SAN JOSÉ STATE UNIVERSITY, FALL 2010
Instructor: DH De La O
Office: Faculty Offices 111
Hours: Tu 10:30-11:30 AM
Phone: 408.924.5019
Email: dhdelao@gmail.com
Twitter: twitter.com/ProfDLo
Blog: threepointeau.blogspot.com
Section/Course Number: 5/40549
Day/Time: TuTh 7:30 - 8:45 AM, BBC 124
&
Section/Course Number: 20/44086
Day/Time: TuTh 9:00 - 10:15 AM, SH 444
"An asylum for the sane would be empty in America."
—George Bernard Shaw
—George Bernard Shaw
COURSE THEME
This semester's 1A course will examine the many facets of American life. From birth to death, some human events transcend race, gender, sexuality, and class to shape common experiences. For example, how do Americans mark significant moments in their lives? What do our national rituals, such as prom nights, weddings, and funerals, say about us a country? We will read a diverse assemblage of texts exploring the common human experiences that define us as a people.
REQUIRED MATERIALS
- Course Reader (Available starting September 6th from Maple Press: 481 East San Carlos Street; Open M-F 8:30 AM-5 PM; Phone 408.297.1000)
- All Over but the Shoutin’ by Rick Bragg (ISBN: 0679774025)
- Guyland: The Perilous World Where Boys Become Men by Michael Kimmel (ISBN: 0060831359)
- The Norton Field Guide to Writing (Second Edition with 2009 MLA Updates) by Richard Bullock (ISBN: 9780393934380)
- One large yellow book
English 1A is the first course in SJSU’s two-semester lower-division composition sequence; it provides an introduction to baccalaureate-level composition, with attention to the “personal voice” and personal experience, on the one hand, and the more formal attitudes and demands of writing at the university (expository and argumentative essays), on the other. Students will develop college-level reading abilities, rhetorical sophistication, and writing styles that give form and coherence to complex ideas and feelings.
Prerequisites: Passage of the English Proficiency Test (EPT), or passage of an approved substitute course for the EPT.
Objectives: Students shall achieve the ability to write complete essays that demonstrate college-level proficiency in all of the following:
- Clear and effective communication of meaning.
- An identifiable focus, tailored to a particular audience and purpose (argumentative essays will state their thesis clearly and show an awareness, implied or stated, of some opposing point of view).
- The ability to perform effectively the essential steps of the writing process (prewriting, organizing, composing, revising, and editing). The ability to explain, analyze, develop, and criticize ideas effectively.
- Effective use within their own essays of supporting material drawn from reading or other sources.
- Effective organization within the paragraph and the essay.
- Accuracy, variety, and clarity of sentences.
- Appropriate diction.
- Control of conventional mechanics (e.g., punctuation, spelling, reference, agreement).
Writing: Writing assignments shall give students repeated practice in all phases of the writing process: prewriting, organizing, writing, revising, and editing. At least eight essays, appropriately sequenced throughout the semester and totaling a minimum of 8000 words, are required. This minimum requirement excludes the final examination, journal writing, quizzes, and any brief or informal assignments. However, it can include assignments that require major revisions of drafts already submitted for a grade and commented on by peers and/or instructor. A major revision is defined as a significant rethinking and reworking of an assignment, and not a simple “correcting” of mechanical errors noted on the original. At least three (but no more than four) essays shall be written in class. How the 8000 word minimum will be met and distributed must be clearly indicated on greensheets.
Students shall receive frequent evaluation of their writing from the instructor. In evaluating student writing, instructors shall comment on specific features of individual papers. Comments shall encourage and acknowledge student success as well as note errors and suggest ways to correct them.
Reading: Reading for the course shall be extensive and intensive and include useful models of writing for academic, general, and specific audiences.
Diversity: Assignments (both reading and writing) shall address issues of race, class, and gender when appropriate, and the perspectives of women and diverse cultural groups shall be incorporated into course instruction and materials in an inclusive and comprehensive manner whenever possible.
The University Essay Final Exam: A common essay final, graded holistically, shall count 20 percent toward the course grade. A single university-wide final will be developed around a college-level reading passage each semester by the English Department Composition Committee. All faculty members teaching individual sections will grade the examination holistically under controlled conditions. Students must take the final exam in order to pass the course.
Grading: A/B/C/No Credit. A passing grade in the course signifies that the student is a capable college-level writer and reader of English.
The Department of English reaffirms its commitment to the differential grading scale as defined in the official SJSU Catalog (“The Grading System”). Grades issued must represent a full range of student performance: A = excellent; B = above average; C = average; D = below average; F = failure. Courses graded according to the A, B, C, No Credit system shall follow the same pattern, except that NC, for No Credit, shall replace D or F. In A, B, C, No Credit courses NC shall also substitute for W (for Withdrawl) because neither NC nor W affects students’ grade point averages.
In English Department courses, instructors will comment on and grade the quality of student writing as well as the quality of the ideas being conveyed. All student writing should be distinguished by correct grammar and punctuation, appropriate diction and syntax, and well-organized paragraphs.
ACADEMIC DISHONESTY
Your own commitment to learning, as evidenced by your enrollment at San Jose State University, and the University’s Academic Integrity Policy require you to be honest in all your academic course work. Faculty are required to report all infractions to the office of Judicial Affairs. The SJSU rules against plagiarism are set forth in the SJSU Catalog, which defines plagiarism as the act of representing the work of another as one’s own (without giving appropriate credit), regardless of how that work was obtained, and submitting it to fulfill academic requirements. Plagiarism at SJSU includes, but is not limited to: (1) the act of incorporating the ideas, words, sentences, paragraphs, or parts thereof, or the specific substance of another’s work, without giving appropriate credit, and representing the product as one’s own work. It is the role and obligation of each student to know the rules that preserve academic integrity and abide by them at all times. This includes learning and following the particular rules associated with specific classes, exams, and/or course assignments. Ignorance of these rules is not a defense to the charge of violating the Academic Integrity Policy. All instances of violating the Academic Integrity Policy will be reported to the Dean of Student Services.
DISABILITY SERVICES
If you need course adaptations or accommodations because of a disability, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 requires that students with disabilities register with the DRC to establish a record of their disability Outside
TUTORING
You are always welcome to see me during office hours; however, if additional help is required, I strongly suggest utilizing SJSU’s excellent Writing Center (Clark Hall, Suite 126; 408.924.2308). Appointments are required, so plan accordingly.
ENGLISH 1A LEARNING OBJECTIVES
- Learning Objective 1: Students shall write complete essays that demonstrate the ability to perform effectively the essential steps in the writing process (prewriting, organizing, composing, revising, and editing).
- Learning Objective 2: Students shall write complete essays that demonstrate the ability to express (explain, analyze, develop, and criticize) ideas effectively.
- Learning Objective 3: Students shall write complete essays that demonstrate the ability to use correct grammar (syntax, mechanics, and citation of sources) at a college level of sophistication.
- Learning Objective 4: Students shall write complete essays that demonstrate the ability to write for different audiences.
- Writing assignments shall give students repeated practice in pre-writing, organizing, writing, revising, and editing.
- The number of writing assignments and their careful sequencing are as important as the total number of words written. Eight to ten essays totaling a minimum of 8000 words are required. This minimum requirement excludes the final exam, journal writing, quizzes, and other informal or brief assignments.
- Although the majority of papers will be written outside of class, at least three essays shall be written in class.
- Students shall receive frequent evaluations from the instructor. Evaluative comments must be substantive, addressing the quality and form of writing.
- Reading for the course will be extensive and intensive. It shall include useful models of writing for academic, general, and special audiences.
The Department of English reaffirms its commitment to the differential grading scale as defined in the official SJSU Catalog (“The Grading System”). Grades issued must represent a full range of student performance: A = excellent; B = above average; C = average; D = below average; F = failure. A passing grade in this course signifies that the student has developed those writing, reading, and research abilities necessary for upper-division work. In English Department courses, instructors comment on and grade the quality of student writing, as well as the quality of the ideas being conveyed. All student writing will be distinguished by correct grammar and punctuation, appropriate diction and syntax, and well-organized paragraphs.
CLASS POLICIES
- All writing assignments are due on the dates indicated on ThreePointEau, which contains the most up-to-date schedule and information.
- A missed writing assignment can be turned in no later than the following class meeting after the due date; however, it will be lowered one letter grade. Writing assignments will not be accepted beyond the following class meeting after the initial due date.
- Without prior notification, missed in-class essays and presentations cannot be made up; if you must miss your presentation date, make prior arrangements with a classmate to switch days.
Active involvement in class is very important. Likewise, you are responsible for all materials assigned, presented, and discussed in class. You are expected to study the material beforehand and come prepared to discuss the readings in class. The use of laptops during class is restricted to note taking only. Also, if you come to class after the first 15 minutes, please wait for an appropriate moment to enter so as not to disturb the class.
THREEPOINTEAU
I maintain this class blog as a centralized place for assignments, reminders, documents, important dates, links, and general class information. It also contains an easy-to-reference archive of the course work. In addition, this website will be the location of the course’s eReader (eR). These Web articles will be required to complete some assignments.
On the homepage, click on “San Jose State University: English 1A” to be routed to our page. Feel free to use the “Comments” function in each posting; it is often a helpful way to communicate with classmates. Additionally, Gmail users also have the option of subscribing to the blog to keep up to date on all posts.
Twitter is a useful social networking tool that allows me to communicate with you instantaneously. I may use it if class has to be canceled unexpectedly, or if there is an important change to our agenda. If you already have a Twitter account, search for “ProfDLo” under “Find People.” If not, go to http://twitter.com/ to register for free. Twitter membership is not required for this course, but it is recommended.
STANDARDS FOR PRESENTATION OF WORK
All typed work must be in MLA format. Look for online samples of presentation standards early in the semester. Unstapled work will NOT be accepted.
Please follow this heading for all typed work:
Name
ENG 1A, Sec. #
Assignment
Date
COURSE WORK
Class sessions will employ a combination of lectures, group discussions, presentations, and writing workshops that will cover a range of activities, including analyzing, interpreting, outlining, revising, and editing. Again, all submitted work must be in MLA format.
Your assigned writing coursework will total approximately 8000 words; they include:
- Diagnostic Essay: This in-class essay will be my first opportunity to evaluate your writing.
- Comparative Analysis: For this essay, you will examine the rituals surrounding life and death in America.
- Autobiographical Essay: This essay assignment asks you to reflect on your own coming of age experiences.
- Expository Essay: You will write an essay exploring America’s evolving definitions of gender, including an analysis of Kimmel’s Guyland: The Perilous World Where Boys Become Men.
- Cause and Effect Essay: The consequences of one’s family life will be explored in this cause and effect essay.
- Editorial Essay: You will write an editorial essay about American relationships in the 21st century.
- Persuasive Essay: Social class issues will be the focus of this persuasive essay, including an analysis of Bragg’s All over but the Shoutin'.
- Process Essay: For this essay, you will explore the rituals involved in our nation’s favorite activities.
- Final Exam: As noted above, your final will be a common, department-wide written exam. No make-ups or early exams will be allowed and you must take the exam in order to pass this class.
- PowerPoint Presentation: You will create a 10-minute PowerPoint presentation and class hand-out based upon one of the units we cover in class (e.g. coming of age in America). Please note, you will be responsible for providing your own laptop.
- Reflective Journals: Prompts to these eight 2-page American experience-related responses will be located on ThreePointEau.
GRADING BREAKDOWN
Items / Point Value / Word Count / Learning Objectives
Diagnostic: 10 / 750 / 1, 4*
Comparative Analysis Essay: 20 / 750 / 1, 3
Autobiographical Essay: 20 / 750 / 1-4*
Expository Essay: 20 / 750 / 1-4
Cause and Effect Essay: 20 / 750 / 1-3*
Editorial Essay: 20 / 750 / 1-4
Persuasive Essay: 20 / 750 / 1-4
Process Essay: 20 / 750 / 1-4*
Reflective Journals: 80 (8 @ 10 pts each) / 2250 / 1-3
PowerPoint Presentation: 10 / N/A /N/A
Final Exam: 60 / N/A /N/A
Total points: 300
Total words: 8250
*Denotes an in-class essay
COURSE SCHEDULE
Note that this schedule is subject to change. Always consult ThreePointEau for the most up-to-date information and schedule. Consider this hard copy syllabus a rough guide and already out-of-date.
Key: CR (Course Reader); ALL (All Over but the Shoutin’); GUY (Guyland); eR (eReader)
WEEK 1: WRITING FUNDAMENTALS
Th 8.26In-Class: Syllabus review
WEEK 2: WRITING FUNDAMENTALS
Tu 8.31In-Class: Introductions; Sample PowerPoint presentation; Lecture—“Steps of the Writing Process, Pt. I”
Th 9.2
In-Class: Presentation sign-ups; Lecture—“Steps of the Writing Process, Pt. II”
Due: Journal 1
WEEK 3: LIFE AND DEATH IN AMERICA
Tu 9.7 Read: GUY—p. 1-43
In-class: Diagnostic essay
Th 9.9
Read: CR—“His Sperm, My Choice” by Alicia Montgomery, Margaret, and mystery” by Rick Bragg, “Delivering Lily” by Phillip Lopate
In-Class: Reading discussion; Presentations; Preview—Comparative analysis essay
Due: Journal 2
WEEK 4: LIFE AND DEATH IN AMERICA
Tu 9.14Read: CR—“The Love of My Life” by Cheryl Strayed, “On Being a Cripple” by Nancy Mairs; eR—“Business of Death” from This American Life (1997)
In-Class: Reading discussion; Watch—The Business of Being Born (2008)
Th 9.16
Read: CR—“Findings and Impressions” by Stellar Kim, “His Wide Mouth Home” by J. Augustine Wetta. o.s.b., “Behind the Formaldehyde Curtain” by Jessica Miford
In-Class: Reading discussion; Presentations
Due: Comparative analysis essay
WEEK 5: COMING OF AGE IN AMERICA
Tu 9.21 Read: CR—“Go Carolina” by David Sedaris, “Field Trips” by Stuart Dybek, “Masks” by Lucy Grealy
In-Class: Reading discussion; Presentations
Th 9.23
Read: CR—“Auditorium” by Caroline Kettlewell, “Indian Education” by Sherman Alexie, “Refresh, Refresh” by Benjamin Percy; GUY—p. 1-43
In-Class: Essay discussion; Watch—“Binge Drinking Mom” from 30 Days (2005)
Due: Journal 3
WEEK 6: COMING OF AGE IN AMERICA
Tu 9.28Read: CR—“Graduation” by Maya Angelou, “Love in the Time of Liquor” by Koren Zailckas; GUY—p. 44-122; eR—“#1 Party School” from This American Life (2009)
In-Class: Reading discussion; Presentations; Preview—Autobiographical essay
Th 9.30
Read: GUY—p. 123-168
In-Class: Autobiographical essay
WEEK 7: GENDER IN AMERICA
Tu 10.5 Read: CR—“What Girls Want” by Caitlin Flanagan, “Tight Jeans and Chiana Chorris” by Sonia Shah, “What Women Want (Maybe)” by Andy Newman; GUY—p. 169-216; eR—“I Enjoy Being a Girl, Sort of” from This American Life (1998)
In-Class: Lecture—“Gender on Film”
Th 10.7
Read: CR—“Pushing Away the Plate” by Min Jin Lee, “The men We Carry in Our Minds” by Scott Russell Sanders, “Are You in a Bromance? (Or is it Just a Man Crush)” by Simon Dumenico, “Faking It” by Michael Chabon, “The Problem with Boys” by Tom Chiarella; GUY—p. 217-265
In-Class: Reading discussion; Preview—Expository essay
Due: Journal 4
Note: This class should be attended by men only. Women should email me their journals by noon.
WEEK 8: GENDER IN AMERICA
Tu 10.12Read: CR—“Pushing Away the Plate” by Min Jin Lee, “Being a Man” by Paul Theroux, “Faking It” by Michael Chabon, “The Problem with Boys” by Tom Chiarella; GUY—p. 217-265
In-Class: Reading discussion; Preview—Expository essay
Note: This class should be attended by women only.
Th 10.14
In-Class: Watch—Transamerica (2008)
WEEK 9: FAMILY IN AMERICA
Tu 10.19 Read: CR-“Rooster at the Hitchin' Post” by David Sedaris, “Pruning Generations” by David Mas Masumoto; eR—“The Missing Parents Bureau” from This American Life (2001)
In-Class: Watch—Dear Zachary: A Letter to a Son about His Father (2008)
Th 10.21
Read: CR—“This Blessed House” by Jhumpa Lahiri, “Terwilliger Bunts One” by Annie Dillard
In-Class: Reading discussion; Presentations; Writer’s workshop
Due: Expository essay (Draft 1; Bring 4 copies)
WEEK 10: FAMILY IN AMERICA
Tu 10.26Read: “Raising Cain” by Debora J. Dickerson, “Three Fathers” by Kevin Sweeney, “Bumping into Mr. Ravioli” by Adam Gopnik
In-Class: Reading discussion; Presentations; Preview—Cause and effect essay
Due: Expository essay (Final draft; Attach draft 1)
Th 10.28
In-Class: Cause and effect essay
Due: Journal 5
WEEK 11: RELATIONSHIPS IN AMERICA
Tu 11.2 Read: CR—“Talk in the Intimate Relationship: His and Hers” by Deborah Tannen, “I Want a Wife” by Judy Brady
In-Class: Reading discussion; Presentations
Th 11.4
Read: CR—“Romance: Meeting Girls is Easy” by Donald Miller, “Sex Without Intimacy: No Dating, No Relationships” by Brenda Wilson, “What We Talk About When We Talk About Love” by Raymond Carver; ALL—p. 3-68
In-class: Reading discussion; Presentations; Preview—Editorial essay
WEEK 12: RELATIONSHIPS IN AMERICA
Tu 11.9 Read: CR—“Why I Fought for the Right to Say ‘I Do’” by Greta Christina, “Old Faithful” by David Sedaris; ALL—p. 69-126; eR—“Break-Up” from This American Life (2007)
In-Class: Reading discussion; Presentations
Due: Journal 6
Thu 11.11
No class—Veteran’s Day
WEEK 13: SOCIAL CLASS IN AMERICA
Tu 11.16Read: CR—“Bienvenidos a Newport Beach” by Firoozeh Dumas, “The Lesson” by Toni Cade Bambara, “Transients in Paradise” by Aimee Liu; ALL—p. 127-191
In-class: Reading discussion; Writer’s workshop
Due: Editorial essay (Draft 1; Bring 4 copies)
Th 11.18
Read: CR—“For Richer” by Paul Krugman, “Growing Up Rich: How It Shapes Identity”; ALL—p. 192-249
In-class: Reading discussion; Presentations; Preview—Extra-credit essay
Due: Editorial essay (Final draft; Attach draft 1)
WEEK 14: SOCIAL CLASS IN AMERICA
Tu 11.23 Read: ALL—p. 250-329; eR—“Scenes from a Recession” from This American Life (2009)
In-Class: Watch—People Like Us: Social Class in America (2001); Preview—Persuasive essay
Due: Journal 7
Th 11.25
No class—Thanksgiving
WEEK 15: PASTIMES IN AMERICA
Tu 11.30Read: CR—“Erotica and Pornography” by Gloria Steinem, “Against Exercise” by Mark Grief, “Indelible Love: My Son's Tattoos and Me” by Lois Desocio, Prologue from Friday Night Lights: A Town, a Team, and a Dream by H.G. Bissinger; eR—“Scenes from a Mall” from This American Life (2008)
In-Class: Watch—A Fistful of Quarters: The King of Kong (2007); Preview—Process essay
Th 12.2
Read: CR— Excerpt from Joe DiMaggio: The Hero’s Life by Richard Ben Cramer, “On Anticipation” by Alain de Botton, “Why We Crave Horror Movies” by Stephen King
In-Class: Reading discussion; Final exam prep
Sa 12.4
Final exam: BBC 220 @ 8 AM
WEEK 16: PASTIMES IN AMERICA
Tu 12.7
Read: CR—“Food is Good” by Anthony Bourdain, “Satin Worship” by Holly Welker
In-Class: Process essay
Due: Journal 8
Th 12.9
In-Class: Course review
Due: Extra-credit essay
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