COA ENG 1A Fall 2013 Syllabus Professor Wanda Sabir Revised
English 1A Composition and Reading (3 classes)
Class code: 40002 Lec 08:00-8:50 AM MTWTh meets in A 202
Class code: 40007 Lec 10:00-10:50 AM MTWTh meets in D205
Class code: 40008 Lec 11:00-11:50 AM MTWTh meets in D205
Class code: 44043 Lec 09:00-9:50 AM MTWTh meets in CV200
Class Meetings: August 19-Dec. 5; Holidays: 9/2; 11/11; 11/28-Dec.1;
Final Exam Week: M-F, Dec. 9-13 (Portfolios due via e-mail by Friday, Dec. 13, 12 noon).
Drop dates: Sept.1 (w/out “W” and a refund); Nov. 16 (w/W). Sept. 8: Last day to file for PASS/NO PASS Grading Options for Regular Session Classes
Finals Schedule:
Class code: 40002 Lec 08:00-8:50 AM: 8-10 a.m., Fri., Dec.13;
Class code: 40007 Lec 10:00-10:50 AM:10 a.m.-12 noon, Mon., Dec. 9;
Class code: 40008 Lec 11:00-11:50 AM:10 a.m.-12 noon Wed., Dec.11.
The finals are conducted in the classrooms, unless otherwise noted. The final is not optional.
Syllabus for English 1A: College Composition and Reading
http://professorwandasposse.
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.
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 reading, writing and thinking
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.
In the past I have used primary sources, this semester I am using a textbook. Models are helpful and this collection provides many great writing samples from a wide array of sources. It is my hope those 50 Essays: A Portable Anthology, Third Edition by Samuel Cohen, will give students the kind of guidance often needed by beginning writers no matter how skilled. We will read the essays by topic, which means we will skip around in the book. We might not read all 50, but we will make a serious dent in the book. You will definitely get your money’s worth (smile).
Class code: 40002 Lec 08:00-8:50 AM MTWTh meets in A 202
Class code: 40007 Lec 10:00-10:50 AM MTWTh meets in D205
Class code: 40008 Lec 11:00-11:50 AM MTWTh meets in D205
Class code: 44043 Lec 09:00-9:50 AM MTWTh meets in CV200
Class Meetings: August 19-Dec. 5; Holidays: 9/2; 11/11; 11/28-Dec.1;
Final Exam Week: M-F, Dec. 9-13 (Portfolios due via e-mail by Friday, Dec. 13, 12 noon).
Drop dates: Sept.1 (w/out “W” and a refund); Nov. 16 (w/W). Sept. 8: Last day to file for PASS/NO PASS Grading Options for Regular Session Classes
Finals Schedule:
Class code: 40002 Lec 08:00-8:50 AM: 8-10 a.m., Fri., Dec.13;
Class code: 40007 Lec 10:00-10:50 AM:10 a.m.-12 noon, Mon., Dec. 9;
Class code: 40008 Lec 11:00-11:50 AM:10 a.m.-12 noon Wed., Dec.11.
The finals are conducted in the classrooms, unless otherwise noted. The final is not optional.
Syllabus for English 1A: College Composition and Reading
http://professorwandasposse.
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.
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 reading, writing and thinking
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.
In the past I have used primary sources, this semester I am using a textbook. Models are helpful and this collection provides many great writing samples from a wide array of sources. It is my hope those 50 Essays: A Portable Anthology, Third Edition by Samuel Cohen, will give students the kind of guidance often needed by beginning writers no matter how skilled. We will read the essays by topic, which means we will skip around in the book. We might not read all 50, but we will make a serious dent in the book. You will definitely get your money’s worth (smile).
One of the primary goals of Freshman Comp is to familiarize
students with academic scholarship, how one reads a variety of sources and then
through synthesis comes up with new, often original, ideas. Scholarship is
based on sound texts and the way the writer shares his or her document trail to
the audience is through what is called MLA (Modern Language Association) documentation
in the form of both in-text and works cited pages at the end of the essay.
There are specific standardized ways to note this research and at the end of
the course, students might not have all of the forms memorized, but certainly
one should leave the course a lot more familiar with how to find the answer in
your grammar style book (Diana Hacker’s Rules
for Writers Seventh Edition). Bring this book to class daily.
Recommended for students who feel shaky on the writing front is Stewart Pidd Hates English by Gary Pollitt and Craig Baker. These two Cal State University Fullerton professors wrote this book in response to the horrific papers freshmen turned into them. Fast drafts are fine. The problem comes into play when a writer does not know how to edit her work. Based on Diana Hacker’s Rules for Writers, the professors take the more common errors, create a character called Stewart Pidd and in a series of essays teach students how to correct Pidd’s essays and thus, transfer these skills to their own writing.
Whether students purchase or rent the book or not, each of you is held responsible for the material within its pages. Students are welcome to visit me in my office to look at the book. I will host a series of workshops for students who are interested in the Pidd Refresher Workshop.
Stewart Pidd reviews many of the more common writing errors and topics such as free paraphrase and summaries, run-on sentences, subject-verb agreement, parallel structure, plurals and possessives, pronoun agreement and confused words, not to mention correct MLA for essays and how to write works cited pages and bibliographies. Stewart Pidd will provide a context for essay writing which will hopefully allow students the opportunity to become conversant about the writing process and use grammar in context, as well as, employ MLA documentation. We will begin the class with a Grammar Exam. From there, each of you can decide how much an A is worth. Students who make the errors reviewed in SPHE textbook will not make an A in the class. Good ideas couched in poor writing are not rewarded. Writers should be able to identify and edit out such errors. What I see should be polished writing, your best work. Do not submit rough drafts.
Week four-six, Sept. 16-19; Sept. 23-26; Sept. 30-Oct. 3, we will have a Writing Intensive using SPHE. All are welcome. I will host this workshop on Thursdays, 12:30-1:30-2 p.m. I am looking to have the workshop in an electronic classroom if I can reserve one. More later.
Office Hours
Students are encouraged to drop by and visit me at my office hours at least twice this semester. Come prepared with questions. It is a good opportunity to get to know one another. My office is located in D-219 (an office space with a separate entrance.) Office hours will be Thursday 2-4 by appointment, Wednesdays, 3:30-4:30 p.m. in D-219 located in the D-216 suite.
My campus number is (510) 748-2286. Leave messages on my cell number. I am available on Monday afternoon by appointment after 3:30 p.m. as well. Tuesdays I am available by appointment after College Hour. I will give students my mobile number, please use it to text and call when you have questions.
Recommended for students who feel shaky on the writing front is Stewart Pidd Hates English by Gary Pollitt and Craig Baker. These two Cal State University Fullerton professors wrote this book in response to the horrific papers freshmen turned into them. Fast drafts are fine. The problem comes into play when a writer does not know how to edit her work. Based on Diana Hacker’s Rules for Writers, the professors take the more common errors, create a character called Stewart Pidd and in a series of essays teach students how to correct Pidd’s essays and thus, transfer these skills to their own writing.
Whether students purchase or rent the book or not, each of you is held responsible for the material within its pages. Students are welcome to visit me in my office to look at the book. I will host a series of workshops for students who are interested in the Pidd Refresher Workshop.
Stewart Pidd reviews many of the more common writing errors and topics such as free paraphrase and summaries, run-on sentences, subject-verb agreement, parallel structure, plurals and possessives, pronoun agreement and confused words, not to mention correct MLA for essays and how to write works cited pages and bibliographies. Stewart Pidd will provide a context for essay writing which will hopefully allow students the opportunity to become conversant about the writing process and use grammar in context, as well as, employ MLA documentation. We will begin the class with a Grammar Exam. From there, each of you can decide how much an A is worth. Students who make the errors reviewed in SPHE textbook will not make an A in the class. Good ideas couched in poor writing are not rewarded. Writers should be able to identify and edit out such errors. What I see should be polished writing, your best work. Do not submit rough drafts.
Week four-six, Sept. 16-19; Sept. 23-26; Sept. 30-Oct. 3, we will have a Writing Intensive using SPHE. All are welcome. I will host this workshop on Thursdays, 12:30-1:30-2 p.m. I am looking to have the workshop in an electronic classroom if I can reserve one. More later.
Office Hours
Students are encouraged to drop by and visit me at my office hours at least twice this semester. Come prepared with questions. It is a good opportunity to get to know one another. My office is located in D-219 (an office space with a separate entrance.) Office hours will be Thursday 2-4 by appointment, Wednesdays, 3:30-4:30 p.m. in D-219 located in the D-216 suite.
My campus number is (510) 748-2286. Leave messages on my cell number. I am available on Monday afternoon by appointment after 3:30 p.m. as well. Tuesdays I am available by appointment after College Hour. I will give students my mobile number, please use it to text and call when you have questions.
The email I check is: coasabirenglish1A@gmail.com. Let me know the day before, if
possible, when you’d like to meet with me. I am more of a phone person.
Take time to exchange email and phone numbers with classmates (2), so if you have a concern, it can be addressed more expeditiously. 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. There are study rooms available in the library. Ask at the reference desk.
Take time to exchange email and phone numbers with classmates (2), so if you have a concern, it can be addressed more expeditiously. 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. There are study rooms available in the library. Ask at the reference desk.
Thematic
Content con’t.
This semester we are looking at what it means to question social norms, rules or standards of conduct. Mrs. Rosa Parks challenged such codes, written into law when she refused to give up her seat, yet before that fateful event etched in the American psyche she was already challenging systems asking questions rebelling against injustice not always nonviolently.
This semester we are looking at what it means to question social norms, rules or standards of conduct. Mrs. Rosa Parks challenged such codes, written into law when she refused to give up her seat, yet before that fateful event etched in the American psyche she was already challenging systems asking questions rebelling against injustice not always nonviolently.
What does it mean to rebel? Do you know any rebels and do
you consider yourself one? What code of conduct is written on your conscience
and how many chances does an adversary have to ignore your code before you
respond? Perhaps you’ve never been tested.
The book we will be reading is Jeanne Theoharis’s The Rebellious Life of Mrs. Rosa Parks. This is Mrs. Parks centennial year. There is a new commemorative postage stamp and a bust of her likeness was unveiled at the Whitehouse this year.
The book we will be reading is Jeanne Theoharis’s The Rebellious Life of Mrs. Rosa Parks. This is Mrs. Parks centennial year. There is a new commemorative postage stamp and a bust of her likeness was unveiled at the Whitehouse this year.
As we read this book, we will develop a profile of Mrs.
Parks noting certain aspects of her character that perhaps are characteristics
that most rebels embody.
You will develop an argument and write a short research
paper using the primary source (Theoharis’s book) along with two other
documents to support your claim. The paper will be 4-5 pages including the
bibliography. It will be students’ first
big paper. It will be due the week of September 23. This includes essay
planning as well as peer reviews, narrative writing and a final draft emailed
to me.
The second aspect of this book at rebels with a cause will entail a personal identification of a rebel depicted in literature. Each student will choose a book which profiles a person or character who embodies what we have determined are social justice qualities. This book can be a work of fiction or nonfiction. Students need to get approval for the book before they start to read it. Essay 2, which takes its argument from an analysis of this character, will be due the week of October 21. It will also be between 4-5 pages, including the works cited page. If there is a bibliography, the page length will be longer.
The final essay due in November is a profile of a person, who lives in Northern California whose work contests a system which he or she believes (and you agree) hurts society, environmentally or economically or in other ways the writer will identify. This champion for social justice, let’s call the person a social entrepreneur or change agent (rebel) works to build a parallel system which through its existence is a reminder of how bad the social ill is it seeks to reform. This research paper will be due week of November 18. We will be discussing this assignment and students will be doing the research after the person is identified and approved of while reading their book for Essay 2.
The second aspect of this book at rebels with a cause will entail a personal identification of a rebel depicted in literature. Each student will choose a book which profiles a person or character who embodies what we have determined are social justice qualities. This book can be a work of fiction or nonfiction. Students need to get approval for the book before they start to read it. Essay 2, which takes its argument from an analysis of this character, will be due the week of October 21. It will also be between 4-5 pages, including the works cited page. If there is a bibliography, the page length will be longer.
The final essay due in November is a profile of a person, who lives in Northern California whose work contests a system which he or she believes (and you agree) hurts society, environmentally or economically or in other ways the writer will identify. This champion for social justice, let’s call the person a social entrepreneur or change agent (rebel) works to build a parallel system which through its existence is a reminder of how bad the social ill is it seeks to reform. This research paper will be due week of November 18. We will be discussing this assignment and students will be doing the research after the person is identified and approved of while reading their book for Essay 2.
You will have to multitask for this assignment. Many times,
students have a hard time focusing, however, since the book is not one shared
collectively. There is no need to wait to discuss the final essay.
Finals
For the final students will synthesize what is meant by the
term “rebellious” and common characteristics traits and motivations those who
rebel embody using the lives of Rosa Parks, the character or person profiled in
the work of fiction or nonfiction chosen by student in the second essay, and
lastly, the social entrepreneur profiles who challenges a system by creating an
effective alternative system in its place.
I suggest an interactive poster presentation, about 2-5 min. long.
Tentative Reading Schedule—students are encouraged to read ahead. Finish the book.
Getting started:
For August 26-29: Prepare Introduction vii-xvi to Chapter One (1-16); Two (17-45); Three (46-71). Include in the preparation a reading log and a vocabulary log. Also include a list of terms and questions encountered in the reading you’d like to discuss.
I suggest an interactive poster presentation, about 2-5 min. long.
Tentative Reading Schedule—students are encouraged to read ahead. Finish the book.
Getting started:
For August 26-29: Prepare Introduction vii-xvi to Chapter One (1-16); Two (17-45); Three (46-71). Include in the preparation a reading log and a vocabulary log. Also include a list of terms and questions encountered in the reading you’d like to discuss.
We will read about 60 pages a week (15 X 4). The book is 244
pages long.
For Sept. (2) 3-5: Prepare Chapter Four (72-115); Five (116-164). Include in the preparation a reading log and a vocabulary log. Also include a list of terms and questions encountered in the reading you’d like to discuss.
For Sept. 9-12: Prepare Chapter Six (165-200). Include in the preparation a reading log and a vocabulary log. Also include a list of terms and questions encountered in the reading you’d like to discuss.
For Sept. 16-19: Prepare Chapter Seven (201-Conclusion 244). Include in the preparation a reading log and a vocabulary log. Also include a list of terms and questions encountered in the reading you’d like to discuss.
Essay due dates recap:
First essay due: September 23with Initial Planning Sheet and Outline. The final draft is due that Wednesday-Thursday.
Second essay due: October 21with Initial Planning Sheet and Outline. The final draft is due that Wednesday-Thursday.
Third essay due: November 18 with Initial Planning Sheet and Outline. The final draft is due that Wednesday-Thursday.
The essays connected to the textbook are practice essays. See the grade analysis to see how they are credited.
Reading Logs for Text Analysis
Keep a reading log for Theoharis. In the log, note how she defines “rebellious” with specific instances in Parks’s life. Develop a working definition for the word. Does Parks ever define what she does as rebellion? If so, how does she do this? Note Theoharis’s scholarship and what she cites as the ways she could have written a better book or done a better job had other material been available. What lives does she compare Parks’s too given the way her papers and other effects are handled? How does Theoharis use what little there is to come up with counterarguments? How is this a sign of a true scholar? How does she validate her query and the direction of her research? Do you agree with the direction her query takes—why or why not? Whenever there is a question, note it for later discussion in class in your literature circles. We will start meeting in two weeks. Everyone needs a book.
For Sept. (2) 3-5: Prepare Chapter Four (72-115); Five (116-164). Include in the preparation a reading log and a vocabulary log. Also include a list of terms and questions encountered in the reading you’d like to discuss.
For Sept. 9-12: Prepare Chapter Six (165-200). Include in the preparation a reading log and a vocabulary log. Also include a list of terms and questions encountered in the reading you’d like to discuss.
For Sept. 16-19: Prepare Chapter Seven (201-Conclusion 244). Include in the preparation a reading log and a vocabulary log. Also include a list of terms and questions encountered in the reading you’d like to discuss.
Essay due dates recap:
First essay due: September 23with Initial Planning Sheet and Outline. The final draft is due that Wednesday-Thursday.
Second essay due: October 21with Initial Planning Sheet and Outline. The final draft is due that Wednesday-Thursday.
Third essay due: November 18 with Initial Planning Sheet and Outline. The final draft is due that Wednesday-Thursday.
The essays connected to the textbook are practice essays. See the grade analysis to see how they are credited.
Reading Logs for Text Analysis
Keep a reading log for Theoharis. In the log, note how she defines “rebellious” with specific instances in Parks’s life. Develop a working definition for the word. Does Parks ever define what she does as rebellion? If so, how does she do this? Note Theoharis’s scholarship and what she cites as the ways she could have written a better book or done a better job had other material been available. What lives does she compare Parks’s too given the way her papers and other effects are handled? How does Theoharis use what little there is to come up with counterarguments? How is this a sign of a true scholar? How does she validate her query and the direction of her research? Do you agree with the direction her query takes—why or why not? Whenever there is a question, note it for later discussion in class in your literature circles. We will start meeting in two weeks. Everyone needs a book.
Writing
about the Literature for Essay 1
Include a brief summary of each chapter and what stood out most for you as a reader—of course this note will vary based on individual experience. These reading notes are to be typed and will be turned in with the essay electronically. We will practice developing a reading log. This is the only book that requires such writing this semester.
Literature Circles
Discussion groups will meet each week beginning Wednesday-Thursday, August 28-29. If you are a slow reader, start reading early. We are going to complete the book in three weeks. The reading log/journal/ will include key vocabulary and arguments listed, with primary writing strategies employed: description, process analysis, narration, argument, cause and effect, compare and contrast, definition, problem solving.
Literature Circles will meet each week. Students will also keep a reading log/journal/notes with key ideas outlined for each discussion section. There are roles for the participants in the Literature Circles: Discussion Director, Vocabulary Enricher, Summarizer, Literary Luminary, and others. The roles are fluid and each week students can switch roles, so that by the end of the text, everyone will have had an opportunity to try several if not all performance hats. If the group is not working, do not suffer in silence. Let me know in private, so that adjustments can be made.
Stewart Pidd Hates English Grammar Review
For English 1A, Stewart Pidd Hates English is a review of grammar and essay writing skills students should be familiar with already. If you are struggling, come to the drop-in workshop and/or come by my office for extra assistance. Students can also get help in the Writing Center and Tutoring Center in the Learning Resources Center (LRC), located on the second level of the L-bldg. where the library is located. To use these services students have to enroll in the free class LRNE 501 (Supervised Tutoring). It takes 24 hours for the class to become effective, so enroll now.
Using 50 Essays, students will write essays demonstrating mastery of each rhetorical mode which fall between narration, exposition and argumentation (9)—I happen to believe that everything is an argument (smile). These short essays (250 words max) will be an opportunity for students to practice for the larger essays which will determine their grade in the course.
50 Essays and They Say, I Say Assignments:
Schedule
Week 1—Aug. 19-22
M—Course Introduction
T-Th Writing Assessments; Review of summaries and paraphrasing
Essay handouts: Helen Keller; Malcolm X
Week 2—Aug. 26-29
Education
M: 50 Essays: Sherman Alexie, “The Joy of Reading and Writing: Superman and Me,” pp. 15-19; Getting Started and Finding a Focus (Hacker 1-18)
T/W: 50 Essays: Frederick Douglass, “Learning to Read and Write,” pp. 129-35.
Sketch a plan (Hacker 19-23). Developing a thesis (Hacker 23-33).
Week 3—Sept. (2)-5
Identity
M-T Lec: Developing and Organizing Ideas 50 Essays: Gloria Anzaldua, “How to Tame a Wild tongue pp. 33-45. Hacker: “Revising and Editing (33-45).
W-Th: 50 Essays: Nancy Mairs, “On Being a Cripple,” pp. 244-56; Hacker: Writing an Argument and Thinking Critically” (84-109)
They Say: “Entering the Conversation” xiii-17
Week 4—Sept. 9-12
Family
M-T “Top Ten Problems and Basic Grammar Review”
50 Essays: Maxine Hong Kingston: “No Name Woman,” pp. 221-33
Research Basics. Hacker pp. 419-451.
W-50 Essays: Sarah Vowell,“Shooting Dad,” pp. 412-419.
Part 1. They Say 17-42
Week 5—Sept. 23-26
Gender/Ethics
M –T: 50 Essays: Brent Staples, “Just Walk on By: Black Men and Public Spaces,” pp. 383-386.
Research essay workshop—sources
W- 50 Essays: Barbara Ehrenreich, “Serving in Florida,” pp. 136-145. 50 Essays: Susan Sontag, “Regarding the Pain of Others,” pp. 373-78.
They Say: Part 1, The Art of Quoting pp.42-52
Week 6—Sept. 30-Oct. 3
History and Politics
M-T 50 Essays: Amy Tan, “Mother Tongue,” pp. 396-402. Lec.: “The Five C’s of Style”
W-Th 50 Essays: Bharati Mukherjee, “Two Ways to Belong in America,” pp. 280-83 or student choice. They Say: Part 2. “I Say,” pp. 53-67; 68-102.
Week 7—Oct. 7-10 (Instructor absence (Oct. 7-9)
Special Assignment: TBA. Thursday: Presentations
Week 8—Oct. 14-17
M Race and Culture
50 Essays: James Baldwin, Notes of a Native Son,” pp. 50-71
T-W 50 Essays: Martin Luther King Jr., “Letter from a Birmingham Jail,” pp. 203-20 and/or
N. Scott Momaday, “The Way to Rainy Mountain,” pp. 273-279. They Say: Part 2 con’t.
They Say: Part 3, “Tying it all Together,” 103-138.
Note: While we are reading these essays and reviewing the various writing concepts indicated, we will also consider the templates in They Say, I Say: The Moves That Matter in Academic Writing: Second Edition, by Gerald Graff and Cathy Birkenstein.
Weeks 9 -11—Oct. 21-24 & Oct. 28-31 Students can choose 4 essays we haven’t read to analyze if there is time.
They Say, Review of Parts 1, 2, 3. Part 4: “I Take Your Point,” “What’s Motivating this Writer?” pp. 103-155. Students can read on if they like section 13 and 14.
Grading:
Essays and comments on peers’ essays from 50 Essays and They Say, I Say, are 25 percent of the grade.
The three mastery essays are 40 percent of the grade:
1. Rosa Parks Essay
2. Book Report Essay and presentation (by or about a “happy” person”
3. Profile and Presentation of Rebel with a Cause, the Social Entrepreneur whose work challenges political, social or economic systems (the person has to be alive and living in Northern California).
Final Poster and Presentation are 15 percent of the grade.
The student Course Work portfolio is 20 percent of the grade as well.
Students will 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, and a stapler.
Cyber-Assignments
These often daily assignments are posted on the class blog. The 50 Essays for the most part will be cyber-assignments. Keep a copy of all posted assignments. You might want to create a private blog for the class:
http://professorwandasposse.
To post comments select “ANONYMOUS,” and then type your name in the post. Students do not need to get Gmail accounts. I read the cyber-assignments. If a student wants specific feedback from me ask. For many of the assignments, students are to engage each other (min. 2) in conversation.
Research Project
Social entrepreneur essay. This paper will be about 4-6 pages. This will include a works cited page and bibliography.
New Heroes
Visit http://www.pbs.org/opb/
Taking Stock
Jot down briefly what your goals are this semester. List them in order of importance.
1.
2.
3.
4.
5.
Email the following data to me: coasabirenglish1A@gmail.com today, Monday, August 19, 2013
Your name, mailing address, phone number and e-mail answer, along with answers to the following questions:
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?
Bring your laptops to class. Once the semester is under way, we will meet in a classroom with technology once a week (if need be).
Homework Assignment 2:
This is a Cyber-Assignment. Post on the blog by August 21, 2013 6 p.m.
Respond to the syllabus on the blog, so I have a record of your reading it. Make sure to include examples from the syllabus to support your points. Include your impressions, whether you think the syllabus is reasonable, any questions, and/or suggestions. This is our contract. I need to know that you read it and understand the agreement.
If ever, a post is too personal for all eyes, students have the option of sending it to me at coasabirenglish1A@gmail.com Let me know in advance or after it is sent, so you get credit for the assignment.
The Writing Center
The cyber-essays posted on the class blog are practice analytical essays. Initially, plan to visit the Writing Center (L-234-231, (510) 748-2132) weekly. Have a tutor evaluate your essays for form and content; the aim is lucid, precise, and clear prose. Remember, these comments are suggestions. If you do not agree, do not change the writing.
Include a brief summary of each chapter and what stood out most for you as a reader—of course this note will vary based on individual experience. These reading notes are to be typed and will be turned in with the essay electronically. We will practice developing a reading log. This is the only book that requires such writing this semester.
Literature Circles
Discussion groups will meet each week beginning Wednesday-Thursday, August 28-29. If you are a slow reader, start reading early. We are going to complete the book in three weeks. The reading log/journal/ will include key vocabulary and arguments listed, with primary writing strategies employed: description, process analysis, narration, argument, cause and effect, compare and contrast, definition, problem solving.
Literature Circles will meet each week. Students will also keep a reading log/journal/notes with key ideas outlined for each discussion section. There are roles for the participants in the Literature Circles: Discussion Director, Vocabulary Enricher, Summarizer, Literary Luminary, and others. The roles are fluid and each week students can switch roles, so that by the end of the text, everyone will have had an opportunity to try several if not all performance hats. If the group is not working, do not suffer in silence. Let me know in private, so that adjustments can be made.
Stewart Pidd Hates English Grammar Review
For English 1A, Stewart Pidd Hates English is a review of grammar and essay writing skills students should be familiar with already. If you are struggling, come to the drop-in workshop and/or come by my office for extra assistance. Students can also get help in the Writing Center and Tutoring Center in the Learning Resources Center (LRC), located on the second level of the L-bldg. where the library is located. To use these services students have to enroll in the free class LRNE 501 (Supervised Tutoring). It takes 24 hours for the class to become effective, so enroll now.
Using 50 Essays, students will write essays demonstrating mastery of each rhetorical mode which fall between narration, exposition and argumentation (9)—I happen to believe that everything is an argument (smile). These short essays (250 words max) will be an opportunity for students to practice for the larger essays which will determine their grade in the course.
50 Essays and They Say, I Say Assignments:
Schedule
Week 1—Aug. 19-22
M—Course Introduction
T-Th Writing Assessments; Review of summaries and paraphrasing
Essay handouts: Helen Keller; Malcolm X
Week 2—Aug. 26-29
Education
M: 50 Essays: Sherman Alexie, “The Joy of Reading and Writing: Superman and Me,” pp. 15-19; Getting Started and Finding a Focus (Hacker 1-18)
T/W: 50 Essays: Frederick Douglass, “Learning to Read and Write,” pp. 129-35.
Sketch a plan (Hacker 19-23). Developing a thesis (Hacker 23-33).
Week 3—Sept. (2)-5
Identity
M-T Lec: Developing and Organizing Ideas 50 Essays: Gloria Anzaldua, “How to Tame a Wild tongue pp. 33-45. Hacker: “Revising and Editing (33-45).
W-Th: 50 Essays: Nancy Mairs, “On Being a Cripple,” pp. 244-56; Hacker: Writing an Argument and Thinking Critically” (84-109)
They Say: “Entering the Conversation” xiii-17
Week 4—Sept. 9-12
Family
M-T “Top Ten Problems and Basic Grammar Review”
50 Essays: Maxine Hong Kingston: “No Name Woman,” pp. 221-33
Research Basics. Hacker pp. 419-451.
W-50 Essays: Sarah Vowell,“Shooting Dad,” pp. 412-419.
Part 1. They Say 17-42
Week 5—Sept. 23-26
Gender/Ethics
M –T: 50 Essays: Brent Staples, “Just Walk on By: Black Men and Public Spaces,” pp. 383-386.
Research essay workshop—sources
W- 50 Essays: Barbara Ehrenreich, “Serving in Florida,” pp. 136-145. 50 Essays: Susan Sontag, “Regarding the Pain of Others,” pp. 373-78.
They Say: Part 1, The Art of Quoting pp.42-52
Week 6—Sept. 30-Oct. 3
History and Politics
M-T 50 Essays: Amy Tan, “Mother Tongue,” pp. 396-402. Lec.: “The Five C’s of Style”
W-Th 50 Essays: Bharati Mukherjee, “Two Ways to Belong in America,” pp. 280-83 or student choice. They Say: Part 2. “I Say,” pp. 53-67; 68-102.
Week 7—Oct. 7-10 (Instructor absence (Oct. 7-9)
Special Assignment: TBA. Thursday: Presentations
Week 8—Oct. 14-17
M Race and Culture
50 Essays: James Baldwin, Notes of a Native Son,” pp. 50-71
T-W 50 Essays: Martin Luther King Jr., “Letter from a Birmingham Jail,” pp. 203-20 and/or
N. Scott Momaday, “The Way to Rainy Mountain,” pp. 273-279. They Say: Part 2 con’t.
They Say: Part 3, “Tying it all Together,” 103-138.
Note: While we are reading these essays and reviewing the various writing concepts indicated, we will also consider the templates in They Say, I Say: The Moves That Matter in Academic Writing: Second Edition, by Gerald Graff and Cathy Birkenstein.
Weeks 9 -11—Oct. 21-24 & Oct. 28-31 Students can choose 4 essays we haven’t read to analyze if there is time.
They Say, Review of Parts 1, 2, 3. Part 4: “I Take Your Point,” “What’s Motivating this Writer?” pp. 103-155. Students can read on if they like section 13 and 14.
Grading:
Essays and comments on peers’ essays from 50 Essays and They Say, I Say, are 25 percent of the grade.
The three mastery essays are 40 percent of the grade:
1. Rosa Parks Essay
2. Book Report Essay and presentation (by or about a “happy” person”
3. Profile and Presentation of Rebel with a Cause, the Social Entrepreneur whose work challenges political, social or economic systems (the person has to be alive and living in Northern California).
Final Poster and Presentation are 15 percent of the grade.
The student Course Work portfolio is 20 percent of the grade as well.
Students will 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, and a stapler.
Cyber-Assignments
These often daily assignments are posted on the class blog. The 50 Essays for the most part will be cyber-assignments. Keep a copy of all posted assignments. You might want to create a private blog for the class:
http://professorwandasposse.
To post comments select “ANONYMOUS,” and then type your name in the post. Students do not need to get Gmail accounts. I read the cyber-assignments. If a student wants specific feedback from me ask. For many of the assignments, students are to engage each other (min. 2) in conversation.
Research Project
Social entrepreneur essay. This paper will be about 4-6 pages. This will include a works cited page and bibliography.
New Heroes
Visit http://www.pbs.org/opb/
Taking Stock
Jot down briefly what your goals are this semester. List them in order of importance.
1.
2.
3.
4.
5.
Email the following data to me: coasabirenglish1A@gmail.com today, Monday, August 19, 2013
Your name, mailing address, phone number and e-mail answer, along with answers to the following questions:
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?
Bring your laptops to class. Once the semester is under way, we will meet in a classroom with technology once a week (if need be).
Homework Assignment 2:
This is a Cyber-Assignment. Post on the blog by August 21, 2013 6 p.m.
Respond to the syllabus on the blog, so I have a record of your reading it. Make sure to include examples from the syllabus to support your points. Include your impressions, whether you think the syllabus is reasonable, any questions, and/or suggestions. This is our contract. I need to know that you read it and understand the agreement.
If ever, a post is too personal for all eyes, students have the option of sending it to me at coasabirenglish1A@gmail.com Let me know in advance or after it is sent, so you get credit for the assignment.
The Writing Center
The cyber-essays posted on the class blog are practice analytical essays. Initially, plan to visit the Writing Center (L-234-231, (510) 748-2132) weekly. Have a tutor evaluate your essays for form and content; the aim is lucid, precise, and clear prose. Remember, these comments are suggestions. If you do not agree, do not change the writing.
Portfolio
This is a portfolio course, so save all of your work. You can average the grades to see how to weigh the various components. Participation is included in the daily exercises and homework portion of the grade, so if your attendance is exemplary, yet you say nothing the entire 18 weeks, you lose percentage points. Students cannot make up cyber-assignments after the date has passed or when they are absent unless arranged in advance.
Each book will have collected writings or essays. This in itself is its own “portfolio.” Save all of your work. There will be four mini-portfolios: 50 Essays, Theoharis’s Rebellious Life (notes and essay), the Book Report Essay and the Social Entrepreneur or Rebel with a Cause Essay. You can average the grades to see how to weigh the various components.
The Writing Center is a great place to get one-on-on assistance on your essays, from brainstorming and planning the essays, to critique in areas like clarity, organization, clearly stated thesis, evidence or support, logical conclusions, and grammatical problems. In the Writing Center there are ancillary materials for student use. These writing programs build strong writing muscles. The Bedford Handbook on-line, Diana Hacker’s Rules for Writers on-line, Townsend Press, and other such computer and cyber-based resources are a few of the many databases available. There is also an Open Lab for checking e-mail, a Math Lab. All academic labs are located in the Learning Resource Center (LRC) or upstairs from the library. The Cyber Café is located in the F-bldg.
Again, students need a student ID to use the labs and to check out books. The IDs are free. Ask in Student Services (A-bldg.) where photos are taken.
Have a tutor of teacher sign off on your essays before you turn them in; if you have a “R,” which means revision necessary for a grade or “NC” which means “no credit,” you have to go to the lab and revise the essay with a tutor or teacher before you return both the graded original and the revision (with signature) to me. Revise does not mean “rewrite,” it means to “see again.”
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 15-20 minute session in the Lab. I will give you a handout which looks at 5 areas of the essay you can use as a guide when shaping your questions for your peer review sessions. Please use these guidelines when planning your discussions with me also.
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 College’s Writing Center, as well as Laney College’s Writing Labs.
Correction Essays; Essay Narratives
All major 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, that is, a detailed list of the error(s) and its correction; a student can prepare this as a part of the Lab visit, especially if said student is unclear over what steps to take. Cite from a scholarly source the rule and recommendations for its correction.
Students can also visit me during office hours for assistance; again, prepare your questions in advance to best make use of the time. Meeting times are 15-30 minute segments, esp. when there is a line. Do not leave class without understanding the comments on a paper. I don’t mind reviewing them with you.
Student Learning Outcomes
Reading:
Apply strategies for understanding and evaluating a range of professional and public writing and be able to express and synthesize the main ideas.
Writing:
Assess clearly in writing the tools and materials in the workplace and in the community and be able to suggest changes in order to increase personal and institutional effectiveness.
Critical Thinking:
Recognize messages and arguments in speech and text, analyze and critique such messages, and act accordingly.
Diverse Perspectives:
Expand and deepen understanding of diverse life experiences and differing perspectives, identify their impact on written and spoken communication, and express sensitivity toward the values and ideas of coworkers, family members, and local and global neighbors.
More on grades, and portfolio
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 students can demonstrate mastery of a skill – in this case: essay writing. Grades are an approximation, arbitrary at best, no matter how many safeguards one tries to put in place to avoid such ambiguity. Suffice it to say, your portfolio will illustrate your competence. It will represent your progress, your success or failure this session in meeting your goal.
In past semesters, students have skipped the portfolio and/or the final. Neither is optional.
More on Logs
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 for 50 Essays and The Rebellious Life.
Students are expected to complete their work on time. If you need more time on an assignment, discuss this with me in advance, to keep full credit. You lose 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 SPHE and Hacker.
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. There might be an option to take this course C/NC Peralta College Catalog.
Textbooks Recap:
Cohen, Samuel. 50 Essays: A Portable Anthology. Third Edition. Boston: Bedford/St. Martin’s, 2011. Print.
Graff, Gerald and Cathy Birenstein. They Say, I Say: The Moves that Matter in Academic Writing, Second Edition. New York: W.W. Norton & Company, Inc., 2010. Print.
Hacker, Diane, and Nancy Sommers. Rules for Writers. 7th Editions. Boston/New York: Bedford/St. Martins. Print. If anyone has 2006, make sure it has a sticker with “2009 MLA Update” indicated.
Theoharis, Jeanne. The Rebellious Life of Mrs. Rosa Parks. Boston: Beacon Press., 2013. Print.
Recommended:
Pollitt, Gary, and Craig Baker. Stewart Pidd Hates English: Grammar, Punctuation, and Writing Exercises. Fullerton: Attack the Text Publishing, 2011. Print.
Students also need a dictionary. I recommend: The American Heritage Dictionary. Fourth Edition.
The Prepared Student also needs...
Along with a dictionary, the prepared student needs pens with blue or black ink, along with a pencil for annotating texts, paper, a stapler or paper clips, a jump drive to save work from college computers, a notebook, three hole punch, a folder for work-in-progress, and a divided binder to keep materials together.
Also stay abreast of the news. Buy a daily paper. Listen to alternative radio: KPFA 94.1 FM (Hard Knock), KQED 88.5, KALW 91.7. Visit news websites: AllAfrica.com, Al Jazeera, CNN.com, AlterNet.org, DemocracyNow.org, FlashPoints.org, CBS 60Minutes.
The syllabus and course schedule are subject to change, at the instructor's discretion, so stay loose and flexible.
This is a portfolio course, so save all of your work. You can average the grades to see how to weigh the various components. Participation is included in the daily exercises and homework portion of the grade, so if your attendance is exemplary, yet you say nothing the entire 18 weeks, you lose percentage points. Students cannot make up cyber-assignments after the date has passed or when they are absent unless arranged in advance.
Each book will have collected writings or essays. This in itself is its own “portfolio.” Save all of your work. There will be four mini-portfolios: 50 Essays, Theoharis’s Rebellious Life (notes and essay), the Book Report Essay and the Social Entrepreneur or Rebel with a Cause Essay. You can average the grades to see how to weigh the various components.
The Writing Center is a great place to get one-on-on assistance on your essays, from brainstorming and planning the essays, to critique in areas like clarity, organization, clearly stated thesis, evidence or support, logical conclusions, and grammatical problems. In the Writing Center there are ancillary materials for student use. These writing programs build strong writing muscles. The Bedford Handbook on-line, Diana Hacker’s Rules for Writers on-line, Townsend Press, and other such computer and cyber-based resources are a few of the many databases available. There is also an Open Lab for checking e-mail, a Math Lab. All academic labs are located in the Learning Resource Center (LRC) or upstairs from the library. The Cyber Café is located in the F-bldg.
Again, students need a student ID to use the labs and to check out books. The IDs are free. Ask in Student Services (A-bldg.) where photos are taken.
Have a tutor of teacher sign off on your essays before you turn them in; if you have a “R,” which means revision necessary for a grade or “NC” which means “no credit,” you have to go to the lab and revise the essay with a tutor or teacher before you return both the graded original and the revision (with signature) to me. Revise does not mean “rewrite,” it means to “see again.”
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 15-20 minute session in the Lab. I will give you a handout which looks at 5 areas of the essay you can use as a guide when shaping your questions for your peer review sessions. Please use these guidelines when planning your discussions with me also.
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 College’s Writing Center, as well as Laney College’s Writing Labs.
Correction Essays; Essay Narratives
All major 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, that is, a detailed list of the error(s) and its correction; a student can prepare this as a part of the Lab visit, especially if said student is unclear over what steps to take. Cite from a scholarly source the rule and recommendations for its correction.
Students can also visit me during office hours for assistance; again, prepare your questions in advance to best make use of the time. Meeting times are 15-30 minute segments, esp. when there is a line. Do not leave class without understanding the comments on a paper. I don’t mind reviewing them with you.
Student Learning Outcomes
Reading:
Apply strategies for understanding and evaluating a range of professional and public writing and be able to express and synthesize the main ideas.
Writing:
Assess clearly in writing the tools and materials in the workplace and in the community and be able to suggest changes in order to increase personal and institutional effectiveness.
Critical Thinking:
Recognize messages and arguments in speech and text, analyze and critique such messages, and act accordingly.
Diverse Perspectives:
Expand and deepen understanding of diverse life experiences and differing perspectives, identify their impact on written and spoken communication, and express sensitivity toward the values and ideas of coworkers, family members, and local and global neighbors.
More on grades, and portfolio
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 students can demonstrate mastery of a skill – in this case: essay writing. Grades are an approximation, arbitrary at best, no matter how many safeguards one tries to put in place to avoid such ambiguity. Suffice it to say, your portfolio will illustrate your competence. It will represent your progress, your success or failure this session in meeting your goal.
In past semesters, students have skipped the portfolio and/or the final. Neither is optional.
More on Logs
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 for 50 Essays and The Rebellious Life.
Students are expected to complete their work on time. If you need more time on an assignment, discuss this with me in advance, to keep full credit. You lose 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 SPHE and Hacker.
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. There might be an option to take this course C/NC Peralta College Catalog.
Textbooks Recap:
Cohen, Samuel. 50 Essays: A Portable Anthology. Third Edition. Boston: Bedford/St. Martin’s, 2011. Print.
Graff, Gerald and Cathy Birenstein. They Say, I Say: The Moves that Matter in Academic Writing, Second Edition. New York: W.W. Norton & Company, Inc., 2010. Print.
Hacker, Diane, and Nancy Sommers. Rules for Writers. 7th Editions. Boston/New York: Bedford/St. Martins. Print. If anyone has 2006, make sure it has a sticker with “2009 MLA Update” indicated.
Theoharis, Jeanne. The Rebellious Life of Mrs. Rosa Parks. Boston: Beacon Press., 2013. Print.
Recommended:
Pollitt, Gary, and Craig Baker. Stewart Pidd Hates English: Grammar, Punctuation, and Writing Exercises. Fullerton: Attack the Text Publishing, 2011. Print.
Students also need a dictionary. I recommend: The American Heritage Dictionary. Fourth Edition.
The Prepared Student also needs...
Along with a dictionary, the prepared student needs pens with blue or black ink, along with a pencil for annotating texts, paper, a stapler or paper clips, a jump drive to save work from college computers, a notebook, three hole punch, a folder for work-in-progress, and a divided binder to keep materials together.
Also stay abreast of the news. Buy a daily paper. Listen to alternative radio: KPFA 94.1 FM (Hard Knock), KQED 88.5, KALW 91.7. Visit news websites: AllAfrica.com, Al Jazeera, CNN.com, AlterNet.org, DemocracyNow.org, FlashPoints.org, CBS 60Minutes.
The syllabus and course schedule are subject to change, at the instructor's discretion, so stay loose and flexible.
posted by Professor Wanda's Posse at 2:23 PM
59 Comments:
C. Fin Saephan
English1A MTTh 8am A202
I have read the syllabus and I agree with the terms. As of now, I have no further comments on the syllabus and I am looking forward to the class.
I think the syllabus is manageable. It's very straight forward and easy to read. In class, you did a very good job describing what each section meant and interpreted it very well to the whole class. From my understanding, we well be reading and writing a lot! I am looking forward to writing more essays and reading new books I have not read before. I have written many essays in my previous English classes and I am looking forward to learning more ways of improving my writing!
Rigo Garcia
Professor Wanda Sabir
English 1A 8-8:50a.m.
20 August 2013
Syllabus Response
I think that the syllabus is reasonable. It's straight forward and gets into exactly what we need to do and what you expect from us. I understand that reading and writing is going to be just about an everyday thing in the class. Also I see that attendance is vital because it seems that when you miss one day you fall behind. I can see that with English plagiarism is taken very serious. I'm really looking forward to this class and growing as a writer.
Ariana Yu
Professor Wanda Sabir
English 1A (8:00AM-8:50AM)
21 August 2013
Response to Syllabus
I have thoroughly read the English 1A syllabus and I think it is reasonable. Although reading many texts will be a challenge for me, I look forward to reading many of the texts listed, such as Amy Tan's "Mother Tongue". I am excited to learn more about the word "rebel" and am hope to enhance my grammar skills. I will give it my all to try to be successful in this class.
Lauren Hernandez
English 1a mtwth 8-850
Professor Sabir
21 august 2013
I read and understand the syllabus and I am in complete compliance with it. I'm looking forward to this course and overcoming the challenges I know I will endure. I'm hoping to be able to completely stay focused and on track for this course even with all the different reading materials we have. It should my ability to write longer papers and state my opinions clearly.
Samantha Gober
Professor Sabir
English 1A 8-8:50 AM
21 August 2013
I have read and understand the syllabus agreement. I believe this will be a challenging course. Reading more than one book at a time, such as 50 Essays and The Rebellious Life of Rosa Parks may get a bit confusing. It will improve our ability to multitask though. The essays we will be writing will further develop us and help us reach the next level. I look forward to a knowledgeable semester!
Bilegmaa Davaapurev
English 1A 8:00-8:50am
Professor Sabir
21 August 2013
Response to Syllabus
I have read the syllabus and understood the terms and conditions. It seems like we are going to read, and write a lot in this class and it is going to be challenging for me but I am looking forward to do it and challenge myself to pass this class. Also I'm excited to learn/read more about Rosa Park.
Hoi Chak
Professor Wanda Sabir
English 1A 8-8:50
August 21, 2013
Response to Syllabus
I have read and understood the syllabus. I understand that this is a rigorous and fast-paced class. I am prepared to work hard and I am determined to successfully pass this course. I look forward to improving my writing skills and reading skills. I noticed that we will be working on multiple assignments at the same time and although it may be difficult, I know that I can accomplish it.
Angel Vargas
Professor Sabir
English 1A 8:00-8:50
21 August, 2013
The syllabus seems reasonable and clearly shows what texts we will be needing and highlights what we will be doing in class. I know I'll have to attend each class to pass and arrive early.
Evan Hill
Professor Sabir
English 1A 10-10:50
21 August 2013
Response to Syllabus
I read the syllabus and I think this class will be an enjoyable experience. I love to read and write, and I plan on becoming a writer myself so I’ll definitely use this opportunity to increase my skills. I think that setting goals for the class and also writing them down will really help. I find that whenever I have set goals written down on paper, even if I’m not looking at them all the time, it’s easier to remember what I’m working towards whenever the urge to procrastinate pops up. I’m especially looking forward to week 5 when we start reading essays on gender and ethics. It seems like a very interesting topic and I can’t wait to learn more about it. I only had one question about the syllabus. In the section for essay corrections you state that when correcting the essay we have to “Cite from a scholarly source the rule and recommendations for its correction.” Does Rules for Writers or the Stewart Pidd book include these recommendations or are there other sites or books you would recommend? Other than that, everything was clear and I look forward to learning a lot this semester.
Shakiera Carmichael
Professor Wanda Sabir
English 1A 10-10:50
August 21, 2013
I'd made a post but it wasn't correct.
I've read the syllabus, I understand it and It looks like I'll most definitely be up for a good challenge this semester, I'm looking forward to it though. Even though there's a lot to do, I cant wait.
Ernest Blackmon
Professor Sabir
English 1A 11-11:50
21 August 2013
Response to Syllabus
Reading the syllabus I have a clear understanding that rebellion is going to be the main focus for the lesson this semester. I appreciate how the syllabus mentions “hang I there” to help motivate to stay the course and not give up. I’m glad there might be a workshop to help us between weeks four-six. I was going to ask for your office hours, cell phone and email so that I can contact you if I have any questions luckily the syllabus already provides it. From reading the syllabus I know what the starting assignment is and is thankful that I know the books I need to prepare. I like that you have us doing three essays and how they are 40 percent of our grade so that I know exactly how your points system works so I know how to calculate the grade I will get. I also like how our assignments are broken down between the weeks will be working this semester so that in case there’s an incident I will know what homework I’ll need and confront my peers for the assignment. I look forward to the experiences I will be gaining from your English class.
Daniel Mao
Professor Wanda Sabir
English 1A (8:00-8:50)
21 August 2013
Syllabus Response
After reading the syllabus, I am confident that I will be able to learn a great deal from you this semester. I do not have any questions on the content of the syllabus. I clearly understand what is expected of me and what I should expect from you. Thank you for providing such a thorough syllabus.
Efrem Kidane
Professor Wanda Sabir
English 1A
21 August 2013
Response to Syllabus
I’ve read the syllabus, my overall take on it is that fair but I don’t understand why I would need to use the blog to turn in work when we could use hard copies.The grading seemed fair also your very flexible with your schedule. I agree with terms
Dylan Armijo
Professor Sabir
English 1A 10-10:50
21 August 2013
Response to Syllabus
All in all, the syllabus for English 1A is very detailed and organized so you know what is going on when while also understanding there is the possibility for change within the instructor’s direction. It is very clear we will be reading and writing throughout the semester and to stay on top of all the reading is vital to keep up with the class so you won’t fall to far being the scheduled readings. The Rebellious Life of Mrs. Rosa Parks is going to be a big concern for both understanding our past history and what Mrs. Parks had to go through and also to start the year off to a good start by being in tuned with its process. “Rebellious”, is a word were going to hear throughout the book and we should annotate while reading but especially when hearing that word (6). Having your own definition for “rebellious” is important as well of finding Mrs. Parks own definition for it. Further, ask questions through the reading in order to comprehend what Mrs. Parks did and why he did it. Lastly, it is clear on the required texts needed for this course, the grading system, also instructions on how to post in the blogs, and further required assignments to complete the course. I have read and understood the syllabus created for this course.
Sabir, Wanda. “English 1A Fall 2013 Syllabus”. College of Alameda.
Denise Burgara
Professor Sabir
English 1A 11-11:50
21 August 2013
Response to Syllabus
A Lot of Multitasking!
The syllabus left clear that we might be challenged if we don’t work well when there’s so much stuff going on. We are required to have the following books, 50 Essays: A Portable Anthology, by Samuel Cohen, Rules for Writers, by Diane Hacker and Nancy Sommers, The Rebellious Life of Mrs. Rosa Parks, by Jeanne Theoharis, and last They Say, I Say: The Moves that Matter in Academic Writing, by Cathy Birenstein. We will have to read, The Rebellious Life of Mrs. Rosa Parks, by Jeanne Theoharis and write an essay while also preparing for Essay 2. We should bring Hacker’s book to class daily. Our final is going to be based on Theoharis’s book and rebellion. The syllabus is very clear when it states what we will be doing for the next weeks, we have daily assigned work for each week so we should now what to expect and can even start working ahead. We will have a Portfolio due at the end of the course and a Final with a presentation. It’s a lot of work but I think we can do it.
Christian Logan
Professor Sabir
English 1A 11-11:50
21 August 2013
Response to Syllabus
After thoroughly reviewing the syllabus I am pleased to say that this class will be both a fun and intellectually invigorating experience. This syllabus clearly outlines the material to be covered and your expectations from us as students in this class. The interesting theme of rebellion has been chosen for the subject matter of this class. We will be reading “The Rebellious Life of Rosa Parks in accordance with this theme. We will be creating a profile focusing on the rebellious characteristics of her life. I like the approach we will be taking to the reading of the text. Keeping a reading log will help us to retain the information we read. The literature circles will allow us to discuss the ideas presented in the books allowing us to get a better understanding of the book. We will be writing three essays all of which I expect to be challenging yet beneficial to my success. I am determined to get an A in this class.
Michael March
Professor Wanda Sabir
English 1A 11am
21 August 2013
Response to Syllabus
I have read and understood the syllabus for this class. I understand that it will be challenging, with blog homework, several books to read, and multiple essays to write. I feel that the essay about a current social entrepreneur will be the most difficult. I usually don't keep up with those things and don't have much to say about them. I'm looking forward to the short summaries the most because I usually enjoy writing a shorter more concise paper rather than a long paper. I like that you offer so much extra help outside of class. I hope I will have the time to take advantage of it. I look forward to reading and writing in your class this semester.
Tiffany Hoang
Professor Sabir
English 1A 8-8:50 am
8/21/2013
Response to Syllabus
Hi Ms. Sabir! I have read and understood the syllabus,and now I look forward to working to develop better writing skills and reading skills. I am aware this course involves a lot of busy work, so commitment and effort is essential. I am also very excited to read all the different material that will be covered in this class, because I love reading, and I like analyzing texts. However, I know some texts will be harder to understand than others, so writing about it can be a challenge. But that's alright, because I look forward to improving my writing skills as well as my critical thinking.
Melon Yemane
Professor Sabir
English 1A 11-11:50am
21 August 2013
Response to Syllabus
Good Afternoon Professor Sabir, I have read the syllabus you gave to the class and am delighted to know you have a plan weekly/daily posted on here. I consider this a relief if someone like myself isn't able to come to class for what ever reason , so I thank you for that. You have categories that are clearly listed and what falls underneath them like twenty five percent of our overall grade consist of our essays and comments from our classmates from the books 50 Essays and They Say, I Say also having a rubric on how you grade papers will definitely help.
Yu, Patrick
Professor Sabir
English 1A 11-11:50
8/21/2013
Thanks for writing this detailed course syllabus for us. I like that you listed the agenda for each week. This syllabus will help me remember important dates, especially for the day of the final (which will be on Wednesday, December 11, 10-12 for my class). The syllabus clearly explains the amount of work that the course contains. Three essays (8000 words) is a reasonable amount for an English course. I look forward to writing the social entrepreneur essay, as well as reading The Rebellious Life of Mrs. Rosa Parks. I will also definitely be visiting during office hours, most likely on Thursdays at 2:00. Most importantly, I know what you expect from me in order to earn an A.
Aryana Sloan
Professor Sabir
English 1A 8-8:50a.m.
21 August 2013
Response to Syllabus
I have read the syllabus and I think that it is very clear and manageable. I can see how important it is that we have our materials every day, since we read and write a lot. I’m looking forward to reading new things and using this class to become a better writer. I’m especially looking forward to finding out just how rebellious Rosa Parks really was. I have no questions about the syllabus. See you in class!
Milin Khunkhun
Professor Sabir
English 1A 10-10:50
21 August 2013
Response to Syllabus
The English 1A class syllabus is a reasonable syllabus with strict information about the class. The syllabus explains what this semesters English course will touch upon. The main purpose of the class is “to question social norms, rules or standards of conduct”. This will be elaborated further through the readings such as Jeanne Theoharis’s book The Rebellious Life of Mrs. Rosa Parks. Throughout the semester we will read different textbooks and write essays that connect to the readings. To invite deep thought and different perspective, literature circles will be held each week while keeping a “reading log/journal/notes with key ideas outlined for each discussion section”. The reading log is for text analysis that questions the books thought. For example, “Does Parks ever define what she does as rebellion? If so, how does she do this?” These types of questions will be later discussed in the literature circles. For students who are having trouble with grammar and essay writing skills, Professor Sabir will have workshops to develop writing skills. For help regarding the curriculum and assignments, Professor Sabir encourages students to drop in to office hours. At the end of the semester, all work will be organized in a portfolio. Students are expected to learn how to develop and “Apply strategies for understanding and evaluating a range of professional and public writing”, when reading texts. In terms of writing, students are expected “to suggest changes in order to increase personal and institutional effectiveness”. Critical thinking will also be developed to “Recognize messages and arguments in speech and text”. Lastly, students should learn how to “expand and deepen understanding of diverse life experiences and differing perspectives”.
Juan Guiano Taitague
Professor Sabir
English 1A (8:00-8:50)
21 August, 2013
Cyber-Assignment #2
Syllabus Response
Dear Professor Sabir, I have read the syllabus and understand the expectations for the class. I understand that this class will be focusing on questioning norms, rules and standards of conduct. I look forward to reading and discussing about this topic. What I also understand is that there will be three major essays. The first is a short research paper on Rosa Parks with the text “The Rebellious Life of Mrs. Rosa Parks,” by Jeanne Theoharis. The second essay is on a rebellious person in literature in a book that we students choose ourselves but with the approval you Professor Sabir. The final essay is a person, who loves in Northern California that challenges a system that hurts either the environment, society, or in economics. What also comes along with these readings are reading logs and outlines. As of right now I do not have any questions concerning about the syllabus, also there is nothing that I see that is unreasonable for students. If there were any questions that I have I shall ask and if it’s a big question I will schedule an appointment with you on the days you have office hours.
Ivon Pena
Professor: Wanda Sabir
English 1A 10:00am-10:50am
21 August 2013
Hi Ms. Sabir! I read the syllabus and I understood with all the things you say! I know is going to be challenging with all the essays we do. But I’m going to do my best to do them all right. I’m going to be focus in the reading of all the books and be focus in your class. I look forward to do well in your class. I actually enjoy doing the summaries for homework. I hope you help me in the things that are hard for me. I’m trying to pass your class with an A and I hope I do it. Thank you for taking your time explaining the syllabus. Hope I have a great time in your class this semester.
Jordan Mitra
Professor Sabir
English 1A 11-11:50
21 August, 2013
In Response to the syllabus
Challenging Semester
After reading and reviewing the syllabus, I feel that I understand the basic rules and guidelines of the class and see how the semester is going to be like. I can see that this semester is going to be very hard and a real challenge to me seeing that English isn't one of my best subjects, but I accept the challenge and I hope I am able to make it through this semester with a good grade. I would also like to suggest to make the syllabus a little more easier to understand, because even though I understand it, it was still a little confusing to me on how things were organized. I feel that it would be easier to students, like myself, to have a section clearly stating materials we would need for the class and I also noticed that there were repetitive sections in the syllabus.
Jacky Christie
Professor Sabir
English 1A 10-10:50
August 21, 2013
Syllabus Response
One of the things I find very helpful about this syllabus is the introduction/ overall explanation of the class. I find that it gives a very real, very honest sense of what you need to know to do well in this class, and what the class is really about. I feel much about this class- and writing in general- is summarized nicely in the statement "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." (Pg.1, par.6). Such a statement informs us, as students, that this class isn't just about knowing how to write a simple essay that will pass in college; it informs us that here we will learn how to write in a meaningful, well-supported, and comprehensive way, which will benefit us throughout life. I also greatly appreciate the overall thematic tie of the content we will be reviewing: that is, "…looking at what it means to question social norms, rules, or standards of conduct." (Pg.3, par.5). Not only do I find this theme to be a personally interesting pick, but the way that the syllabus lays out just what the main idea for this course content will be, and then goes on to describe the readings and projects we will be doing, and how they all relate to this theme is also very helpful.
If I had to name any fault I had with this syllabus, it would have to be the way the work over the course is scheduled out. Perhaps it is just me personally, but when I see the way all the work for each week is bunched into little paragraphs, it makes me feel somewhat nervous. However, I believe that when the weeks come, I will work my hardest to keep my work organized, and turned in on time, and hopefully I will develop a "rhythm" for this class that will keep things from getting piled on too thickly.
Thank you for providing us with this syllabus- I have read, and do agree to, the conditions put forward.
Jansenn Dela Cruz
Professor Sabir
English 1A 8-8:50
21 Aug 2013
Assignment
Syllabus Response
I have read the syllabus and I understand we will do alot of work in each week. And in order to pass this class, a good work ethic is required. I look forward to learn new stuffs each week we meet and hopefully I can enhance my skills after this semester.
Rebeca Gonzalez
Professor Sabir
English 1A 10-10:50
21 August 2013
Response to Syllabus
Professor Sabir, I have read the syllabus and I personally think that it is understandable and precise in what we are going to be doing in this class. I am actually looking forward to reading the Rosa Parks book because I am interested in learning more about her than I already have in the past. I enjoy reading and writing and I am hoping I achieve and A in your class. I am going to try my best because when the semester ends I do want to be able to have learned a lot from this class, which I’m pretty sure I will. My goal for this class is to become a better writer. The reading log that you mentioned in the syllabus sounds like a great way to help us comprehend more about how Rosa Parks defines “rebellious” and I will make sure to keep track of that as I am reading the book. I hope you enjoy reading my essays and hopefully this semester turns out great.
Mervin DeGuzman
Ms. Wanda Sabir
English 1A 0800-0850
21 August 213
Response to Syllabus
I understand the term and condition of the syllabus and have no further question or comments at the moment. This class will help me prepare for my career of choice and I am looking forward to the challenges and days to come.
Briana Del Cid
Professor Sabir
English 1A 10-10:50
21 August 2013
Cyber-Assignment
Response to Syllabus
The syllabus is reasonable and it covers every point that should be addressed in a syllabus. My concern and question is whether or not you will show us how to properly make a reading and vocabulary log. I fully understand what you are requesting in the syllabus and agree to its material. I do feel like you ask a lot of us students but I understand it is for our own good. I’m excited for the second essay and that we may write about a fictional character. “This book can be a work of fiction or nonfiction.” (Sabir 29) Last question; is our Literature Circles in class? “Discussion groups will meet each week beginning Wednesday-Thursday, August 28-29.” (Sabir 46). It was clear in your explanation. I look forward to improving my writing in your course. I’m also happy that I bought a mini stapler, “[…] a stapler or paper clips,” (Sabir 99)
Sophia Preach
Professor Sabir
English 1A 10:00-10:50
21 August 2013
Syllabus Response
The syllabus is a wonderful resource because it is very comprehensive. I really appreciate they way the work is laid out week by week so we can consult the syllabus if we are wondering what work we need to complete. Another very helpful aspect of the syllabus is the way all of Professor Sabir's contact information, as well as office hours are in one easy to access place should we require her assistance. Finally the "textbook recap" makes it very simple to ensure you are purchasing the correct books.
Tergel Battogtokh
Professor Sabir
English 1A (8:00-8:50)
8/21/2013
Syllabus Reply
I have read and agree to the terms of the syllabus. The syllabus is a very clear and helpful overview of the class. Say you miss a class you can check the syllabus for reading schedule so there's no excuses. Im looking forward to building on my writing skills as well as reading about Rosa Parks and getting to know her in a way most people dont know.
Anita Madden
Professor Wanda Sabir
English 1A 11:00-11:50
21 August 2013.
I was able to throughly read the class syllabus. Although its lengthy its pretty much straight forward. I see that in this class we cover a lot of material and seems to be at a fast paced so I will try my best to stay focused and attentive. Since re-reading this syllabus I see that I have failed to turn this assignment in on time. I hope to get the highest grade possible if earned.
Kimberly Young
Professor Sabir
English 1A 8:00-8:50am
21 August 2013
Response to Syllabus
I have read and understood the syllabus. I understand that this course will be a challenging one,and I'm willing to do my best.I look forward into learning a lot in English 1A.
Taylor Byias
Professor Sabir
English 1A 8:00-8:50
21 August 2013
Syllabus Response Syllabus Response
The syllabus is very thorough and clear. It has a very planned out schedule, showing when we will be assigned assignments and what they are. It also explains just how much we will be writing in this course, which is a lot. The syllabus also explains the three main essay assignments so that we have a proper idea of what they will be when we start. The syllabus is very reasonable, it lays out what the class should be like for the semester. The syllabus also includes many resources to get help if you need it during the writing process, or just for class. Some examples are Office Hours and the Writing Center. The syllabus also suggests what the students will take away from this course after completing it, such as critical thinking and writing skills. The syllabus also includes a complete list of all the books we need for the course, through we may not need the Stewart Pidd Hates English book unless we need help with grammar. I feel like the syllabus will be my roadmap to understanding and success in this class. I feel like I will be very successful in this class, as long as I follow the syllabus and not procrastinate. My only reservation is that some of the cyber assignments have a time deadline, like 6:00pm, and I usually do not get home until 6. And during most of the day I do not have access to a computer. So I feel like meeting some of the deadlines might be a problem for me and some other students.
Roberto Urias
Professor Sabir
English 1A (11-11:50)
21 August 2013
Response to Syllabus
What I like about this syllabus is that it states everything that we will learn and need for this class. It also gives you a heads up for what is coming next. I strongly agree with your grading policy, if only every professor thought the same way. Also liked how it wasn't boring to read you put some character into the syllabus so it made it interesting to read it all. I usually don't like reading long syllabuses.
Mussa Obad
Professor Sabir
English 1A (11-11:50)
August 21. 2013
I have read the syllabus and I found every portion of it to be helpful. I was left with no questions to ask (and I usually ask a lot of questions). This syllabus is very straightforward and precise and there seems to be no hidden details in there. I found out everything I needed to know in this syllabus. From grading, to books that we need (that i still need to get :p), and even the agenda for what we will do in this class. As simple and helpful as it gets.
Michael Cunningham
Professor Sabir
English 1A
21 August 2013
Course syllabus
Read Syllabus
I read the syllabus and I feel that you went over everything in good detail. I look forward to bettering myself in your class. I like the way you explain where to post the blogs and your e-mail. You made it real easy to contact you and where we can find you if we ever needed to. Like on (Pg 3, par 2)” I am available for consultation on Wednesdays, 3:00-3:30 I am also available by appointment Thursdays 2-4 p.m. My office, D 219 is located in the D 216 suite”. Then I like how you stated all the materials that we will need for the class such as books and other materials. Overall I am excited to further my English knowledge in your class.
Lawrence Cheung
Professor Sabir
English 1A 10-10:50
21 Aug 2013
Respond to Syllabus
I believe the syllabus is fair, easy to comprehend, and holds most of the points and subjects we will approach in the semester. For example, it was clearly stated that the subject of this semester is challenging the norm and the act of rebelling.
Quote:
"This semester we are looking at what it means to question social norms, rules or standards of conduct." (Sabir, Pg. 2)
This was the first sentence, easy to understand, and follow up with examples on how we will approach this subject with readings and books.
The final, and essays are also clearly stated, and is easy to understand so the class can easily understand what the final will be.
Quote:
"I suggest an interactive poster presentation, about 2-5 min. long." (Sabir, 4).
The suggestion is made about the final, which is very useful.
The "Getting Started" section also gives a good overview of regular and daily habits.
Alma Ramirez
Prof. Sabir
English 1A 8-8:50AM
21 August 2013
Response to the Syllabus
I have read the syllabus and can understand this course. Not only did you explain what is expected from us in order to pass this course, which include doing our work, attendance, class participation and bringing in required materials, but also what we will be learning for this course. I am actually excited to read Rosa Parks. The theme that you chose for this semester of what it means to be a rebel really captures my attention.
Another thing I learned was the importance of saving all of our work since you do state that this is a portfolio course. I also want to thank you for listing all the resources we have such as the Writing Center, the Cyber Café, the Steward Pidd book and also your contact information.
I look forward to doing my best work for this course as well as learning new things. Thank you again for letting us know about the resources.
Kendell Ping
Professor Sabir
Eng. 1A 10:00-10:50am
Aug 21,2013
Response to syllabus
After reading the syllabus I saw that I need to be persistant in doing my homework. It gave me a sense of awareness in keeping up with all the readings to be able to suceed in this class. It also informed me on where I needed to be to establish my goals. Reading the words like don't get nervous or hang in there and you'll do fine gave me some type of confidence that I could do anything that I put my mind to.I believe this class would not be an easy one but I can't wait to see how much I could grow as a writer.
Kendell Ping
Professor Sabir
Eng. 1A 10:00-10:50am
Aug 21,2013
Response to syllabus
After reading the syllabus I saw that I need to be persistant in doing my homework. It gave me a sense of awareness in keeping up with all the readings to be able to suceed in this class. It also informed me on where I needed to be to establish my goals. Reading the words like don't get nervous or hang in there and you'll do fine gave me some type of confidence that I could do anything that I put my mind to.I believe this class would not be an easy one but I can't wait to see how much I could grow as a writer.
Kendell Ping
Professor Sabir
Eng. 1A 10:00-10:50am
Aug 21,2013
Response to syllabus
After reading the syllabus I saw that I need to be persistant in doing my homework. It gave me a sense of awareness in keeping up with all the readings to be able to suceed in this class. It also informed me on where I needed to be to establish my goals. Reading the words like don't get nervous or hang in there and you'll do fine gave me some type of confidence that I could do anything that I put my mind to.I believe this class would not be an easy one but I can't wait to see how much I could grow as a writer.
Robert Wiemer
Professor Sabir
English 1A 11-11:50
21 August 2013
Response to Syllabus
Hello Ms. Sabir, I have read the course syllabus and generally understand it. It is very well written and easy to understand. Now I know what supplies I will need and what we will be learning about in this class. I like how in the syllabus, there are radio stations and websites to keep up with news. I am mostly interested in the 50 Essays assignments. The first one we read about Malcolm X was interesting because it had a topic I could relate to. Overall, I like the syllabus and will follow the rules it has.
Deana Watson
Professor Sabir
English 1A 10:00-10:50am
21 August 2013
Syllabus Response
I have read the syllabus and can understand this course, its a lot to get use to but in the end it seems about right. I love how the syllabus is really straight forward it explains how you want everything to be done and what we expect out of the work we put in. You made it easy to contact you and where we can find you if we ever needed to. I know i'm not the only one who always needs a little helping when it comes to assignments or homework. I appreciate how you basicly put everything you need to say to introduce a class in the syllabus. It doesn't just make it easy on you but us as well so instead of asking you we can just go back and repeat what you said. i look forward to a great semester with you.
Jeffrey Contreras
Professor Sabir
English 1A 10-10:50
21 August 2013
Response to Syllabus
The syllabus that you have provided for us will be more than useful for the rest of the course. It contains important dates that I can easily look-up in case I forget. The strategies you give us on how to work together with others to help ourselves will become very handy, and I’ll jump into a study group as soon as one opens up in our class. It seems that this class will be challenging, but I hope to leave with more confidence in reading and writing. I have lacked schooling for quite some time now and I’m sure I’ll be setting up appointments with you. The Writing Center will definitely become a usual place for me to go, I’ll try to take advantage of any other services that you have pointed out. I trust your teachings, right now I don’t trust my skill but hopefully you can help me change that.
Nikkole Benjamin-Ballard
Professor Sabir
English 1A
21 August 2013
I really appreciate such a thorough syllabus. It details what I should expect for the semester, which helps prepare me. Thank you Professor Sabir.
Derek Oyama
Professor Sabir
English 1A 11-11:50
8/21/13
Response to Syllabus
I have read and agree with the syllabus. I do however question the specifics of how we are expected to choose and then enumerate the exploits of a social entrepreneur or even what that really means. I'm also uncertain about the amount of juggling this class seems to require but i can only assume that it has worked before and should work for us. I look forward to finding out more about Rosa Parks who despite being a leading figure in social justice is for the most part an unknown to me. This semester seems to be a challenging thought provoking course which to be honest i was not expecting considering the casual condescension that community college tends to get between at least within my group of friends, but i'm happy to be mistaken.
This comment has been removed by the author.
Bobby Jones
Professor Sabir
English 1A (11:00-11:50)
21 August, 2013
Syllabus Response
This by far the longest and most detailed syllabus I have ever read. I don’t really have much to say about the syllabus and I don’t have any question, at not right now, you made it clear very clear of what, how, and when you want thing does. I not really the type of person to be nitpicky but is I had to change anything there were a few line I felt don’t need to be there. Let me give an example, early on it the syllabus you brought up one of books we’ll have to read, The Rebellious Life of Mrs. Rosa Parks, you kind of want on a small tangent about Rosa Parks having a commemorative stamp and a bust in the whitehouse. Like I said small, but I don’t think that was necessary to have in a syllabus. That’s the only note I have for you at the moment but I do want you to know I’m excited to be take a English class with a professor that want to challenge me. Look forward to the rest of the semester.
Angela Bedoya
Wanda Sabir
English 1-A 8:00-8:50 AM
22 August 2013
I have read the Syllabus and I agree with it, although i have to say that it is a very long syllabus, actually the longest that i have read which make it a little bit complex and hard to understand for me. so hard i think it is clear that i have to do three essay 4 pages long. the first one will be a research based on the Mrs. Park's life. The second one based in a book that we pick, and the third one is not that clear i think is based in a character that lives in North of California, but i does nor contribute in a positive way to the society. at the same time we are going to be reading essays from "50 Essays" which i have to say the "Malcolm X" was an interesting essay.
Aaron White-Rainey
Professor Sabir
English 1A 10-10:50
22 August 2013
Response to Syllabus
This syllabus covers a great deal of information to succeed in the class. It goes over where to get help if needed, specifically stating what room and office hours there. “My office is located in D-219 (an office space with a separate entrance.) Office hours will be Thursday 2-4 by appointment, Wednesdays, 3:30-4:30 p.m. in D-219 located in the D-216 suite.” It provides what texts will be used and a daily schedule in great detail from week one to the final day of the semester. This information should help anyone who takes advantage of it.
Jonathon Callahan
Professor Sabir
English 1A - (10-10:50)
22 August 2013
Syllabus Response
I think the syllabus was very detailed and very specific in letting every student know on what the class will consist of. I believe that this class seems very passable but is going to be a challenge for most students. The texts we will be reading such as The Rebellious Life of Mrs. Rosa Parks, should be very interesting and helpful to our everyday lives. My goal is to pass the class with a B or higher and also become a better writer.
M. Zhayir Smith
Professor Sabir
English 1a 10-11
22, Aug 2013
Response to Syllabus
I have read and understanding the agreement. I see there will be very challenging moments that I will need to achieve and hope that I pass the class with a B or better. I also enjoy reading about past achievements of other people and their struggles to get that. So our works we have ahead I believe will be very enriching.
Huy Vo
Professor Sabir
English 1a 9-9:50
Aug 21 2013
Syllabus Response
Reading the syllabus,I reflected on my English skill, and I didn't strong about my ability. Though that is that I am in English 1A to better myself and to grow this semester. I thought the assignments were fair and elated to be able to start reading the Rebellious Life of Rosa Parks. I comprehend working hard would make me closer to my goals.
C. Fin Saephan
Professor Sabir
English1A 8am MTTh A202
22 August, 2013
Agreeing to Syllabus
I am re-posting this comment because my previous comment may not include all of which you have demanded. As stated before, I have read the syllabus and agrees with it's term. Concurrently, I do not have any questions pertaining to the syllabus. Thank you.
Arwa Ghanim
Professor Sabir
English 1A 9:00-9:50am MTWT CV-200
24 August, 2013
Syllabus Response
I have read the syllabus and understood all the requirements such as books, essay due dates, and posting on this blog. The syllabus was very detailed and well organized. Everything that I needed to know about the class is on there. I'm sure I'll learn a lot of new things from this class, such as learning to read multiple readings at once in order to keep up. I've noticed that this course will have a lot of summarizing. My main goal for this course is gaining a better understanding of how to write essays.
I have read the syllabus and I agree with what has been stated in it. There are a few things that I can see myself having trouble with in the future however. One of these things is that I am not completely sure how to write a proper research paper. I am sure that I will learn many new things in this class that had not been brought to my attention before. I hope that this will be an amazing semester for me where I will learn many new things.
Post a Comment
<< Home