English 101: Syllabus, Readings, and Lesson Plans: Topics and Lateness

Tuesday, September 15, 2009

Topics and Lateness

Here are the names and topics of the 18 people who emailed me before 11:59 on Monday.

Max Tormohlen (Fishing in Alaska)
Elizabeth Tracy (Lake Havasu Vacation)
Alex Burtea (Snowboarding in the Alps)
Jaime West (Swim Instructor)
Nicole Sorenson (Becoming a Nurse)
Brandon Goco (Film Greatness)
Dylan Plautz (Skateboarding)
Danie Austin (Cooking ?)
Jessica Rojo (Writing Poetry)
Ranim Ziade (Dentistry)
Alexandra Tichy (Hiking the Grand Canyon)
Christian Michel (Perfect Jam Session)
Ashley Ortiz (Life Goal ?)
Sarah Kim (Profession Singer)
Olga Valladares (Working with Kids)
Claudia Torres (Vacationing in Mexico)
Jerry Hernandez (Art History Museum Curator)
Melanie Perezalonso (CEO of Success?)

Here are the names of the 9 people who did not email their topic in time.

Tyler McAfee (Basketball ?)
Kevin Kim (Pro Basketball player)
Sam Ahn (Learning Multiple Languages)
Emaan Sourjah (Becoming a Sociologist)
Gabriel Arballo (Volleyball ?)
Abe Rodas (Becoming a Math Teacher)
Speros Mantas (Law and Theme parks)
Bryce Forbes (Baseball Games)
Manny Hurtado (Military Might)

Take a look at your topic. Make sure it resembles what you wanted as your topic. Email me if you would like it to change.
Those of you that have a question mark by your name: this means I am still unclear on what exactly you are doing. If you have two question marks, it means you still haven't emailed me and told me what you want to do. Let me know what you want to do ASAP. Definitely before Thursday!

For those shameful few of you that are on the second list, you must take any piece of fruit (preferably a whole piece of fruit ) and analyze it for roughly one page. Capture it with words as if it was within your viewfinder. Here is the trick: you cannot tell me what piece of fruit it is. Describe it anyway you can, but do not say what it is or use any words that would reference what it is.

Do not say:
It is an apple.
It is Newton's favorite fruit.
It is something a teacher would have on her desk.

(nothing like that)

I am looking for details and sensory information about this thing.
Touch it, taste it, sniff it; if it speaks to you, tell me what it says.
Email me if you have any questions.

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English 101 Course Outline for Fall 2009

Week One: Orientation
08/25: Introductions
Polls
Arrow Maker
Assignment: Read the Syllabus (Do it!)

08/27: Syllabus Discussion
Questions
Analyze another Homework assignment
Assignment: Freire/Pedagogy of the Oppressed
Journal: Respond to Freire’s proposed system

Week Two: Language
09/01: Student/Teacher Relationship Discussion
Linguistics Discussion
Assignment: Create an Account at TurnItIn.com
Read: Lily Gonzalez/ Viva Spanglish & Joyce Chang/Drive Becarefully
Malcolm X/ Learning Words
Journal: Locate thesis and Do you agree with the authors?

09/03: Lolcatz – www.Icanhazcheezburger.com
Know your Audience Discussion
Tone Discussion
Sign up for Conferences
Assignment: Listen to Music, analyze tone, and respond.
Read: Roberts/How to Say Nothing in 500 Words
Journal: Respond to the essay

Week Three: Conference Week I -- Details
Labor Day
09/08: Effective Ways to Communicate Discussion
Five Senses Discussion
View finder experiment
Read: Scharf/ Tell Me About Yourself
Journal: Respond and Something that Interests you

Prepare for your Conference!

09/10: Field Trip
Conferences in the Arboretum
In-Class Assignment: Something natural that interests you
Read: Woods/ My Puzzles
Assignment: Origami Experiment – Make me some Origami
Essay Prompt #1: Expository Essay
Week Four: Essay Basics
09/15: Analysis Quiz
Writing Myths
Getting Started/ Formatting
Read: Surviving the Zombie Apocalypse
Journal: Which is the better Expository Essay?
Assignments: Email me your Topics and Create an Outline/Thesis

09/17: Thesis/ Introduction/ Conclusion Discussion
Expository Essays
Due: Good Thesis/Outline for Essay #1
Reading: T-rex Comic
Journal: Respond to the comic
Assignment: Begin Essay #1: Rough Draft

Week Five: Essay Development
09/22: A Few Good Theses
Thesis Recap
Organization
Assignment: Work on Rough Draft and Revising your Outline
Read: Identity – Finding texts in unlikely places
Journal: What do these texts say about you?

09/24: Discussion on Responding to Peer Papers
Peer Review
In-class assignment on Identity
Due: Rough Draft Essay #1/Revised Outline Essay #1 Assignment: Consider the suggestions your partners offered
Work on Essay#1: Final Draft

Remember to visit The Writing Center

Week Six: Movie Week!
09/29: Questions on the Paper?
Watching Gran Torino in Class
(Bring a snack if you want)
In-class Worksheet
Assignment: Work on Final Draft

10/01: Continue Watching Gran Torino in Class
Themes Discussion
Due: Final Draft Essay #1
Journal: Respond to the Movie

Week Seven: Inferring Meaning
10/06: Midterm – In-class Essay #1
**Bring Blue Book to Class**
Assignment: Swift/ A Modest Proposal
Journal: Respond to Swift’s Argument

10/08: Lecture on the Appeals
Swift Discussion
Essay Prompt #2: Analyzing a piece of Media
Assignment: Swift Reassigned – Spotting the Appeals

Week Eight: Half Way There
10/13: Swift Discussion: Round Two
Logic vs. Emotion
Watch “Truthiness”
Presentation Discussion
Sign up for Presentation Order at my Office
Read: Berger/ Sex as a Symbol in Fashion Advertising, Checklist for Analyzing Print Advertisements, and A Primer on Analyzing Television Commercials
Journal: Respond

10/15: My Comments on Essay #1
Revision Discussion
Watching Advertisements
Assignment: SAVE/STOP THE ______
Create your own Advertisement

Week Nine: Proofreading
10/20: Examining Print Advertisements
Formatting and Outlining Tips
Due: Outline/Thesis
Assignment: Continue Working on Essay #2

10/22: Furloughed L
Revised Outline/Thesis Due – through Email
Assignment: Practice Peer Review and Proofreading

Week Ten: Media Presentations I
10/27: Searching Our Own Work
Peer Review
Common Errors in Student Writing
Due: Rough Draft Essay #2

10/29: First Third of Presenters
Due: Final Draft Essay #2

Workshops are being offered at The Writing Center!
Take Advantage of them

Week Eleven: Media Presentations II Fallacies and Arguments
11/03: Second Third of Presenters

11/05: Final Third of Presenters
Presentation Discussion
Research/ Citations Discussion
Read: “A Troubleshooting Guide to Research” & “Evaluating Web Pages”
Journal: Respond

Week Twelve: Questions For Me
11/10: My Comments on Essay #2
Transitions/Organization/Thesis Recap
Assignment: Check my comments
Journal: Write down some Questions

Veteran’s Day

11/12: Questions For Me
Watch “The High Cost of Low Prices
Read: Elements of Arguments and Fallacies
Journal: Respond & Find your own Fallacy
Assignment: At home watch South Park: “SWMTWC”
http://www.southparkstudios.com/guide/809/

Week Thirteen: Debates and Quizzes
11/17: Grammar Quiz
Watch “The Onion” Clips
Fallacy Discussions
Essay Prompt #3: Argumentative Essays
Assignment: Find a Topic and a Position
Read: Some famous Arguments
Journal: Respond

11/19: Fallacy Quiz
Class Debates
Discussion on Counterarguments
Due: Topics

Week Fourteen: Fall Break
11/23-29 – No Classes
Assignment: Outline/Thesis Due through Email

Work on revisions!!!

Week Fifteen:
12/01: Due: Rough Draft Essay #3
Peer Review Workshop
Fallacy Hunt

12/03: Due: Final Draft Essay #3(Improve you chance for revision by turning in early)
Student Evaluations
Satirizing Ourselves
Assignment: Myers Briggs Test
Journal: How do you feel about your results?

Week Sixteen: Woo! The End
12/08: My Comments on Essay #3
Discussion: Results on the MB Test
Assignment: Hough/ Is a College Degree Worthless?
Journal: What do you think?

12/10: Last Day for Revisions
Final – In-class Essay #2
**Bring Blue Book to Class**

Syllabus

Beginning College Writing – English 101
Fall 2009

Instructor: Bruce Swanlund
Email: Bswanlund@fullerton.edu
Phone: (657) 278-5679 Office: LH-535
Office Hours: Thursday 4:00 - 5:00 and by appointment
Location: UH 337
Class: TR 2:30 - 3:45
Section: 92 Schedule #: 12064

Required Texts:
Virtually all of the readings are available at: http://bswanlundenglish101.blogspot.com/ or will be provided through emails or handouts.

Suggested Text:
Hacker, Diane. A Writer’s Reference. 6th ed. Boston: Bedford/St. Martin’s, 2006
Although this text is not required, a writing handbook is strongly recommended as it will be useful to you in this class as well as other courses throughout your college career. You will find it useful for writing a paper (research or other suggestions), proper citation and documentation, and grammar rules.
This text is available at The Little Professor bookstore.

Required Materials:
Access to the Internet and Microsoft Word is essential for this class
Blue or Black pens for in-class assignments
Two Blue Books
College Ruled 8 ½ x 11 paper for in-class assignments

Course Description:
Prerequisite: English 099, a satisfactory score on the English Placement Test, or exemption from the EPT. This is an introductory course in the fundamentals of expository prose, with an emphasis on grammatical and basic rhetorical concepts and practices necessary for successful college writing.

Objective:
Texts exist everywhere; it is our goal to learn how to access and analyze them, as well as demonstrate those skills through a professional use of the English language.

Ideally, in addition to learning how to organize, compose, and revise a college essay, students will learn how to read, write, speak, and think more critically.
By its very nature, writing involves both individual and collaborative activity. Even when a piece of writing has only one author, that author employs a language system that is shared by others and draws upon ideas and values that are not his or hers alone. Indeed, one of the most important parts of becoming a writer within the academic community is learning how to balance the obligations of individuality and collaboration.
This means, as a college writer, you are expected to use writing to develop and assert your own ideas and beliefs – to think for yourself. But at the same time you are expected to engage the thinking of others, to place your own writing within the context of academic discourse by using and criticizing arguments from that discourse.

Course Guidelines:

Journals:
On specified days, each student is required to write a one page (double-spaced) journal in response to the readings to demonstrate engagement with the texts. These journals should consist of an analysis of the text and/or offer a comparison to the student’s own life. They should not merely summarize the readings. Journals are designed to get you thinking about the text before you come to class, so that you will have something to say (i.e. a comment, a question, or even an insight) and to generate material for class discussion. These journals must be typed and handed in at the beginning of the next class meeting.

Quizzes:
There will be 4-5 planned quizzes this semester; however, I will occasionally give pop quizzes to encourage reading and to mercilessly instill fear in the hearts of my students.

Attendance:
College is designed to prepare students for the real world, and just like in a job attendance is mandatory. Do not be absent. I understand that sometimes absences are unavoidable, however do not exceed 3 absences or your grade will suffer. Also, try to reserve these given absences for emergencies. Additionally, students need to arrive to class on time, as tardiness can be disruptive; the policy is 3 late entrances count as an absence. Do not be late. If you are late, it is your responsibility to notify me that you were late at the end of class, otherwise there is the chance you will be marked as absent.

Participation:
Participation is a major part of the class. In addition to participating by doing the journals and essays, I expect you to engage with the class and the texts we read. This means thinking about the material before coming to class, offering comments relative to the class discussion, and asking questions. ASK QUESTIONS! Participation is a major part of this class!!
Note: comments that are not relevant to class and other disruptions may negatively affect your participation grade.

Electronic Devices:
Please turn off cell phones when you are in class and stow them away. No cell phone use at all during class, including texting. You also may not use mp3 players, electronic dictionaries, or laptops in this classroom. If you are caught using distracting devices you will be marked absent for the day, as clearly you are not present mentally.

Late Work:
A late paper is not acceptable. All work is due on its due date, not afterwards. Please consider due dates your obligation.

Extra Credit:
To encourage revision, as revision is always a major part of any writing assignment, there are no extra credit assignments for this class; however, students may earn extra points on their out of class essays. After an out of class essay is turned in, a student will get the essay back with my comments. The student should thoroughly revise the essay to reclaim up to 15 points that were lost. Such revisions can be aided by talking to me or visiting the Writing Center. In order to earn back the lost points, the student must submit the revised draft, as well as the first draft with my comments on it. Insufficient revision work will not be eligible for additional points. (For example: I do not want to see “revised” essays that are identical, except that one comma has been moved.)

Writing Center:
All students are required to make at least one visit to the Writing Center to work on an assignment or portion of an assignment with a tutor. Multiple perspectives are essential for good writing, so make use of the free professional tutors the campus offers! The Writing Center is located on the first floor of the Pollak Library, on the main CSUF campus. The phone number is (657) 278-3650. All students are encouraged to use the center more than the one required visit. Students who are experiencing difficulty either getting started or revising should visit the Writing Center, as it will make these processes easier – believe it!

Academic Dishonesty:
Academic dishonesty is essentially the misrepresentation of any information. Plagiarism is one of the most common and severest forms of academic dishonesty. Plagiarism is the unacknowledged and inappropriate use of the ideas or wording of another writer. Because plagiarism corrupts values in which the university community is fundamentally committed – the pursuit of knowledge and intellectual honesty – plagiarism is considered a grave violation of academic integrity and the sanctions against it are correspondingly severe. Plagiarism can be characterized as "academic theft."

Plagiarism is:
* The submission of material authored by another person but represented as the student’s own work, whether that material is paraphrased or copied in verbatim or near-verbatim form.
* The submission of material subjected to editorial revision by another person that results in substantive changes in content or major alteration of writing style and
* Improper acknowledgment of sources in essays, papers, or presentations.

Avoiding Plagiarism:
Because of the serious nature of plagiarism, you should ensure that any writing you submit represents your own assertions and abilities, and incorporates other texts in an open and honest manner. The best way to avoid plagiarism is to be careful to document your sources, even when you are making use of data or ideas rather than an actual quotation. In academic assignments, writing is assumed to be the original words and thoughts of the student unless told otherwise (i.e., material from other sources is clearly and properly cited).

Special Needs:
Please let me know the first week of class if you have a disability or special need that might require specific arrangements for you to be successful in the class. CSUF requires students with disabilities to document their disabilities with Disabled Student Services. They are located on the first floor of University Hall in UH-101. You can also visit their webpage at: http://www.fullerton.edu/disabledservices/ or call (657) 278-3117 or TDD: (657) 278-2786.

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