains the length of her syllabus. I assume that she has taught this course before, probably as a summer course as well. She has developed a very detailed syllabus, which should guide each student easily throughout the intense six weeks. She also has a beautiful blog set up, where all of her assignments are posted and a place she can communicate with her students – this is one example to where I can strongly believe this is not her first summer course of English 1B.
From experience, the key ingredient to getting an “A” in a course is to follow the syllabus. Reading the syllabus the first time got me familiar with her teaching style, expectations, assignments, and instructions I will need for the next six weeks. Important information I have noted are due dates, readings, essay requirements, and the grading policy.
This class will keep me on track for my academic plan. I do not necessarily need to take this course over the summer, but I want to stay ahead and on top of my schooling. From experience, I know to stay on top of my assignments and not wait until the last minute to finish, or even start an assignment. From my English 1A course, I learned to finish my work a bit earlier than I normally would, so I have time to reread and edit my writing, before submitting my final piece of work. My English 1A course also consisted of daily readings to which I had to respond to. From this, I know how important it is to read the material thoroughly to make sure I understand the reading before I begin to write.
I am going to be a sophomore in college, and this will be my third summer course I have taken at a JC. I began taking summer courses as a junior in High School. Preconceptions about JCs are that they are easier than a State or University college course, which gives reason for students to believe they are easier. If this is your first summer course, I want to warn you to not fall under the notion that just because you are taking a course at a JC, it will be an easy one. Summer courses are very jammed packed and time demanding. With one day missed, you will find yourself lost and behind, which will often created a big burden of stress. Keep your syllabus near by and keep on track with your assignments. Simply refer to your syllabus as your best friend for the next six weeks.
If I did not choose to take this six-week course, I would be working full time again and spending a lot more time with family and friends and possibly go on vacation.
Goals and Objectives:
1. Practice skills I learned from English 1A and measure my self-improvement.
2. Enjoy and understand the readings by putting myself in a relaxing, working environment.
3. Fulfill a GE requirement at my school by working diligently.
Joanna Louie
English 1B
Professor Wanda Sabir
20 June 2011
(Page 2)
4. Although I practiced using the MLA format a number of times in my English 1A course, I would like to master this skill and memorize the format.
5. To have fun! I have always pushed myself to get involved with many activities at once. I often have to remind myself to balance the work and play in my life to maintain a positive equilibrium of stress.
A little about me...
Good morning Professor Sabir, my name is Joanna Louie and I am a sophomore in college. My contact information that is different than what is on file is:
Phone Number: (510) 882-4971
Best time to call: Monday-Thursday: after 4:30pm. Friday-Sunday: after 12:30pm
Unfortunately English is the only language I speak fluently. Although I took Spanish for four years, it has been two years since I have been in a Spanish class and I have not practiced the art of the language. I am the second and the youngest daughter of my family. I believe I make my parents proud by being a well-rounded child who excels both in the classroom and at sports. Throughout middle school and high school I have been involved with student leadership. In high school I was freshmen class secretary and for my remaining three years I was president of my class. Although I do not particularly enjoy public speaking, I had to overcome this fear at my high school graduation, where I gave a speech to my 400+ graduating classmates and their family and guest.
Homework Assignment 2:
I really like the fact that you came to class prepared with a hardcopy of your syllabus for each student. Sometimes I come to class on the first day and the professor is so unprepared and lets the students out early for the first few days. This then results to catch up work at the end of the semester (often rushed or incomplete lectures from the professor). The syllabus seemed very straightforward and is broken down into key sections that are bolded, which makes them very easy to find. (Thanks!) Some examples of the sections are: methodology, essay research requirements and grading. As I mentioned before, it is wise to make the syllabus your best friend for the next six weeks because in the syllabus I will find everything I need to pass the class. Paying attention to the detail within the text is key. Under the section “Methodology”, I learned that on Thursdays you will collect our typed notes and we will submit our essays electronically. Another important thing to notice is that all writings will be typed in MLA format. On page nine of the syllabus you listed the course texts which I have purchased online. I learned that it is best to reach you by phone and that you expect each student to complete their work on time. I think this course is manageable for any student who puts time and effort into the class. I am ready to dedicate myself to this class for the next six weeks.
Fortune Andzouana Mban
Professor Sabir
English 1B
20 June 2011
Assignment #1 (in-class)
English 1B course focus on expository writing that will help students to develop their reading; writing and critical thinking skills. Thus, the syllabus is well designed and should be used as guideline for this class. It seems to be long at first, but it provides valuable information about the materials that students need to know during this summer’s program.
Homework #1
My name is Fortune Andzouana. I was born and raised in Congo-Brazzaville, Africa. I grew up in a big family amongst my brothers, sisters and parents. After Lyceum (which is the high school’s equivalent), I went to the former USSR in late 1988 to study. There I got married to the love of my life and our two children were born. I speak French, Russian and English and numerous African languages. I moved to the United States three years ago with my wife and children. In my spare time I like to play soccer and watch a variety of shows on TV.
My goal in this course is to expand my knowledge in American culture and English language especially in writing and critical thinking skills that I could use in the future for my education and help me excel in my career as well. I was admitted at Golden Gate University for my second Master Degree in Taxation for fall 2011. I hope this course will help my fluency in English for me to use my degree to the best of my ability.
Raymond Ye
English 1B
Professor Wanda Sabir
June 20 2011
I have read and understood the contract agreeing that I will participate and attempt to excel in the class. From reading the syllabus, I feel that the class will be very hard and compact. The part that frightened me the most was the part stating that we will write 8,000 words within 6 weeks, because that is more than what I wrote in a full spring semester of English 1A. Also, the syllabus states that we will be continuing the English 1A course, but I feel that I did not learn much in the English 1A course. The course seems rather reasonable, seeing how it is a full semester course crammed into 6 weeks. The syllabus is very long and I hoped that it showed an overview of the homework assignments such as future homework for the first two weeks and what each essay would be about in order. Also, I like how some professors include which books will be read in class, which books will need to be bought, and which books are recommended to be bought. This syllabus goes over some books but I hoped for a full list, so that I could find some online or cheap versions of the books before we read it. Lastly, I suggest that the syllabus should be shortened and be more straight to the point.
Raymond Ye
English 1B
Professor Wanda Sabir
June 20 2011
Based on the syllabus, the professor seems very strict and thorough. The syllabus is very long and wordy, but everything is sorted out and detailed. In order to get an A, I believe that a student has to try his or her hardest with quality work, and add a little more effort on top of that. English is a tough subject that takes creativity, a wide span of vocabulary, an ability to research effectively, and the capability of working for a long time with little breaks. I noted that the course takes a lot of time and effort, but I have to work harder than most other students because English is one of my weak points and I am relatively slow. This course is one of the requirements for me to transfer, so this course is very important to my academic life but it changes my work schedule and reduces my time to rest and sleep. My plan to live my life as well as taking this class is to work later and sleep less or sleep more on days which I don’t have work. My prior courses have not taught me much that will help me in this course. 4
This is not my first summer course or my junior college course.
The typical stereotype of JC is that there are a lot of bad influences and is a very tough learning environment.
If I did not have to take this class, I would probably take other classes or work with the free time.
Anonymous
Satima Flaherty
Wanda Sabir
English 1B
20 June 2011
I would love to say this is the first time I’ve taken an English 1B class but it isn’t. The last teacher I took the class with was at Merritt College but I couldn’t complete the course because life took me in another direction so I’m back at. Originally I’m from southern California. My family and I moved to Oakland when I was twelve and we’ve been here ever since. I’d like to say I speak French but that isn’t entirely true. I took a course a couple of semesters ago and I barely passed but it was fun (bonjour).
Well from the looks of things she seems like a very colorful person with loads of personality. The syllabus looks a little intimidating because of the seven pages and the 8000 word essay she requires us to write but I’m up to the task. Coming to class is a start to getting an A. Asking questions and doing the required work seems like A material to me. English 1B will help when I go to San Francisco State in the fall, taking this class helps me take less classes at SFSU. During this English class I plan on applying things that I learned in English 1A and English 5. I have to admit I didn’t do my best writing in any English I’ve taken. I always did enough just to get by. Lessons learned from pervious courses; do not wait until the last minute to do anything, if I need help ask questions. I had a phase were I didn’t ask my teachers for help when I didn’t understand something and that hurt me in the end every time but now I know.
This isn’t the first summer course I’ve taken but it’s been a while since I had summer school. So I’m trying to get into the swing of things again. I don’t know what people have to say about JCs but I know that going to a junior college was cheaper, easier, and way more helpful than going straight to a four your intuition. Hey if I wasn’t taking any summer courses I’d be at the beach enjoying the sun or I’d be at a park sitting under a shade tree with a cool drink.
Rebecca Ramos
Professor Wanda Sabir
English 1B
20 June 2011
This course seems to be fairly reasonable. I enjoy the fact that we will not only be reading novels, but instead we will also be exposed to different forms of literature. We will be reading poems, plays and viewing films and visual media, which will be a nice change from the normal novel. In addition I like the fact that our final will be a piece of literature that we choose. This will allow us to connect more with the piece, because we found something in it that speaks to us and want to share with the class.
In order to get a good grade in this class it seems of course that you have to not only complete and submit all the assignments but also be truthful in reading all the text and responding to it accordingly. You cannot complete an accurate analysis of a text if you have not indeed read it yourself.
I hope that this English class will help me to better my writing and allow me to be more open with sharing my writing in a group setting. I am normally a shy person around new people but as time goes on I open up. I hope I will feel comfortable enough to open up in this class. This is not my first time in a JC class, so this experience is not new to me. I have just completed my first year at UC Santa Cruz and I have taken classes during the summer of my high school career. The classes I took really benefited me because they gave me a glimpse of what college was like. I am a Human Biology major and I hope to go to Medical School after UC Santa Cruz. I hope that this class can help me to communicate my thought better and help me express myself to others more efficiently. I have grown up my whole life in Oakland with my mother who has been divorced from my dad since I was 10 years old. They both play a huge role in my life and keep me on the road to achieving my goals. I have no siblings, but like most Hispanics I have lots of cousins. This course is well laid out and I believe I will benefit from this course very much. It seems to move very fast, but that’s just probably because of the fact that it is a summer course. The syllabus is fair and very helpful in determining the workload and expectations of the professor.
Daniel Lu
Professor Wanda Sabir
English 1B
21 June 2011
Homework Assignment #2
My first initial reaction to the syllabus was one of immediate intimidation. My experience of taking classes at the various Peralta colleges is limited to mainly math courses, this being my first English course. Generally speaking, the syllabi of those math courses were usually two pages, sometimes three if the teacher wanted to include an equation sheet at the very end. The syllabus for this course, with its eleven pages, easily dwarfed my math syllabi. However, when I began reading this syllabus, the intimidation was quickly relieved when I saw how it was broken up into concise sections, how it was in some places witty, and how your expectations for us as students were clearly laid out. Although jam packed with information, the syllabus manages to still be reader friendly.
As for the requirements and expectations outlined in the syllabus, I feel that they are, for the most part, completely reasonable. I think the 250 word essay exercises are a great idea to help us develop our writing skills, and that the grading is completely reasonable. The absence of a midterm is also reassuring seeing as this is a summer course and that the brisk pace would make a midterm unpleasant at best. I do, however, have some questions. I am still confused as to what exactly the portfolio is. Must it be a blog or can it be in another form? If it must be a blog, how often should we update it? What exactly should the contents of the blog entail? Personally, I’m not very technologically savvy, so is this a problem?
Daniel Lu
Professor Wanda Sabir
English 1B
21 June 2011
Homework Assignment #1: E-mail Intro
Hello, my name is Daniel Lu. I was born and raised in Berkeley, California and am the 2nd and youngest child in my family. I am currently 18 years old, having just graduated from Berkeley High School, and I will be attending UC Berkeley in the fall as a Mechanical Engineering major. I speak only English fluently but I can speak a little bit of Cantonese. My hobbies include badminton and reading Japanese manga. The reason I’m taking this class is 1) because it is a requirement for my Mechanical Engineering major and 2) because I plan on graduating in 3 years or less, so I’m trying to take as many classes as I can before attending UC Berkeley in the fall.
My main strengths that I bring to this class are dogged perseverance and decent writing skills. I’m used to spending hours doing homework and various other assignments, having been thoroughly experienced with the time it takes to do mathematical proofs. I hope that I can leave this course with a well rounded foundation in writing, a more fluid writing style, and the skill of being able to write polished essays in a short amount of time. However, something that you should know about me is that I’m not very technologically savvy, so if this will pose a problem please let me know.
Contact Info:
Name: Daniel Lu
Address: 2208 Siegfried ln
Phone Number: (510) 229-7645
Email: dl1644@gmail.com
Daniel Lu
Professor Wanda Sabir
English 1B
21 June 2011
Homework Assignment #1 add on: Goals
My goals for this summer:
1. Pass this course with hopefully an B, if not a A
2. Practice, practice, practice my badminton skills
3. Relax and enjoy my last summer of highschool
This is a very well put together syllabus. It is clear that Professor Sabir is very organized which typically makes it easier for students to be organized and complete their work. I particularly like the way the class is structured around the use of the blog. This is great for people like me who spend most of their time on the internet. Specifically I am looking forward to attending the literary event and the in-class free writes. I feel confident that I can complete this class successfully by staying on top of the homework assignments and reading, expanding my vocabulary and brushing up on MLA.
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