Welcome to COA Spring 2010
English 1A, Spring 2010
Course codes: 23043/23044
Class Meetings: Jan. 21—May 20, 8-9 & 9-10, MTWTh
Location: Room D-206/D-205
Holidays: 2/12-15, 3/19 (staff development), Spring Break: 4/4-10
Final Exam Week: May 24-28
Each One, Pull One (Thinking of Lorraine Hansberry)
…We must say it all, as clearly
as we can. For, even before we are dead,
they are busy
trying to bury us.
—Alice Walker
Syllabus for English 1A: College Composition and Reading
English 1A is the first transferable college writing course. Don’t get nervous, hopefully you took English 201 and passed with a B or better. Perhaps you’re fresh out of high school, did okay on the placement exam and voila wound up here. Maybe you’re returning to college after a significant hiatus and aren’t confident in your writing, yet once again passed that placement exam, which, if you recall, tested grammar not writing. Keep your receipt and notice the dates, so you can get a full refund if you cut your losses and drop by Feb.16, or Apr. 30 with a W :-) So my joke wasn’t funny? Hang in there and you’ll do fine in the class if you:
1. Know what an essay is
2. Have written one before
3. Are ready to commit yourself to the task of writing
Plan to have a challenging, yet intellectually stimulating 18 weeks, which I hope you begin by setting goals for yourself. Make a schedule and join or create a study group. 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.
I believe we’re supposed to write about 8000 words or so at this level course. This includes drafts. What this amounts to is time at home writing, time in the library researching, reading documents to increase your 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.
This semester we will look at women and girls and the inequities which make their lives more difficult just because of the gender biases present in most of the developed and underdeveloped world.
No, you didn’t accidentally end up in a public policy or cultural anthropology class; however, I found the arguments presented in Nicholas D. Kristof and Sheryl WuDunn’s Pulitzer Prize-winning book, Half the Sky: Turning Oppression into Opportunity for Women Worldwide, compelling and thought provoking.
We will write an essay based on the themes from this book. The other book is a collection of poetry, Alehouse 2009, and the last book is Stewart Pidd Hates English. I am not going to spend any more time on SPHE (reference my introductory letter). Suffice it to say, either you hate the book or love it. I have grown to appreciate the lessons Stewart imparts via his writing, which always needs revising. He is a great case study in post-secondary composition—
All writing is research writing so students will not write one long essay, rather three shorter essays: Half the Sky, an essay based on the book you chose written by a woman or about a woman, and the third is on a social entrepreneur. You meet many examples of SE in Half the Sky. I will introduce you to others in the program, The New Heroes and also in on-line programs from Frontline World.
If you have a grammar style book, you can carry it once we complete SPHE, until then you don’t need it. I am not going to ask students to purchase one this semester unless you have already completed, SPHE, then my preferred recommendation is: Diana Hacker’s Rules for Writers, (St. Martin’s Press). Students also need a notebook for in-class writing with a folder for handouts. You also need a couple of ink pens, a pencil with an eraser, a hole puncher, a stapler and a travel drive for saving one’s work.
We’ll read the Lysistrata in March and celebrate love in February. We will also contemplate the cost of war in March as well.
We will keep a reading log for Half the Sky. Discussion groups will meet each week. This reading log or journal will be where students jot down key ideas and outlined responses for each discussion section, along with themes which arise, vocabulary and key arguments, along with primary writing strategies employed: description, process analysis, narration, argument, cause and effect, compare and contrast, definition, problem solving.
Additional Readings
Each student is to choose a book written by a woman or about a woman this semester, preferably nonfiction. If you choose fiction, let me see the book first. I’d like the author to live here in the San Francisco Bay Area, but if you’d like to argue for someone who lives elsewhere, I will listen.
Each student will make a book presentation and write a paper that takes its topic of theme from the book. The essay will be about 3-4 pages long.
Research Project
Each student will locate a social entrepreneur to profile in an essay. The person has to be alive, preferably living in Northern California and has been working in their field for over 5 years and have documented resources you can draw from: books, essays, articles, films.
The paper will be between 5-7 pages. This will include a works cited page and bibliography. Students will make 5-10 minute presentations of these papers in May. The paper will be due about two-three weeks prior to the presentation. We’ll discuss this task further later on. Start thinking of whom you might want to profile now. Hint: define social entrepreneur first.
New Heroes
Visit PBS.org The New Heroes, to read about social entrepreneurs. (I’ll show you a few episodes from the series.) Too often people feel helpless or hopeless when there is a lot you can do as an individual as soon as you realize the answer lies inside of you. If possible chose an entrepreneur who lives in Northern California, someone you’d like to interview and perhaps meet. There is also a series on PBS called Frontline World with many SE profiled.
Academic Blog
In this course, students will submit essays and other written work on-line. The academic blog is an opportunity for students to utilize multiple intelligences as they engage one another in a variety modalities.
The site is: http://www.professorwandasposse.blogspot.com
Student Learning Outcomes
At the end of the course students will have an altered or heightened awareness of the world around them, especially discourse: speech and text. Students will see that everything is an argument, whether that is a cartoon, advertisement, or lyrics in a song. Students will be able to analyze and critique each incident or contact to evaluate its author’s purpose, audience, and evidence to determine whether or not such goal was met and if appropriate, act accordingly.
This course is intended to be both a group learning experience as well as an individually rewarding one. Mid-semester we will schedule conferences so students can confer with the instructor to evaluate his or her progress in the course. Classroom instruction will consist of lectures, small group work, and students working in pairs. This is an effective way for students to exchange ideas with classmates, compare reactions to readings and practice giving and receiving constructive feedback on class work.
Preparation for class, regular attendance and active participation is imperative for those students who wish to succeed in this course.
It is a student’s responsibility to contact the instructor if he or she plans to miss class. The student is responsible for all materials and information given during the class time, so please get telephone numbers for three (3) classmates in case you are late or absent. You will not be able to make up in-class assignments when you miss class.
Requirements for homework assignments:
Not late papers are accepted unless arranged in advance. Any papers below a C grade are an automatic revision or rewrite. Essays range between 2-3 pages, 500-750 words (English 201B students write the longer essays).
Choose topics which give you enough to write about. We will use documentation to substantiate all of our claims. With this in mind, I expect all papers to utilize at least two (2) different outside print sources, in addition to the occasional interview, and broadcast news, that is, radio or television, Internet also.
You will learn to document sources; we will practice citing sources in text, using footnotes and endnotes, and writing bibliographies and notes pages. Remember save all your work! This is a portfolio course.
All essay assignments you receive comments on have to be revised prior to resubmission; included with the revision is a student narrative to me regarding your understanding of what needed to be done; a student can prepare this as a part of the Writing Center visit (see below), especially if said student is unclear over what steps to take.
Library Sessions: Wednesday, February 17. We will meet in the library instead of the classroom.
Reading great authors and writers helps you develop your style. It’s similar to eating a balanced meal for optimum health. A writer is only as intellectually healthy as the material he or she reads. Models are often a great way to practice a style of writing. I will occasionally make copies of articles from magazines and textbooks I think illustrate a particular style of writing I’d like you to practice, or perhaps an argument which has peaked my interest. If you find an argument, either a visual one or a written one you’d like to share please do so.
Jot down briefly what your goals are this semester. List them in order of importance.
1.
2.
3.
4.
5.
Please put your name, mailing address, phone number and e-mail address on the card you’ve been given, then answer the following questions on an index card (Feb. 17, 2010):
What strengths do you bring to the class? What skills or knowledge would you like to leave with once the class ends? What can I do to help you achieve this? Is there anything I need to know, such as a hidden disability, childcare issues, etc., which might jeopardize this goal?
Grading:
Half the Sky: 15 percent
SPHE: 20 percent
Student Book—presentation and essay: 15 percent
Research Essay 15 percent
Presentation: 5 percent
Portfolio: 15 percent
Participation: 15 percent
The cyber-essays and comments on student work are practice essays and count as participation. I changed the calculation this semester to force students to participate in our on-line discussions. This portion of your grade is 15 percent. Presentations accompany the major essays, but we have other presentations as well connected to the cyber-assignments. 35 percent is attached to two paper presentations: research and independent study. The portfolio, which is a collection of your major work this semester, is another hefty chunk. Save all your graded assignments for inclusion.
Plan to visit the Writing Center (L-234-231, 748-2132) weekly. Have a teacher evaluate your essays for form and content; the aim is lucid, precise, and clear prose. Tutors are also available and we have two study hours weekly: Monday and Wednesdays in the library, 12-1 and 1-2 respectively with Dominique West.
The Writing Center
The Writing Lab is a great place to get one-on-on assistance on your essays, from brainstorming and planning the essays, to critique on the essay for clarity, organization, clearly stated thesis, evidence of support, logical conclusions, and grammatical problems for referrals to other ancillary materials to build strong writing muscles such as SkillsBank, the Bedford Handbook on-line, Diana Hacker’s Rules for Writers on-line, Townsend Press, and other such computer and cyber-based resources. The Lab is open M-Th 8-7, Fridays, 8-2. It is also open on Saturday. There is an Open Lab for checking e-mail, a Math Lab, an Accounting Lab and there will be an ESL Lab. All academic labs are located in the Learning Resource Center (LRC) second floor.
Students need a student ID to use the labs and to check out books. The IDs are free and you can take the photo in the F-Building, Student Services. There is also a Cyber Café in the F-Building on the second floor in the cafeteria area. Students need to enroll in a free class to use the academic labs. See the staff in the tutoring center or your counselor.
Revisions
Have a tutor or teacher sign off on your essays before you turn them in; if you have an “R,” which means revision necessary for a grade or “NC” which means “no credit.” Return both the graded original and the revision (with signature) to me. Revise does not mean “rewrite,” it means to “see again.” Also include a short narrative stating what you did to improve the essay.
When getting assistance on an essay, the teacher or tutor is not an editor, so have questions prepared for them to make best use of the 15 minute session in the Lab. I will give students a handout designating five (5) areas s/he might want to have the tutor or teacher look at. For more specific assistance sign up for one-on-one tutoring, another free service. For those of you on other campuses, you can get assistance at the Merritt Colleges’ Writing Center, as well as Laney’s. You can also come see me during my office hours. I am here everyday except Friday.
All essay assignments you receive comments on have to be revised prior to resubmission; included with the revision is a student narrative to me regarding your understanding of what needed to be done; a student can prepare this as a part of the Lab visit, especially if said student is unclear over what steps to take.
Students can also visit me in office hours for assistance. Again, prepare your questions in advance to best make use of the time. Do not leave class without understanding the comments on a paper. I don’t mind reading them to you.
Pedagogy or Waxing Philosophical
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.
Evaluation—Getting that “A”
We will be honest with one another. Grades are not necessarily the best response to work; grades do not take into consideration the effort or time spent, only whether or not a student 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 goals. I like to post essays on the academic blog as examples for other students. I will be asking students from time to time to submit copies for posting. The blog is cumulative, so you can read essays from Spring 2006 to now. I have posted a welcome letter on the syllabus. The address is http://professorwandasposse.blogspot.com/
Office Hours
I’d like to wish everyone good luck. I am available for consultation on TTh 10:00-12:00, and by appointment on MW after 3 p.m. in L-236. Let me know the day before, if possible, when you’d like to meet with me. My office number is (510) 748-2131, e-mail professorwandasposse@gmail.com. Ask me for my cell phone number. I do not mind sharing it with you.
I don’t check my e-mail on weekends so I’d advise you to exchange phone numbers with classmates (2), so if you have a concern, it can be addressed more expediently. Again study groups are recommended, especially for those students finding the readings difficult; don’t forget, you can also discuss the readings as a group in the Lab with a teacher or tutor acting as facilitator. 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.
Students are expected to complete their work on time. If you need more time on an assignment, discuss this with me in advance, if possible, to keep full credit. You loose credit each day an assignment is late and certain assignments, such as in-class essays cannot be made up. All assignments prepared outside of class 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.)
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 loose 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.
All assignments completed away from class should be typed. Use blue or black ink when writing responses in class. You can annotate your books in pencil.
Textbooks Recap:
Kristof, Nicholas D., and Sheryl WuDunn. Half the Sky: Turning Oppression into Opportunity for Women Worldwide. New York: Alfred A. Knopf, 2009.
Pollitt, Gary. Craig Baker. Stewart Pidd Hates English: Grammar, Punctuation, and Writing Exercises. First or Second Edition. California: Attack the Text Publishing, 2008/9. ISBN: 13: 978-0-9755923-4-2
Rubin, Jay, ed. Alehouse Number 3 2009. Poetry on Tap. San Francisco: Alehouse Press, 2009
Students need to choose a book by a woman author or about a woman, who lives here in the San Francisco Bay Area. Biographies and autobiographies are great. If you want to read a novel, let me see it first. Students will have a paper and a presentation based on the book. Choose one now and when we finish Half the Sky you can start reading it. The presentation and paper will be due in April.
Hacker, Diana. Rules for Writers. Fourth or Fifth edition. Bedford/St. Martins.
(required for those students who have completed SPHE)
Students also need a dictionary. I recommend: The American Heritage Dictionary. Fourth Edition.
A Grammar Style Book if you have completed Stewart Pidd Hates English:
Rules for Writers. Fifth or Sixth Edition. Diana Hacker. You can visit my office and see others you might like better.
Recommended:
The American Heritage Dictionary. Fourth Edition.
Also stay abreast of the news. Buy a daily paper. Listen to alternative radio: KPFA 94.1 FM, KQED 88.5, KALW 91.7. Visit news websites: AllAfrica.com, Al Jazeera, CNN.com, AlterNet.org, DemocracyNow.org, FlashPoint.org, CBS 60Minutes on-line.
Homework
Respond to the syllabus by Wednesday, Feb. 17, 2010. The goals list is for you. You don’t have to post it, although many of you shared your goals and objectives in your introductory letters. Perhaps you can comment on how the ride has been so far and now that you know where we are going, what you think about the map.
English 1A, Spring 2010
Course codes: 23043/23044
Class Meetings: Jan. 21—May 20, 8-9 & 9-10, MTWTh
Location: Room D-206/D-205
Holidays: 2/12-15, 3/19 (staff development), Spring Break: 4/4-10
Final Exam Week: May 24-28
Each One, Pull One (Thinking of Lorraine Hansberry)
…We must say it all, as clearly
as we can. For, even before we are dead,
they are busy
trying to bury us.
—Alice Walker
Syllabus for English 1A: College Composition and Reading
English 1A is the first transferable college writing course. Don’t get nervous, hopefully you took English 201 and passed with a B or better. Perhaps you’re fresh out of high school, did okay on the placement exam and voila wound up here. Maybe you’re returning to college after a significant hiatus and aren’t confident in your writing, yet once again passed that placement exam, which, if you recall, tested grammar not writing. Keep your receipt and notice the dates, so you can get a full refund if you cut your losses and drop by Feb.16, or Apr. 30 with a W :-) So my joke wasn’t funny? Hang in there and you’ll do fine in the class if you:
1. Know what an essay is
2. Have written one before
3. Are ready to commit yourself to the task of writing
Plan to have a challenging, yet intellectually stimulating 18 weeks, which I hope you begin by setting goals for yourself. Make a schedule and join or create a study group. 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.
I believe we’re supposed to write about 8000 words or so at this level course. This includes drafts. What this amounts to is time at home writing, time in the library researching, reading documents to increase your 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.
This semester we will look at women and girls and the inequities which make their lives more difficult just because of the gender biases present in most of the developed and underdeveloped world.
No, you didn’t accidentally end up in a public policy or cultural anthropology class; however, I found the arguments presented in Nicholas D. Kristof and Sheryl WuDunn’s Pulitzer Prize-winning book, Half the Sky: Turning Oppression into Opportunity for Women Worldwide, compelling and thought provoking.
We will write an essay based on the themes from this book. The other book is a collection of poetry, Alehouse 2009, and the last book is Stewart Pidd Hates English. I am not going to spend any more time on SPHE (reference my introductory letter). Suffice it to say, either you hate the book or love it. I have grown to appreciate the lessons Stewart imparts via his writing, which always needs revising. He is a great case study in post-secondary composition—
All writing is research writing so students will not write one long essay, rather three shorter essays: Half the Sky, an essay based on the book you chose written by a woman or about a woman, and the third is on a social entrepreneur. You meet many examples of SE in Half the Sky. I will introduce you to others in the program, The New Heroes and also in on-line programs from Frontline World.
If you have a grammar style book, you can carry it once we complete SPHE, until then you don’t need it. I am not going to ask students to purchase one this semester unless you have already completed, SPHE, then my preferred recommendation is: Diana Hacker’s Rules for Writers, (St. Martin’s Press). Students also need a notebook for in-class writing with a folder for handouts. You also need a couple of ink pens, a pencil with an eraser, a hole puncher, a stapler and a travel drive for saving one’s work.
We’ll read the Lysistrata in March and celebrate love in February. We will also contemplate the cost of war in March as well.
We will keep a reading log for Half the Sky. Discussion groups will meet each week. This reading log or journal will be where students jot down key ideas and outlined responses for each discussion section, along with themes which arise, vocabulary and key arguments, along with primary writing strategies employed: description, process analysis, narration, argument, cause and effect, compare and contrast, definition, problem solving.
Additional Readings
Each student is to choose a book written by a woman or about a woman this semester, preferably nonfiction. If you choose fiction, let me see the book first. I’d like the author to live here in the San Francisco Bay Area, but if you’d like to argue for someone who lives elsewhere, I will listen.
Each student will make a book presentation and write a paper that takes its topic of theme from the book. The essay will be about 3-4 pages long.
Research Project
Each student will locate a social entrepreneur to profile in an essay. The person has to be alive, preferably living in Northern California and has been working in their field for over 5 years and have documented resources you can draw from: books, essays, articles, films.
The paper will be between 5-7 pages. This will include a works cited page and bibliography. Students will make 5-10 minute presentations of these papers in May. The paper will be due about two-three weeks prior to the presentation. We’ll discuss this task further later on. Start thinking of whom you might want to profile now. Hint: define social entrepreneur first.
New Heroes
Visit PBS.org The New Heroes, to read about social entrepreneurs. (I’ll show you a few episodes from the series.) Too often people feel helpless or hopeless when there is a lot you can do as an individual as soon as you realize the answer lies inside of you. If possible chose an entrepreneur who lives in Northern California, someone you’d like to interview and perhaps meet. There is also a series on PBS called Frontline World with many SE profiled.
Academic Blog
In this course, students will submit essays and other written work on-line. The academic blog is an opportunity for students to utilize multiple intelligences as they engage one another in a variety modalities.
The site is: http://www.professorwandasposse.blogspot.com
Student Learning Outcomes
At the end of the course students will have an altered or heightened awareness of the world around them, especially discourse: speech and text. Students will see that everything is an argument, whether that is a cartoon, advertisement, or lyrics in a song. Students will be able to analyze and critique each incident or contact to evaluate its author’s purpose, audience, and evidence to determine whether or not such goal was met and if appropriate, act accordingly.
This course is intended to be both a group learning experience as well as an individually rewarding one. Mid-semester we will schedule conferences so students can confer with the instructor to evaluate his or her progress in the course. Classroom instruction will consist of lectures, small group work, and students working in pairs. This is an effective way for students to exchange ideas with classmates, compare reactions to readings and practice giving and receiving constructive feedback on class work.
Preparation for class, regular attendance and active participation is imperative for those students who wish to succeed in this course.
It is a student’s responsibility to contact the instructor if he or she plans to miss class. The student is responsible for all materials and information given during the class time, so please get telephone numbers for three (3) classmates in case you are late or absent. You will not be able to make up in-class assignments when you miss class.
Requirements for homework assignments:
Not late papers are accepted unless arranged in advance. Any papers below a C grade are an automatic revision or rewrite. Essays range between 2-3 pages, 500-750 words (English 201B students write the longer essays).
Choose topics which give you enough to write about. We will use documentation to substantiate all of our claims. With this in mind, I expect all papers to utilize at least two (2) different outside print sources, in addition to the occasional interview, and broadcast news, that is, radio or television, Internet also.
You will learn to document sources; we will practice citing sources in text, using footnotes and endnotes, and writing bibliographies and notes pages. Remember save all your work! This is a portfolio course.
All essay assignments you receive comments on have to be revised prior to resubmission; included with the revision is a student narrative to me regarding your understanding of what needed to be done; a student can prepare this as a part of the Writing Center visit (see below), especially if said student is unclear over what steps to take.
Library Sessions: Wednesday, February 17. We will meet in the library instead of the classroom.
Reading great authors and writers helps you develop your style. It’s similar to eating a balanced meal for optimum health. A writer is only as intellectually healthy as the material he or she reads. Models are often a great way to practice a style of writing. I will occasionally make copies of articles from magazines and textbooks I think illustrate a particular style of writing I’d like you to practice, or perhaps an argument which has peaked my interest. If you find an argument, either a visual one or a written one you’d like to share please do so.
Jot down briefly what your goals are this semester. List them in order of importance.
1.
2.
3.
4.
5.
Please put your name, mailing address, phone number and e-mail address on the card you’ve been given, then answer the following questions on an index card (Feb. 17, 2010):
What strengths do you bring to the class? What skills or knowledge would you like to leave with once the class ends? What can I do to help you achieve this? Is there anything I need to know, such as a hidden disability, childcare issues, etc., which might jeopardize this goal?
Grading:
Half the Sky: 15 percent
SPHE: 20 percent
Student Book—presentation and essay: 15 percent
Research Essay 15 percent
Presentation: 5 percent
Portfolio: 15 percent
Participation: 15 percent
The cyber-essays and comments on student work are practice essays and count as participation. I changed the calculation this semester to force students to participate in our on-line discussions. This portion of your grade is 15 percent. Presentations accompany the major essays, but we have other presentations as well connected to the cyber-assignments. 35 percent is attached to two paper presentations: research and independent study. The portfolio, which is a collection of your major work this semester, is another hefty chunk. Save all your graded assignments for inclusion.
Plan to visit the Writing Center (L-234-231, 748-2132) weekly. Have a teacher evaluate your essays for form and content; the aim is lucid, precise, and clear prose. Tutors are also available and we have two study hours weekly: Monday and Wednesdays in the library, 12-1 and 1-2 respectively with Dominique West.
The Writing Center
The Writing Lab is a great place to get one-on-on assistance on your essays, from brainstorming and planning the essays, to critique on the essay for clarity, organization, clearly stated thesis, evidence of support, logical conclusions, and grammatical problems for referrals to other ancillary materials to build strong writing muscles such as SkillsBank, the Bedford Handbook on-line, Diana Hacker’s Rules for Writers on-line, Townsend Press, and other such computer and cyber-based resources. The Lab is open M-Th 8-7, Fridays, 8-2. It is also open on Saturday. There is an Open Lab for checking e-mail, a Math Lab, an Accounting Lab and there will be an ESL Lab. All academic labs are located in the Learning Resource Center (LRC) second floor.
Students need a student ID to use the labs and to check out books. The IDs are free and you can take the photo in the F-Building, Student Services. There is also a Cyber Café in the F-Building on the second floor in the cafeteria area. Students need to enroll in a free class to use the academic labs. See the staff in the tutoring center or your counselor.
Revisions
Have a tutor or teacher sign off on your essays before you turn them in; if you have an “R,” which means revision necessary for a grade or “NC” which means “no credit.” Return both the graded original and the revision (with signature) to me. Revise does not mean “rewrite,” it means to “see again.” Also include a short narrative stating what you did to improve the essay.
When getting assistance on an essay, the teacher or tutor is not an editor, so have questions prepared for them to make best use of the 15 minute session in the Lab. I will give students a handout designating five (5) areas s/he might want to have the tutor or teacher look at. For more specific assistance sign up for one-on-one tutoring, another free service. For those of you on other campuses, you can get assistance at the Merritt Colleges’ Writing Center, as well as Laney’s. You can also come see me during my office hours. I am here everyday except Friday.
All essay assignments you receive comments on have to be revised prior to resubmission; included with the revision is a student narrative to me regarding your understanding of what needed to be done; a student can prepare this as a part of the Lab visit, especially if said student is unclear over what steps to take.
Students can also visit me in office hours for assistance. Again, prepare your questions in advance to best make use of the time. Do not leave class without understanding the comments on a paper. I don’t mind reading them to you.
Pedagogy or Waxing Philosophical
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.
Evaluation—Getting that “A”
We will be honest with one another. Grades are not necessarily the best response to work; grades do not take into consideration the effort or time spent, only whether or not a student 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 goals. I like to post essays on the academic blog as examples for other students. I will be asking students from time to time to submit copies for posting. The blog is cumulative, so you can read essays from Spring 2006 to now. I have posted a welcome letter on the syllabus. The address is http://professorwandasposse.blogspot.com/
Office Hours
I’d like to wish everyone good luck. I am available for consultation on TTh 10:00-12:00, and by appointment on MW after 3 p.m. in L-236. Let me know the day before, if possible, when you’d like to meet with me. My office number is (510) 748-2131, e-mail professorwandasposse@gmail.com. Ask me for my cell phone number. I do not mind sharing it with you.
I don’t check my e-mail on weekends so I’d advise you to exchange phone numbers with classmates (2), so if you have a concern, it can be addressed more expediently. Again study groups are recommended, especially for those students finding the readings difficult; don’t forget, you can also discuss the readings as a group in the Lab with a teacher or tutor acting as facilitator. 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.
Students are expected to complete their work on time. If you need more time on an assignment, discuss this with me in advance, if possible, to keep full credit. You loose credit each day an assignment is late and certain assignments, such as in-class essays cannot be made up. All assignments prepared outside of class 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.)
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 loose 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.
All assignments completed away from class should be typed. Use blue or black ink when writing responses in class. You can annotate your books in pencil.
Textbooks Recap:
Kristof, Nicholas D., and Sheryl WuDunn. Half the Sky: Turning Oppression into Opportunity for Women Worldwide. New York: Alfred A. Knopf, 2009.
Pollitt, Gary. Craig Baker. Stewart Pidd Hates English: Grammar, Punctuation, and Writing Exercises. First or Second Edition. California: Attack the Text Publishing, 2008/9. ISBN: 13: 978-0-9755923-4-2
Rubin, Jay, ed. Alehouse Number 3 2009. Poetry on Tap. San Francisco: Alehouse Press, 2009
Students need to choose a book by a woman author or about a woman, who lives here in the San Francisco Bay Area. Biographies and autobiographies are great. If you want to read a novel, let me see it first. Students will have a paper and a presentation based on the book. Choose one now and when we finish Half the Sky you can start reading it. The presentation and paper will be due in April.
Hacker, Diana. Rules for Writers. Fourth or Fifth edition. Bedford/St. Martins.
(required for those students who have completed SPHE)
Students also need a dictionary. I recommend: The American Heritage Dictionary. Fourth Edition.
A Grammar Style Book if you have completed Stewart Pidd Hates English:
Rules for Writers. Fifth or Sixth Edition. Diana Hacker. You can visit my office and see others you might like better.
Recommended:
The American Heritage Dictionary. Fourth Edition.
Also stay abreast of the news. Buy a daily paper. Listen to alternative radio: KPFA 94.1 FM, KQED 88.5, KALW 91.7. Visit news websites: AllAfrica.com, Al Jazeera, CNN.com, AlterNet.org, DemocracyNow.org, FlashPoint.org, CBS 60Minutes on-line.
Homework
Respond to the syllabus by Wednesday, Feb. 17, 2010. The goals list is for you. You don’t have to post it, although many of you shared your goals and objectives in your introductory letters. Perhaps you can comment on how the ride has been so far and now that you know where we are going, what you think about the map.
posted by Professor Wanda's Posse at 6:29 PM
25 Comments:
Juan li
English 1A
Respond to the syllabus
I just finished reading the long syllabus which our professor posted. I found out that in order to get out grade what we would have to do. I think that I would like to try a new style of learning which is the teaching has no too much instructions. However, some necessary corrections also will be very helpful for student, I believe. Because English 1A is still a learning level, there are some rules and styles of writing which the students have to know and in order to find out their own writing style. I like this class give us chance to keep writing. I believe, keep writing is the way which we can imporve our writing skill. I am also afraid that if I am only write in my own it will make me repeat my wrong grammar or informal writing type as well. Hope we can sllowly find the way which it can work out for most of the people, I will do my best to learn as much as I could.
Cristian Barrionuevo.
Wanda Sabir.
February 9th, 2010.
My impressions on the episode is that it is extremely hard for me to comprehend how cruel an selfish the human race can be. How can human beings may steal or spoil people's dreams so easily. My question is: where are the international organizations (such as United Nations) that should be helping poor countries around the globe? From my humble opinion, all of them have turned their eyes away from them. We live in a world in which technology and medicine have made superb advancement but the world is still far behind in so many aspects. I do not like to generalise but we are immerse in a world in which values, code and principles have been lost. Unfortunately, we are more eager to know in what sort of new and spectacular device technology may invent than to familiarise on what is going on with those so miserable people. We belong to this so deplorable system whose goals are not preciscely to create equal opportunities for everybody but to make the gap between poor and rich people even wider. People who are in power take advantage of uneducated people and what they want is not to change anything. It is high time to take the bull by the horns but the question is: who is going to start the ball rolling?? Well, Kailash is, without doubt, an epithome of courage, love and hard working for us and future generations.
Phil Redd
MTWTH 8-9am
Asking me to respond to your syllabus feels like a trap. You are my instructor, it's the start of the semister, and your inviting critisim.
But since you ask. I absolutely hate this women's liberation feminist stuff and not afraid to say it. I am not a sensative man, and I honestly don't give a crap about people who can't help themselves. I really hate people who look for pity. I can not stress this enough. I really don't care about these problems, because in my world everything is awsome.
Ironically I am an EMT and I want to become a firefighter someday. I help people for a living and I don't care if I make a diffrence. After I patch someone up or scrap them off the road I'm not that concerned with what happens to them in the long run. I do it for purely selfish reasons. The pay, respect, excitement, and having the power of life and death, are all great.
But, I need english credits and it's not worth traveling to another campus or rearraging my whole scheduel, so I'm stuck.
Don't worry, I can write about whatever you need me too. I can form a thought on any topic, and put that thought onto paper. I'm just not going to enjoy these topics very much, and you may find I take an immoral perspective that amuses myself. I will try to censor myself as much as I can.
Goals for the semsiter:
1. I'm signle and smart, any ladies want to study?
2. Fire accadamy starts in March
3. Fitness
4. Grades
5. Stick to my diet
Joshua Duong
Eng 1A 8-8:50 am
Professor Sabir
Syllabus Response
I really don't mind what we read or research about, just nothing about history. I would rather read about something that is current than of Lincoln's assassination. I am fine with the map of the course and I like these online assignments better than written homework. To me, it is a lot more convenient. Also, I am about half way into Half The Sky and it has really got my thought processes going. I haven't really actually read something that I had an interest in for a long time.This book, in my opinion, is a very intriguing read.
SunJungPark
English 1A 8-8:50
Professor Sabir
Syllabus Response
My study goals ;
First, I want to English writing and reading well why I am immigration from Korea. I need to study hard why English is second language for me.
Second, I want to go transfer four years College next year, so this class requires passing course.
Finally, I will grow ability to explain about Buddhism.
I like online assessment why I can check another friend opinion. I am Ok so far. I will study a lot of time and I will pass this course. Also, I am interesting your blog writting. Thank your deeply explaing.
Ruby Holt-Roth
English 1A
9:00-9:50am
I enjoy the topics we are covering, especially Half the Sky. Although the assignments from Stewart Pidd Hates English feel tedious, I understand why they are necessary. I personally like your somewhat non structured teaching methods as I was on Independent Study throughout much of High School, so I am used to doing things on my own. I do not recall you mentioning that you wanted all assignments written in pen prior to the syllabus so I hope I will not be required to re-copy everything (I wrote in pencil). I think this class is a good fit for me and I look forward to the rest of the semester.
Tia Gusman
English1A
Professor Sabir
mon-thur 8-8:50
I am looking forward to getting my boooks so that I can be able to take them home and work on the book work that needs to be done to pass the class. I dont have much free time in my day to go to the library and look at the books for the work. I am dedicated to getting a better than passing grade in this english class.
I enjoy a challenge.
I dont have a problem with the topics we talk about in class, or are going to be talking about. I enjoy reading poetry but I am not a poet. As far as the essays, im not worried about them because im the type of person where once i get into what im writing, everything just flows and i might end up writing more than i needed to to pass. so in conclusion Ihope to get my books in the mail soon so I can really start working in your class.
Summera Farooq
Eng 1A
Mon-Thurs 8-8-50 am
2/10/10
Professor Wanda Sabir
Respond to syllabus
I just finished reading the syllabus, it took me about 35 minutes, but it was worth it. I learned a lot about the Professor‘s teaching method. I like what we are doing so far in this class. I love reading Half the Sky. It is a great book. But I think SPHE is just our waste of time. I do not like to write essays in English, may be because it is not my first language. Also I never wrote these kinds of essays in my country, so it is hard for me to write. I am looking forward to learn something from this class.
Crystal Cortez
Wanda Sabir
Feb. 10, 2010
Respond to the syllabus
After reading your syllabus it has gave me a good idea on how this class work looks it will be and also how you will be grading, out class assignments but primarily our essays, and our big projects. I also will be looking forward to our final project presentation and presentation of a book by a woman. Like I mention before in a previous blog, I am looking forward to having part of our class focusing in woman, and the impact they have and are making in our society. So far from what I have been reading in Half the Sky, it is very interesting the stories of these young woman’s lives, and the things they have to go through. I do understand that writing will only help us and I do plan to learn a lot more from this English 1A in order to help me strength my writing and reading skills for the present and future. I know that those two areas are not my strongest points in English but that is why I am going to improve them. This would be a goal I am setting for this semester in your English 1A. I know it will not be a easy journey in your class but I do plan to gain the most knowledge and skills to take with me for every. Because many say that you can have everything taken from you but your education and knowledge.
David Atchison
English 1A 9-9:50
professor Sabir
Blog
I just finish reading the syllabus online, even though I read it in class. Since I’ve been in the class, I enjoyed being there. The assignments are getting a little harder as we go along, but I figured that would happen. I thought the first day of class we was going to do a in-class essay because I’ve heard Ms. Sabir was a hard teacher; so I expected the worst. With all the stories I’ve heard, I see that most of them aren’t true
Andrew Yount
English 1A
8:00 AM-8:50 AM
After reading the syllabus I see that the class moves fairly quickly and missing even two days can be disasterous. I do like that she wants us to post online so that we can turn in assignments online even if we do miss a class.
Sabah Said
Feb.6.2010
English 1A
Mon-thurs
Respond to syllabus
I feel like we have a lot to do this semester, but the good thing is will learn a lot out of it. I enjoy writing because its something I like to see how much I am skilled from the beginning of the semester to the end of the semester to see what level I improves in writing. My goal are to do my best, which I know I will do and be a better writer in the future. I think so far the class is going well. it’s a little over board with work but I enjoy writing once again. I like how ere talking about a variety of thing and I like that this class is giving us an opportunity to learn more about each other, and experience new things
If anyone is interested in buying the books, please call me at (510) 332-0582.
New SPHE
New Rules for writers
New Alehouse
$65 for all 3 books
Thanks!
I am happy to see the syllabus so that I can use it as a guide. So far the ride has been cool. I was confused before because I have never posted assignments on a blog before but when we talked, it became clear to me. I feel the syllabus is pretty self-explanatory,therefore, I do not really have any questions. If I eventually get questions, I will call and ask.
Jennie Lo
English 1A 9-9:50am
Feb 12, 2010
Response to the syllabus
The first day I stepped into the classroom; I was overwhelming by Prof. Wanda’s opening speech. The first assignment to post our own biography on the blog made me attached to the class. The honesty from all (may be most) of the classmates gave me a very strong feeling.
When I opened the books for this semester, I was very surprised to have something like SPHE in college. I felt we were going back to our elementary level. I was confused in the first week. Today, I know why we need to use the SPHE. I think this is a very good refreshing material, and I started to like it. I started to refer to this when I write.
The introduction of Half the Sky did not attract me. I did not like to read sad stories. Chapter 1 gave me a touching feeling about how a girl (then become a woman) helped herself from a very difficult environment together with a story how a private school principal linked up his students to the other part of the world. I started to like this book. It brings me back to reality.
Keep a reading log is a very good suggestion. I used to read and read and never mark down anything and come out forgot the relationship between the characters. I will start to keep a reading log; you can say I am following instruction but in fact I feel this is a useful tool.
I agree with Prof. Wanda that writing is a lonely process. I also feel writing is an art. You like it, and I may not. I like it, and you may not. However, the basic writing skill is important. I have confidence I can gain a lot from this class, and I have promised myself with a full participation in return.
Edith Gonzalez
English 1A-9am
February 12, 2010
Before I take my time to respond to the syllabus I would like to respond to Phil Redd’s post. I was taken back when I first read what he wrote and a little angry at the ignorance he showed in his writing, but then I started thinking and the more I thought about his piece the more I felt like he portrays what is wrong with this country. Phil says, “I honestly don’t give a crap about people who can’t help themselves. I really hate people who look for pity.” This is coming from an EMT and he says he does, it for, “the pay, respect, excitement and having the power of life and death.” Phil may be qualified when it comes to knowing how to be an EMT but I don’t think he is mentally qualified to do this job. I just hope that by the end of the course you change your opinion. These people aren’t asking for pity, they are asking for help. I know that the only reason why you don’t care is because you’re not living it and because it’s not your daughter, sister, or wife being brutally beaten and forced to have sex with strangers daily.
Unlike Phil, I do care about what is happening in other parts of the world. And at first I was skeptical about the course but the more I read the more I study, is the more I’m starting to enjoy it. Reading stories about woman being treated as if they were not human has opened my eyes to what’s out there in other parts of the world. I think that taking this course is once step closer to finding a solution to this problem. I know that it may not be as bad in the US, but being a woman of color I do care about people who are being hurt even if I might not be from the same place in the world they are. I’m very looking forward to getting deeper into the issue and gaining more knowledge about it.
In regards to your way of grading I feel as if it’s fair. And as far as my writing I want to improve writing because as I mentioned before I would like to be a writer one day. That being said I welcome any criticism.
Mokhtar Mohamed
E1a 8-9am
M.S Sabir
After reading the syllabus I realized the way that the professor teaching. I also learned how important this course is for college students. Additionally my mother tongue is the Arabic language; English is the second language for me. I am struggling to get a good grade in this class.
Moreover I like the books that we are going to study in this class such as Stewart Pidd Heats English, Aleas House, and Half of the Sky. I like to learn new instruction to write and read. Basically I am not afraid of this class because I know that the professor is so helpful even though there are some difficulties. Finally I hope to learn a lot in this class and pass it with a good grade.
Leonardo Martin
English 1A 9am
February 14, 2010
Professor Sabir
So far the class has been exactly what Professor Sabir planned it out to be. It is a very unique class compared to other English classes because of the topic being focused on women issues. The books that we are reading seem to become more interesting as we continue to read them and I think that is great. Knowledge is the key that we are all trying to obtain and I think this class will fulfill that requirement in one way or another. I really don’t like the SPHE book because it makes me feel as if I am back in high school doing all these different grammar sheets, but as long as it helps improve my writing I will do the work that Professor Sabir assigns from it.
John Rawson
Eng 1A
Professor Sabir
8:00-8:50AM
After reading the syllabus for the class, I feel much better. I feel the layout has more structure than I had anticipated. After I initially started this class I thought the blogging aspect was difficult and extra work. The thought of having other people read my work made me nervous and kind of uncomfortable, but so far it’s actually a lot better than I thought. I enjoy reading other students work on the site especially when they have a different idea then I do.
For the semester some of my goals are:
1. Be responsible.
2. Hang out with my kids.
3. Pass my classes.
4. Make money.
5. Get better job.
So far I enjoy the class a lot more than I had expected. The readings are actually pretty interesting and class moves relatively quickly. I enjoy the class, SPHE is kind of difficult, but I think if I work hard I can do well in the class.
Miguel Guerrero-Gonzalez
English 1A
Professor Sabir
8-8:50am
This english 1A class will not only be difficult for me beacuse of the structure of the class but also the workload that is also included. Eventhough it is a tab bit difficult, I will manage to stay on top of the assignments and also read the books that have been provided to me. For this semester, I have outline some of my goals, yet the top 5 will be the following:
1- Get all As in my class
2- Stay on top of my academics, such as studying and reading.
3- Motivate the Student Organizations that I am involved in.
4- Assist in enabling Student Government in all decision making.
5- Make the campus more welcoming to everyone.
I havent been enjoying the class because I believe their is no foundation to the class or the lectures. Yet, After reading some chapters of,"half the Sky", I believe its going to be an awesome experience.
Lauryn Helling
English 1A
Syllabus review
After reading the syllabus I realize that everything is basically mapped out. We will have an idea of what needs to be accomplished each day and when the due dates are for other assignments. I like that it has an order so things don't get too chaotic. I look forward to seeing if the organization stays until the end of the semester.
Thanks to the students who shared. This is obviously not the entire class. Good luck on all your goals and objectives. I am cheering for you. Communication is the key to success here. If you have any questions or feel I am not clear, don't hesitate to ask.
So far, only one student has made an appointment to speak to me in my office hours. Appointments aren't necessary and if you want to see me during that time just call me if I am not in my office.
the syllubus is straight forward; informing us of the future assisgnments we should prepare for. however at this time i feel we are doing too much at one time. And in that case, nothing will ever be done on time since you piling so much on us at one time.
Due dates for each asisgnment would be helpful that way we know which is in priority. Other than that i feel the material will enrich our education.
Nseke Ngilbus
Wanda Sabir
Eng 1a
april 21, 2010
I would say that the syllabus is really detail and long. A little too long for my taste. But overall it tells me everything I need to do. I love how the grades break down; this gives me a great opportunity to actually get an A. I see that we have a couple of big papers do too, so I think I really want to do well on them. I believe that we get a good amount of allotted time for each assignment; it does not seem to fast pace; to me, it seems just right.
The information was overall very useful for me, thanks a lot.
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