Native Country

Today students are to reflect in three paragraphs to the following re: The Dance Boots:

Freewrite: Reflect in three (3) paragraphs on the story.  What do the "dance boots" represent? What does this symbol represent to Aunt Shirley? Why does she give her boots to Artense?

Memory is also a theme. How do the boots help Artense "remember by rote and teach teach by heart"?

Use three (3) citations: 1 free paraphrase; 1 shorter citation; 1 longer citation.

2. Lit. Circles

3. Revision Strategies--Reflect on your revision process and what you learned from the film, The Write Course: "Revision Strategies," Annenberg CTB Project, and the two handouts from Writing with a Thesis by Skwire and Skwire?  http://www.learner.org/


Cyber-Assignment Homework:

Respond to the query in three paragraphs. Use examples from the film and from the two handouts: "Office Hours: Revision: Help from the Audience" (Skwire 217); "Office Hours: Revision: The Psychology of It All" (Skwire 251). 

4. Homework--see handout (smile).

As students write they listen to: Shi Keyah: Songs for the People with Radmilla Cody with herman Cody (2011 Canyon Records) http://www.radmillacody.net/

Essay Assignments for English 1B Fall 2012

The Play

To Kill a Mockingbird  Essay Unit

Peer Review: August 30
Final Draft: Sept. 7
Grade_____
Revisions_____
Final Grade______

The Novel
GIRL IN TRANSLATION Essay Unit

Planning due: Sept. 20
Peer Review: Sept. 24
Final Draft due via email: coasabirenglish1B@gmail.com Sept. 27 12 noon
Grade_____
Revisions_____
Final Grade______

Short Fiction
DANCE BOOTS Essay Unit Sept. 24-Oct. 9

Planning due with Essay Question: Oct. 11
In class essay October 16, 2012.
Students should bring in notes. If students want to bring in an introduction and conclusion, that’s fine too.  Include cyber assignments, book notes, also the IPS and outline electronically.

Email to: coasabirenglish1B@gmail.com

The Novel 2
Persepolis Essay Unit Oct. 18-Nov. 1

Planning due: Nov. 1
Peer Review: Nov. 6
Final Draft due via email: coasabirenglish1B@gmail.com  12 noon Nov. 7
Grade_____
Revisions_____
Final Grade______

Poetry
Indivisible Essay Unit Oct. 25-Nov. 15

Planning due: Nov. 13
In class essay: Nov. 15
Email to:  coasabirenglish1B@gmail.com
Grade_____
Revisions_____
Final Grade______

Poetry Group Project Nov. 20

Lesson Plan________

Activity_______

Comments from peers_______

Self-reflection on the process_________

Final Essay

Independent Project

Consultation: Oct. 25-Nov. 6
Planning due: Nov. 27
Peer Review: Nov. 29
Final Draft due via email: coasabirenglish1B@gmail.com Dec. 4 12 noon
Grade_____
Revisions_____
Final Grade______

Presentation: Dec. 4

Abstract________

Grade on Essay_______

Grade on Presentation _________

Instruction ends: Dec. 6, 2012

Course Portfolio due electronically by Friday, Dec. 14, 2012, 12 noon. Portfolio Workshop, Dc. 6, 2012. Bring all class work digitized. Send to coasabirenglish1B@gmail.com

Translating Oneself Cyber-Assignment

What does it mean to translate into something else? Whether this is one's language and culture or something as simple as metric into the English or "imperial system," we can probably agree that there is compromise and a give and take on the part of the less powerful system to the more powerful or dominant system, such as Kim faces when leaving China as a child and coming to America.

Using Topical Invention strategies, develop four thesis sentences: analogies, consequences, testimony, and definitions in an exploration of the topic: Translation. 

2. Peer Review using Microsoft Comment

3. The Dance Boots: Reading Strategies

4. Revision Strategies

Grants and Scholarships

http://web.peralta.edu/foundation/scholarships-and-grants/

Girl in Translation Cyber-Assignment

Today we completed the book, and with the completion of any task there was a certain amount of notalgic sorrow (smile). In a three (3) paragraph essay response, reflect on the journey with Jean Kwok. You can discuss the ending and any dangling threada which might make for a great sequel.

You could write a scene where you have Kim confront some of her demons still roaming around, especially regarding her fatherless son. Write a scene where Kim tells her son about his dad. Write the showdown when her son demands that his mother introduce Matt to him and what happens at that first meeting. Is it a "we are family" reunion party.

Have Kim reflect on her options as a single parent and choose another one where Matt is not left out.

Look at the women in the novel as perhaps archetypes, each an aspect of Kim's maturation into the fine determined woman she is by the end of the story. See Writing about Lit. 148-149.

Is Kim a super hero?

How would one position this book using a feminist lens? See Writing 144-145.

2. In Lit. Circles discuss the book using a variety of lens. Talk about essay topics and possible ways to approach a critique of the book. See "Writing Common Writing Assignments" (43). Also see "Writing about Stories" (57).

Our next book is The Dance Boots.  Bring to class Tuesday. It will be a fast read--not really, but we will read it quickly.  Keep reading logs.

3. Homework--Read "Writing about Stories" if you have not already done so (Gardner 57). Write the essay. Bring to class. We will meet in A-232 for a peer review. It can be a fast draft. The polished draft will be due electronically on Thursday, Sept. 27. I will try to get it back to you sooner than the essay on Mockingbird. I will be showing you a film either Tuesday or Thursday about Native American culture.
 

Cyber-Assignment and Calendar of Events

Today we had a library orientation with Professor Steve Gerstle. Reflect on the notion of academic research and what you learned today that will help you with your pursuits in higher education. Was anything demystified?

For me, I finally understand, thanks to Al's question the use of the asterisk in research (smile).

For homework: If you haven't already done so, complete the book. We'll look at themes and characters and develop tentative essay questions as we close this chapter on Kim.

The San Francisco Latino Film Festival is continuing through this weekend. Farai Chideya is in town interview Judith Jamison, former Artistic Director of Alvin Ailey American Dance Company. The Tuva throat singers are also in town with a new CD: Ancestor Call at The Great American Music Hall in San Francisco Friday night; there is a benefit for the Cuban 5 at Brava Thursday and a meet and greet at La Pena tomorrow (smile).

The Monterey Jazz Festival is this weekend too. I moderate a discussion on jazz and social movements at the Humanist Hall Saturday afternoon at 5ish. The day starts about 12 noon with a series of organizing workshops. I'd wanted to go to the jazz festival--maybe next year (smile).

Tonight, former US poet laureate Robert Hass reads from his latest book at the Hillside Club in Berkeley at 7:30 p.m. It's a benefit for KPFA radio. Tonight there is also a free film screening of Half the Sky at the San Francisco Main Library on Larkin, 100 Larkin followed by a panel discussion.

The film screens on PBS October 1-2, 2012. Check local listings: http://www.halftheskymovement.org/

I have to run. I am going to try to make it to the panel discussion (smile).

Freewrite Cyber-Assignment

Today we talked about the character Aunt Paula in Girl in Translation. The freewrite is to profile this character using examples from the text. Why does Kwok assign Aunt Paula redemptive characteristics? Is this typical in a super hero story?

Start looking more closely at Kwok's writing.

Homework:

Think about essay questions for this book. Continue reading. Do you have any questions for and of the characters? Make a list. Do you want to say "stop" to Kim, slap Aunt Paula or shake Ma? Why?

This is a chick book or fem fiction. Are there any strong male characters? Who are they? Is Kwok just as good as writing these characters as she is at writing her female characters? Make a list, compare and contrast these characters.


Announcement and reminder:

We meet in the COA Library Tuesday, Sept. 18, 2012 for an orientation. Bring your essay questions and any research questions you might have to discuss.

We listened to an interview with Jean Kwok on my radio show. It was taped in May 2011 when the author was on tour. She is the third interview into the show: http://www.blogtalkradio.com/wandas-picks/2011/05/04/wandas-picks-radio-show

War Poems Cyber-Assignment

Today students received a package of poems on "war." The assignment was to read three poems and respond to one in three paragraphs using one citation per paragraph: 1 free paraphrase; 1 shorter citation; 1 block quote or long citation (4+ lines).

If you have any questions look at Writing about Literature (chapter 2) and Hacker.

Post the reflection here. Do not forget the works cited section.


Homework

Keep reading. The reading assignment is posted below. We meet in A-232 on Thursday. Bring in some questions for Ma and Aunt Paula. We wrill write a dialogue between the two sisters and Uncle Bob.

Freewrite Cyber-Assignment

Today we reviewed how to cite paraphrases (Hacker 7th ed. 464-68, 473-477) and what is meant by "shared language." I loaned students Stewart Pidd's Paraphrase Progressions and Summary Secrets for a month. If you are one of those students send me an email with the title of the book in the heading.

One month from now is October 9, which is a Tuesday. You can return it on October 11. Put this date in your calendar.

We went on-line and with the help of classmates, students were able to locate resources on the College of Alameda Library database (14).

Post the summaries here. The summary should be minimally 3 paragraphs and include: 1 block quote, 1 shorter citation and 1 free paraphrase.

Put a works cited section at the end of the writing. Look at the post before approving it.

2. Literature Circles (handout)

3. Homework: Continue reading Girl in Translation (start writing logs). Bring Logs to class. We started reading in groups.

The Reading is as follows: For Tuesday, Sept. 11 read up to Chapter 5 (86). Prepare Chapter 5 & 6 (87-130) for Thursday, Sept. 13; Chapter 8-9 (156-203) for Sept. 18; Chapter 10-12 for Sept. 20; Finish the book over the weekend for Sept. 25. Essay plan due Sept. 25 as well.

Essay due Sept. 26 for peer review and discussion. Final draft due October 2 for another peer review. We will meet twice this week in A-232.

We will also start at the end of September - October: The Dance Boots. We will look at short fiction and poetry this month. In November students will do their independent reading, prepare a poetry group presentation and read Persepolis, which will have an essay due this month as well.

The final presentations of the independent reading will be in December. The final essay will be due then as well.

The essay for The Dance Boots and for the Poetry Unit will be in class essays. The Dance Boots essay will be the midterm.

I will give you dates later.

Paper Extensions and Library Orientation

Quite a few students did not have their essays today. If these students have a peer review outside of class, and submit the portfolio correctly, they can have full credit if submitted by Thursday, Sept. 6, 2012, 8 AM.

Students who had the peer reviews using Microsoft Comment can submit their essays before, however, no later than, Thursday at 8 AM too.

We meet in A-232 on Thursday. Bring a published review from a credible source. Use the library database to find an article. If you need help, ask a librarian. Read the review before we meet. The freewrite will be to write a summary--3 paragraphs


Mark your calendars

We have a library orientation Tuesday, Sept. 18, 2012, 9-10:20. We meet in the library.

Writing Workshop

After we reviewed the Qualities of Good Writing, students then opened their essays in Microsoft Word and practiced "Microsoft Comment."

The questions to consider are: What works best, and why? What didn't work well, and why?

We reviewed pp. 28-29 and 25-27 in Writing about Literature.

Homework: Bring in a published review of Girl in Translation. Write a summary as well and bring both the summary and article in to share.


To Kill a Mockingbird Essay Portfolio

1. Final draft of essay

2. Initial Planning Sheet

3. Outline, if any

4. Peer Review with Comments

5. Cyber-Assignments

thursday, august 23, 2012

To Kill a Mockingbird Cyber-Assignment
Today we read aloud the dramatic adaptation of Harper Lee's stunning novel, To Kill a Mockingbird,by Christopher Sergel. We got up to page 51. The all star student cast was spectacular (smile). We will continue next week.

Homework is to write a reflection on the work. Discuss the plot, characters, themes, etc. in short 250-500 words. Respond to a classmate's post. The assignment is due by Monday.


thursday, august 30, 2012

Cyber-Assignment
Please post your research question for To Kill a Mockingbird. Secondly, fill out an Initial Planning Sheet. Third, find a scholarly article about To Kill a Mockingbird.

Today's plan:

1. Freewrite

2. Group Activity: Character profiles around a theme. Post here as well.



Paste and Attach all of this in an email to me: coasabirenglish1B@gmail.com

Freewrite Cyber-Assignment

1. Define the qualities of good writing. Use Writing about Literature as a reference.

The response should be at least 3 paragraphs. Use one direct quote, in one of the paragraphs. If you like, you can use one citation per paragraph. Very between short direct quotes, free paraphrases and block quotes.

Use this format for all cyber-assignments.

2. Peer-Reviews of the To Kill a Mockingbird Essay.

3. Assembly of essay portfolio. Demonstration.

4. Girl in Translation. Find a published book review from a credible source. Look at currency re: Democratic National Convention re: immigration.

5. Homework: Find a published book review from a credible source. Bring in a summary of the review long with a copy of the review.

Cyber-Assignment

Please post your research question for To Kill a Mockingbird. Secondly, fill out an Initial Planning Sheet. Third, find a scholarly article about To Kill a Mockingbird.

Today's plan:

1. Freewrite

2. Group Activity: Character profiles around a theme. Post here as well.

3. Writing about Literature

4. Homework: Write the essay. The essay should be 3 pages or 750 words, minimally. The 4th page would be the works cited, a fifth would be a bibliography.

I changed my mind. Let's meet in A-232. I want students to email me their essays. Send the work to yourself electronically so we can assemble the essay portfolio together. You do not have to print a copy.

Just some thoughts and a recap of the homework

I gave students copies of the syllabus. For some reason, I didn't print the copy on the website. So read the one here, so you can see both assignments.


We completed To Kill a Mockingbird. It was a grand performance with multiple curtain calls (smile). Homework is to develop an essay question. We looked at the section in Writing about Literature on common writing assignments; however, what students need to think about is how they can use the literature to illustrate the point. The play is not incidental to the essay, rather it is central to the proof.

Take for example this question: How does Atticus's life exemplify moral character? If there is an antagonist or antihero, who is cast in this role?

There are many examples of darkness and light in To Kill a Mockingbird, from Dill's hair and Atticus's decorative lights at the town jail, to seasonal storms and more than one shadowy past. How does Harper Lee use light and its absence to heighten pivotal moments in the play and in her development of the internal lives of her characters?

One aspect of To Kill a Mockingbird which lingers is its voices, one specifically is its narrator's or Scout's, a.k.a. Jean Louise. How is Scout both a perfect and flawed vehicle for the job? How does her presence impact the story and propel it forward?

Talk about her development and what changes over the period the story encompasses.

Talk about the mockingbird as leimotif or recurring theme associated with a particular person, place or idea (http://en.wikipedia.org/wiki/Leitmotif). I am thinking about Arthur, the candy or gum, the shiny pennies.

To Kill a Mockingbird is a story about fathers and daughters. Talk about the relationship between Atticus and Scout and Mayella and her father and how different the two girls turn out to be and why. This perhaps is related to the environment the girls grow up in and how the fathers respond to social pressures.

Central to the story is how people treat each other. Chose a few characters and talk about the relationships and how these relationships support Lee's story or perhaps tell it too. Look at Mayella and the black man who helps her; he is crippled, yet so is she. Talk about Dill whose relationship with his parents is strained. What about Scout's brother who ruins his neighbor's garden, so he reads to her to help take her mind off morphine--

There is something to be said about health as a communal condition. If our community is sick, that is, it participates in ideology which is harmful then the members of that community can and often become infected, unless immunized by strong moral medicine. Atticus seems to have this kind of metabolism and he shares his immunity with his family and community, those willing to listen.

Would you say there is something heroic almost in Atticus's personality? Who are the other heroes in this story? Is Tom Robinson a hero? What about Boo?

See http://www.sparknotes.com/lit/mocking/characters.html

English 1B Syllabus for Fall 2012 at the College of Alameda

Professor Wanda Sabir

Class code: 40009 Lec 09:00-10:50 AM TTh Sabir meets in A 200 at COA

Class Meetings: August 21-Dec. 6; Holidays: 9/3; 11/12; 11/22-25
Final Exam Week: Dec. 10-14 (Portfolios due via e-mail by Dec. 14)

Last Day to file for PASS/NO PASS Grading Option for Regular Session Classes: Sept. 10
Drop dates: Sept. 1 (w/refund); Nov. 17 (w/W).

Syllabus for English 1B: College Composition and Reading Course
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 students will 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, and dramatic literature or plays. 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 film(s). 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. 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, located in a suite of offices numbered from D-216.

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).

This semester, 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 Thursday, August 30, 2012. 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 31, 2012, 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

Reading:

Recognize the relevance of the power of story in the public and private sector

and use this understanding to shape the outcomes of various situations and

projects.

Identify logical fallacies in written materials in order to make effective decisions

and express ideas clearly.

Critical Thinking:

Evaluate and use evidence to support assertions, enhancing effectiveness as a

team member.

Writing:

Write coherent, organized reports, summaries, evaluations, and records.

Articulate ideas clearly so that all team members understand, thus moving a

project or a program forward.


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, 9:30-10:30 AM and on MW by appointment. I am also available after 3:30 PM Tuesdays and Thursdays by appointment. I will be offering a Writing Workshop using Stewart Pidd Hates English beginning Monday, Sept. 10, 9:30-10:30 for 4 consecutive weeks or through Oct. 1. 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. Sixth or Seventh edition. Bedford/St. Martins. (If you don’t already have such a book.)

A college dictionary. I recommend American Heritage.

Additional 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.

To Kill a Mockingbird Cyber-Assignment

Today we read aloud the dramatic adaptation of Harper Lee's stunning novel, To Kill a Mockingbird,by Christopher Sergel. We got up to page 51. The all star student cast was spectacular (smile). We will continue next week.

Homework is to write a reflection on the work. Discuss the plot, characters, themes, etc. in short 250-500 words. Respond to a classmate's post. The assignment is due by Monday.

In Writing about Literature read pp. 1-15; 92-93; look at the box on page 106. Next week we will look at Chapter 2, pp. 16-42 and Chapter 3, Common Writing Topics (43).

Chapters 1-2 should be review work. If it is not, let me know.

If the response to Mockingbird doesn't fit, post in segments. Let us know it is continued or part one and part two.

Day 1

Today we read the introductory letter, then skipped into the Farai Chideya narrative piece "On Respect: Diary of a mad, bad, sad and ultimately glad black woman." After Portia and Anna read this aloud, we briefly discussed it and then broke into smaller groups for further discussion where students were to produce a three paragraph summary to post here.

The summary is to include a citation per paragraph. These citations can be direct and free paraphrases.

Thursday, the plan is to watch a film: We Still Live Here, to prepare for The Dance Boots. Bring the collection of short fiction to class, along with Hacker and Writing about Literature.

Letter of Introduction

Letter of Introduction
17 August 2012

Dear Students:

Today is the Honorable Marcus Mosiah Garvey’s birthday. Born in St. Anne’s Parish in Jamaica, he is perhaps the most influential black leader of the 20th century. I hosted a radio show this morning from home (programmed two hours earlier to accommodate Staff Dev.), before waking my nephew at 7 AM, pouring his cereal into a bowl, slicing a banana and taking the almond milk out of 'fridge and placing all of this, plus a spoon and a napkin on a silver tray, all the while continuing my conversation with my radio guest (smile).

Michael Ross, curator of the exhibit: "Race: Art Before Answers," (sfpl.org) never knew (smile). After my concluding remarks, I played on a song: Umoja’s “Yesterday’s Lettuce”—quite an image right? Put the phone which had been on mute on speaker as well, told Chris to take his cereal to the car, set the alarm, raced out the door and headed for the campus.

We were 5 minutes late.

I usually write a letter to students each semester, kind of an ice breaker—humanizing perhaps for students or faculty who really believe they walk on water (smile). This teacher doesn’t even swim, but she does love a good aerobic workout in the pool—Zumba, anyone? Ramadan ends this weekend as well—I didn’t fast, so I fed quite a few hungry people in Timbuktu, Republic of Mali and near Jack London Square I gave a woman, clearly high who asked for money for a burger. When my friend and I said we’d walk with her up to Nation’s, she said she wanted to get on a bus and sleep—that she was pregnant and tired. She was so full of game, she was lost on the board (smile). I couldn’t find any money so went to the ATM nearby and gave her a $20.00 bill and my good wishes. My friend said, she might not have noticed that it was a $20, she was so high. I hope she counts her change, but I’d already released that energy.

I hope your summer was fun and exciting and that you are prepared for classes. I’m sure, especially if you attended summer school, that this semester came sooner than anticipated. I taught English 1A this summer, so I feel rested and almost ready for the new academic year (smile).

My plan was to get this letter or at least the syllabus with the books we'd be using listed, so those of you who wanted to buy books on Half.com or Amazon -- a cheaper option than the college book store would be able too--that idea is gone, unless you use expedited shipping.

This semester we are back to looking at Tupac Shakur's life and the circumstances, some beyond his control that shaped the man and artist he became. A wordsmith, he certainly let the life he witnessed (often first hand) inform the palate he painted from. Not perfect, he like other young men felled before they reached maturity never had the opportunity to truly reflect on his life and make the transformation those who knew him well, knew he was capable of.

Yet, for the flawed spirit journeying he was, certainly his life was absolutely remarkable and instructive, which is why he lives today and is the subject of scholarly discourse in books we will read such as Michael Eric Dyson’s Holler If You Hear Me: Searching for Tupac Shakur, Jasmine Guy's Afeni Shakur: Evolution of a Revolutionary, and Tupac Shakur's The Rose that Grew from Concrete.

We will also use Diana Hacker's Rules for Writers and Gerald Graff & Cathy Birkenstein's They Say, I Say: The Moves that Matter in Academic Writing.

I saw most of these books in the campus book store this week. I didn't see They Say or Stewart Pidd Hates English.

Many young people and elders too, find Tupac's work inspiring. Many also confuse the artist's vast work with his life. They see his work as solely autobiographical, rather then that of a gifted man who was creative. We will read scholarly work by Michael Eric Dyson.

We give human attributes to time, like “time runs, flies, and is fleeting,” time actually moves the same or not at all—maybe we’re the ones who are moving, our cosmic body of water this thing called time—invisible with visible consequences—lines, aches, sadness.

However we define this illusive phenomena—time, we need to make the most of our brief flash in the universe or on this planet earth. Given the finite nature of life, if we don’t take advantage of the time—I am intentionally redundant, to refine the talents we have been given or developed to get from here to yonder we might look up years later, older but no wiser.

Obviously, your presence in this classroom means you respect the passage of time and have decided to actively engage this process by not passively letting it pass you by. Your presence, says to me that you want to be an active not passive observer in this phenomena—aging, developing, growing, deteriorating. Each moment, we die a little, so this writing, this active engaging of oneself in one’s life is like planting a stake on the moon, a stake that says, I am here, I was here, and I will be here, even after I am no longer visible.

Life is a gift; we don’t want to waste it. That said, you might be here under duress. Sometimes life circumstances dictate that we try new activities, change old ways and develop more positive habits. Reflection, in the form of reading and writing is one of the most productive ways to spend one’s time, especially when one is trying to figure out what one plans to do with this finite time each of us has been given.

Well, before my 10 minutes on the computer are up let me tell you a bit about this semester and what you can expect:

The theme is hip hop culture in its purest form, by this I mean hip hop from its inception or the roots of the genre or musical form. In a few classes—I teach four classes, three preps: English 201, English 1A and English 1B, we explore the life of Tupac Shakur, a controversial, charismatic and creative architect in this movement. We will read books about him, reflect on him in our research and look for other artists who are also using their craft to better society—

Hip hop culture has influenced youth globally, and in my English 1B we will reflect on this global movement via the various aesthetic forms of expression: poetry, music, dance, theatre, spirituality, politics, visual arts, and media such as photography and journalism.

Though you might find the class fun, or entertaining, we are scholars, so the music and the videos, even the fieldtrips to concerts, all have a written component—the discourse is documented in what is called essays—short 250 word reflections and longer pieces depending on the assignment. We will have some assignments due on-line on the class blog called cyber-assignments and others will be due in class.

My office is D-219. I will give you my cell phone number. Office hours will probably be Monday-Wednesdays between 9-11 AM and perhaps Tuesdays-Thursdays after after 3:20 PM by appointment. I am not on campus on Fridays.

We will meet in a classroom in the A-bldg. with technology on Thursdays for the M-Th, T/Th classes. More on this later.

English 1A Composition and Reading (2 classes)
Class code: 400002 Lec 08:00-8:50 AM MTWTh Sabir meets in A 202 at COA
Class code: 400008 Lec 11:00-11:50 AM MTWTh Sabir meets in C113 at COA

English 1B Composition and Reading
Class code: 400009 Lec 09:00-10:50 AM TTh Sabir meets in A 200 at COA

English 201A Preparation for Composition and Reading
Class code: 40018 Lec 01:30-3:20 AM TTh Sabir meets in A 200 at COA

English 201B Preparation for Composition and Reading (meets concurrently with English 201A)
Class code: 40022 Lec 01:30-3:20 AM TTh Sabir meets in A 200 at COA

I highly recommend SPHE. It is required for English 201 and English 1A. Deceptively simple, the book is useful for all college writing levels as a refresher and also as an introduction to essay writing for college. SPHE gives students the language to talk about their writing and the skills to intentionally produce competent essays.

Students analyze the character Stewart Pidd’s essays and grade his essays by critiquing this work in essays they compose. The authors tell students how to write these essays and the assignments are prescriptive. Many essays are written in class and the exercises are also run in class. The book grows more complex as skills increase.

I received good feedback on the text from some of my more accomplished writers in English 1A over the years. Many still hate it though, and other students say they learned a lot about writing that they hadn’t know before. We are literally going to whiz through Pidd in English 1A. We will decide during the first two weeks if we need to complete Pidd or if student writing is up to standard already.

I have no tolerance for sloppy writing. Sloppy writing, my definition, is not writing that is illegible. Everything submitted formally is typed. No, sloppy writing is writing that is so drafty one needs a winter coat. There are grammatical errors left unchecked such as comma splices, run-on sentences, misspelled words, vague pronouns, subject-verb disagreement (smile), parallel structure errors, confused words, contractions, too many be-verbs and be-verb constructions like present participles, expletives, passive voice, subject complements, problems with comparisons. . . . All of this is covered in SPHE.

If English 1A fails the pre-tests, then we will run SPHE first. In English 201, we will definitely run SPHE first. We will use film, Rose and perhaps Evolution to liven up the often dull Pidd. Grammar is not exciting, but it is necessary.

We will start with the Jasmine Guy book and Tupac's collection of poetry, just because these books are easier to read. We will conclude with Dr. Dyson. I usually start with Dyson, students will have to let me know how this new system works.

The fourth book will be student choice. The book can be an autobiography or fiction related in some way thematically to our discussions this semester: personal transformation, choice vs. destiny, hip hop culture, the hero's journey, education for liberation, social movements like the Black Panther Party for Self Defense, Art for Social Change.

We will complete the first two books in the first month, then complete the last two books over a month as well, leaving the final month for research. The final paper is to identify and profile a social entrepreneur.

Keep all of your work, this is a portfolio based class. More on this later.

Academic Blogs
Here is a link to older posts in this topic (English 1A)http://professorwandasposse.blogspot.com/search?q=michael+eric+dyson

English 201
http://professorsabirsposse.blogspot.com/

English 1B
http://poeticsrapandtothersocialdiscourses.blogspot.com

I have not forgotten you (smile). In English 1B, we are not using Hip Hop culture as a theme. I have in the past, but not this semester. Students in this class will look at women's writing. The books have been used in past semesters, so you can check the academic blog for content.

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 and dramatic literature. 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, a poetry unit, which involves group research and a presentation. The final essay and presentation are due the final two weeks of class.

The selection can be two short poems or a longer one, a novel, another play or a short story.

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. 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:
3. 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 re: literature (book)


Textbooks Recap for English 1B:

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.

Students need a grammar/style text book. I recommend.

Hacker, Diane. Rules for Writers. 6-7th Editions. Boston/New York: Bedford/St. Martins. Print.

A college dictionary. I recommend American Heritage.

Textbook Recap for English 1A

Dyson, Michael Eric. Holler If You Hear Me. Basic Civitas Books, 2001. Print. ISBN: 0-465-01756-8 (or latest edition)

Graff, Gerald and Cathy Birenstein. They Say, I Say: The Moves that Matter in Academic Writing, Second Edition. New York: W.W. Norton & Company, Inc., 2010. Print.

Guy, Jasmine. Afeni Shakur: Evolution of a Revolutionary. Atria Books, 2004. Print. ISBN: 0-7434-7054-0

Hacker, Diane. Rules for Writers. 6-7th Editions. Boston/New York: Bedford/St. Martins. Print.

Pollitt, Gary, and Craig Baker. Stewart Pidd Hates English: Grammar, Punctuation, and Writing Exercises. Fullerton: Attack the Text Publishing, 2011. Print.

Shakur, Tupac Amaru. The Rose that Grew from Concrete. Pocket Books,1999. Print. ISBN: 0-671-02844-2

Students also need a dictionary. I recommend: The American Heritage Dictionary. Fourth
Edition.

Textbook Recap for English 201

Shakur, Tupac Amaru. The Rose that Grew from Concrete. Pocket Books, 1999. ISBN: 0-671-02844-2

Guy, Jasmine. Afeni Shakur: Evolution of a Revolutionary. Atria Books, 2004. ISBN: 0-7434-7054-0

Dyson, Michael Eric. Holler If You Hear Me. Basic Civitas Books, 2001. ISBN: 0-465-01756-8 (or latest edition)

Pollitt, Gary, and Craig Baker. Stewart Pidd Hates English: Grammar, Punctuation, and Writing Exercises. Fullerton: Attack the Text Publishing, 2011. Print.

Students also need a dictionary. I recommend: The American Heritage Dictionary. Print. Fourth Edition.

It might seem as if I am the absent-minded professor, but I am no Fred MacMurray (actor). I expect students to come to class prepared, to be respectful of differing opinions, to not waste our time pontificating. Contributions to the discourse are welcome especially those comments that expand and further the discussion. It is fine sometimes to listen and ask questions.

Today Giao Bui and Karesha Lillard presented a Lecture on Sound and Sense and Meter. One of their examples was The Darkling Thrush by THOMAS HARDY 1840–1928. I was curious about the poems form and looked it up. The first link was a reputable, more scholarly and formal site: Poetry Foundation.

http://www.poetryfoundation.org/poem/173590#about


The second was more fun, although the writer knows his or her poetry forms. The language was a lot more informal almost conversational. Certainly if the author's intention was to make poetry forms more accessible to a non scholarly audience, then I believe they are doing a great job. Here is their link: http://www.shmoop.com/darkling-thrush/ I read this in class: http://www.shmoop.com/darkling-thrush/rhyme-form-meter.html

Another interesting note is at: http://www.enotes.com/darkling-thrush The poet wrote this poem at the start of a new century (1900), one he hadn't known he'd see at the old age of 60. Imagine that?! A woman who lives in East Oakland just made 115 this week.

From the London Guardian

"Thomas Hardy's "The Darkling Thrush" was originally called "The Century's End, 1900" and was first printed in The Graphic on 29 December of that year. "A deleted 1899 on the manuscript suggested he had written it a year before," Claire Tomalin tells us in her biography, Thomas Hardy: The Time-Torn Man. Earlier in the same book, Tomalin memorably describes Hardy as a child, waiting each evening for the setting sun to light up the red-painted staircase in the family house, at which point he would recite an "evening hymn" by Sir Isaac Watts, beginning 'And now another day is gone,/ I'll sing my maker's praise.' 'The Darkling Thrush'seems oddly to recall that scene.

"It is one of Hardy's most lyrical poems, musical in execution, metaphor, theme, and even title. The Keatsian word 'darkling' simply means 'in the dark,' but it has the sound of a preludial shimmer of birdsong. Visually, too, it prepares us for the image of the 'aged thrush, frail, gaunt and small,/ In blast-beruffled plume … ' Another use of the -ling suffix is to produce a diminutive of a noun (as in gosling, duckling, sapling, etc.) and though this isn't what is happening etymologically, in 'darkling' we pick up a distant sense of it, and therefore of the bird's littleness and exposedness in his bare tree. . .' (http://static.guim.co.uk/sys-images/Books/Pix/pictures/2009/12/28/1261998406123/A-song-thrush-002.jpg).

Homework is to submit the Poetry Essay. Students were to analyze a poem(s) from Indivisible. Other homework is to start the portfolio narratives. There are 2-3 handouts from Writing with a Thesis and Diana Hacker Rules for Writers (Global Revisions). Bring Hacker to class tomorrow.

In Indivisible we are to read "Public Benefits" (14-15) and follow the assignment on the slip of paper our presenters gave us. Post your comments on the presentation here. What worked well and what you learned. Presenters post your self reflections.

Monday we had another presentation: Brittany, Miriam, and Sara on "Imagery in Poetry." I didn't get the exercise; however, students can post the answers to the exercise and a response here. Presenters comment on the experience and what you learned.

Audience, comment on what worked best.

Wednesday, we will look at Revision and the Portfolio Narratives. I have posted a portfolio checklist here as well. There are three other students who are to present. We can start tomorrow with their presentations.

Persepolis is now an extra credit essay. Students can submit it with the portfolio in the extra credit section. I will show you the author interview Thursday.

Next week, Monday, March 21, 2012, I will host a portfolio workshop, 9-12 and 1-3 in either A-205 or A-232. Our final is Friday, May 25, 8-10 AM in C-211. It can be a potluck if you like. Let me know.

The course portfolios are also due this day by 12 noon. Graduation is Friday, May 25 as well.

The poetry essay was due today via Internet: coasabirenglish1B@gmail.com