Hilarious, tragic, stirring, this fly-on-the-wall look at several weeks in an Iranian divorce court provides a unique window into the intimate circumstances of Iranian women's lives. Following Jamileh, whose husband beats her; Ziba, a 16 year old trying to divorce her 38 year old husband; and Maryam, who is desperately fighting to gain custody of her daughters, this deadpan chronicle showcases the strength, ingenuity, and guile with which they confront biased laws, a Kafakaesque administrative system, and their husbands' and families' rage to gain divorces. With the barest of commentary, Longinotto turns her cameras on the court and lets it tell its own story. Dispelling images of Iran as a country of war, hostages, and fatwas, and Iranian women as passive victims of a terrible system, this film is a subtle, fascinating look at women's lives in a country which is little known to most Americans.
From: http://freedocumentaries.org/int.php?filmID=262
See also: http://www.wmm.com/filmcatalog/pages/c454.shtml
Monday, July 11, 2011
Week 4: Day 1 The Plan (smile)
Post character profiles and lists here. Post freewrites here as well.
From the board:
1. Draw (not literally) a character profile of Marjane Satrapi's protagonist. Include page numbers. At the same time make a list of references she makes which need further inquiry, again, include page numbers.
2. Freewrite from Indivisible: Meena Alexander (143-147); Dilruba (157-163); Pramila Venkateswaran (164-169); Reena Narayan (170-175). Choose one writer.
3. Divorce Iranian Style. Dir. Kim Longinotto & Ziba Mir-Hosseini
4.Homework--Bring in two scholarly article references that explicate or support the narrative.
Here is a link to the download e-book: http://pdfwiki.blogspot.com/2008/02/persepolis-1-2-marjane-satrapi.html
5. Read up to "The Croissant" in Persepolis.
From the board:
1. Draw (not literally) a character profile of Marjane Satrapi's protagonist. Include page numbers. At the same time make a list of references she makes which need further inquiry, again, include page numbers.
2. Freewrite from Indivisible: Meena Alexander (143-147); Dilruba (157-163); Pramila Venkateswaran (164-169); Reena Narayan (170-175). Choose one writer.
3. Divorce Iranian Style. Dir. Kim Longinotto & Ziba Mir-Hosseini
4.Homework--Bring in two scholarly article references that explicate or support the narrative.
Here is a link to the download e-book: http://pdfwiki.blogspot.com/2008/02/persepolis-1-2-marjane-satrapi.html
5. Read up to "The Croissant" in Persepolis.
Thursday, July 7, 2011
Essay 3: Writing about the Play
One of the differences between fiction and theatre or writing for theatre is as one student put it in the freewrite, the dialogue. Almost everything happens between what is said and what is left out of the verbal discourse. Language is very important in all writing, and crucial in theatre.
Writers are told often to "show not tell;" however in theatre, one has to show because they audience won't be able to read the play afterward, even if he or she wanted to. Theatre is an immediate experience. The audience and the cast are creating meaning with each other. It is real time, you are a participant as is the elements like weather if it is an outdoor theatre (Ashland in Oregon, Bruns in Orinda).
So for this essay, think about the literary devices Lynn Nottage uses so well to grab and hold audiences. Look at her characters and how what they say both surprises and captivates you. Writing about themes is an easy way to write about literature. Writing about character and showing how language shapes character and how this language drives story and plot, might be harder to write, but you can try your hand at it (smile).
Essay 3 is due by Sunday, July 10, 2011, 12 noon. Be sure to attach and paste the entire portfolio which includes: The first draft written in class today, the completed draft with peer comments and the final draft with planning (Initial Planning Sheet and Outline). It is okay if the planning changed between today's draft and the final draft. Write a note for me.
Everyone should also have a bibliography including your book review and author profile.
The essay should be about 750 words or three pages. The fourth page is the works cited and the fifth page is the bibliography.
For this essay I will be looking at risk taking (smile). I will also continue to look at interpretation of major themes and motifs in the text and how well students integrate the text into such analysis.
I am still seeing too much plot summary. Give a brief synopsis and then tell us what you have discovered; what excites you about this particular piece of literature.
War is a hard topic to write about. Ruined is an exploration of war from the inside.
How does Nottage do this? Who and what are the weapons? Who and what are the casualties? Does war have anything to do with winners and losers? If not, why are there so many wars? What do all wars have in common?
Is this a universal story? How?
Writers are told often to "show not tell;" however in theatre, one has to show because they audience won't be able to read the play afterward, even if he or she wanted to. Theatre is an immediate experience. The audience and the cast are creating meaning with each other. It is real time, you are a participant as is the elements like weather if it is an outdoor theatre (Ashland in Oregon, Bruns in Orinda).
So for this essay, think about the literary devices Lynn Nottage uses so well to grab and hold audiences. Look at her characters and how what they say both surprises and captivates you. Writing about themes is an easy way to write about literature. Writing about character and showing how language shapes character and how this language drives story and plot, might be harder to write, but you can try your hand at it (smile).
Essay 3 is due by Sunday, July 10, 2011, 12 noon. Be sure to attach and paste the entire portfolio which includes: The first draft written in class today, the completed draft with peer comments and the final draft with planning (Initial Planning Sheet and Outline). It is okay if the planning changed between today's draft and the final draft. Write a note for me.
Everyone should also have a bibliography including your book review and author profile.
The essay should be about 750 words or three pages. The fourth page is the works cited and the fifth page is the bibliography.
For this essay I will be looking at risk taking (smile). I will also continue to look at interpretation of major themes and motifs in the text and how well students integrate the text into such analysis.
I am still seeing too much plot summary. Give a brief synopsis and then tell us what you have discovered; what excites you about this particular piece of literature.
War is a hard topic to write about. Ruined is an exploration of war from the inside.
How does Nottage do this? Who and what are the weapons? Who and what are the casualties? Does war have anything to do with winners and losers? If not, why are there so many wars? What do all wars have in common?
Is this a universal story? How?
Week 3: Day 4
Today we listened to four selections from Ise Lyfe's Pistols and Prayers: "God Fell from the Sky One Day"; "Cost of Apathy"; "Jan. 3, 2007--Ghana West Africa"; "Cups and Chairs".
Respond to one or all and to each other (at least one classmate). We are still in the world of Ruined--there is a thematic connection between Pistols and Ruined. You might look at: perceptions of women; male female relationships; colonization; war and its weapons, etc.
2. Writing about Plays
3. Homework: con't reading Persepolis. Read up to "The Soup." If you are
a slow reader, read more. Bring in Indivisible as well for next week. We'll take some of our freewrites from the collection of poems.
Respond to one or all and to each other (at least one classmate). We are still in the world of Ruined--there is a thematic connection between Pistols and Ruined. You might look at: perceptions of women; male female relationships; colonization; war and its weapons, etc.
2. Writing about Plays
3. Homework: con't reading Persepolis. Read up to "The Soup." If you are
a slow reader, read more. Bring in Indivisible as well for next week. We'll take some of our freewrites from the collection of poems.
Wednesday, July 6, 2011
Week 3: Midterm Cyber-Assignments
Yesterday we started reading Lynn Nottage's Ruined. It is a play about war and its effect on women. Students were to do background research on the play and its author, as they reflect on the work so far (we didn't complete it).
What does it mean to be "ruined?" Look at the play and do a close reading of a scene or character around a certain theme. Don't forget to use citations to support or prove your claims.
Day 2, Week 3
Today we talked about Ruined and what we know about Nottage--For today's freewrite respond to the following questions:
How is theatre more immediate than fiction? How is the audience's commitment more direct?
From the reading: "Writing about Plays," summarize some of the key points and use Ruined to illustrate them.
Homework:
Continue with the background research. If you haven't visited the Berkeley Rep website to see what was written about Ruined, do so. Chose a theme related to Ruined and develop a plan for our weekly essay.
One idea is to look at Love during a time of warfare. One could also look at the many faces of survival during war as relates to women and men. Another topic is how poetry helps the character Christian survive the war.
One could also define ruined in its multiple definitions as embodied by so many in the play. What is Lynn Nottage saying about humanity in this work?
Each essay needs to have at least 2 articles related to the topic included in the bibliography. One should be scholarly.
What does it mean to be "ruined?" Look at the play and do a close reading of a scene or character around a certain theme. Don't forget to use citations to support or prove your claims.
Day 2, Week 3
Today we talked about Ruined and what we know about Nottage--For today's freewrite respond to the following questions:
How is theatre more immediate than fiction? How is the audience's commitment more direct?
From the reading: "Writing about Plays," summarize some of the key points and use Ruined to illustrate them.
Homework:
Continue with the background research. If you haven't visited the Berkeley Rep website to see what was written about Ruined, do so. Chose a theme related to Ruined and develop a plan for our weekly essay.
One idea is to look at Love during a time of warfare. One could also look at the many faces of survival during war as relates to women and men. Another topic is how poetry helps the character Christian survive the war.
One could also define ruined in its multiple definitions as embodied by so many in the play. What is Lynn Nottage saying about humanity in this work?
Each essay needs to have at least 2 articles related to the topic included in the bibliography. One should be scholarly.
Thursday, June 30, 2011
Essay 2: The Novel
Essay 2 is due by 12 midnight, Friday, July 1, 2011. Be sure to attach and paste the entire portfolio which includes: The first draft written in class today, the completed draft with peer comments and the final draft with planning (Initial Planning Sheet and Outline). It is okay if the planning changed between today's draft and the final draft. Write a note for me.
Everyone should also have a bibliography including your book review and author profile.
The essay should be about 750 words or three pages. The fourth page is the works cited and the fifth page is the bibliography.
For this essay I will be looking at how will you integrate the text into your analysis. We have been looking at motifs and symbols, myths and characters who are bigger than the contemporary story that houses them. Kim we agreed is a heroine. She is flawed, but a heroine nonetheless.
Several students were concerned about their thesis sentences. Don't worry. Write the paper, sometimes the act of composition helps the writer clarify his or her thoughts.
Events this weekend:
Visual Word: Poetry through Photography, curated by TaSin Sabir, at Joyce Gordon Gallery, 406 14th Street, Downtown Oakland, CA, (510) 465-8928. The reception Friday, July 1, 2011, 5:30 to 9 p.m. is free. The exhibit is up through August 29, 2011.
SF Mime Troupe at Delores Park in San Francisco this weekend. Visit http://www.sfmt.org/index.php
The Tony Award-winning SF Mime Troupe opens July 4th in Dolores Park with its 52nd season premiering "2012 - The Musical!"
A small political theater company, Theater BAM!, finds itself at a crossroads: should they keep telling the stories they feel can change the world (and starve while telling them), or feed at the corporate trough, sell out, and be the mouthpiece for The Man. Tough decision. But before having to make it, they are offered an artistic commission that may save the company; all they have to do is create a new play, "2012 - The Musical!" But is it political? Will it keep with the company's original mission? What's the true purpose of this frivolous production, and who's really bankrolling the thing?
July 15, 2011
Persepolis, Texas
Maryam Farnaz Rostami
Presented as part of CounterPULSE’s Summer Special
http://counterpulse.org/category/events/upcoming/
JUL 15-17, FRI-SUN at 8PM
$20 General Admission ($15 CounterPULSE Members)
Persepolis, Texas is the story of how a little girl born to Iranian parents and raised in the suburbs of Texas came to become a drag queen in San Francisco, California. Using narrative, devised movement and drag, Maryam Farnaz Rostami will take us to the Wild West, a nouveau-traditional Iranian living room, a suburban public school, and at Persepolis itself and explore how where we’re from makes who we are.
Next week at the San Francisco International Arts Festival:
http://www.sfiaf.org/
Their is more theatre at Marsh Theatre in both Berkeley and San Francisco. Visit http://www.themarsh.org/
I have seen Don Reed's E-14th, Brian Copeland's Not a Genuine Black Man, and Dan Hoyle's The Real Americans. I want to see Dan's father's piece, Old Geezer ,the Marsh Youth and Marga Gomez. I also want to see Tales of the City at ACT-SF.
Everyone should also have a bibliography including your book review and author profile.
The essay should be about 750 words or three pages. The fourth page is the works cited and the fifth page is the bibliography.
For this essay I will be looking at how will you integrate the text into your analysis. We have been looking at motifs and symbols, myths and characters who are bigger than the contemporary story that houses them. Kim we agreed is a heroine. She is flawed, but a heroine nonetheless.
Several students were concerned about their thesis sentences. Don't worry. Write the paper, sometimes the act of composition helps the writer clarify his or her thoughts.
Events this weekend:
Visual Word: Poetry through Photography, curated by TaSin Sabir, at Joyce Gordon Gallery, 406 14th Street, Downtown Oakland, CA, (510) 465-8928. The reception Friday, July 1, 2011, 5:30 to 9 p.m. is free. The exhibit is up through August 29, 2011.
SF Mime Troupe at Delores Park in San Francisco this weekend. Visit http://www.sfmt.org/index.php
The Tony Award-winning SF Mime Troupe opens July 4th in Dolores Park with its 52nd season premiering "2012 - The Musical!"
A small political theater company, Theater BAM!, finds itself at a crossroads: should they keep telling the stories they feel can change the world (and starve while telling them), or feed at the corporate trough, sell out, and be the mouthpiece for The Man. Tough decision. But before having to make it, they are offered an artistic commission that may save the company; all they have to do is create a new play, "2012 - The Musical!" But is it political? Will it keep with the company's original mission? What's the true purpose of this frivolous production, and who's really bankrolling the thing?
July 15, 2011
Persepolis, Texas
Maryam Farnaz Rostami
Presented as part of CounterPULSE’s Summer Special
http://counterpulse.org/category/events/upcoming/
JUL 15-17, FRI-SUN at 8PM
$20 General Admission ($15 CounterPULSE Members)
Persepolis, Texas is the story of how a little girl born to Iranian parents and raised in the suburbs of Texas came to become a drag queen in San Francisco, California. Using narrative, devised movement and drag, Maryam Farnaz Rostami will take us to the Wild West, a nouveau-traditional Iranian living room, a suburban public school, and at Persepolis itself and explore how where we’re from makes who we are.
Next week at the San Francisco International Arts Festival:
http://www.sfiaf.org/
Their is more theatre at Marsh Theatre in both Berkeley and San Francisco. Visit http://www.themarsh.org/
I have seen Don Reed's E-14th, Brian Copeland's Not a Genuine Black Man, and Dan Hoyle's The Real Americans. I want to see Dan's father's piece, Old Geezer ,the Marsh Youth and Marga Gomez. I also want to see Tales of the City at ACT-SF.
Drift Away
Today the freewrite is based on the song "Drift Away," (made popular by Dobie Gray)rearranged by Rene Marie on her latest album Voice of My Beautiful Country (Motema).
Oh, today is the Last Day to Drop Summer Session Classes Without “W” Appearing on Transcripts.
Reflect on the lyrics. You can think about Ma and Kim or yourself (smile).
Drift Away
(composers Williams, Warren and Heidi Williams)
Day after day I'm more confused
So I look for the light in the pouring rain
You know that's a game that I hate to lose
I'm feelin' the strain, ain't it a shame
Oh, give me the beat, boys, and free my soul
I wanna get lost in your rock and roll and drift away
Oh, give me the beat, boys, and free my soul
I wanna get lost in your rock and roll and drift away
Beginning to think that I'm wastin' time
I don't understand the things I do
The world outside looks so unkind
I'm countin' on you to carry me through
And when my mind is free
You know a melody can move me
And when I'm feelin' blue
The guitar's comin' through to soothe me
Thanks for the joy that you've given me
I want you to know I believe in your song
Rhythm and rhyme and harmony
You help me along makin' me strong
Oh, today is the Last Day to Drop Summer Session Classes Without “W” Appearing on Transcripts.
Reflect on the lyrics. You can think about Ma and Kim or yourself (smile).
Drift Away
(composers Williams, Warren and Heidi Williams)
Day after day I'm more confused
So I look for the light in the pouring rain
You know that's a game that I hate to lose
I'm feelin' the strain, ain't it a shame
Oh, give me the beat, boys, and free my soul
I wanna get lost in your rock and roll and drift away
Oh, give me the beat, boys, and free my soul
I wanna get lost in your rock and roll and drift away
Beginning to think that I'm wastin' time
I don't understand the things I do
The world outside looks so unkind
I'm countin' on you to carry me through
And when my mind is free
You know a melody can move me
And when I'm feelin' blue
The guitar's comin' through to soothe me
Thanks for the joy that you've given me
I want you to know I believe in your song
Rhythm and rhyme and harmony
You help me along makin' me strong
Wednesday, June 29, 2011
Day 3, Week 2 Freewrite
Respond to the Ise Lyfe's poem (poetry) beginning with "We Exist" from Pistols and Prayers the CD. We also listened to Prayer, Chyldhood, Just a Thought, Oakland Stand UP, and Pride.
In class today we:
2. Continued the group discussions.
3. Reviewed thesis sentences, organization, support; MLA --in-text citations, parentheticals; Verb tense when writing about literature
Sample thesis (handout--Three-Part Thesis sentence)
Although novelist JK uses her (life) experience as an immigrant as a basis for her character, Kimberly Chang, there the two diverge, as Girl in Translation is a hero's journey, where instead of scaling tall buildings, she slays dragons in sweat shops, rescues mute damsels in drag, and then takes her knight and rides off on her Ducati.
Notes continued
Introduction:
Background on Kim. How did she get to America. Other key characters in the saga: Ma, Aunt Paula (the ogre), Pa-ghost, Matt, (Annette).
Character profile of the superhero:
She's flawed or damaged, a product of her environment. . . (think about her fatherless son). There could be a sequel.
How does she fix other people's lives when she can't fix her own?
Problems she resolves. Each problem could be a paragraph:
Housing, language, culture: American & Chinese, generational gaps between Kim and her mom. The gaps elasticity: grows and shrinks. Look at the use of translation to bridge this bridge they keep repairing.
Super Hero Profile:
Self-sacrificing, sacrifices personal happiness for others, doesn't have many friends, secretive, protective of weak and vulnerable, brave. Believes in her mission. Is dishonest, yet genuine. (What she might lack in idealism, she makes compensates in actions.
A superhero has super power, Kim's is her math & science skills. The superhero might always be well-intentioned, but the outcome might not always be favorable or helpful.
In Kim's case, one could say, a superhero is not more mature than her age-mates, so she often makes mistakes based on her limited life experiences, and in this case limited English language fluency.
A superhero is self-reflective and respectful (most of the time).
Problems connected to heroism like loneliness.
Conclusion:
Takeaways:
What are the tangible takeaways? Is she successful? In what way? What does she have to show for her work? Is the world safer because of her?
We also looked at the larger story here that of America and its large immigrant population, people who have nothing yet achieve greatness as they translate their lives into marketable currency.
Homework:
Prepare for the essay on the novel, Girl in Translation. Bring in a detailed outline with an Initial Planning Sheet. You will have 1 1/2 hours to write and we will spend 20 minutes on a peer review and the rest of the time in revision. I hope you can turn the essays in tomorrow. We shall see.
We are going to see Pistols and Prayers on Friday, July 1, 2011, 8 PM at 408 14th Street. I will be next door at an artist reception at Joyce Gordon Gallery, 406 14th Street, Oakland, 5:30 p.m. until 7:45 p.m., where I have ten photographs from my trip to Senegal in 2009. The exhibit is called: The Visual Word: Poetry through Photography. The reception is free.
In class today we:
2. Continued the group discussions.
3. Reviewed thesis sentences, organization, support; MLA --in-text citations, parentheticals; Verb tense when writing about literature
Sample thesis (handout--Three-Part Thesis sentence)
Although novelist JK uses her (life) experience as an immigrant as a basis for her character, Kimberly Chang, there the two diverge, as Girl in Translation is a hero's journey, where instead of scaling tall buildings, she slays dragons in sweat shops, rescues mute damsels in drag, and then takes her knight and rides off on her Ducati.
Notes continued
Introduction:
Background on Kim. How did she get to America. Other key characters in the saga: Ma, Aunt Paula (the ogre), Pa-ghost, Matt, (Annette).
Character profile of the superhero:
She's flawed or damaged, a product of her environment. . . (think about her fatherless son). There could be a sequel.
How does she fix other people's lives when she can't fix her own?
Problems she resolves. Each problem could be a paragraph:
Housing, language, culture: American & Chinese, generational gaps between Kim and her mom. The gaps elasticity: grows and shrinks. Look at the use of translation to bridge this bridge they keep repairing.
Super Hero Profile:
Self-sacrificing, sacrifices personal happiness for others, doesn't have many friends, secretive, protective of weak and vulnerable, brave. Believes in her mission. Is dishonest, yet genuine. (What she might lack in idealism, she makes compensates in actions.
A superhero has super power, Kim's is her math & science skills. The superhero might always be well-intentioned, but the outcome might not always be favorable or helpful.
In Kim's case, one could say, a superhero is not more mature than her age-mates, so she often makes mistakes based on her limited life experiences, and in this case limited English language fluency.
A superhero is self-reflective and respectful (most of the time).
Problems connected to heroism like loneliness.
Conclusion:
Takeaways:
What are the tangible takeaways? Is she successful? In what way? What does she have to show for her work? Is the world safer because of her?
We also looked at the larger story here that of America and its large immigrant population, people who have nothing yet achieve greatness as they translate their lives into marketable currency.
Homework:
Prepare for the essay on the novel, Girl in Translation. Bring in a detailed outline with an Initial Planning Sheet. You will have 1 1/2 hours to write and we will spend 20 minutes on a peer review and the rest of the time in revision. I hope you can turn the essays in tomorrow. We shall see.
We are going to see Pistols and Prayers on Friday, July 1, 2011, 8 PM at 408 14th Street. I will be next door at an artist reception at Joyce Gordon Gallery, 406 14th Street, Oakland, 5:30 p.m. until 7:45 p.m., where I have ten photographs from my trip to Senegal in 2009. The exhibit is called: The Visual Word: Poetry through Photography. The reception is free.
Tuesday, June 28, 2011
Class Discourse Day 2, Week 2: Homework
Today we are going to discuss the readings looking at all the elements: protagonist/antagonist, plot, character, setting, point of view, symbolism, style.
Life in Translation is a hero's journey. Look at Kim as that hero. Who is the damsel? What demons does she have to slay to reach nirvana? Who's in her posse of knights? How does the author, Jean Kwok juxtapose these very good and very bad characters to create a tale that is both fantastical yet realistic?
How does this tale fit into Feminist and Gender Criticism? Give this a womanist or feminist reading (Gardner 144). Also look at Psychological Theories, specifically archetypes (149).
"An archetype is a universal symbolic pattern. Examples of archetypal characters are the femme fatale, the trickster, the great mother and father, and the dying god. There are archetypal stories as well. Examples are stories of great floods, virgin births, creation, paradise, the underworld, and a final apocalypse. True to their universal nature, archetypal characters and stories appear again and again in myths across many diverse cultures" http://www.pbs.org/mythsandheroes/myths_archetypes.html.
See also http://en.wikipedia.org/wiki/Archetype
In each group write a three paragraph response.
Post here drafts. We will complete the essays tomorrow.
Homework
Post three thesis sentences that look at Kim Chang and the "heroes journey." In one of the thesis sentences incorporate text from the novel.
Revisions
If you received your essay back, revise it if required and get back in by the date requested. Also complete the book, Girl in Translation.
Life in Translation is a hero's journey. Look at Kim as that hero. Who is the damsel? What demons does she have to slay to reach nirvana? Who's in her posse of knights? How does the author, Jean Kwok juxtapose these very good and very bad characters to create a tale that is both fantastical yet realistic?
How does this tale fit into Feminist and Gender Criticism? Give this a womanist or feminist reading (Gardner 144). Also look at Psychological Theories, specifically archetypes (149).
"An archetype is a universal symbolic pattern. Examples of archetypal characters are the femme fatale, the trickster, the great mother and father, and the dying god. There are archetypal stories as well. Examples are stories of great floods, virgin births, creation, paradise, the underworld, and a final apocalypse. True to their universal nature, archetypal characters and stories appear again and again in myths across many diverse cultures" http://www.pbs.org/mythsandheroes/myths_archetypes.html.
See also http://en.wikipedia.org/wiki/Archetype
In each group write a three paragraph response.
Post here drafts. We will complete the essays tomorrow.
Homework
Post three thesis sentences that look at Kim Chang and the "heroes journey." In one of the thesis sentences incorporate text from the novel.
Revisions
If you received your essay back, revise it if required and get back in by the date requested. Also complete the book, Girl in Translation.
Reflection on Freedom
We listened to Kim Nalley sing the standard, "I Wish I Knew How It Would Feel to Be Free," from She Put a Spell on Me: Kim Nalley Sings Nina Simone (writers Richard Lamb and William Taylor).
Reflect on freedom through the eyes of Kim Chang, the protagonist in Girl in Translation.
Reflect on freedom through the eyes of Kim Chang, the protagonist in Girl in Translation.
Monday, June 27, 2011
Reflection on Girl in Translation; homework and class plan
Reflect on the story so far: the protagonist, An-kim, her mom. . . themes like child labor, immigration, slum lords. . . Cinderella--where's the prince?
Comment on at least one classmate's post here as well.
2. Peer Review for Essay 1--Rubric
3. COA Library
4. Published reviews, author bio (Jean Kwok)
5. Homework is to read the next 100 pages in Kwok and the handouts on Revision.
Comment on at least one classmate's post here as well.
2. Peer Review for Essay 1--Rubric
3. COA Library
4. Published reviews, author bio (Jean Kwok)
5. Homework is to read the next 100 pages in Kwok and the handouts on Revision.
Thursday, June 23, 2011
Recap of Day 4, Week 1
Today we started our essays for the short story assignment. There were several handouts: two from the Literary Handbook and one about the COA library database for use off campus. I also gave students the handout: "Questions for Discussing Essays."
We began the class with an overview of the week. I played Carmen Lundy's "Come Home," as an introduction to the theme of "home," as illustrated in the short story collection The Dance Boots. By the way, the book is in the college bookstore. The manager told me she couldn't get it (smile).
We decided that we would start the essays in class on Thursdays for the first few weeks and complete them for homework over the weekend. The entire package is due Monday, June 27, 2011. We'll start the class with a peer review and then students will email their essay portfolio to me.
Homework
1. Homework is to start the novel, Girl in Translation. Read 100 pages for Monday, another 100 pages for Tuesday and Tuesday night complete the book for Wednesday.
2. Bring in a copy of a published review of the book and information about the author. Use the Library Database to find an article if you like and to see if she is in the author database (I gave students the access code for off campus use).
3. Students exchanged email addresses with classmates to get a peer review prior to turning in the final draft of the in-class essay due Monday, June 27, 2011. I want to see the draft written today, Thursday, June 23, 2011.
Students will turn in the June 23, 2011 draft and a final draft on Monday, June 27, 2011, an in-class electronic peer review, planning sheet, and outline. All this makes up the Short Story essay portfolio.
Thursday, June 30, 2011, we will write the essay taking its topic from Girl in Translation.
Other Readings
Skim the chapter on Writing a Literary Research Paperand read the chapter we reviewed on Common Writing Assignments.
Field Trip
I thought a good day for me to go to the Ise Lyfe play is July 1, 2011. I'll have more information about this on Monday, June 27, 2011.
We began the class with an overview of the week. I played Carmen Lundy's "Come Home," as an introduction to the theme of "home," as illustrated in the short story collection The Dance Boots. By the way, the book is in the college bookstore. The manager told me she couldn't get it (smile).
We decided that we would start the essays in class on Thursdays for the first few weeks and complete them for homework over the weekend. The entire package is due Monday, June 27, 2011. We'll start the class with a peer review and then students will email their essay portfolio to me.
Homework
1. Homework is to start the novel, Girl in Translation. Read 100 pages for Monday, another 100 pages for Tuesday and Tuesday night complete the book for Wednesday.
2. Bring in a copy of a published review of the book and information about the author. Use the Library Database to find an article if you like and to see if she is in the author database (I gave students the access code for off campus use).
3. Students exchanged email addresses with classmates to get a peer review prior to turning in the final draft of the in-class essay due Monday, June 27, 2011. I want to see the draft written today, Thursday, June 23, 2011.
Students will turn in the June 23, 2011 draft and a final draft on Monday, June 27, 2011, an in-class electronic peer review, planning sheet, and outline. All this makes up the Short Story essay portfolio.
Thursday, June 30, 2011, we will write the essay taking its topic from Girl in Translation.
Other Readings
Skim the chapter on Writing a Literary Research Paperand read the chapter we reviewed on Common Writing Assignments.
Field Trip
I thought a good day for me to go to the Ise Lyfe play is July 1, 2011. I'll have more information about this on Monday, June 27, 2011.
Wednesday, June 22, 2011
A Note from a Classmate
There are two films in the "On Demand" section of Comcast which are related to the stories that we are reading. The films are in the independent movies category. The films deal with Indian boarding schools.
The titles are: "The Only Good Indian," and "Older than America." Unlike the stories we are reading, the movies actually deal with rape that also occurred in the schools as well as the beatings.
The titles are: "The Only Good Indian," and "Older than America." Unlike the stories we are reading, the movies actually deal with rape that also occurred in the schools as well as the beatings.
Walls Freewrite
Post here. The theme is taken from Meklit Hadero's "Walls," on her compact disk, On a Day like This.
Look at walls as a symbol. Reflect on the theme of barriers --personal or societal. You can also look at the short stories we've been reading and the walls in the characters' lives.
For the freewrites, students have the option of posting anonymously. If you do post anonymously, send me a copy with your name so you can have credit (coasabirenglish1B@gmail.com).
MLA
Hadero, Meklit. "Walls." On a Day like This. . . . Porto Franco Records, 2010.
2. W@L: Chapter 4--Review pp. 57-60. Read pp. 61-77 (again). Complete p. 77. Review pp. 79-81.
3. "Maggie & Louis, 1914." (short story).
4. Homework is to catch up on the reading. I have given students the Preface and four (4) stories from The Dance Boots.
Handouts today included one on thesis sentences (from COA library carousel) and another handout called The Initial Planning Sheet.
For the essay due tomorrow, on The Story:
Here is an example of an opening paragraph looking at character and a second paragraph or third looking at how themes tie into character:
In The Dance Boots , author Linda Legrade Grover uses characters to populate the landscape that is her "mythical Mozhay Point Indian Reservation and allotment lands of tribe Objbwe extended families. . . in the heart of the six reservations of the Minnesota Chippewa Tribe, a few hours' drive north of Duluth, Minnesota, . . . on a hill on the shores of Lake Superior" (Preface 1). We meet several memorable characters in the first several chapters, some more striking than others; however, all of their lives, dreams and unrequited wishes resonate long after their demise or the chapter ends. One such character is (two such characters are). . . .
Loss, disappointment and shame haunt these (same or other) characters in Grover's stories "The Dance Boots" and "Maggie and Louis, 1914."
The Assignment
The assignment is to use 1-3 literary devices such as theme and character, plot, style, setting, or symbolism to show how these devices move the story forward.
Characters
Characters are often born of themes or the themes are their mission in the text--they exist as a vehicle for the event. Themes or reoccurring topics are not necessarily the plot.
Other literary devices again are: plot, point of view, setting, symbolism, style (57-60).
The Writing Assignment re: citations
Use examples from the text to illustrate your point; however this does not mean you can have more than 1 direct citation per page. For each essay use: free paraphrase, short citations, and a block quote.
Use only 1 direct citation per page.
Thursday In-class Essay Assignments, beginning Week 1, June 23, 2011
Bring in a completed Initial Planning Sheet electronically, that is on a flash drive and emailed to yourself. The Thursday essays will be a manageable 4-6 paragraphs (750-1250 words) or 3-4 pages. This can include the works cited page.
Bring in an outline for the essay, a detailed outline with a thesis and the sources or evidence one wants to use in the argument.
Tomorrow, we will talk about the essay, perhaps share thesis sentences. Look at research on-line on the topic, if such exists (smile). Write the essay, have a peer review and then email everything to ourselves. I will let you have the weekend for the first essay. You can turn it in Monday, June 27, 2011, via Internet.
Each essay will be a separate portfolio. We will talk about this more tomorrow.
Organization
Since I am giving you copies from a book (2-3), I suggest students invest in a notebook where you can put the various books together by chapter.
Look at walls as a symbol. Reflect on the theme of barriers --personal or societal. You can also look at the short stories we've been reading and the walls in the characters' lives.
For the freewrites, students have the option of posting anonymously. If you do post anonymously, send me a copy with your name so you can have credit (coasabirenglish1B@gmail.com).
MLA
Hadero, Meklit. "Walls." On a Day like This. . . . Porto Franco Records, 2010.
2. W@L: Chapter 4--Review pp. 57-60. Read pp. 61-77 (again). Complete p. 77. Review pp. 79-81.
3. "Maggie & Louis, 1914." (short story).
4. Homework is to catch up on the reading. I have given students the Preface and four (4) stories from The Dance Boots.
Handouts today included one on thesis sentences (from COA library carousel) and another handout called The Initial Planning Sheet.
For the essay due tomorrow, on The Story:
Here is an example of an opening paragraph looking at character and a second paragraph or third looking at how themes tie into character:
In The Dance Boots , author Linda Legrade Grover uses characters to populate the landscape that is her "mythical Mozhay Point Indian Reservation and allotment lands of tribe Objbwe extended families. . . in the heart of the six reservations of the Minnesota Chippewa Tribe, a few hours' drive north of Duluth, Minnesota, . . . on a hill on the shores of Lake Superior" (Preface 1). We meet several memorable characters in the first several chapters, some more striking than others; however, all of their lives, dreams and unrequited wishes resonate long after their demise or the chapter ends. One such character is (two such characters are). . . .
Loss, disappointment and shame haunt these (same or other) characters in Grover's stories "The Dance Boots" and "Maggie and Louis, 1914."
The Assignment
The assignment is to use 1-3 literary devices such as theme and character, plot, style, setting, or symbolism to show how these devices move the story forward.
Characters
Characters are often born of themes or the themes are their mission in the text--they exist as a vehicle for the event. Themes or reoccurring topics are not necessarily the plot.
Other literary devices again are: plot, point of view, setting, symbolism, style (57-60).
The Writing Assignment re: citations
Use examples from the text to illustrate your point; however this does not mean you can have more than 1 direct citation per page. For each essay use: free paraphrase, short citations, and a block quote.
Use only 1 direct citation per page.
Thursday In-class Essay Assignments, beginning Week 1, June 23, 2011
Bring in a completed Initial Planning Sheet electronically, that is on a flash drive and emailed to yourself. The Thursday essays will be a manageable 4-6 paragraphs (750-1250 words) or 3-4 pages. This can include the works cited page.
Bring in an outline for the essay, a detailed outline with a thesis and the sources or evidence one wants to use in the argument.
Tomorrow, we will talk about the essay, perhaps share thesis sentences. Look at research on-line on the topic, if such exists (smile). Write the essay, have a peer review and then email everything to ourselves. I will let you have the weekend for the first essay. You can turn it in Monday, June 27, 2011, via Internet.
Each essay will be a separate portfolio. We will talk about this more tomorrow.
Organization
Since I am giving you copies from a book (2-3), I suggest students invest in a notebook where you can put the various books together by chapter.
Tuesday, June 21, 2011
Day 2 Homework and Cyber-Assignment
Write a 250 word summary of "Three Seasons." In your introduction, site the name of the story, its author and the section you wish to delve into more deeply. Talk about the episodic style of the story and why the author might have decided to use this way to tell Maggie's story. If you like, you can talk about thematic overlap between "The Dance Boots" and "Three Seasons."
Why three seasons? What happened to the fourth? What season is left out?
Keep reading. The next chapter "Maggie and Louis, 1914" was handed out along with another chapter from Writing about Literature, "Writing about Stories" (57).
Post your summary/analysis here.
Why three seasons? What happened to the fourth? What season is left out?
Keep reading. The next chapter "Maggie and Louis, 1914" was handed out along with another chapter from Writing about Literature, "Writing about Stories" (57).
Post your summary/analysis here.
Character Profiles: Protagonist & Antogonist
Post your character profiles here. Include the names of all parties involved in the composition.
Monday, June 20, 2011
Cyber-Assignment 1 and Recap for Day 1 Week 1
Today we covered a lot in a short time. I noticed a typo in the syllabus. I say, "Students are to attend a literacy event," when what I meant to write is a "literary event." We talked about Ise Lyfe's Pistols and Prayers as a possible field trip. It is at a new theatre space in downtown Oakland; I think 408 14th Street, Friday-Sundays, through July 17, 2011. More later.
Many students are completing university requirements for their undergraduate degrees. This is exciting. Good luck! Only one student missed the entire class and another student was absent. I gave students my mobile phone number. Students let me know if the information on their registration forms re: phone number and email address are correct.
You do not have to email me contact information if I have it already. I think you have a couple of days to drop the course. I don't take anything personally, so if this is not the time or the teacher or the campus for you--be well and so long (smile).
Recap
We completed Homework Assignment 1 & 2 (in the syllabus) combined with an assignment here. If students didn't finish, they were instructed to email it to themselves to post later. Make sure you always post your assignments where instructed. If you ever have trouble posting, email the assignment to me by the due date and we can address the problem in class. Always save a copy in your own email account and on your flash drive (do both).
Fiction
We looked at fiction --Someone said, "It's fake" not factual (smile), as a genre of literature. Even though fiction might be imaginative or not real, in that it didn't happen, it could have happened-- that's why it works for us as a story.
Some fiction is also historic, in that, the events or the time the story takes place is based on a true account. This is true in the first story we are reading. Linda LeGarde Grover's The Dance Boots evokes themes about Indigenous people's lives which are entirely plausible.
In small groups, students read aloud the title story and discussed its themes, point of view (first, second, third), narrator(s) (reliable vs. unreliable), (limited view vs. all knowing or omniscient -- like god (smile).
Students identified the protagonist (main character) and/or the antagonist (minor character), plot --what happens in the story or the point of the story, not to be confused with themes or reoccurring ideas, symbolism, style-tone, language.
We only got to page 9 or 10, which means homework is to read the rest of the story. Students were also given two chapters from The Portable Literature Guide to read. It is a refresher.
Homework con't.
I gave students: "Three Seasons," the next story from The Dance Boots,to read.
Cyber-Homework Assignment for June 20, 2011. Due June 20, 2011
Please post a response to the process for day 1. How did the class go for you?
Talk about your literature discussion group and what you discovered about the story and about yourself as a reader.
Respond to at least two other posts. The comments can be short: 50-100 words. You can respond to two students with the students named in one post.
Many students are completing university requirements for their undergraduate degrees. This is exciting. Good luck! Only one student missed the entire class and another student was absent. I gave students my mobile phone number. Students let me know if the information on their registration forms re: phone number and email address are correct.
You do not have to email me contact information if I have it already. I think you have a couple of days to drop the course. I don't take anything personally, so if this is not the time or the teacher or the campus for you--be well and so long (smile).
Recap
We completed Homework Assignment 1 & 2 (in the syllabus) combined with an assignment here. If students didn't finish, they were instructed to email it to themselves to post later. Make sure you always post your assignments where instructed. If you ever have trouble posting, email the assignment to me by the due date and we can address the problem in class. Always save a copy in your own email account and on your flash drive (do both).
Fiction
We looked at fiction --Someone said, "It's fake" not factual (smile), as a genre of literature. Even though fiction might be imaginative or not real, in that it didn't happen, it could have happened-- that's why it works for us as a story.
Some fiction is also historic, in that, the events or the time the story takes place is based on a true account. This is true in the first story we are reading. Linda LeGarde Grover's The Dance Boots evokes themes about Indigenous people's lives which are entirely plausible.
In small groups, students read aloud the title story and discussed its themes, point of view (first, second, third), narrator(s) (reliable vs. unreliable), (limited view vs. all knowing or omniscient -- like god (smile).
Students identified the protagonist (main character) and/or the antagonist (minor character), plot --what happens in the story or the point of the story, not to be confused with themes or reoccurring ideas, symbolism, style-tone, language.
We only got to page 9 or 10, which means homework is to read the rest of the story. Students were also given two chapters from The Portable Literature Guide to read. It is a refresher.
Homework con't.
I gave students: "Three Seasons," the next story from The Dance Boots,to read.
Cyber-Homework Assignment for June 20, 2011. Due June 20, 2011
Please post a response to the process for day 1. How did the class go for you?
Talk about your literature discussion group and what you discovered about the story and about yourself as a reader.
Respond to at least two other posts. The comments can be short: 50-100 words. You can respond to two students with the students named in one post.
Group Work
Getting to know each other. Class introductions and Discussions on Writing and Process.
Interview each other. Take notes.
Questions:
Is this your first course at COA? What brings you to the class? Where are you from? What languages do you speak besides English? What books have you read lately that take your breath away? What are you reading now? What are your career goals? What are some of your hobbies? What strengths do you bring to the class?
In groups introduce one another to the others. We will have report backs from the groups to the entire class. For this one needs synthesize the information gleaned from the presentations.
Interview each other. Take notes.
Questions:
Is this your first course at COA? What brings you to the class? Where are you from? What languages do you speak besides English? What books have you read lately that take your breath away? What are you reading now? What are your career goals? What are some of your hobbies? What strengths do you bring to the class?
In groups introduce one another to the others. We will have report backs from the groups to the entire class. For this one needs synthesize the information gleaned from the presentations.
Letter to Students
June 20, 2011
Dear Students:
I am going to try to make this class as painless as possible, but extractions are sometimes necessary if one hasn't taken care of one's teeth (smile).
How many of you love the dentist and look forward to the twice yearly check-ups? I do, and if I have to get as shot, the dentist rubs a local on my gums were the injection is to occur to lessen the pain from the needle's insertion--I hope to spread a little local pain relief on the class so that you get through surgery with out too many difficulties.
The process is often still painful nonetheless.
I like short sessions--I think the 18-week model is a waste of time. I have taught ENG 1A in 6-8 weeks; ENG 5 in 3 weeks and 6 weeks and ENG 201 in 3 weeks. The secret to all college courses is to stay on top of the reading. You cannot bluff your way through. We are serious scholars and if you haven't done the reading, I am not interested in anything you have to say on the topic no matter what rich perspective you might have re: your life and experiences because you cannot tie it to the text and everything is tied or connected to the text here.
We are not reading for pleasure, watching films for fun or getting together in literature circles to become friends. If we have fun, make friends and enjoy the process, that's great, but we are here to work and sometimes work is not pleasant.
Such uneducated perspectives--that is, students who want to talk but haven't completed the assignments, take the discussion on tangents we cannot afford to visit here; outside discussions are great, but we have to get through this and to do so efficiently we have to be disciplined.
If you are in a discussion group where students are not focused, let me know and I will move you. In fact, we will move to new groups for each genre or type of writing discussed. It might keep you awake if you have to get to know another group of people each week--maybe not.
Good luck this summer. I hope all of you get As (smile).
Peace and Blessings,
Wanda Sabir
Professor of English
Peralta Community College District,
College of Alameda
Office: D-219
Dear Students:
I am going to try to make this class as painless as possible, but extractions are sometimes necessary if one hasn't taken care of one's teeth (smile).
How many of you love the dentist and look forward to the twice yearly check-ups? I do, and if I have to get as shot, the dentist rubs a local on my gums were the injection is to occur to lessen the pain from the needle's insertion--I hope to spread a little local pain relief on the class so that you get through surgery with out too many difficulties.
The process is often still painful nonetheless.
I like short sessions--I think the 18-week model is a waste of time. I have taught ENG 1A in 6-8 weeks; ENG 5 in 3 weeks and 6 weeks and ENG 201 in 3 weeks. The secret to all college courses is to stay on top of the reading. You cannot bluff your way through. We are serious scholars and if you haven't done the reading, I am not interested in anything you have to say on the topic no matter what rich perspective you might have re: your life and experiences because you cannot tie it to the text and everything is tied or connected to the text here.
We are not reading for pleasure, watching films for fun or getting together in literature circles to become friends. If we have fun, make friends and enjoy the process, that's great, but we are here to work and sometimes work is not pleasant.
Such uneducated perspectives--that is, students who want to talk but haven't completed the assignments, take the discussion on tangents we cannot afford to visit here; outside discussions are great, but we have to get through this and to do so efficiently we have to be disciplined.
If you are in a discussion group where students are not focused, let me know and I will move you. In fact, we will move to new groups for each genre or type of writing discussed. It might keep you awake if you have to get to know another group of people each week--maybe not.
Good luck this summer. I hope all of you get As (smile).
Peace and Blessings,
Wanda Sabir
Professor of English
Peralta Community College District,
College of Alameda
Office: D-219
Assignment 1 In-class and Tips on the Process
Full Name
English 1B
Professor Wanda Sabir
20 June 2011
Summarize the themes. What do you know about the teacher based on the syllabus? How do you get an "A"? What important information should you note? How does this class fit into your overall academic and life plan? What do you plan to do differently this tie in an English course? What lessons do you bring from prior courses to help this course proceed more smoothly for you?
Is this your first summer course? First course in a junior college?
What preconceptions hang over JCs?
If you didn't have to be here for six weeks, what would you be doing? No one spends their summer inside a classroom cramming, if at all possible.
Post your response to these questions and anything else you'd like to share in the comment section of the syllabus.
Don't forget to fill out your goals and objectives. Email me your contact information and anything I need to know to help you reach these goals. My email address is: coasabirenglish1B@gmail.com
English 1B
Professor Wanda Sabir
20 June 2011
Summarize the themes. What do you know about the teacher based on the syllabus? How do you get an "A"? What important information should you note? How does this class fit into your overall academic and life plan? What do you plan to do differently this tie in an English course? What lessons do you bring from prior courses to help this course proceed more smoothly for you?
Is this your first summer course? First course in a junior college?
What preconceptions hang over JCs?
If you didn't have to be here for six weeks, what would you be doing? No one spends their summer inside a classroom cramming, if at all possible.
Post your response to these questions and anything else you'd like to share in the comment section of the syllabus.
Don't forget to fill out your goals and objectives. Email me your contact information and anything I need to know to help you reach these goals. My email address is: coasabirenglish1B@gmail.com
Wednesday, June 15, 2011
The Process: A Work in Progress
Draft of the Process
Readings and Texts
Most Thursdays we will write an in-class research essay. Students will do the planning in advance.
June 20-24
The Short Story: What is Writing about Literature? Genres . . . genres are more than simple categories they are world within themselves where to belong one must understand the language--philosophical and explicit.
Texts:
The Dance Boots
Writing about Literature: “The Role of Good Reading;” “The Writing Process;” “Common Writing Assignments;” “Writing about Stories” 57-79
June 27-30
The novel-- Is it just a longer story?
Texts:
Girl in Translation
Persepolis (start)
“Writing about Stories” 57-79 con’t. “Writing about Poems” 82-89 (start)
July 4 (holiday) July 5-7
Persepolis (finish)
Poetry--easy or difficult?
Text:
Indivisible
“Writing about Poems” 82-89 con’t.
Two essays:
Argumentative essay on a theme (250-500 words).
Themes or images in poetry (250-500 words).
July 11-14 Poetry con't.
Text:
Graphic novels, plus books into film.
Indivisible con’t.
The literary research essay 1 rehearsal. Students have a choice re: genres: poetry or fiction
“Writing a Literary Research Paper” 110-138 (includes examples); “Literary Criticism and Literary Theory” (143-153)
July 18-21 theatre . . . the language of theatre.
Texts:
“Writing about Plays” 92-107
Ruined by Lynn Nottage (handout)
Writing Assignment:
Literary research essay 2 rehearsal.
Final week: Wrapping it up: July 25-28
Students will chose a genre and write a literary research essay – polished and sophisticated.
We'll write the essay on Tuesday, July 26.
Readings and Texts
Most Thursdays we will write an in-class research essay. Students will do the planning in advance.
June 20-24
The Short Story: What is Writing about Literature? Genres . . . genres are more than simple categories they are world within themselves where to belong one must understand the language--philosophical and explicit.
Texts:
The Dance Boots
Writing about Literature: “The Role of Good Reading;” “The Writing Process;” “Common Writing Assignments;” “Writing about Stories” 57-79
June 27-30
The novel-- Is it just a longer story?
Texts:
Girl in Translation
Persepolis (start)
“Writing about Stories” 57-79 con’t. “Writing about Poems” 82-89 (start)
July 4 (holiday) July 5-7
Persepolis (finish)
Poetry--easy or difficult?
Text:
Indivisible
“Writing about Poems” 82-89 con’t.
Two essays:
Argumentative essay on a theme (250-500 words).
Themes or images in poetry (250-500 words).
July 11-14 Poetry con't.
Text:
Graphic novels, plus books into film.
Indivisible con’t.
The literary research essay 1 rehearsal. Students have a choice re: genres: poetry or fiction
“Writing a Literary Research Paper” 110-138 (includes examples); “Literary Criticism and Literary Theory” (143-153)
July 18-21 theatre . . . the language of theatre.
Texts:
“Writing about Plays” 92-107
Ruined by Lynn Nottage (handout)
Writing Assignment:
Literary research essay 2 rehearsal.
Final week: Wrapping it up: July 25-28
Students will chose a genre and write a literary research essay – polished and sophisticated.
We'll write the essay on Tuesday, July 26.
Syllabus Summer 2011
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.
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.
Thursday, December 2, 2010
Today we worked on the portfolios and two students presented their book report essays. Most of the class was absent and I am dropping students today who are missing more than one essay assignment who have not communicated with me.
Homework is to complete the SE essay and send in via email by Friday, Dec. 3, 2010: coasabirenglish1B@gmail.com
Work on the portfolios. Presentations are Tuesday we will answer questions and wrap up a wonderful semester (smile). Thursday we will not meet.
I'll be around Monday from 9-11 AM in A232 to help anyone who drops by with the portfolio and with revisions. Remember, all the essays included in the portfolio have to be graded. The exception is The Angry Black White Boy essay which is the final.
Homework is to complete the SE essay and send in via email by Friday, Dec. 3, 2010: coasabirenglish1B@gmail.com
Work on the portfolios. Presentations are Tuesday we will answer questions and wrap up a wonderful semester (smile). Thursday we will not meet.
I'll be around Monday from 9-11 AM in A232 to help anyone who drops by with the portfolio and with revisions. Remember, all the essays included in the portfolio have to be graded. The exception is The Angry Black White Boy essay which is the final.
Tuesday, November 30, 2010
Operation Small Ax, Do the Right Thing, Michael Jackson's Vision: Beat It & Bad
Post reflections on the films above here. Re: Spike Lee's Do the Right Thing and Operation Small Ax, what themes do they share and what do this say about privilege, entitlement, disenfranchisement, racism and police brutality?
Think about classics West Side Story, Romeo and Juliet and themes that make the stories evergreen. What is unfortunate about this notion? Where is the hope for peace and justice? I remember in the final episode of the Matrix, Neo when asked what he wants, says, "peace." The Oracle says when asked for how long, says, "as long as it can." A rainbow appears in the sky as the curtain closes.
Spike Lee's Do the Right Thing is based on the events that happened at Howard Beach in 1986 and the hottest day in NY at that time when Lee began to write. Set in Bedford-Stuyvesant, Brooklyn, the community's changing demographics are at the heart of a story where those who are left, those who carry the history are not allowed to share it or refuse to change.
It is also a story where once again, police serve those who are privileged, the property owners--Sal, the Italian pizzeria owner. This is also the Brooklyn which still reels from the 1987 Tawana Brawley rape allegations. It's a keg ready to explode.
Think about classics West Side Story, Romeo and Juliet and themes that make the stories evergreen. What is unfortunate about this notion? Where is the hope for peace and justice? I remember in the final episode of the Matrix, Neo when asked what he wants, says, "peace." The Oracle says when asked for how long, says, "as long as it can." A rainbow appears in the sky as the curtain closes.
Spike Lee's Do the Right Thing is based on the events that happened at Howard Beach in 1986 and the hottest day in NY at that time when Lee began to write. Set in Bedford-Stuyvesant, Brooklyn, the community's changing demographics are at the heart of a story where those who are left, those who carry the history are not allowed to share it or refuse to change.
It is also a story where once again, police serve those who are privileged, the property owners--Sal, the Italian pizzeria owner. This is also the Brooklyn which still reels from the 1987 Tawana Brawley rape allegations. It's a keg ready to explode.
Portfolio Checklist
This checklist can serve as the table of contents. Put a check next to the items to show inclusion in the portfolio. Use as the second page to the portfolio, after the cover sheet. Where there are questions for the section, students can post the answers to the narrative there.
Number the pages with a header.
Name ______________________________
Date ______________________________
Class including class code and semester ____________________
Address _______________________________________
Phone number __________________________________
Email address__________________________________
1. Portfolio Essay 1 ________________
2. Portfolio Essay 2 __________________
COA Library
Library Orientation Self-Reflection_________
Library worksheet_______
Website Evaluation_______
American Culture Presentations and Feedback
Post the narratives and self-reflections for all presentations. Also post any peer reviews or responses to the presentations.
Cyber-Assignments
Include the email sent in response to the syllabus.
How many?_____________
The Known World
Post essay and all the graded drafts beginning with the highest grade and the planning. Make sure each essay includes the works cited page. Don't forget to post the self-reflections for each graded revision.
Presentation:
Abstract________
Self-reflection________
Feedback___________ (how many?)
For this section also post all the cyber-assignments _____________ (how many?)
Any in-class writing ___________ (how many?)
Post any logs for the book and grades __________ (how many?)
Book Report Essay
Post essay and all the graded drafts beginning with the highest grade and the planning: Initial Planning Sheet, outlines, etc. Make sure each essay includes the works cited page. Don't forget to post the self-reflections for each graded revision.
Presentation:
Abstract________
Self-reflection________
Feedback___________ (how many?)
For this section also post all the cyber-assignments _____________ (how many?)
Any in-class writing ___________ (how many?)
Post any logs for the book and grades __________ (how many?)
Social Entrepreneur Essay
Post essay and all the graded drafts beginning with the highest grade and the planning: Initial Planning Sheet, outlines, etc. Make sure each essay includes the works cited page. Don't forget to post the self-reflections for each graded revision.
Presentation:
Abstract________
Self-reflection________
Peer Reviews or Feedback___________ (how many?)
For this section also post all the cyber-assignments _____________ (how many?)
Any in-class writing ___________ (how many?)
Post any logs for the book and grades __________ (how many?)
Post the Frontline World Assignments here as well as the New Heroes Cyber-Assignments
From Totems to Hip Hop Cyber-Assignments ____________
The Angry Black White Boy (final)
This essay will be submitted with the portfolio. Please include the planning sheet, an outline and all the related cyber-assignments.
Grade_____________
Course Evaluation
Course evaluation __________ (included or not included)
Teacher research: Can the professor use any of your work? Student will be notified if such is done and if there is any monetary compensation. Student work will be anonymous.
Yes, permission is granted______________. No, permission is not granted_________.
Extra Credit: How many essays? Grades? _______________________
More Extra Credit
Students can also include in the portfolio an essay from another class which demonstrated their competence. Get permission from the other professor first before including the graded essay. Post the assignment, any comments and the grade. It has to be a research essay using at least one source. That is, there needs to be a Works Cited page.
Grade Justification
What grade have you earned this semester? Give a salient argument with evidence proving your case. Don't forget a Works Cited page (smile).
Anything else? Questions, comments? Did I leave anything out? __________________
Number the pages with a header.
Name ______________________________
Date ______________________________
Class including class code and semester ____________________
Address _______________________________________
Phone number __________________________________
Email address__________________________________
1. Portfolio Essay 1 ________________
2. Portfolio Essay 2 __________________
COA Library
Library Orientation Self-Reflection_________
Library worksheet_______
Website Evaluation_______
American Culture Presentations and Feedback
Post the narratives and self-reflections for all presentations. Also post any peer reviews or responses to the presentations.
Cyber-Assignments
Include the email sent in response to the syllabus.
How many?_____________
The Known World
Post essay and all the graded drafts beginning with the highest grade and the planning. Make sure each essay includes the works cited page. Don't forget to post the self-reflections for each graded revision.
Presentation:
Abstract________
Self-reflection________
Feedback___________ (how many?)
For this section also post all the cyber-assignments _____________ (how many?)
Any in-class writing ___________ (how many?)
Post any logs for the book and grades __________ (how many?)
Book Report Essay
Post essay and all the graded drafts beginning with the highest grade and the planning: Initial Planning Sheet, outlines, etc. Make sure each essay includes the works cited page. Don't forget to post the self-reflections for each graded revision.
Presentation:
Abstract________
Self-reflection________
Feedback___________ (how many?)
For this section also post all the cyber-assignments _____________ (how many?)
Any in-class writing ___________ (how many?)
Post any logs for the book and grades __________ (how many?)
Social Entrepreneur Essay
Post essay and all the graded drafts beginning with the highest grade and the planning: Initial Planning Sheet, outlines, etc. Make sure each essay includes the works cited page. Don't forget to post the self-reflections for each graded revision.
Presentation:
Abstract________
Self-reflection________
Peer Reviews or Feedback___________ (how many?)
For this section also post all the cyber-assignments _____________ (how many?)
Any in-class writing ___________ (how many?)
Post any logs for the book and grades __________ (how many?)
Post the Frontline World Assignments here as well as the New Heroes Cyber-Assignments
From Totems to Hip Hop Cyber-Assignments ____________
The Angry Black White Boy (final)
This essay will be submitted with the portfolio. Please include the planning sheet, an outline and all the related cyber-assignments.
Grade_____________
Course Evaluation
Course evaluation __________ (included or not included)
Teacher research: Can the professor use any of your work? Student will be notified if such is done and if there is any monetary compensation. Student work will be anonymous.
Yes, permission is granted______________. No, permission is not granted_________.
Extra Credit: How many essays? Grades? _______________________
More Extra Credit
Students can also include in the portfolio an essay from another class which demonstrated their competence. Get permission from the other professor first before including the graded essay. Post the assignment, any comments and the grade. It has to be a research essay using at least one source. That is, there needs to be a Works Cited page.
Grade Justification
What grade have you earned this semester? Give a salient argument with evidence proving your case. Don't forget a Works Cited page (smile).
Anything else? Questions, comments? Did I leave anything out? __________________
Man in the Mirror
Reflect on the thesis in the song and use examples from the the video Jackson uses as evidence. Be specific. Give three examples.
Tuesday, November 23, 2010
Portfolio Narratives
For students who are interested in starting the portfolio essays now, here are the questions which serve as the introduction to the portfolio.
The portfolio narratives (These are essays)
1. The fist narrative will look at the 18 weeks, the themes we looked at this semester, privilege and entitlement. Talk about what you've learned and discovered this semester about writing, college and life, which have transformed or changed you.
What have you learned about yourself this semester? What have you learned about the discipline you are studying in this class: composition and reading that you plan to carry forth into your lifelong pursuit of learning?
Please also comment on the texts and whether or not they were helpful in this process. You can also talk about the instruction, culture of the class and the teacher.
2. Besides the two essays you use as evidence to discuss your revision process, I also want you to include the The Known World essay, the book report essay and the social entrepreneur essay. We have already started the narrative on revision (check past cyber-assignments). Each essay needs to be 250 minimally words.
The checklist will list all the assignments, but you know what they are. On the checklist include the assignment grade. All the essays included in the portfolio are graded essays, except the final essay: The Angry Black White Boy.
If anyone would like help assembling the portfolio bring the assignments electronically to class beginning next week, Monday, Nov. 29 and we will have a few portfolio assembly workshops: Nov. 29 (9:30-10:30, 12-1, 3-4), Nov. 30 (1-2), and Dec. 1 (3-4).
3. Cyber-Assignments: Start collecting all your cyber-assignments. It takes a while to go through all of the posts, so start now. There is a section on the portfolio for these assignments.
4. Freewrites: Type your in-class freewrites. This is another section for your portfolio. Some freewrites are also cyber-assignments.
5. Extra credit. If you have written any essays this semester for extra credit they would go in this section.
6. Evaluation: There is a course evaluation for the class which is optional. I also ask if I can use any of your work for academic research.
This is a preliminary checklist.
For students who are interested in starting the portfolio essays now, here are the questions which serve as the introduction to the portfolio.
The portfolio narratives (These are essays)
1. The fist narrative will look at the 18 weeks, the themes we looked at this semester, privilege and entitlement. Talk about what you've learned and discovered this semester about writing, college and life, which have transformed or changed you.
What have you learned about yourself this semester? What have you learned about the discipline you are studying in this class: composition and reading that you plan to carry forth into your lifelong pursuit of learning?
Please also comment on the texts and whether or not they were helpful in this process. You can also talk about the instruction, culture of the class and the teacher.
2. Besides the two essays you use as evidence to discuss your revision process, I also want you to include the The Known World essay, the book report essay and the social entrepreneur essay. We have already started the narrative on revision (check past cyber-assignments). Each essay needs to be 250 minimally words.
The checklist will list all the assignments, but you know what they are. On the checklist include the assignment grade. All the essays included in the portfolio are graded essays, except the final essay: The Angry Black White Boy.
If anyone would like help assembling the portfolio bring the assignments electronically to class beginning next week, Monday, Nov. 29 and we will have a few portfolio assembly workshops: Nov. 29 (9:30-10:30, 12-1, 3-4), Nov. 30 (1-2), and Dec. 1 (3-4).
3. Cyber-Assignments: Start collecting all your cyber-assignments. It takes a while to go through all of the posts, so start now. There is a section on the portfolio for these assignments.
4. Freewrites: Type your in-class freewrites. This is another section for your portfolio. Some freewrites are also cyber-assignments.
5. Extra credit. If you have written any essays this semester for extra credit they would go in this section.
6. Evaluation: There is a course evaluation for the class which is optional. I also ask if I can use any of your work for academic research.
This is a preliminary checklist.
November 23, 2010 Cyber-Assignment Post and Other things
Today we listened to Marcus Shelby Orchestra's SOUL of the Movement, Meditations on Dr. Martin Luther King, Jr.
The freewrite is from Totems--Sheroes & Sheroes, Anti- & Otherwise. Read pp. 247-248. Choose a poem and analyze 1-3 salient arguments and give supporting evidence.
Operation Small Ax video--Talk about it. We watched it last week
Se Essay, Book Report revisions, etc.
The Angry Black White Boy--the play, finish and discuss the characters, themes, arguments. Start reading the novel which is on-line.
For homework visit Adam Mansbach's website http://www.adammansbach.com/ and read his essay about hip hop fiction.
Check the SE dates for essay due dates.
Sample Portfolios
Today I posted sample portfolios on several desk top computers this morning.
The freewrite is from Totems--Sheroes & Sheroes, Anti- & Otherwise. Read pp. 247-248. Choose a poem and analyze 1-3 salient arguments and give supporting evidence.
Operation Small Ax video--Talk about it. We watched it last week
Se Essay, Book Report revisions, etc.
The Angry Black White Boy--the play, finish and discuss the characters, themes, arguments. Start reading the novel which is on-line.
For homework visit Adam Mansbach's website http://www.adammansbach.com/ and read his essay about hip hop fiction.
Check the SE dates for essay due dates.
Sample Portfolios
Today I posted sample portfolios on several desk top computers this morning.
Wednesday, November 17, 2010
Social Entrepreneur Essay: New Dates
English 1B Social Entrepreneur Due Dates:
Planning Due by Thursday, Nov. 18 (write and share)_____________
Essay: Planning Sheet, Outline, Thesis due Thursday, Nov. 18 (write and share in class) __________
First Draft Tuesday, Nov. 30 (peer reviews)__________
Final Draft due via email, Thursday, Dec. 2. Send to coasabirenglish1B@gmail.com
Presentations: Dec. 2.
If we have time, students who missed the book report presentation can make it up. Don't forget the abstracts.
Portfolios
We will spend Dec. 6-8 working on portfolio assembly. Bring all of your work to class this week: all the graded drafts. The portfolio is due: Wednesday, Dec. 15, by 12 noon. Email it to me: coasabirenglish1B@gmail.com
Make sure you paste it and attach it. Remember attach only one Word Document, not several documents. If you send it wrong, I will not read it, and this might jeopardize your grade.
Planning Due by Thursday, Nov. 18 (write and share)_____________
Essay: Planning Sheet, Outline, Thesis due Thursday, Nov. 18 (write and share in class) __________
First Draft Tuesday, Nov. 30 (peer reviews)__________
Final Draft due via email, Thursday, Dec. 2. Send to coasabirenglish1B@gmail.com
Presentations: Dec. 2.
If we have time, students who missed the book report presentation can make it up. Don't forget the abstracts.
Portfolios
We will spend Dec. 6-8 working on portfolio assembly. Bring all of your work to class this week: all the graded drafts. The portfolio is due: Wednesday, Dec. 15, by 12 noon. Email it to me: coasabirenglish1B@gmail.com
Make sure you paste it and attach it. Remember attach only one Word Document, not several documents. If you send it wrong, I will not read it, and this might jeopardize your grade.
Wednesday, November 10, 2010
Tuesday, November 9, 2010
Book Reports
Post responses to classmate's book report here. Presenters post a self-reflection on the process, what you learend and what you did well and how you might improve for the next presentation: Social Entrepreneur.
American Cultures Presentations
Post responses and narratives here. For each presenter, also post a self-reflection on the process: writing to speech. Use substantive responses.
Thursday, November 4, 2010
Writing Workshop/Future Assignments
1. Outlines for Book Report Essay Die-Three Part Thesis (worksheet)
2. The Known World--if you are behind, revise the essay and turn it in now.
3. Angry Black White Boy --the play, continue reading aloud.
4. Presentations: American Culture (Tuesday, Nov. 9). Bring in your object. Check the syllabus for the assignment (Sept. 14, 2010).
American Culture Assignment: Bring in an object that represents American culture. Share the reasoning or rationale with your audience. You will paste the document on the website. I plan to videotape the presentation to post on the blog. I hope no one objects.
I will provide a link next week for the comments and posts.
2. The Known World--if you are behind, revise the essay and turn it in now.
3. Angry Black White Boy --the play, continue reading aloud.
4. Presentations: American Culture (Tuesday, Nov. 9). Bring in your object. Check the syllabus for the assignment (Sept. 14, 2010).
American Culture Assignment: Bring in an object that represents American culture. Share the reasoning or rationale with your audience. You will paste the document on the website. I plan to videotape the presentation to post on the blog. I hope no one objects.
I will provide a link next week for the comments and posts.
From October 18, 2010
I need to approve the book before you start reading.
The Known World essays are in and students are ready to move on. If any revisions are still required, turn them in ASAP.
Social Entrepreneur Essay
Our last essay, the Social Entrepreneur Essay planning is due mid-November for peer review. Choose an artist who is using their work for social change, to interrupt the status quo re: entitlement and privilege especially entitlement based on race, gender and class.
The Angry Black White Boy
This essay will be our final and is due with the portfolio, so there will still be a social entrepreneur essay due. This essay will profile an artist who is using his or her work for social change.
I will give you essay questions in December for the Angry Black White Boy. In the meantime, we will read the play based on the novel.
Portfolio
We will start reviewing the portfolio process in November. We will not have an in-class final. The portfolio is due by December 15 via email coasabirenglishB@gmail.com
More later on the portfolio.
The Known World essays are in and students are ready to move on. If any revisions are still required, turn them in ASAP.
Social Entrepreneur Essay
Our last essay, the Social Entrepreneur Essay planning is due mid-November for peer review. Choose an artist who is using their work for social change, to interrupt the status quo re: entitlement and privilege especially entitlement based on race, gender and class.
The Angry Black White Boy
This essay will be our final and is due with the portfolio, so there will still be a social entrepreneur essay due. This essay will profile an artist who is using his or her work for social change.
I will give you essay questions in December for the Angry Black White Boy. In the meantime, we will read the play based on the novel.
Portfolio
We will start reviewing the portfolio process in November. We will not have an in-class final. The portfolio is due by December 15 via email coasabirenglishB@gmail.com
More later on the portfolio.
Tuesday, November 2, 2010
Cyber-Freewrite and Class Schedule
1. Today the freewrite is to chose a poem from Reed's From Totems to Hip Hop "Politics" and respond in a three paragraph essay: use the three-part thesis sentence in the introduction.
2. Book reports conversation.
3. Angry Black-White Boy reading
4. Correct exercises in Argumentation chapter (Hacker handout)
REMINDER
Frontline World Assignments (October 18, 2010)
There is only one response to this assignment which was due October 31, 2010. Catch up.
2. Book reports conversation.
3. Angry Black-White Boy reading
4. Correct exercises in Argumentation chapter (Hacker handout)
REMINDER
Frontline World Assignments (October 18, 2010)
There is only one response to this assignment which was due October 31, 2010. Catch up.
Thursday, October 28, 2010
Self-Reflection on Revision Strategies and Evaluating a Website
Reflect separately on the exercises: Revision Strategies and Evaluating a Website.
Revision Strategies video.
Reflect on the revision process and video. What does it mean to revise? Where does revision fit into the overall writing process? What did Norm mean when he mentioned "skilled and unskilled writers"? What did Sandra Perl mean when she spoke about "editing prematurely"?
What assumptions did Dr. Flowers mention that writers have about "good writing"? What does planning have to do with any of this? What is "perfect draft syndrome"? How is revision a way to transform the writing? What is writer-based, reader-based writing?
What are the steps to revision? How are these steps confirmed by Diana Hacker in her various grammar style books in the section on revision? If you don't have Hacker, use the grammar style book you have to respond to the question.
How is keeping the reader in mind an important part of the writing process? What analogy does one of the character's use to describe the actual document?
Did you hear the questions used in the Initial Planning Sheet also used in the program?
Revision Strategies video.
Reflect on the revision process and video. What does it mean to revise? Where does revision fit into the overall writing process? What did Norm mean when he mentioned "skilled and unskilled writers"? What did Sandra Perl mean when she spoke about "editing prematurely"?
What assumptions did Dr. Flowers mention that writers have about "good writing"? What does planning have to do with any of this? What is "perfect draft syndrome"? How is revision a way to transform the writing? What is writer-based, reader-based writing?
What are the steps to revision? How are these steps confirmed by Diana Hacker in her various grammar style books in the section on revision? If you don't have Hacker, use the grammar style book you have to respond to the question.
How is keeping the reader in mind an important part of the writing process? What analogy does one of the character's use to describe the actual document?
Did you hear the questions used in the Initial Planning Sheet also used in the program?
Check out this website
Today students are evaluating websites. This website is a really fantastic medium for filmmakers out of Canada. Some students elected to evaluate it; however, all students are encouraged to visit it and listen to a few of the interviews: http://highrise.nfb.ca/ The director Katerina Cizek was a guest on my radio show October 27, 2010 in the first hour: www.blogtalkradio.com/wandas-picks She has a film in the United Nations Association Film Festival 2010: The Bicycle. Visit www.unaff.org The films are screening through October 31 at Stanford University.
This assignment is a part of the Library Assignment sheet I gave to students connected to the Social Entrepreneur assignment. The questions re: Evaluating a Web Page are on the College of Alameda site. Look at Library Worksheets. Students paired up to complete this in-class assignment and then sent it to me as an attachment and pasted in the document: Don't forget to include both students names, if you were a team. Send to coasabirenglish1B@gmail.com
We then watched a video on Revision Strategies: The Write Course and worked on revising The Known World essays.
Homework is to continue reading the book you chose. Let's meet in A-232 next week as well both days.
This assignment is a part of the Library Assignment sheet I gave to students connected to the Social Entrepreneur assignment. The questions re: Evaluating a Web Page are on the College of Alameda site. Look at Library Worksheets. Students paired up to complete this in-class assignment and then sent it to me as an attachment and pasted in the document: Don't forget to include both students names, if you were a team. Send to coasabirenglish1B@gmail.com
We then watched a video on Revision Strategies: The Write Course and worked on revising The Known World essays.
Homework is to continue reading the book you chose. Let's meet in A-232 next week as well both days.
Tuesday, October 26, 2010
Proceed and Be Bold starring Amos Paul Kennedy Jr.
We spent most of the class watching this film about a former corporate administrator who leaves his profession and begins to make art--printmaking.
I showed the film as an example of an artist who is also an entrepreneur, a social entrepreneur.
How does APK use printing to alter or change the world? What is his motivation? How is printing art? How is what Amos does with printmaking metaphor, even poetry?
What about his life is most intriguing and most existing? What questions does Proceed raise? What questions does it answer?
Write this response in the form of a profile of APK and a film critique/review. Use a published review of the film as a guide. Give citations. Visit Brown Finch Films for more information. The response should be minimally three paragraphs.
I returned a few TKW essays. The revisions are due at the next meeting unless you need to see me. A couple students do. I am around on Wednesdays--call me. I have office hours in the morning and afternoon.
Visit http://www.kennedyprints.com/
http://sfdocfest.bside.com/2009/films/proceedandbebold_sfdocfest2009;jsessionid=DACE16C369829B888458937DF8CE65AE
I showed the film as an example of an artist who is also an entrepreneur, a social entrepreneur.
How does APK use printing to alter or change the world? What is his motivation? How is printing art? How is what Amos does with printmaking metaphor, even poetry?
What about his life is most intriguing and most existing? What questions does Proceed raise? What questions does it answer?
Write this response in the form of a profile of APK and a film critique/review. Use a published review of the film as a guide. Give citations. Visit Brown Finch Films for more information. The response should be minimally three paragraphs.
I returned a few TKW essays. The revisions are due at the next meeting unless you need to see me. A couple students do. I am around on Wednesdays--call me. I have office hours in the morning and afternoon.
Visit http://www.kennedyprints.com/
http://sfdocfest.bside.com/2009/films/proceedandbebold_sfdocfest2009;jsessionid=DACE16C369829B888458937DF8CE65AE
Thursday, October 21, 2010
Cyber-Freewrite
1. Choose a poem from Totems: Politics . Develop three 3-part thesis sentences.
2. Review assignments
3. Read a play: The Angry Black White Boy
4. Homework: Continue reading your book, complete the Frontline World assignment.
2. Review assignments
3. Read a play: The Angry Black White Boy
4. Homework: Continue reading your book, complete the Frontline World assignment.
Wednesday, October 20, 2010
Angela Davis: Radical Pedagogy Cyber-Assignment
In class on Tuesday we watched a film by director, Angela Carroll about social critic and activist, Professor Angela Y. Davis. After a lively discussion, students were then introduced to the three-part thesis sentence form which we practiced.
Students were to respond to the film in three paragraphs. Homework was also to start reading one's approved collection of stories or novel and to begin thinking about the Social Entrepreneur project and doing the Frontline World exercises.
Students were to respond to the film in three paragraphs. Homework was also to start reading one's approved collection of stories or novel and to begin thinking about the Social Entrepreneur project and doing the Frontline World exercises.
Monday, October 18, 2010
Notes
I need to approve the book before you start reading.
The Known World essays are in and students are ready to move on. If any revisions are still required, turn them in ASAP.
Social Entrepreneur Essay
Our last essay, the Social Entrepreneur Essay planning is due mid-November for peer review. Choose an artist who is using their work for social change, to interrupt the status quo re: entitlement and privilege especially entitlement based on race, gender and class.
The Angry Black White Boy
This essay will be our final and is due with the portfolio, so there will still be a social entrepreneur essay due. This essay will profile an artist who is using his or her work for social change.
I will give you essay questions in December for the Angry Black White Boy. In the meantime, we will read the play based on the novel.
Portfolio
We will start reviewing the portfolio process in November. We will not have an in-class final. The portfolio is due by December 15 via email coasabirenglish1B@gmail.com
More later on the portfolio.
The Known World essays are in and students are ready to move on. If any revisions are still required, turn them in ASAP.
Social Entrepreneur Essay
Our last essay, the Social Entrepreneur Essay planning is due mid-November for peer review. Choose an artist who is using their work for social change, to interrupt the status quo re: entitlement and privilege especially entitlement based on race, gender and class.
The Angry Black White Boy
This essay will be our final and is due with the portfolio, so there will still be a social entrepreneur essay due. This essay will profile an artist who is using his or her work for social change.
I will give you essay questions in December for the Angry Black White Boy. In the meantime, we will read the play based on the novel.
Portfolio
We will start reviewing the portfolio process in November. We will not have an in-class final. The portfolio is due by December 15 via email coasabirenglish1B@gmail.com
More later on the portfolio.
Frontline World: Engaged Citizenry Cyber-Assignment
Frontline World Cyber-Assignment Post(s)http://www.pbs.org/frontlineworld/stories/socialentrepreneurs.html
Respond to 3 stories by 10/18-10/31. Bring in headphones for the computer. Post your Frontline World Responses (3) on the blog.
Answer the following questions in your response to the program.
Outline:
1.Who is the social entrepreneur profiled?
2.What problem did the person profiled identify?
3.What is the name of the organization they started?
4.Describe their relationship to the community that they serve?
• Why they decided to address this issue?
5.What is the local component?
6.How does the community own the process?
Respond to 3 stories by 10/18-10/31. Bring in headphones for the computer. Post your Frontline World Responses (3) on the blog.
Answer the following questions in your response to the program.
Outline:
1.Who is the social entrepreneur profiled?
2.What problem did the person profiled identify?
3.What is the name of the organization they started?
4.Describe their relationship to the community that they serve?
• Why they decided to address this issue?
5.What is the local component?
6.How does the community own the process?
Book Report Essay Due Nov. 12
This semester we are looking at Privilege
Each student was asked to choose a novel. The author needed to be alive and living in the Northern California if possible. I suggested students chose a subject or author who might also work as a topic for the Social Entrepreneur profile. For example, Isabel Allende is a wonderful Chilean writer who is also social entrepreneur. She is not under 30, but that is okay. Another wonderful writer is Maxine Hong Kingston and my favorite writer, Alice Walker.
For each essay, students need to find three articles: a published book review or analysis, and for the author, see if there is something on the author in Literary Criticism, (on-line in the Library Database and in COA library (public libraries as well). Third, find an article that addresses one of the themes in the book. Include all of these sources in your works cited page.
The essay will be 3-4 pages and in it you will summarize your book’s major themes and analyze them. Tell us something about the author and how he or she comes to write the book if applicable. You can always save this for the presentation, that and if the book is the author’s first.
Abstract
The presentation is weighted heavily here, so prepare well, and please include an abstract which includes the title of the book, the key points you plan to make and any arguments you’d like us to consider. Bring in copies for each student.
Book Report
Planning Sheet, Outline, Thesis Nov. 4___________
First Draft Tuesday, Nov. 9___________
Final Draft Friday, Nov. 12 via email____________
Presentations: Tuesday, Nov. 16___________
The presentation is a quarter of the grade for this assignment
Each student was asked to choose a novel. The author needed to be alive and living in the Northern California if possible. I suggested students chose a subject or author who might also work as a topic for the Social Entrepreneur profile. For example, Isabel Allende is a wonderful Chilean writer who is also social entrepreneur. She is not under 30, but that is okay. Another wonderful writer is Maxine Hong Kingston and my favorite writer, Alice Walker.
For each essay, students need to find three articles: a published book review or analysis, and for the author, see if there is something on the author in Literary Criticism, (on-line in the Library Database and in COA library (public libraries as well). Third, find an article that addresses one of the themes in the book. Include all of these sources in your works cited page.
The essay will be 3-4 pages and in it you will summarize your book’s major themes and analyze them. Tell us something about the author and how he or she comes to write the book if applicable. You can always save this for the presentation, that and if the book is the author’s first.
Abstract
The presentation is weighted heavily here, so prepare well, and please include an abstract which includes the title of the book, the key points you plan to make and any arguments you’d like us to consider. Bring in copies for each student.
Book Report
Planning Sheet, Outline, Thesis Nov. 4___________
First Draft Tuesday, Nov. 9___________
Final Draft Friday, Nov. 12 via email____________
Presentations: Tuesday, Nov. 16___________
The presentation is a quarter of the grade for this assignment
Social Entrepreneur Essay Assignment Due Nov. 19
Assignment: Social Entrepreneurs: Engaged Citizenry
English 1B
Choose an artist who is using their work for social change, to interrupt the status quo re: entitlement and privilege especially entitlement based on race, gender and class.
Introduction
Open with the problem statement. Be descriptive.
The thesis sentence names your social entrepreneur as a person who is addressing the problem identified in the introduction.
Body paragraphs
Background on the social entrepreneur and what brings them to the work. You can cite statistics here to illustrate the problem
Introduce the organization or business venture. Does the work grow out of the community? How do the SE and the community interact?
Are there any partnerships with other organizations and/or government?
Are there any peer reviews or industry reports?
What are the measurable results for the community? Share a story here.
What are the measurable results for the SE. You could quote the SE here.
Narrative
Your essay needs to answer all of these questions; you can structure it like a typical problem/solution essay or cause and effect.
The person has to be alive. Try to find someone local, who is living in the San Francisco Bay Area or in California. The person has to have been doing this work for 10-20 years (the length of time is negotiable; see me).
You need to locate 5 sources on your subject to form a bibliography; you don't have to cite them all. The sources can be published or broadcast interviews, books, articles, and films or you can interview them yourself. The person cannot be a relative. You can work in groups and share data. In fact, I encourage it.
You will have three citations: 1 in-text citation, one paraphrase, and one block quote in the essay. The rest of the writing has to be your own. The essay should be 4pages (English 1A). This does not include the works cited page or bibliography.
English 1B Social Entrepreneur Due Dates:
Planning Due by Tuesday, Nov. 18 (share)_____________
Essay: Planning Sheet, Outline, Thesis due Tuesday, Nov. 16 __________
First Draft Tuesday, Nov. 30 (peer reviews)__________
Final Draft due via email, Thursday, Dec. 2. Send to coasabirenglish1B@gmail.com
Presentations: Dec. 2
Supplementary Assignments
On-line Frontline World (on-line responses 3) Start Tuesday, October 19_______
Library Research sheet: Thursday, October 21_______________
Website Evaluation completed (worksheet) by October 30 (in-class) _____________
List of sources (5) minimum in MLA format due Tuesday, Nov. 13 (share in class) ___________
English 1B
Choose an artist who is using their work for social change, to interrupt the status quo re: entitlement and privilege especially entitlement based on race, gender and class.
Introduction
Open with the problem statement. Be descriptive.
The thesis sentence names your social entrepreneur as a person who is addressing the problem identified in the introduction.
Body paragraphs
Background on the social entrepreneur and what brings them to the work. You can cite statistics here to illustrate the problem
Introduce the organization or business venture. Does the work grow out of the community? How do the SE and the community interact?
Are there any partnerships with other organizations and/or government?
Are there any peer reviews or industry reports?
What are the measurable results for the community? Share a story here.
What are the measurable results for the SE. You could quote the SE here.
Narrative
Your essay needs to answer all of these questions; you can structure it like a typical problem/solution essay or cause and effect.
The person has to be alive. Try to find someone local, who is living in the San Francisco Bay Area or in California. The person has to have been doing this work for 10-20 years (the length of time is negotiable; see me).
You need to locate 5 sources on your subject to form a bibliography; you don't have to cite them all. The sources can be published or broadcast interviews, books, articles, and films or you can interview them yourself. The person cannot be a relative. You can work in groups and share data. In fact, I encourage it.
You will have three citations: 1 in-text citation, one paraphrase, and one block quote in the essay. The rest of the writing has to be your own. The essay should be 4pages (English 1A). This does not include the works cited page or bibliography.
English 1B Social Entrepreneur Due Dates:
Planning Due by Tuesday, Nov. 18 (share)_____________
Essay: Planning Sheet, Outline, Thesis due Tuesday, Nov. 16 __________
First Draft Tuesday, Nov. 30 (peer reviews)__________
Final Draft due via email, Thursday, Dec. 2. Send to coasabirenglish1B@gmail.com
Presentations: Dec. 2
Supplementary Assignments
On-line Frontline World (on-line responses 3) Start Tuesday, October 19_______
Library Research sheet: Thursday, October 21_______________
Website Evaluation completed (worksheet) by October 30 (in-class) _____________
List of sources (5) minimum in MLA format due Tuesday, Nov. 13 (share in class) ___________
Thursday, October 14, 2010
Homework is to catch up on the essay writing, if behind. Students can email me, just call me and let me know you have sent a revised essay. In your preamble, let me know what changed between drafts and the grade, if any given or comments.
Homework is also to bring in a book written by a Northern California writer 30 years old or younger. Sources to find such writers are: The Northern California Book Reviewers Association, Before Columbus Foundation, Poetry Flash.
This is Banded Book Month, I was told and there is a book display at Laney College Library students might want to check out. Berkeley is also a participant in Banned Books Month in the past.
Homework is also to bring in a book written by a Northern California writer 30 years old or younger. Sources to find such writers are: The Northern California Book Reviewers Association, Before Columbus Foundation, Poetry Flash.
This is Banded Book Month, I was told and there is a book display at Laney College Library students might want to check out. Berkeley is also a participant in Banned Books Month in the past.
Freewrite
Choose a poem from Reed and write a three paragraph response exploring the argument and themes.
Thursday, October 7, 2010
Argumentation
Today we watched the video: Argumentation, produced by The Write Course. Post reflections on the video: What you learned and what was clarified about argument that you might have forgotten.
Why is argumentation an important rhetorical tool?
Homework will be to chose a poem from Reed's Men and Women, and state the argument and pull out support: definitions, analogies, testimony and/or consequences to support the argument. Post here.
What does Reed say about this section and why he included it in his anthology? Summarize his reasons and incorporate your example into this summary essay. Three paragraphs is fine.
Why is argumentation an important rhetorical tool?
Homework will be to chose a poem from Reed's Men and Women, and state the argument and pull out support: definitions, analogies, testimony and/or consequences to support the argument. Post here.
What does Reed say about this section and why he included it in his anthology? Summarize his reasons and incorporate your example into this summary essay. Three paragraphs is fine.
Peer Review and Comments on Essay presentations
Checklist for Classical Argument:
1. Does my paper include the elements of Classical argument structure in proper sequence?
2. Does my introduction clearly present my thesis and necessary background information?
3. Have I acknowledged and accurately presented challengingly viewpoints? have I refuted them thoroughly?
4. Does my conclusion summarize the key points of my argument, present insightful interpretations, or make appropriate predictions or recommendations?
1. Does my paper include the elements of Classical argument structure in proper sequence?
2. Does my introduction clearly present my thesis and necessary background information?
3. Have I acknowledged and accurately presented challengingly viewpoints? have I refuted them thoroughly?
4. Does my conclusion summarize the key points of my argument, present insightful interpretations, or make appropriate predictions or recommendations?
Tuesday, October 5, 2010
Today in class we reviewed the Classical Argument form by doing some prewriting together around the topic: "choice" using three characters from TKW to illustrate the point: Robbins, Townsend and Skiffington.
We got as far as the Initial Planning and character profiles looking at certain aspects of the character's character such as motivating factors like wants and needs and what each one might have sacrificed to get what he wanted most.
I handed out samples of an essay to students, as well as additional questions to ask to fulfill the assignment which is due Thursday, October 7. Students need to come prepared to present their essays.
Some of the essays I read aloud were not compelling and the evidence used was not the best evidence. We are look for deep analysis at this level of academic writing. The essays don't have to be long, but they have to be powerful.
I also showed a film on Argumentation as well. We'll complete the film on Thursday. If students were absent today, you cannot make up the essay on Thursday, and this essay is part of a three-essay assignment. The next two are die next week: Tuesday and Thursday with presentations.
This is just a fun exercise I decided to try out this semester. It might be a new essay form for some of you.
For the students who have been missing class, drop the class. I am tired of seeing students once a week in a two-meeting class. Many of these students started teh class late.
I will not be gentle in the grading of this 3-part essay project on The Known World. I noticed that only one student, maybe two were involved in the discussion this morning.
This is a writing class, so I am fine with reviewing essay structure and research methods, but I am not going to review grammar without penalizing the student whose paper is rife with errors. Such students will have to write an essay identifying the errors and prescribing a solution based on a grammarian like Diana Hacker. You only have one time to get it right.
I don't think anyone from this class has met with me outside of class. In fact I am waiting right now for a student who never showed (12:15-1:40 PM).
I am leaving now.
We also talked about The Angry Black White Boy which will be our final essay and presentation. Students will chose from the three arguments forms and present an essay based on one of them to the class and in writing.
We will not do the Social Entrepreneur Essay. Oh, students need to use a scholarly source for each essay they write, including The Known World.
We got as far as the Initial Planning and character profiles looking at certain aspects of the character's character such as motivating factors like wants and needs and what each one might have sacrificed to get what he wanted most.
I handed out samples of an essay to students, as well as additional questions to ask to fulfill the assignment which is due Thursday, October 7. Students need to come prepared to present their essays.
Some of the essays I read aloud were not compelling and the evidence used was not the best evidence. We are look for deep analysis at this level of academic writing. The essays don't have to be long, but they have to be powerful.
I also showed a film on Argumentation as well. We'll complete the film on Thursday. If students were absent today, you cannot make up the essay on Thursday, and this essay is part of a three-essay assignment. The next two are die next week: Tuesday and Thursday with presentations.
This is just a fun exercise I decided to try out this semester. It might be a new essay form for some of you.
For the students who have been missing class, drop the class. I am tired of seeing students once a week in a two-meeting class. Many of these students started teh class late.
I will not be gentle in the grading of this 3-part essay project on The Known World. I noticed that only one student, maybe two were involved in the discussion this morning.
This is a writing class, so I am fine with reviewing essay structure and research methods, but I am not going to review grammar without penalizing the student whose paper is rife with errors. Such students will have to write an essay identifying the errors and prescribing a solution based on a grammarian like Diana Hacker. You only have one time to get it right.
I don't think anyone from this class has met with me outside of class. In fact I am waiting right now for a student who never showed (12:15-1:40 PM).
I am leaving now.
We also talked about The Angry Black White Boy which will be our final essay and presentation. Students will chose from the three arguments forms and present an essay based on one of them to the class and in writing.
We will not do the Social Entrepreneur Essay. Oh, students need to use a scholarly source for each essay they write, including The Known World.
Thursday, September 30, 2010
Essay Assignments and Due Dates
We are going to write three arguments using themes from The Known World. The first essay will use The Classical Model of Argument.
The second essay will use the Toulmin Model and the last Rogerian. I will give students models and/or templates for each essay assignment.
The first essay will be due Tuesday, October 5. Bring in a completed Initial Planning Sheet and an outline. We will have a peer review that day and students will present their essay on Thursday, October 7. I said the essay could be 2-4 pages, but I don't know if you can do justice to your topic in two pages, so I have changed the assignment to 3-4 pages, plus a works cited.
Students will use the same evidence for all the essays and the same thesis , all that will change will be the arrangement and form of the essay. The presentation and Toulmin essay will be due October 12 and the Rogerian, October 14.
We'll practice writing an argument in class next week together. Follow the narrative and your essay will be fine. I also mentioned going to the sunrise ceremony on Alcatraz Island, Monday, October 11, 5 AM. Visit http://www.alcatrazcruises.com/website/pprog-upcoming-events.aspx
We also practiced developing signal phrases using a workbook I distributed. Many of the students borrowed the book. Please return next Thursday. Write on a separate sheet of paper. Thanks!
Bring in your novel you'd like to read for the class next week, so I can approve it. This essay will be due early November, let's say, week of Nov. 1-4. We will start the pre-writing the week of October 25-28.
We'll read a play in class and conclude the semester with a profile on an artist who is using their creativity to challenge inequity in society. This essay, which is your final, will be due, Nov. 22-25. Presentations will be Nov. 30.
The portfolio is due Dec. 9 electronically. We will begin assembling it Dec. 2 and 7. This is the end of the course.
Skills: Thesis development: topical invention and 3-part thesis, essay structure, mapping, academic research methods, grammar refresher, paraphrasing, MLA, argument, outlining,
The second essay will use the Toulmin Model and the last Rogerian. I will give students models and/or templates for each essay assignment.
The first essay will be due Tuesday, October 5. Bring in a completed Initial Planning Sheet and an outline. We will have a peer review that day and students will present their essay on Thursday, October 7. I said the essay could be 2-4 pages, but I don't know if you can do justice to your topic in two pages, so I have changed the assignment to 3-4 pages, plus a works cited.
Students will use the same evidence for all the essays and the same thesis , all that will change will be the arrangement and form of the essay. The presentation and Toulmin essay will be due October 12 and the Rogerian, October 14.
We'll practice writing an argument in class next week together. Follow the narrative and your essay will be fine. I also mentioned going to the sunrise ceremony on Alcatraz Island, Monday, October 11, 5 AM. Visit http://www.alcatrazcruises.com/website/pprog-upcoming-events.aspx
We also practiced developing signal phrases using a workbook I distributed. Many of the students borrowed the book. Please return next Thursday. Write on a separate sheet of paper. Thanks!
Bring in your novel you'd like to read for the class next week, so I can approve it. This essay will be due early November, let's say, week of Nov. 1-4. We will start the pre-writing the week of October 25-28.
We'll read a play in class and conclude the semester with a profile on an artist who is using their creativity to challenge inequity in society. This essay, which is your final, will be due, Nov. 22-25. Presentations will be Nov. 30.
The portfolio is due Dec. 9 electronically. We will begin assembling it Dec. 2 and 7. This is the end of the course.
Skills: Thesis development: topical invention and 3-part thesis, essay structure, mapping, academic research methods, grammar refresher, paraphrasing, MLA, argument, outlining,
Tuesday, September 28, 2010
Topical Invention
Today in class two students have completed TKW, congratulations. Still other students are treading water, or should I say tree pulp and ink? We were in chapter 6-7 last week.
We read a poem from Reed by Floyd Salas and then preceded to develop thesis sentences using "topical invention." Invention refers to any pre-writing strategy that helps writers develop ideas about their topic. In this case, students develop thesis sentences that answer questions (handout).
The resulting sentences are definitions (what is it/was it), analogies (what is it like/unlike), consequences (what caused it/did it cause/will it cause) and testimony (what does an authority say about it).
Students were in groups and used a mapping handout and another handout that helped students narrow their topics. Homework is to develop 4 thesis sentences using this technique and bring to class electronically. Email them to yourself.
Post your four sentences here. Pull the topics from Chapter 8 in TKW. We will write another short essay on Thursday. Students were to bring in examples of signal phrases and block quotes for homework.
For homework bring in five published examples of a signal phrases and three examples of a block quote. Use a variety of media: scholarly articles, newspapers, and magazines. Bring the examples to class.
No one did last week's assignment. It is posted below as well. We used one poem for the freewrite in class; the homework was to do the same again, using another poem.
We read a poem from Reed by Floyd Salas and then preceded to develop thesis sentences using "topical invention." Invention refers to any pre-writing strategy that helps writers develop ideas about their topic. In this case, students develop thesis sentences that answer questions (handout).
The resulting sentences are definitions (what is it/was it), analogies (what is it like/unlike), consequences (what caused it/did it cause/will it cause) and testimony (what does an authority say about it).
Students were in groups and used a mapping handout and another handout that helped students narrow their topics. Homework is to develop 4 thesis sentences using this technique and bring to class electronically. Email them to yourself.
Post your four sentences here. Pull the topics from Chapter 8 in TKW. We will write another short essay on Thursday. Students were to bring in examples of signal phrases and block quotes for homework.
For homework bring in five published examples of a signal phrases and three examples of a block quote. Use a variety of media: scholarly articles, newspapers, and magazines. Bring the examples to class.
No one did last week's assignment. It is posted below as well. We used one poem for the freewrite in class; the homework was to do the same again, using another poem.
Thursday, September 23, 2010
Homework Recap
We will table the Tulia, TX assignment. We ended up discussing TKW and looking at poetry from Reed's book, the next chapter, Men and Women. I gave students an Initial Planning Sheet and we started talking about the freewriting assignment, which was to find a poem from Totems, Nature and Place, that tied in thematically with chapters 6-8.
Students were in varying stages of completion of the freewrite when we looked at Caldonia's love for Henry and an exploration of the topic.
Homework is to take a topic from chapters 6-8 and a corresponding poem or two and use both the poem and evidence from the book to support the thesis. Use IPS to map out your strategy first. Post the IPS and the three-five paragraph essay on the topic.
Mine was love and grief. You could look at "justice" and its application or "freedom," how easily it is lost for someone who is not respected or privileged like Augustus. Post your short essays here.
The other assignments re: signal phrases and published block quotes are due next week. Bring to class. If there are any questions: call me.
I really enjoyed the discussion today. Some students are lost. Get a tutor and read the book with them if a study group is out of the question.
Students were in varying stages of completion of the freewrite when we looked at Caldonia's love for Henry and an exploration of the topic.
Homework is to take a topic from chapters 6-8 and a corresponding poem or two and use both the poem and evidence from the book to support the thesis. Use IPS to map out your strategy first. Post the IPS and the three-five paragraph essay on the topic.
Mine was love and grief. You could look at "justice" and its application or "freedom," how easily it is lost for someone who is not respected or privileged like Augustus. Post your short essays here.
The other assignments re: signal phrases and published block quotes are due next week. Bring to class. If there are any questions: call me.
I really enjoyed the discussion today. Some students are lost. Get a tutor and read the book with them if a study group is out of the question.
Freewrite Cyber-Assignment
Chose a poem to respond to that ties into TKW Chapters 6-7. Write a three paragraph essay response. Incorporate three citations from both sources: a paraphrase, a block quote and an in-text citation.
For homework bring in five published examples of a signal phrases and three examples of a block quote. Use a variety of media: scholarly articles, newspapers, and magazines. Bring the examples to class.
Write a 250 word response to the film: Tulia, Texas, directed by Cassandra Heraman & Kellt Walen (60 min.) Visit http://www.tuliatexasfilm.com/ and http://www.pbs.org/independentlens/tuliatexas/
Tie into TKW. Show how this story gives the novel currency. Again use citations from both TKW and the film. Due at the next class.
From the Independent Lens website:
This is a story about how our idea of justice gets corrupted when we declare war on something.”
—Jeff Blackburn, criminal defense attorney
On July 23, 1999, undercover narcotics agent Thomas Coleman carried out one of the biggest drug stings in Texas history. By the end of the blazing summer day, dozens of residents in the sleepy farming town of Tulia had been rounded up and thrown behind bars. Thirty-nine of the 46 people accused of selling drugs to Coleman were African American. But disturbing evidence about the undercover investigation and Coleman’s past soon began to surface.
TULIA,TEXAS follows the 1999 raid and its aftermath, which roiled the small rural community. When Gary Gardner, a retired white farmer, questioned the arrests, other residents who were convinced of the defendants’ guilt criticized him for raising the issue publicly. More questions were raised after 13 defendants were convicted and given unusually long prison sentences—25, 60 and in some cases even 90 years. The arrest of 22-year-old Freddie Brookins Jr. came as a shock to his family. A celebrated high school athlete, Freddie, who had no prior criminal record, was given a 20-year sentence. When a lawyer named Jeff Blackburn found numerous discrepancies in Tom Coleman’s testimony, further investigation revealed a warrant for Coleman’s arrest. Coleman, who had been named Texas Lawman of the Year, was caught lying and tried for perjury. A judge referred to him as “the most devious, non-responsive law enforcement witness this court has witnessed in 25 years on the bench in Texas.”
Yet despite evidence showing a clear miscarriage of justice in the original trials, some Tulia residents held on to their beliefs that all those who had been arrested were guilty and that Coleman’s “mistakes” were merely legal technicalities. And as former defendants tried to mend their disrupted lives and the town attempted to resume life as usual, the residents of Tulia, both white and black, were left with feelings of wariness toward one another. TULIA, TEXAS shows how America’s war on drugs and its over-zealous law enforcement, combined with racial divisions, have exposed deep-seated animosities and even starker injustices.
For homework bring in five published examples of a signal phrases and three examples of a block quote. Use a variety of media: scholarly articles, newspapers, and magazines. Bring the examples to class.
Write a 250 word response to the film: Tulia, Texas, directed by Cassandra Heraman & Kellt Walen (60 min.) Visit http://www.tuliatexasfilm.com/ and http://www.pbs.org/independentlens/tuliatexas/
Tie into TKW. Show how this story gives the novel currency. Again use citations from both TKW and the film. Due at the next class.
From the Independent Lens website:
This is a story about how our idea of justice gets corrupted when we declare war on something.”
—Jeff Blackburn, criminal defense attorney
On July 23, 1999, undercover narcotics agent Thomas Coleman carried out one of the biggest drug stings in Texas history. By the end of the blazing summer day, dozens of residents in the sleepy farming town of Tulia had been rounded up and thrown behind bars. Thirty-nine of the 46 people accused of selling drugs to Coleman were African American. But disturbing evidence about the undercover investigation and Coleman’s past soon began to surface.
TULIA,TEXAS follows the 1999 raid and its aftermath, which roiled the small rural community. When Gary Gardner, a retired white farmer, questioned the arrests, other residents who were convinced of the defendants’ guilt criticized him for raising the issue publicly. More questions were raised after 13 defendants were convicted and given unusually long prison sentences—25, 60 and in some cases even 90 years. The arrest of 22-year-old Freddie Brookins Jr. came as a shock to his family. A celebrated high school athlete, Freddie, who had no prior criminal record, was given a 20-year sentence. When a lawyer named Jeff Blackburn found numerous discrepancies in Tom Coleman’s testimony, further investigation revealed a warrant for Coleman’s arrest. Coleman, who had been named Texas Lawman of the Year, was caught lying and tried for perjury. A judge referred to him as “the most devious, non-responsive law enforcement witness this court has witnessed in 25 years on the bench in Texas.”
Yet despite evidence showing a clear miscarriage of justice in the original trials, some Tulia residents held on to their beliefs that all those who had been arrested were guilty and that Coleman’s “mistakes” were merely legal technicalities. And as former defendants tried to mend their disrupted lives and the town attempted to resume life as usual, the residents of Tulia, both white and black, were left with feelings of wariness toward one another. TULIA, TEXAS shows how America’s war on drugs and its over-zealous law enforcement, combined with racial divisions, have exposed deep-seated animosities and even starker injustices.
Free Write
I am looking for the film: Traces of the Trade. In the meantime, I will show you a film about a case in Tulia, Texas, where justice was not blindfolded.
Assignments for Fall 2010
Chapter Logs up to Chapter 7 due Tuesday, September 28, typed or copies of handwritten notes, stapled.
Readings:
Chapter 8-9: Sept. 28/Oct. 1 Discussion and Writing Assignment.
Chapter 10-12 end note (letter): October 5/7 end note
Discussion and Writing Assignment. Chapter logs due, copies or typed (typed is best).
Book Report Essay or Life After TKW (smile)
Book report essay due: October 26.
Bring in the book or titles for consideration beginning September 28/30 to October 5/7.
I need to approve the book first.
Social Entrepreneur Essay
Our last essay, the Social Entrepreneur Essay planning is due mid-November for peer review. Chose an artist who is using their work for social change, to interrupt the status quo re: entitlement and privilege especially entitlement based on race, gender and class.
Portfolio
We will start reviewing the portfolio process in November as well to be completed before finals. We will not have a final in this class. The portfolio and the portfolio presentation is the final. We will complete this before classes end.
More later on this.
Readings:
Chapter 8-9: Sept. 28/Oct. 1 Discussion and Writing Assignment.
Chapter 10-12 end note (letter): October 5/7 end note
Discussion and Writing Assignment. Chapter logs due, copies or typed (typed is best).
Book Report Essay or Life After TKW (smile)
Book report essay due: October 26.
Bring in the book or titles for consideration beginning September 28/30 to October 5/7.
I need to approve the book first.
Social Entrepreneur Essay
Our last essay, the Social Entrepreneur Essay planning is due mid-November for peer review. Chose an artist who is using their work for social change, to interrupt the status quo re: entitlement and privilege especially entitlement based on race, gender and class.
Portfolio
We will start reviewing the portfolio process in November as well to be completed before finals. We will not have a final in this class. The portfolio and the portfolio presentation is the final. We will complete this before classes end.
More later on this.
We had a library orientation Tuesday, September 21, with Steve Gerstle, M.L.I.S. -- Reference and Instruction Librarian, 748-5217. There were handouts. If you missed class, check-in with a classmate or me. Any handouts you can pick up from Professor Gerstle.
Here are the videos he showed that mornig to students in my two classes:
20/20 Privilege in America
http://www.youtube.com/watch?v=HcJ8ib8U3zk&p=6E71245F3C140D8A&playnext=1&index=13
Developing a Topic:
http://www.wou.edu/provost/library/clip/tutorials/dev_topic.htm
Here are the videos he showed that mornig to students in my two classes:
20/20 Privilege in America
http://www.youtube.com/watch?v=HcJ8ib8U3zk&p=6E71245F3C140D8A&playnext=1&index=13
Developing a Topic:
http://www.wou.edu/provost/library/clip/tutorials/dev_topic.htm
Tuesday, September 21, 2010
Library Orientation: TKW
Reflect on the library orientation and how important research is to you as a scholar. Find an article in the library database that might help you in your analysis of The Known World.
Post a summary of your article for homework here and how it ties into your research question/topic.
We will complete the book for Tuesday, Sept. 28.
Post a summary of your article for homework here and how it ties into your research question/topic.
We will complete the book for Tuesday, Sept. 28.
Thursday, September 16, 2010
Theatre Dates
I am going to Paper Angels this evening. Two students from another class can go, so I am rearranging my schedule to accompany them. The play is in Chinatown in San Francisco and is a part of the San Francisco Fringe Festival.
Homework and class recap
Students then got into Literature Circles to discuss TKW. Most students are very behind on the reading (chapters 1-2). We are up to chapter 5. For next week read chapter 6-8 pp. 180-274.
Today we looked at classes or groups of characters: parents or guardians, incorrigible slaves or enslaved persons who loved freedom; characters with mental illness, crippled characters, rich and poor, those who died young, families: intact and splintered, blended families....
For next week think about the consequences for those characters who have no control over their persons and how events beyond their control make them behave in certain ways.
Think about the choices certain characters make and the consequences, seen and unanticipated.
We will write and present three arguments for this book: Aristotelian, Toulmin, and Rogerian. The topics to be considered are:US Institution of Slavery: Legality vs. Morality. Parents and Children: Choice or Heredity/Nature or Nurture? The Known World: Thinking Outside the Box.
We will begin writing these essays next week. We will also practice making an outline.
Today we looked at classes or groups of characters: parents or guardians, incorrigible slaves or enslaved persons who loved freedom; characters with mental illness, crippled characters, rich and poor, those who died young, families: intact and splintered, blended families....
For next week think about the consequences for those characters who have no control over their persons and how events beyond their control make them behave in certain ways.
Think about the choices certain characters make and the consequences, seen and unanticipated.
We will write and present three arguments for this book: Aristotelian, Toulmin, and Rogerian. The topics to be considered are:US Institution of Slavery: Legality vs. Morality. Parents and Children: Choice or Heredity/Nature or Nurture? The Known World: Thinking Outside the Box.
We will begin writing these essays next week. We will also practice making an outline.
Cyber-Freewrite
Today in class students responded to a poem or poems from Reed. Post your three paragraph essay response here. Check the formattign before posting, blogger does not hold the formatting.
Students were to comment on a classmate's essay using Microsoft Comment and then send a copy of the annotated essay to the student. Copy yourself and me coasabirenglish1B@gmail.com
Students were to comment on a classmate's essay using Microsoft Comment and then send a copy of the annotated essay to the student. Copy yourself and me coasabirenglish1B@gmail.com
Tuesday, September 14, 2010
Cyber-Assignment for Tuesday, Sept. 14, 2010 and recap
Today in class we had a lively discussion of Reed's introduction to Nature and Place in From Totems to Hip-Hop. Students worked in pairs paraphrasing stanzas of the poem Reed concludes with "O Dark Sister."
We then talked about discussion groups called "Literature Circles," which we formed to talk about The Known World. Quite a few students had read up to chapter two, last week's homework; however, only two students were up to chapter four. Homework for today is to read up to chapter 6 in TKW.
Students are also to read another poem from Nature & Place. This will be the topic of the freewrite for Thursday, Sept. 16.
For those who participated in the discussion group(s). Post a reflection on the process. How did it go for you? What did you like about sharing your thoughts about the literature? How did the activity expand your knowledge?
Many students have not completed the Paley assignment, and still others have not completed TKW assignments on the blog and the Reed assignment from Sept. 2. Homework this weekend was to complete these assignments. Students have to complete these assignments.
Presently they are archived, so look in the margins for the link to August 2010 posts.
Come to class on time, and remember next week, we are meeting in A-232.
We then talked about discussion groups called "Literature Circles," which we formed to talk about The Known World. Quite a few students had read up to chapter two, last week's homework; however, only two students were up to chapter four. Homework for today is to read up to chapter 6 in TKW.
Students are also to read another poem from Nature & Place. This will be the topic of the freewrite for Thursday, Sept. 16.
For those who participated in the discussion group(s). Post a reflection on the process. How did it go for you? What did you like about sharing your thoughts about the literature? How did the activity expand your knowledge?
Many students have not completed the Paley assignment, and still others have not completed TKW assignments on the blog and the Reed assignment from Sept. 2. Homework this weekend was to complete these assignments. Students have to complete these assignments.
Presently they are archived, so look in the margins for the link to August 2010 posts.
Come to class on time, and remember next week, we are meeting in A-232.
Thursday, September 9, 2010
Today in class
Today in class we did a few exercises to familiarize ourselves with the technology like Microsoft Comment. Three students read each other's papers and commented on them and emailed the papers to the student and to me.
We also practiced both pasting and attaching assignments, in this case, the freewrite on September 11.
Students should get used to pasting and attaching assignments or responses. Do both. We also practiced setting up a paper: heading, header, spacing and margins.
We concluded the class with Grace Paley poetry and stories (summaries). I read a poem from Reed's anthology.
Again homework is to catch up.
If you are a new student, read the entire blog starting with the syllabus (August 22, 2010 post). The assignments you are responsible for start the first day you attend. Other assignments are relevant for your personal edification. You cannot make them up.
Extra credit assignments do not substitute or take the place of course assignments. I think students need to experience the world, go to author events, concerts, plays, films, the museum. These activities do not have to result in a piece of writing. The experience and conversation afterwards is often enough.
A lot of students are coming to class late. Some of these students have serious challenges, like homelessness, but not all have this story. I received a call today from a student who is in the hospital. She has been there since last week. I cannot stop and catch you up when late. Students who are late will just miss the assignment. Thursday and some Tuesdays, I stay around after my last class, so I am available 12-1 like today.
Don't forget, Tuesday, Sept. 14, is the first formal presentation, the topic: American culture. Bring in an object that represents American culture. Share the reasoning or rationale with your audience. You will paste the document on the website. I plan to videotape the presentation to post on the blog. I hope no one objects.
We also practiced both pasting and attaching assignments, in this case, the freewrite on September 11.
Students should get used to pasting and attaching assignments or responses. Do both. We also practiced setting up a paper: heading, header, spacing and margins.
We concluded the class with Grace Paley poetry and stories (summaries). I read a poem from Reed's anthology.
Again homework is to catch up.
If you are a new student, read the entire blog starting with the syllabus (August 22, 2010 post). The assignments you are responsible for start the first day you attend. Other assignments are relevant for your personal edification. You cannot make them up.
Extra credit assignments do not substitute or take the place of course assignments. I think students need to experience the world, go to author events, concerts, plays, films, the museum. These activities do not have to result in a piece of writing. The experience and conversation afterwards is often enough.
A lot of students are coming to class late. Some of these students have serious challenges, like homelessness, but not all have this story. I received a call today from a student who is in the hospital. She has been there since last week. I cannot stop and catch you up when late. Students who are late will just miss the assignment. Thursday and some Tuesdays, I stay around after my last class, so I am available 12-1 like today.
Don't forget, Tuesday, Sept. 14, is the first formal presentation, the topic: American culture. Bring in an object that represents American culture. Share the reasoning or rationale with your audience. You will paste the document on the website. I plan to videotape the presentation to post on the blog. I hope no one objects.
Wednesday, September 8, 2010
Still Freestyling
Tuesday we watched a film about Grace Paley www.gracepaleythefilm.com If you missed the film you can still complete the assignment. You'll just have to do a bit more reading about the writer and her work.
Homework is to visit the film website. Read about the film and the director. Respond to the following question in 50 words (2 typed pages). also bring in a Paley short story or a poem or two, maybe three.
Essay assignment:
Who is/was Grace Paley? How did she integrate writing and activism: the writer as social change agent? Use examples from the film and from one scholarly article about the writer. Use the COA library database. Sot there are three sources: Grace Paley: Collected Shorts, directed by Lilly Rivlin; one scholarly article, and your Paley poem or story.
Make sure your MLA is perfect, or as perfect as you can make it. Bring in Reed and Jones to class Thursday. We meet in A-232.
The free styling pertains to the improvisational nature of our classes and assignments. I plan one lesson and end up pulling a rabbit out of my backpack--Grace Paley.
I hope everyone will have their books and be up to speed by next Tuesday. The assignment given last week still stands, and it is still due. We'll read a little Reed in the morning.
Homework is to visit the film website. Read about the film and the director. Respond to the following question in 50 words (2 typed pages). also bring in a Paley short story or a poem or two, maybe three.
Essay assignment:
Who is/was Grace Paley? How did she integrate writing and activism: the writer as social change agent? Use examples from the film and from one scholarly article about the writer. Use the COA library database. Sot there are three sources: Grace Paley: Collected Shorts, directed by Lilly Rivlin; one scholarly article, and your Paley poem or story.
Make sure your MLA is perfect, or as perfect as you can make it. Bring in Reed and Jones to class Thursday. We meet in A-232.
The free styling pertains to the improvisational nature of our classes and assignments. I plan one lesson and end up pulling a rabbit out of my backpack--Grace Paley.
I hope everyone will have their books and be up to speed by next Tuesday. The assignment given last week still stands, and it is still due. We'll read a little Reed in the morning.
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