English 1B Fall 2011 College of Alameda
Professor Wanda Sabir
Class Meetings: Tuesday/Thursday, August 23-Dec. 8, 9:00 AM to 10:50 AM.
Course code 40009.
No classes: 9/5; 11/11; 11/24-27. Final Exam: Tuesday, Dec. 13 8-10 AM (Portfolios due via e-mail. There is no sitting exam.)
Drop dates: Sept. 2 (w/refund), Sept. 17 (w/out a W), Nov. 23 (w/W).
Syllabus for English 1B: College Composition and Reading Course code 40009
http://poeticsrapandtothersocialdiscourses.blogspot.com/
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 readings 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. The 8000 words over the semester (not per essay) include drafts. What this amounts to is time at home writing, time in the library on campus and public libraries too. Students will be researching, and reading documents to increase his or her facility with the ideas or themes he or she is contemplating, before he or she once again sits at his or her 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. 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 every few weeks. We start with short fiction and then move into a novel, dramatic literature, another novel and conclude with poetry. 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.
On Thursdays we will have critiques when an essay is due. More on this later. We will practice writing research analyses mid-semester. Students will grade each other based on a rubric.
Office Hours
I am a phone person, so when I give you my telephone number, use it. My office is D-219.
If you are a poor writer, get a tutor. We will have minimal revisions, like none unless the essay is horrible—students only get 1-2 BAD ESSAY DAYs (and the penalty is writing a correction essay, plus revising the essay). We will do peer reviews. I want to see polished work.
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. We will review a chapter every week or two. The first section of the book reviews 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 typed notes electronically with the completed essays. 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 literary 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 text. 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
One of the essays will be the midterm, possibly fiction maybe dramatic literature (smile).
Jot down briefly what your goals are this semester 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 to me tomorrow, Tuesday, August 23, 2011. Send to coasabirenglish1B@gmail.com.
Assignment:
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 August 24, 2011, 9 AM.
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.
Portfolio Suggestion
Students can start a personal blog for the class and send me the link for your portfolio at the end of the course. This is not the only type of portfolio. The other is to submit a word document with the semester's writing.
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
The Writing Center is a great place to get one-on-on assistance on your essays, from brainstorming and planning the essays, to critique in areas like clarity, organization, clearly stated thesis, evidence or support, logical conclusions, and grammatical problems. In the Writing Center there are ancillary materials for student use. These writing programs build strong writing muscles. The Bedford Handbook on-line, Diana Hacker’s Rules for Writers on-line, Townsend Press, and other such computer and cyber-based resources are a few of the many databases available. There is also an Open Lab for checking e-mail, a Math Lab. All academic labs are located in the Learning Resource Center (LRC) or library. The Cyber Café is located in the F-bldg.
Again, students need a student ID to use the labs and to check out books. The IDs are free. Ask in Student Services (A-bldg.) where photos are taken.
Have a tutor of teacher sign off on your essays before you turn them in; if you have a “R,” which means revision necessary for a grade or “NC” which means “no credit,” you have to go to the lab and revise the essay with a tutor or teacher before you return both the graded original and the revision (with signature) to me. Revise does not mean “rewrite,” it means to “see again.”
When getting assistance on an essay, the teacher or tutor is not an editor, so have questions prepared for them to make best use of the 15-20 minute session in the Lab. I will give you a handout which looks at 5 areas of the essay you can use as a guide when shaping your questions for your peer review sessions. Please use these guidelines when planning your discussions with me also.
For more specific assistance, sign up for one-on-one tutoring, another free service. For those of you on other campuses, you can get assistance at the Merritt College’s Writing Center, as well as Laney College’s Writing Labs.
Correction Essays & Essay Narratives
All essay assignments you receive comments on have to be revised prior to resubmission; included with the revision is a student narrative to me regarding your understanding of what needed to be done, that is, a detailed list of the error(s) and its correction; a student can prepare this as a part of the Lab visit, especially if said student is unclear over what steps to take. Cite from a scholarly source the rule and recommendations for its correction.
Students can also visit me in office hours for assistance; again, prepare your questions in advance to best make use of the time. Do not leave class without understanding the comments on a paper. I don’t mind reviewing them with you.
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.
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 semester in meeting your goal.
Office Hours
I’d like to wish everyone much success. I am available for consultation on Wednesdays, 9:30-11:00 AM and on MW by appointment. I am also available after 3:30 PM Tuesdays and Thursdays by appointment. My office is located in the D-216 suite. My campus number is (510) 748-2131, however, I don’t have an office phone number yet. I will share that with students later this month or next.
My email again is: coasabirenglish1B@gmail.com. Let me know the day before, if possible, when you’d like to meet with me. I am more of a phone person. Texts are fine. Ask me for my cell phone number. I do not mind sharing it with you.
I am a phone person, especially on weekends, so take time to exchange email and phone numbers with classmates (2), so if you have a concern, it can be addressed more expeditiously. Again study groups are recommended, especially for those students finding the readings difficult; don’t forget, you can also discuss the readings as a group in the Lab with a teacher or tutor acting as facilitator.
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 semester 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 electronically.
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. Pantheon Books, 2007. Print. ISBN 0375714839
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.
Addtional materials
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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21 comments:
The syllabus seems to break down the class very well. It lists the books we will read by genre and breaks down the grading system very well. I think the syllabus is reasonable because it makes the expectations for the class very clear. I do have a question about the portfolio. You suggested that we start a blog and send you the link at the end of the semester. Is there another way for us to do the portfolio? The only suggestion I have is to list the assignments more specific. I like to have a general idea of how many assignments we will have (In-class, homework, and projects) and when they will be due.
The syllabus looks pretty straight forward. This seems like it's gonna be a fun and challenging semester. There was the mention of a possible play or show. Are there any specific shows you had in mind?
The above post is from Jacob Stabler. For some reason it didn't put my name in.
The syllabus seems okay. The "8000 words" was confusing and intimidating. I at first assumed that the 8000 words was for every individule essay. Are the approximate 8000 words the accumulation of all the take home writing assignments? In the syllabus you emphasized not missing any class time. I am going to have to leave early on the 25th of Aug for a Doctors appointment. If I miss part of the class will that be detrimental to my SLO? I know that this is more of a personal mater but, I figured that the response might benefit other students who know that they will miss some class time and are concerned of the impact on their class success.
In the syllabus under Methodology. You ask us to maintain a reading log/journal for note taking, are these the notes you wish for us to type and hand in only for essays? or all notes jotted down to be typed and turned in as well?
Angela Stokes
From what I read the syllabus is straight forward and reasonable. It states what will have to do in the course such as attending a literacy event, keeping reading logs, and a portfolio. It also lays down what we will be reading and writing about and how our grade is made up which is nice to know. The only suggestion I have is if possible lay out an agenda on what we will be reading on which week and the assignments the correlate with the reading. Other then that its a good syllabus.
Joe Quattrocchi
The syllabus itself is straight forward. Having the semester broken down into modules/genres will make getting through the course material much easier to cover than jumping back and forth between various literary styles (and easier to remember at the end of the course).
The oral presentation will be a nice change to the banal cumulative essays one often finds at the end of the course.
Writing multiple research papers will provide me with the strong research skills I am looking to hone in on.
I appreciate the learning objectives and your availability to answer questions pertaining to our assignments.
The syllabus seems very reasonable. I like how there are no surprises on what we will be reading this semester. I am a little worried about the presentation that is going to be given on our essays at the end of the year. I am not a very good public speaker, but will do my best to practice and prepare.
I am a new student to this school and was glad to read about the writing center on campus. This one-one-one assistance will help with getting started on my essays.
I thought the Vocabulary log was a very good idea to keep this semester. I am always finding myself needing a dictionary to look up a new word.
One suggestion I have is to show how to comment on the blog. It took me a while to finally figure out how to leave a comment.
Jacqueline Diulio
I found the syllabus very thorough and clear, Professor Sabir.
I am looking forward to studying genres such as music, theatre, visual arts, and dance, as I have never analyzed and written about such genres before.
I think the syllabus is very reasonable. However, I have a few questions: Would you prefer us to have separate journals for vocabulary, error charts, and taking notes during discussion sections?
Since the midterm is an essay, and the final is a portfolio, does that mean that we will not be having any sit down examinations other than reading pop quizzes?
You also had two email addresses in your syllabus, Professor Sabir. Which would you prefer we use: coasabirenglish1B@gmail.com or coasabirenglish201@gmail.com?
Do we need to bring all additional materials to each class, such as a stapler or three hole punch? You asked us to bring floppy disks but will a flash drive do? Finally, you recommended us to start a personal blog for the class. Is there a blog site that you recommend? Thank you!
Overall I think the content expressed in the syllabus was reasonable.
I like the idea of the vocabulary log and error chart. This seems like it will be an effective tool for improving vocabulary.
I am concerned about the literacy event however because I noticed it listed a "film" as an accepted event. Does this include popular movies in theaters? This wouldn't seem to be within the intellectual league as the other options.
Nick M
The syllabus is well done. It breaks down everything very clearly. It lays out what I should read this semester and also what I should be able to write. The grade scale is also very clear. I think it is interesting you suggest us to buy and read a daily paper and listen to alternative radio. I’ve never had a teacher suggest this. According to my husband though, he said KQED is ‘hardly’ ‘alternative’. I have a couple of questions about essay and assignment due dates and what day the midterm will be on, as well as how long the oral presentation should be.
hsaiolin saidThe syllabus is well done. It breaks down everything very clearly. It lays out what I should read this semester and also what I should be able to write. The grade scale is also very clear. I think it is interesting you suggest us to buy and read a daily paper and listen to alternative radio. I’ve never had a teacher suggest this. According to my husband though, he said KQED is ‘hardly’ ‘alternative’. I have a couple of questions about essay and assignment due dates and what day the midterm will be on, as well as how long the oral presentation should be. :)
The syllabus is nicely written so it was easy to understand. Only part i have a question on is the 8000 words per essay and the revisions. From what i understand the 8000 words is a total number of words from the first draft and the final draft (guessing not from the revision after peer review). I Also want to know if you will be doing reviews of our drafts and if not are we allowed to ask for a review.
Sorry for double posting but i also noticed that this syllabus was meant for a summer course and i understand most of it applies for regular courses also but i would like clarification if attendance is the same were missing one class means we should drop the class and if missing two classes mean we definitely need too
After reading the syllabus it seems that this class will be a daunting task. I noticed a few inconsistencies in the Syllabus. Near the end, you mentioned that any student who does not feel like they can keep up with the pace should wait to take the class during the 14 week semester. As far as I know we are in the 14 week semester. Seeing that made me wonder if the syllabus is accurate.
I don't think that it's such a good idea to waste so much paper! I work twenty-five hours a week, and live in my own apartment. I don't have a printer. The only time I can print anything out is if I go to the library, which is only open during certain hours. The library also charges for each piece of paper printed. I have to be very careful about my finances. I don't think that you are being very considerate when you say that we should re-type and print all of our notes every week. In my opinion, notes are for the students, not for the teachers. Notes should be kept by the students so that they can prove the validity of their work if necessary. Notes should not be a required part of the "weekly short essays" due on Thursday.
Finally, I would like to know during which weeks we will need which textbooks, so that I can plan in advance. Thank you.
The syllabus at first looks intimidating, but when you continue reading you start to realize it's stretched over a few months. Also the 8,000 words seem reasonable, and I would expect this coming from an English 1B class. As you said it's what's expected at this level, and there should be a minimal level for errors. Now, for some like myself who are rusty and need to have a candlelight dinner with 'Hacker'. Please allow leeway.(smile) I also thought what you said regarding our learning, growing and expression when you said; "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. " and most definitely a motivation for our writing.
As usual you were straight forward Ms. Sabir and let it be known what you want and how you want. I guess that's why you're such a great writer because of your infinite expression.(smile) I did notice there was an error it said summer session and missing class is equivalent to a whole week, but we will be here twice a week. And one last thing, will we do ANY hip-hop this semester,please?? (smile,smile) I look forward to seeing you in class.
Al Vargas
The syllabus was very straight forward to me as it broke down exactly what was going to happen in this course.
I know that we are going to get a lot of writing done based on the fact that we will be writing an essay after each work we read. I also like that you want us to keep a vocabulary blog because it really is useful and maybe also for notes when we do analyze literature because I found that to be extremely helpful as well.
I agree with the others that the syllabus is clear and straight forward. However, personally I found it to be overwhelming with details, expectations and resources (even though you can never have too may resourses).
One thing is certain, "I didn't know" excuses won't fly!
Melvin Arquero
After reading and going over the syllabus, I am able to imagine how the class would function. There are a number of things that I found interesting. The first one is the anonymous note. It seems that class engagement and participation are one of the many things that will be emphasized this semester. I think that the anonymous note is a brilliant idea to discourage "piggy backers" in group projects, as that is often the case in many people. I also found the essay resubmission process interesting, as it requires students to go back and correct previous errors from their essays. In addition, I think it will also be beneficial for students being required to go to the writing center before turning in an essay as it gives student's the chance to get a one-on-one review and feedback on their essays.
I can tell that the instructor has a hands-on approach teaching style. I like the fact that there is a structure given to students to follow with our writing process. This is already seeming to be a very educational class.
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