Proust Questionnaire (notes from our ice breaker)

Wiki entry on Proust

Daniel Radcliff (questions begin around 3:10)




Meryl Streep



Dave Chappelle (questions begin around 3:10)

COURSE CALENDAR

M (8/31)
HW: Read CH. 2 “Her Point Is,” “Watching TV Makes You Smarter” (TSIS), “Learning Across the Curriculum” (WR)
W (9/2) Read “Thinking Outside the Idiot Box” Paper # 1 Assigned: IS TV Good for you?
CAI Lab @ 7pm
HW: Read p 21-54 (WR)
Read “As He Himself Puts It” (TSIS)

M (9/7) Holiday. Class does not meet.
W (9/9) Thesis and Plan due for Paper #1 (bring two copies: one for peer review and one to turn in)
HW: Read p57-73 (WR)
“Yes/ No / Okay, But” & “And Yet” (TSIS)

M (9/14) Draft due for Paper # 1(bring two copies: one for peer review and one to turn in)
HW: Read p 73-93 (WR)
“Skeptics May Object” (TSIS)
W (9/16) In-class revisions CAI Lab @ 7pm
HW: “So What? Who Cares?” (TSIS)

M (9/21) CONFERENCES (Class does not meet. Come at your assigned conference time.)
W (9/23) CONFERENCES (Class does not meet. Come at your assigned conference time.)

M (9/28) Revision of Paper #1 due
HW: Read “What’s the Matter with Kids Today?” and “Can You Hear Me Now?” (TSIS)

W (9/30) Paper # 2 Assigned: Life in the WWW CAI Lab @ 7pm
HW: Read “As A Result” (TSIS)

M (10/5) Thesis and Plan due for Paper # 2(bring two copies: one for peer review and one to turn in)
HW: Read “Ain’t So / Is Not” (TSIS)
W (10/7) Draft of Paper # 2 due(bring two copies: one for peer review and one to turn in)
HW: Read “In Other Words” (TSIS)

M (10/12) Draft of Paper # 2 due (bring two copies: one for peer review and one to turn in)

Prepare for Paper # 3, In-class essay: "Hidden Intellectualsim" by Gerald Graff, TSIS

Read and Annotate article
HW: Read “Entering Class Discussions” and “Reading for the Conversation” (TSIS)

W (10/14) Paper # 3 written in class CAI Lab @ 7pm

M (10/19) Paper # 3 revision due
HW: Read/Review MLA Documentation p 275-323 (WR)
W (10/21) Looking at Rhetorical Models: Jean Killbourne's Killing Us Softly

M (10/26) Revision of Paper #2 due; Read and discuss Seamus Heaney's "Digging"

W (10/28) MLA Documentation

M (11/2) Revision of Paper #3 due; (must use MLA documentation)

Read "Your Trusted Friends" by Eric Schlosser

Paper # 4 Assigned: Children and Advertising

W (11/4) Paper # 4 written in class

M (11/9) Revision of Paper # 4 due (must use MLA documentation);

Paper # 5 assigned: Reflective Essay

W (11/11) Thesis & Plan due for Paper # 5

M (11/16) Draft of Paper # 5 due
W (11/18) IN-CLASS ESSAY EXAM

M (11/23) Paper # 5 due
W (11/25) CAI Lab @ 7pm

M (11/30) PORTFOLIO DUE
W (12/2) Portfolio Reading (Class does not meet)

M (12/7) Conference for Portfolio results (Class does not meet; come at your assigned time.)

The expository essay is a genre of essay that requires the student to investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and concise manner. This can be accomplished through comparison and contrast, definition, exempla, the analysis of cause and effect, etc.

Please note: This genre is commonly assigned as a tool for classroom evaluation and is often found in various exam formats.

The structure of the expository essay is held together by the following:

A clear, concise, and defined thesis statement that occurs in the first paragraph of the essay.

It is essential that this thesis statement be appropriately narrowed to follow the guidelines set forth in the assignment. If the student does not master this portion of the essay, it will be quite difficult to compose an effective or persuasive essay.

Clear and logical transitions between the introduction, body, and conclusion.

Transitions are the mortar that holds the foundation of the essay together. Without logical progression of thought, the reader is unable to follow the essay’s argument, and the structure will collapse.

Body paragraphs that include evidential support.

Each paragraph should be limited to the exposition of one general idea. This will allow for clarity and direction throughout the essay. What is more, such conciseness creates an ease of readability for one’s audience. It is important to note that each paragraph in the body of the essay must have some logical connection to the thesis statement in the opening paragraph.

Evidential support (whether factual, logical, statistical, or anecdotal).

Often times, students are required to write expository essays with little or no preparation; therefore, such essays do not typically allow for a great deal of statistical or factual evidence.

A bit of creativity!

Though creativity and artfulness are not always associated with essay writing, it is an art form nonetheless. Try not to get stuck on the formulaic nature of expository writing at the expense of writing something interesting. Remember, though you may not be crafting the next great novel, you are attempting to leave a lasting impression on the people evaluating your essay.

A conclusion that does not simply restate the thesis, but readdresses it in light of the evidence provided.

It is at this point of the essay that students will inevitably begin to struggle. This is the portion of the essay that will leave the most immediate impression on the mind of the reader. Therefore, it must be effective and logical. Do not introduce any new information into the conclusion; rather, synthesize and come to a conclusion concerning the information presented in the body of the essay.

Getting to Know Each Other

What is your favorite word?
What is your least favorite word?
What turns you on creatively, spiritually or emotionally?
What turns you off creatively, spiritually or emotionally?
What sound or noise do you love?
What sound or noise do you hate?
What is your favorite slang word or expression?
What profession other than your own would you like to attempt?
What profession would you not like to do?
If Heaven exists, what would you like to hear God say when you arrive at the Pearly Gates?

CAI Lab Dates!

Important Dates!

In-Class Essay Exam: Wednesday, November 18th

Portfolio Due: absolutely no later than Monday, November 30th

ENGLISH 100 SYLLABUS

CRN: 34658 * IDC 112 * MW: 6-8:20
Course Blog: http://english100fall2009.blogspot.com/
The class blog is updated frequently and contains a copy of this syllabus

Instructor: Michelle Detorie, MFA, MA
Office Hours: M, W 5-6pm and by appointment
Office: IDC 312 Cubicle A

mmdetorie@pipeline.sbcc.edu


CRITICAL DATES:
Start Date: 24-AUG-09

End Date: 12-DEC-09

Last Date to add class: 05-SEP-09

Last Date to drop with a refund: 05-SEP-09
Last Date to drop without a "W": 07 SEP 2009

Last Date to drop with a "W": 23 OCT 2009

Census Date: 09/08/09

TEXTS AND SUPPLIES:

Required Texts:
"They Say / I Say": The Moves That Matter in Academic Writing with Readings (Gerald Graff, Cathy Birkenstein, Russel Durst)

A Writer’s Resource (Elaine Maimon)

Required Supplies:

A notebook to be used as a journal

Binder or folder for handouts

Manila folder for portfolio submission

Recommended Texts and Supplies:

Dictionary and Thesaurus

Thumb drive/jump drive
Mini-stapler


COURSE DESCRIPTION:

English 100 is an intensive writing course for students who need work in basic expository composition, in preparation for English 110 and other college level courses which require essay exams and expository writing. Grammar and composition are taught in an integrated way that stresses the dynamics of the writing process: pre-writing, composing, revising, and editing. Readings provide models of good writing and ideas and information for essays. Individual student conferences are used to provide assistance with writing and evaluate student progress. The three unit course is graded on a credit/no credit basis. Students must complete all work in order to be considered for English 110 placement. Students who complete all course requirements and receive an English 110 assessment for their writing will receive credit for English 100 and eligibility for English 110. Students who complete all course requirements but do not receive an English 110 assessment for their writing will receive credit for English 100A. Students receiving credit for English 100A may repeat English 100 one time only.

The pre-freshman course (ENG 100) and the freshman English courses (ENG 110 and 111) provide all students with a foundation in college writing, the reading of nonfiction, fiction, drama, poetry and research. All of these courses have a strong emphasis on development of critical thinking skills in logic and argumentation.

The objective of the English Department is to provide each student with the opportunity to develop his or her own reading, writing, research and critical/thinking abilities for successful transfer to universities and for functioning in society and the job market.

SPECIFIC STUDENT LEARNING OUTCOMES:

Upon completion of English 100, successful students will be able to do the following:

1. Demonstrate comprehension of assigned texts by identifying the main ideas and supporting examples.

2. Develop organized paragraphs supported with evidence from class texts and personal experience or observation.

3. Create a thesis to focus on a purpose and respond to a rhetorical situation.

4. Respond to the needs of an academic audience by choosing appropriate syntax, diction, grammar, and mechanics.

5. Apply instructional feedback to the stages of the writing process.

COURSE REQUIREMENTS:

Much of the coursework will be done in class and cannot be made up. Because of this, good attendance is essential. Students with more than three absences will be dropped from the class. Frequent tardiness will also result in a lower attendance grade. Assigned work includes reading, language studies, and paragraph and essay writing. Students will write five revised, edited essays and take the Eng. Dept. Writing Exam. In addition, students will practice timed essay writing to prepare for essay exams in other classes. Each student will keep a portfolio of all revised and timed essays. This will be used to measure student progress and make placement recommendations at the end of the semester. Students without complete portfolios will receive no credit for the course and be ineligible for English 110 placement. Passing on to English 110 also involves your reading assessment. If your portfolio receives a passing score from your two outside readers, AND you have a reading score of “04” (eligibility for English 103) or “05” (college-level reading skills), then you will be able to take EN 110. If you have not met your reading eligibility, your passing score in English 100 will be kept on record until you do meet this requirement

GRADING POLICY:

English 100 is a credit/ no-credit course: in order to earn credit, you must earn at least a “C” (73%) grade based on the amount of work you complete, as well as the strength of your essays. You must complete (draft, edit, revise) all of the essays to pass the course. I will give number grades (1-7) to your essays based on the English Department’s rubric. You will submit a portfolio of your work near the end of the semester. The portfolio will contain your three best essays. This portfolio will be read and evaluated by two outside readers. We will talk about the criteria these readers will use, and I will “grade” your papers according to this criteria.

Here is a rough breakdown of how I will evaluate your work:


Essays 1-5: 60%
Portfolio: 15%
Participation (includes attendance): 15%
Journal: 10%

ATTENDANCE POLICY:

Attendance is required. Much of the coursework will be done in class and cannot be made up. Because of this, good attendance is essential. I will allow two unexcused absence. A third absence requires documentation: a doctor’s note or a letter from a funeral director in the case of a death in the family. Absences will lower your participation grade, and students with more than three absences will be dropped from the class. Frequent or excessive tardiness will also result in a lower attendance grade and may count as an absence. I won’t quantify or negotiate whether a late arrival is or isn’t an absence. I think everyone knows what qualifies as “frequent” or “excessive” tardiness. This is the protocol I appreciate for late arrivals: come into the class, say to the class “sorry I am late,” and take your seat.

CLASSROOM ETIQUETTE:

Class Participation includes prompt arrival, preparedness for discussion (completed reading and organized thoughts), and preparedness for workshops (notes for discussion and organized thoughts).

Students and teachers have a right to a classroom environment free from distractions. If you bring a cell phone to campus, please be sure that it is turned off before you enter the classroom.

Quick Guidelines:

*Whoever has the floor should have your attention.
*Don’t pack up early. It’s just plain rude.
*Texting, web-surfing, and/or napping in class is also rude. If you do any of this during class, you will be counted as absent.
*We will consider some fairly difficult and controversial material in the class, and I want to be sure that everyone feels free to express their opinions without fear of censure. Students and instructors are expected to be respectful of one another, to avoid inappropriate or abusive language, and to be kind and polite.
*If you send an e-mail, be sure to include a greeting and closing, to use complete sentences, and correct grammar and spelling.
*Please come to my office hours or make an appointment with me if you have questions or concerns about the class, a grade, or an assignment. I often prepare my materials in the moments before class, and therefore it is difficult for me to give you my undivided attention. *Because class time is valuable, I cannot discuss issues related only to an individual student during class.
*If you have a question that is not related to the current topic of discussion, consider bringing it to me in office hours or waiting for a more appropriate time to ask your question. If you are worried that you will forget your question, write it down.


Academic Honesty & Integrity: Academic honesty is a fundamental requirement of all students, and any instances of academic dishonesty will be reported in accordance with the SBCC Academic Honesty Policy. In addition, all essays must be saved as Word documents and may be submitted to turnitin.com

IMPORTANT: SBCC students with disabilities who are requesting accommodations for classes, college activities or tests should use the following SBCC procedure. (NOTE: This also includes students who are requesting to bring service animals into classes. The animals will be registered in DSPS. The procedure also includes requests to bring into classes personal service attendants who are not SBCC employees.) [1] Contact Disabled Student Programs and Services (DSPS).[2] Submit documentation of your disability to the DSPS office.[3] Communicate with a DSPS counselor regarding options for services and accommodations.[4] Reach written accommodation agreement with the DSPS counselor and your instructor. SBCC requests you complete this process at least ten working days before your accommodation is needed, in order to allow DSPS staff time to provide your accommodation.

Contact: DSPS office (805) 965-0581 x 2364, SS Building, room 160, dspshelp@sbcc.edu

JOURNALS :

Your journal is a place where you can do in-class writing prompts, collect ideas for future writing (write quotes, paste pictures or favorite passages), and respond to the things you read. In addition to in-class writing assignments, I will assign homework (in the form of a writing exercise) that you should do in your journal. Bring your journal to each class meeting.

CONTACTING ME :

Please do not hesitate to contact me if you ever have questions or concerns. I encourage you to visit me during office hours. If you phone or e-mail me, I will do my best to get back to you within one business day.


OTHER THINGS:

*Since I often send updates via email, I expect you to check your sbcc pipeline e-mail regularly. I will also be using pipeline to post a copy of this syllabus, copies of course assignments, and calendar updates.
*If you wish to appeal a grade that you have received on a paper, within one week of receiving your paper, you can return it to me along with a written statement detailing the nature of your grievance.
*If you miss class, it is your responsibility to consult with a classmate or the course website to check for missed work.

COURSE CALENDAR (This is a tentative schedule. I will distribute written revisions as I adapt the syllabus to meet your needs. ) Complete course calendar to be distributed during 2nd class meeting

TSIS=They Say, I say
WR= Writer’s Resource

WEEK 1

M 8/24 Welcome and Introduction to Course
Writing Sample: In-class
Read: Introduction in TSIS , p 1-14
Journal: Write at least one page about what you like to read.

W 8/26
Discussion: Critical Reading & Listening Strategies
Read: Ch 1, TSIS, p 17-27
Review: WR and visit text website
Journal: Write at least one page about a “conversation” you find interesting

"All there is to writing is having ideas. To learn to write is to learn to have ideas."-Robert

Rubrics & Contracts

Course Description

English 100 is an intensive writing course for students who need work in basic expository composition, in preparation for English 110 and other college level courses which require essay exams and expository writing. Grammar and composition are taught in an integrated way that stresses the dynamics of the writing process: pre-writing, composing, revising, and editing. Readings provide models of good writing and ideas and information for essays. Individual student conferences are used to provide assistance with writing and evaluate student progress. The three unit course is graded on a credit/no credit basis. Students must complete all work in order to be considered for English 110 placement. Students who complete all course requirements and receive an English 110 assessment for their writing will receive credit for English 100 and eligibility for English 110. Students who complete all course requirements but do not receive an English 110 assessment for their writing will receive credit for English 100A. Students receiving credit for English 100A may repeat English 100 one time only.

The pre-freshman course (ENG 100) and the freshman English courses (ENG 110 and 111) provide all students with a foundation in college writing, the reading of nonfiction, fiction, drama, poetry and research. All of these courses have a strong emphasis on development of critical thinking skills in logic and argumentation.

The objective of the English Department is to provide each student with the opportunity to develop his or her own reading, writing, research and critical/thinking abilities for successful transfer to universities and for functioning in society and the job market.