COA Course Syllabus for English 1A Spring 2014

COA ENG 1A Spring 2014 Syllabus
Professor Wanda Sabir

English 1A Composition and Reading (3classes)

ENGL 1A (23973)  Comp and Reading A-ONLINE  Jan 21, 2014-May 23, 2014  
ENGL 1A (24853) Comp and Reading (Lecture) Sa 9:00AM - 12:50PM A 200
ENGL 1A (21951)  Comp and Reading (Lecture) Tu 6:00PM - 7:50PM  A 202 Hybrid
Hybrid Meetings: Tuesdays: Jan. 21; Feb. 4, 11, 18; March 4, 11, 18, 25; April 8, 22, 29; May 6.

Class Meetings: January 21-May 17; Holidays: 2/14-17; 3/31; 4/14-20; 5/16
Final Exam Week: May 17-23 (All Classes: Portfolios due via e-mail by May 24).

Finals: Hybrid: Tuesday, May 20, 7 p.m. to 9 p.m.
Saturday class:  Saturday, May 17, 9-11 a.m.

Drop dates: Feb. 2 (w/refund); April 26 (w/W).

Syllabus for English 1A: College Composition and Reading
http://professorwandasposse.blogspot.com/

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, for the past two years I have been using a textbook. It is my hope 50 Essays: A Portable Anthology, Third Edition by Samuel Cohen, will give students the kind of essay modeling 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 essays, but we will make a serious dent in the book. You will definitely get your money’s worth (smile). And if an essay looks interesting, by all means read it.

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 with the audience is through what is called in the humanities discipline MLA or 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 students 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 to the material within its pages.

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.

Week four, February 20, we will have a month long Writing Intensive using SPHE. All are welcome. I will host this workshop on Thursdays, 4-5 p.m. I am looking to have the workshop in an electronic classroom. More later.

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 Wednesdays 2-4 by appointment; Tuesdays and Thursdays 4-5:50 by appointment and Saturdays 8-8:50 a.m. by appointment in D-219. If none of these times work, let me know.

This semester we are looking at “happiness,” per author Gretchen Rubin year long quest. We will read her book and once a week in groups discuss our own “happiness projects.” We will read her book at the same time as reading the essays in our textbook to strengthen our grasp of rhetorical forms that is, narrative, expository and argumentative writing.

Note the reading list below for Rubin:
Jan. 27-Jan. 31 prepare: pp. xviii-68; 293-294; 295-296. Read" The Happiness Project Manifesto." Skim the "Tips" section at the end of the book.

Note Reading Group Guide for your discussions in class (smile). Note "Suggestions for Further Reading" for your book report essay pp. 311-315.

Tentative Reading Schedule—students are encouraged to read ahead. Finish the book.

Feb. 3-7 prepare: pp. 69-111
Feb. 10-14 prepare pp. 112-140
Feb. 17-21 prepare pp. 141-193
Feb. 24-28 prepare: pp. 194-220
Mar. 3-7 prepare: pp. 221-257
Mar. 10-14 prepare: pp. 258-292

Essay due dates:
There are three major essays. Each is about the same length and has to use minimally three sources—all do not need to be cited. All essays use free paraphrases, direct quotes and block quotes. The first two essays are between 3-5 pages; this count does not include the bibliography and works cited page. The last essay is to be minimally 4-5 pages:

First essay on Rubin’s Happiness Project due: Tuesday, March 18 with Initial Planning Sheet and Outline. Final draft due March 20 for a peer review. Essay due to me Monday, March 24.

Second essay due dates:
Book approved for Book Report Essay about or by a happy person March 21- 24.

Book Report Essay due date: Tuesday, April 15 with IPS and Outline.
Final draft due April 17 for peer review. Essay portfolio due to me Monday, April 21.

Third and final essay due dates:

Final Essay on social entrepreneur:
SE proposals due April 22-28; final drafts due May 6 for peer review. Final draft due with portfolio May 24.

Presentations which are a synthesis of your research on happiness finals week: May 17-23.

Reading Logs for Analysis

Keep a reading log for Rubin. In the log, note her changing definition of “happiness,” also note the scholars she cites who validate her query and the direction of her research. 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.

Discussion groups will meet each week. 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. As Rubin’s year progresses month by month, she builds on previous lessons which she often repeats for her audience, just in case we forgot.

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 (Cohen 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.

Grading:

These essays and comments on peers’ essays from 50 Essays and They Say, are 25 percent of the grade.  Each of the shorter essays is minimally 250 words (1 page). This does not include the works cited page.

Schedule
Week 1—Jan. 20-25
—Course Introduction
Essay handouts: Helen Keller; Malcolm X (links)

Week 2—Jan. 27-Feb. 1
Education
T 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)
W-F: 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—Feb. 3-8
Identity
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).
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—Feb. 10-15
Family
M/W “Top Ten Problems and Basic Grammar Review”
50 Essays: Maxine Hong Kingston: “No Name Woman,” pp. 221-33
Research Basics. Hacker pp. 419-451.
F-50 Essays: Sarah Vowell,“Shooting Dad,” pp. 412-419.
Part 1. They Say 17-42

Week 5—Feb. 17-22
Gender/Ethics
M School closed
TWF  50 Essays: Brent Staples, “Just Walk on By: Black Men and Public Spaces,” pp. 383-386.
Research essay workshop—sources
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—Feb. 24-Mar. 1
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—March 3-8
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.

Week 8—March 10-15
If there is time, students can choose 2-4 essays we haven’t read to analyze (smile).

Recommended:
50 Essays: Amy Tan, “Mother Tongue,” pp. 396-402

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.  They Say: Part 3, “Tying it all Together,” 103-138.

Weeks 9 -11—March 17-22; March 24-29 & March 31-April 5 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.

Spring Break: April 14-20, 2014.

Grading con’t.:

The three mastery essays are 40 percent of the grade:

1. Happiness Project Narrative and Plan

2. Book Report Essay and presentation

3. Social Entrepreneur Profile

Profile and Presentation of an Entrepreneur whose service work brings happiness (the person has to be alive and living in Northern California). I do not expect students to complete their Happiness Project in a semester. We will read Rubin’s book, have lively discussions and use the subjects of our research to shape the important questions Rubin raises. How does your subject’s “Manifesto” read (Rubin 297)? What quote(s) do you resonate with most (Rubin 309-310)?

4. Poster and Presentation are 15 percent of the grade (Final).

5. The student portfolio is 20 percent of the grade.

Students will also need a notebook for in-class writing with a folder for handouts and a flash drive for materials created in the electronic classroom. You also need a couple of ink pens, a pencil with an eraser, a hole puncher, and a stapler.

6. Cyber-Assignments are 15 percent of grade

These often daily assignments are posted on the class blog (Moodle for Hybrid and on-line courses). 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.blogspot.com/

To post comments select “ANONYMOUS,” and then type your name in the post. Students will need a GMAIL account to post on the blog.  I read the cyber-assignments. If a student wants specific feedback from me ask. For all cyber assignments, students are to engage each other (min. 2) in conversation.  Extend and expand the discussion.

7. Participation is 10 percent of the grade.  Showing up is important, it is not enough to pass the course, but it certainly counts.  If you show up and do well on the rest, you can get the A.


Research Project

Your research project will entail finding a happy person here in Northern California who is a social entrepreneur. The person has to be alive. I would like students to look for a person whose service brings happiness to others and to him or herself. The paper will be about 4-5 pages. This will include a works cited page and bibliography.

New Heroes

Visit http://www.pbs.org/opb/thenewheroes/ to read about social entrepreneurs. PBS.org has another program call: Frontline World which also explores social entrepreneurship. Visit: http://www.pbs.org/frontlineworld/stories/socialentrepreneurs.html. We will explore this assignment more, later in the course. The Skoll Foundation lists many social entrepreneurs as does the San Francisco Foundation and other foundations and charities. You are profiling a person who is alive, not their organization.

Why socially responsible economics?

Too often people feel helpless or hopeless when there is a lot you can do as an individual as soon as you realize the answer lies inside of you. Rubin’s query comes back to this truism often. Choose an entrepreneur who lives in Northern California, someone you’d like to interview and perhaps meet. Students can work on the project together, share resources. Each person has to write his or her own paper, but you can make a group presentation if you like.

Rubin has a website with the Happiness Project Group Starter Kit. Some of what is suggested works for our purposes, but we first have to complete her book: http://www.happiness-project.com/happiness_project/2011/09/want-to-launch-or-join-a-happiness-project-group/

We’ll develop Literature Circles and see how that works this semester. Discussion groups will meet each week. Students will also keep a reading log/journal/notes with key ideas outlined for each discussion section, along with themes which arise, vocabulary and key arguments, along with primary writing strategies employed: description, process analysis, narration, argument, cause and effect, compare and contrast, definition, problem solving.

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.

I will assign groups after I have met you via your first assignment. The on-line classes will have smaller groups for the discussions. There will also be group projects and presentations on-line and in person (smile).

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, Tuesday, Jan. 21, 2014. For the Saturday class, the assignment is due by Monday, January 27, 11 p.m.

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?

For the Tuesday and Saturday students 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 class blog by January 28, 2013 6 p.m. On-line classes, see Moodle.

Respond to the syllabus on the blog or Moodle, 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.

Read this article before sending me an email. Also, if you have Rules for Writers, read these two pages as well. We will review them in class:  http://www.usnews.com/education/blogs/professors-guide/2010/09/30/18-etiquette-tips-for-e-mailing-your-professor

When you get Rules for Writers see page 9 (box) and 41. The Writing Center

The cyber-essays posted on the class blog or in Moodle are practice analytical essays. Initially, plan to visit the Writing Center (L-234-231, (510) 748-2132) weekly. Have a teacher evaluate your essays for form and content; the aim is lucid, precise, and clear prose.

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—translate, do not sign-into the Moodle website you lose percentage points. There will be extra credit assignments posted at random, so visit often (smile).

Students cannot make up 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, Rubin and “The Happiness Project,” (notes and essay), Book Report Essay and Social Entrepreneur.  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.  It is in Hacker under “global revisions” (36-37).  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.


Office Hours

I’d like to wish everyone much success. I am available for consultation on Wednesdays, 3:00-3:30 p.m. and on 6-6:30 p.m. I am also available by appointment Thursdays 2-4 p.m.  My office, D-219 is located in the D-216 suite.  My campus number is (510) 748-2286. Leave messages on my cell number which I will share with you when you introduce yourselves to me. It is also a part of my coasabirenglish1A@gmail.com signature.

Let me know the day before, if possible, when you’d like to meet with me. I am more of a phone person. Texts are fine. Ask me for my cell phone number. I do not mind sharing it with you.

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.

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 Happiness Project.

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.

Attendance

For classes which meet face to face, plan to arrive on time and to stay for the entire session. Late arrivals and early departures are distracting to the class.  It is also rude and reflects poorly on the student. If a student has excessive absences –two weeks of classes or in the case on cyber classes two weeks of no contact, these are grounds for dismissal from the class—that is, being dropped. If a student misses an in-class assignment, it cannot be made up—we will be writing essays in class (Saturday and Tuesday classes). I haven’t figured out how to have an in-class assignment for the online platform yet (smile).

If a student comes into class late habitually, that is, after the roll is taken, he or she is absent that day. If a student is on time yet has not prepared his or her reading and writing for the day, he or she is absent and cannot participate. I notice who is prepared and who is not. If I tap you, quietly removed yourself from the group and sit on the periphery.

Cell Phones/Technology

In the face to face setting make sure your cell phones are turned off before you enter the classroom. If you are a parent or guardian, I will make an exception if you have to leave the classroom to take a call from your child’s school or caretaker. The phones have to be off or on vibrate for the parents in the room. Multitasking is not allowed.  Smart phone have become the new computers; however, the tendency is to check mail, text and generally not stay present. If a student using a phone or laptop has other windows open, he or she will not be able to use their technology anymore for the remainder of the semester, no exceptions—   

Recording Lectures

Students can tape my lectures. You cannot tape classmates without their permission, but you can tape me. Just let me know and put the tape recorder in view, so we can remember we are being recorded. You do not have permission to videotape me or tape photos.

Student Code of Conduct

Students are responsible for complying with all college regulations and for maintaining appropriate course requirements as established by instructors.

Disciplinary action may be imposed on a student for violation of college rules and regulations, the California Education Code, California Penal Code, and the California Administrative Code.
Student misconduct may result in disciplinary action by the college and prosecution by civil authorities. Misconduct that may result in disciplinary action includes, but is not limited to, the following violations:

2.  Willful misconduct which results in injury or death of any person on college-owned or controlled property, or college-sponsored or supervised functions; or causing, attempting to cause, or threatening to cause physical injury to another person.

7. Dishonesty such as cheating, plagiarism (including plagiarism in a student publication), forgery, alteration of misuse of college documents, records, or identification documents, or furnishing false information to the college.

8. The use, sale, or possession on campus of, or presence on campus under the influence of, any controlled substance, or any poison classified as such by Schedule D in Section 4160 of the Business and Professions Code or any controlled substance listed in California Health and Safety Code 11053 et seq.,an alcoholic beverage, or an intoxicant of any kind; or unlawful possession of, or offering, arranging or negotiating the sale of any drug paraphernalia, as defined in California Health and Safety Code Section 11014.5

9. Possession, sale or otherwise furnishing any firearm, knife, explosive or other dangerous object, including but not limited to any facsimile firearm, knife or explosive, unless in the case of possession of any object of this type, the student has obtained written permission to possess the item from an authorized college employee.

10. Willful or persistent smoking in any area where smoking has been prohibited by law of by regulation of the governing board.

11. Lewd, indecent, or obscene conduct or expression on college-owned or controlled property, or at college sponsored or supervised functions; or engaging in libelous or slanderous expression; or expression or conduct which so incites students as to create a clear and present danger of the commission of unlawful acts on college premises, or substantial disruption of the orderly operation of the college.

12. Disruptive or insulting behavior, willful disobedience, habitual profanity or vulgarity; or the open and persistent defiance of the authority of, refusal to comply with directions of, or persistent abuse of, college employees in the performance of their duty on or near the school premises or public sidewalks adjacent to school premises.

13. Obstruction or disruption of teaching, research, administrative procedures or other college activities.

14. Committing sexual harassment as defined by law or by college policies and procedures; or engaging in harassing or discriminatory behavior based on race, sex, religion, age, national origin, disability, or any other status protected by law.

15. Persistent, serious misconduct where other means of correction have failed to bring about proper conduct.

 
Note:  I left out codes related to theft and aggressive acts against other persons, students or staff, such as assault or robbery or extortion or vandalism. I also did not include codes related to parking violations, unauthorized entry or use of college facilities.  I include codes students might not be aware of. All of the codes are in the College of Alameda Catalogue, 2009-2011, pages 212-213).

Class disruption or other violations can result in a two day or more suspension, failure or expulsion from the class or the college. Depending on the violation, a student can also be arrested and jailed.

Just think of it this way: behave in a way that does not detract from another student’s positive learning experience. When in doubt take the matter to the professor; do not get into an altercation with a classmate. If something inappropriate happens in class –on-line or in person, let me know. We are to maintain a professional relationship with each other. This is not the place to proposition or engage a classmate in conversation not connected to the course materials. Any attempt to do so is inappropriate and grounds for suspension and/or failure in the course.  

Students and staff have rights. In some of my classes in the past, I have noticed that some students are not familiar with the student code of conduct. I thought I’d share this with you so you would know what the codes are before you break them (smile). Most of it is common sense.

For the complete list as well as what laws protect students and the college, see the College of Alameda Catalogue.

Required 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.

Rubin, Gretchen. The Happiness Project: Or, Why I Spent a Year Trying to Sing in the Morning, Clean My Closets, Fight Right, Read Aristotle, and Generally Have More Fun. New York: Harper, 2009. Print.


Students also need a dictionary. I recommend: The American Heritage Dictionary. Fourth Edition.

Recommended:

Pollitt, Gary, and Craig Baker. Stewart Pidd Hates English: Grammar, Punctuation, and Writing Exercises. Fullerton: Attack the Text Publishing, 2011 or 2013. Print.

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.