Deep English

Aka:

ENGLISH 1B: Reading and Composition, Advanced

Fall 2008

Time & Days: TTH 11:20-12:45 Instructor: Meryl Soto

Place:: Sequoia 11 Office: Tamarack 214

Units: 3 Hours: TTh 2:30-3:30 MWF 1:30-3:00

email: sotom@yosemite.edu Phone: 588-5225

Meryl’s webpage: http://www.columbia.yosemite.edu/sotom

Greetings and Welcome to Advanced Reading and Composition:

Reading literature, thinking about it, exploring it in discussion and writing, creating our own literature, allows us to enter more deeply into our own lives, to know the world we live in more intimately, both its unbearable beauty and its dark and disturbing underbelly. This class will stretch you, and it will change you. The truth of it is, it will take you one step closer to wherever it is you desire to go in your life. Yes, there is a pay off in this for you!

COURSE DESCRIPTION: This course takes reading and writing to the next level. We will explore everything from poetry to short stories and drama. We will investigate what it is that makes a piece of writing have an affect upon us, how the author has used the craft of writing to communicate with readers, how our experience affects our interpretations, and what it means to us. We will also use small writing workshops so you will have an opportunity to receive constructive responses to your own writing at various stages of completion, and to respond to the writing of others. If you have a sense of humor and are willing to take risks, work hard, be counted on, and to play creatively, you are more likely to be successful in this class.

Since this is a composition and literature class, the reading assignments are particularly important. You are expected to read all assigned readings and to be able to discuss them or write about them in class. Sharing our reading experiences forms the heart of this course, and everyone’s participation is important. Don’t worry if you feel a little unsure of yourself, we will discuss strategies for more effective reading throughout the semester. Also, in this class, your questions are what make this class more interesting.

OBJECTIVES: My hope is that this course will ignite within you a passion for the written word that will endure throughout your life, that it will stimulate the creative juices within you, and challenge you to think more deeply about the life you live. Literature offers us the opportunity to expand both the mind and the heart. It is multidimensional and like any art form, the more you know about it, the more you can appreciate its intricacies and artistry.

The formal objectives for this course require that when you have completed this course you will be able to apply process strategies to the production of clearly and concisely developed essays of 700-1000 words that demonstrate an appreciation for the author’s intention, and a thoughtful interpretation of the literature, while also reflecting the characteristics of effective writing. You will be able to use rhetorical strategies to produce both narrative and expository writing, and you will be able to read and thoughtfully analyze a variety of literary forms of writing.

REQUIRED MATERIALS FOR THE COURSE:

The Compact Bedford Introduction to Literature, 7^th edition, ed. M. Meyer

Writer’s Reference, 6^t^h edition, Diana Hacker

The Columbia Spring Review 2008

A pocket dictionary

Stapler, black or blue ink pens, 8x11 paper,

notebook, highlighters, computer flash drive

folders for journals and submission of writing assignments

COURSE REQUIREMENTS:

Group Project (two papers) Proofreading List

5 individual papers (2 are smaller assignments) In-class writing

Reading Assignments Reading Journal

Workshop/class participation Quizzes (maybe)

Regular Attendance Oral presentations (definitely)

HOW IT ALL WORKS AND WHAT I EXPECT:

1. ATTENDANCE. Be here. The class just isn’t the same without you. You will fall desperately behind if you are not here, miss important stuff, even the little stuff is important, and worse—you will lose faith in your ability to come through for yourself. Here’s what to do if you are absent: USE THE PHONE LIST to contact a class member to get notes and assignments. REMEMBER: ABSENCE IS NOT AN EXCUSE FOR COMING TO CLASS UNPREPARED! If you are absent for four consecutive class meetings, or have five or more non-consecutive absences, I will drop you from the class. (Three late arrivals and/or early departures are equivalent to one absence.)

2. WRITING ASSIGNMENTS. Aside from a few in-class writings, all work that you turn in to me will be typed, double-spaced, with one to one-and-a-half inch borders. Papers must be of readable quality and will include, in addition to your final polished draft that I will grade, a minimum of three rough drafts, which reflect the various stages of development your paper has gone through on the way to completion. This work, along with a proofreading list will be stapled behind your finished drafts, or they will not be accepted and will earn zero points for the assignment. All major essay assignments (Reader Response, Compare & Contrast, Script, Script Overview, Short Story, Short Story Overview) must be completed and turned in with required draft work in order to pass this class.

3. WORKSHOPS. You will be working together with your peers in groups during the semester sharing your questions and ideas about the reading and writing assignments, and responding to one another’s work. It is important to come prepared to each workshop with an open mind, your reading notes, and/or your completed workshop draft with copies to be distributed to your group during the workshop. Your insights and your conscientious feedback to the members of your workshop group are valuable. This may sound like a lot to ask right now, but I promise you that I will prepare you for these challenges. You’ll be amazed at how helpful your feedback can be, and how much you gain from sharing your work in-class.

4. CONFERENCES. Conferences allow me to give you and your writing concerns my undivided attention. They provide you with the opportunity to discuss your writing in detail, focusing on your specific concerns (how to get it out of your head and onto the page, how to get past a writing block, how to handle the mechanical aspects of language, structure, format, the development of an idea, and how to give it a little zing). You may schedule conferences with me as you need them. I will give you participation points for the first two conferences that you attend. If your course schedule and work hours do not allow you to attend during my regular office hours, it may be possible to make some alternate arrangements. Talk to me.

5. JOURNALS & READING ASSIGNMENTS. You will be keeping a reading journal during the semester. These journals will give you a chance to respond to the materials you are reading, and get credit for your responses, without being critically evaluated. Your journals will provide you a springboard for discussion of materials you have read, and on some occasions you may be allowed to use them during a reading quiz.

6. LATE PAPERS, MAKE-UPS, MISSED ASSIGNMENTS. Real writing almost always involves real deadlines. I will expect your papers promptly on the day they are due. There will be only one exception. I realize that life is full of unexpected twists and turns, and some deadlines can’t be met. I extend to you one grace late, on one assignment, of one week, no questions asked. Use this option wisely (it may not be used for the final essay assignment). If you are having trouble with a paper, don’t wait until the last minute to ask for help—and don’t, for heaven’s sake, not turn in a paper because you couldn’t put together the paper of your dreams. Come see me before the deadline. Papers over a week late will not be accepted, and if you miss a paper, you will not be able to pass the class.

LATE PAPER TURN-IN PROCEDURE. If you are turning in your one late assignment, you must leave your paper in the plastic folder outside my office door (Tamarack Hall 214) in the library building, upstairs. There will be a manila folder inside the plastic folder with your class, day and time indicated on the folder tab. There will be a sign in sheet on the manila folder for you to log in the day and time you are turning in your paper, your name, the name of the assignment, and the date it was due. Papers that are not correctly logged in will not be considered turned in. Do not leave papers for me in my instructor’s mailbox.

NOTE: Papers later than one week overdue will not be accepted.

Failure to turn in any major essay assignment will result in a failure of the course.

Late Papers will not be considered turned in until they are logged in correctly in the folder outside my office door.

If you have a major emergency, you or a proxy must contact me in person or by phone before 3:00 pm of the due date. My office number is 588-5225.

Quizzes may be made up before or during the next class meeting, or before we discuss the quiz as a class (another reason it is important to call someone if you are absent).

7. GRADING. Points will be awarded for completing course assignments and exercises, and demonstrating involvement in the course. Grades will be determined by a weighted percentage of points possible:

Sample Grading Scale: 100 – 90% = A, 89 – 80% = B, 79 – 70% = C, 69 –60% = D, etc.,

What does the grade on my essay mean?

A (100-90 points or %) The essay communicates a meaningful, interesting or relevant idea, has a definite thesis or controlling idea, demonstrates analytical thinking, effectively recognizes the complexities of the topic, is logically and thoughtfully developed, well organized, flows smoothly, is nearly completely free of mechanical and grammatical errors, and meets the requirements of the assignment—with a little extra style.

B (89.9-80 points or %) The essay is sound in that it has a basic sense of unity and clarity, has a thesis, but a few minor “bumps” caused by insufficient development and/or sentence errors, or too many misspelled words and punctuation errors detract from the overall clarity of the essay.

C (79.9-70 points or %) The essay has a weak thesis, and although there are some good ideas in this paper, they are hampered by a lack of control over organizational and technical skills (unity, grammar, punctuation, spelling), and/or the paper may lack sufficient development, focus, or coherence of ideas.

D (69.9-60 points or %) The paper lacks a thesis, or it may not support its thesis. Its significance is obscured or seriously hampered by a lack of development and/or coherence throughout the paper. There will usually be a persistent lack of control over the organizational and technical aspects of writing. The paper does not meet the requirements of the assignment.

F (59.9-0 points or %) This paper shows no involvement on the part of the writer, nor any attempt to meet the requirements of the assignment. It is unclear, too brief, and filled with errors of every kind. A paper that has been plagiarized will receive an “F” but will earn no points.

For a more comprehensive understanding of the standards used to evaluate your performance as a student in my class, please visit this site on the web:

http://columbia.yosemite.cc.ca.us/millerm/Teaching_Professor__On_Grades.html

POINT VALUES FOR ASSIGNMENTS & ACTIVITIES
ESSAYS AND OTHER WRITING ACTIVITIES	20-100
JOURNALS	3
QUIZZES	5-50
PARTICIPATION/PROJECT MANAGEMENT	100
WORKSHOP/CLASS PARTICIPATION	3-50
CONFERENCES	6
ORAL PRESENTATIONS	10-50

8. PLAGIARISM, OR HOW TO GET IN A WHOLE LOT OF HOT WATER IN A BIG HURRY. Plagiarism is the work of the anti-muse. To plagiarize is to present someone else’s work as your own—whether it be their ideas, expression of those ideas, or rewriting of your own ideas by someone else. Anyone caught deliberately plagiarizing will receive an “F” on the assignment, and possibly on the course. In responding to the works of others there are gray areas that can be confusing. If you have any questions about how to document or paraphrase ideas or writing that is not your own, check your Writer’s Reference, or ask me. Not only will you lose all points associated with any plagiarized work, but you will lose my trust and respect as well.

SCHEDULE: WEEKS 1 – 16 (Subject to change)

The course will begin with general discussions, followed by small group workshops in which you will be working with peers to analyze poems, stories, and other works.

Papers will be due roughly every three to four weeks, with opportunities to bring them in prior to their due date for workshop feedback or discussion with me in conference. You may also use the Academic Achievement Center to get additional feedback and support on your papers. Reading will be assigned every week, and journals will be due every Tuesday.

Letter to the Teacher (First Assignment)

Dear New Student,

Since we’re going to be spending a good deal of time together over the next sixteen weeks, I’d like to know a little bit about you. Your responses to the questions below will help me to better understand your personal situation, needs, and concerns. I am here to help you achieve the goals you have for yourself, so please read the questions through first, take your time and answer them as thoughtfully as you can.

What results would you like to see from your involvement in this class? What specific skills or knowledge are you hoping to gain? Do you have particular areas you hope to work on? What grade are you willing to work for? What kind of time do you think you will have to put in to get it?

How do you feel about reading and writing about literature? What have been your experiences with reading, writing about, and analyzing literature? What concerns do you have about this class? Please include a summarized history of yourself as a reader and as a writer.

What is going to be your greatest obstacle to success in accomplishing your goals for this class? What do you think is the best tool or strength you have that will help you to overcome that obstacle?

What policy in the syllabus most concerns or confuses you? What information in the syllabus surprised you? As you read the syllabus, did you come to any conclusions about what you can expect from me, and what I will expect of you?

In what ways are you hoping I can help you? We have an Academic Achievement Center, and other services on campus to help you be successful. Have you used any of our services, and if so what were the results?

What do you want me to know about you as a student? As a person? (Feel free to include information about any areas of unusual or practical expertise that you may have, defining life experiences, educational goals, life philosophy, what motivates or hinders you, etc.)

Do you think that this class will be of value to you in other areas of your life? What other goals lie beyond this class?

Is there any special circumstance I need to know about you? Are you working, parenting, taking other classes, commuting, wrestling with a health issue. Some medical issues are important for me to know about. For example, if you are troubled by seizures, I need to be aware so that I can act appropriately in your interest. Also, if you have a disability that may prevent you from fully demonstrating your abilities, please let me know in your letter to me, or contact me personally as soon as possible, so we can discuss accommodations necessary to ensure your full participation and educational access.

10. Is there a name that you would like me to call you other than the one on the roster?

Important Format Directions: Please center your letter heading at the top of the page and include your name, address, phone number, and an email address if you have one. Please close your letter with a “Sincerely yours” or similarly appropriate closing, and your signature. These are the questions I have thought of, but they aren’t meant to limit you. Feel free to add whatever you think will help me help you.

POINT VALUES FOR ASSIGNMENTS & ACTIVITIES

Dear New Student,