First Year Experience - English 151

PREPARATION FOR COLLEGE READING & COMPOSITION

Fall 2008

TIME: 9:30 - 12:00	INSTRUCTOR: Meryl Soto
DAYS: T-Th	OFFICE: Tamarack Hall 214
PLACE: Manzanita ComEd	OFFICE HOURS: M-W 1:30-3:30, T-TH 2:30-3:30
UNITS: 5	OFFICE PHONE: 588-5225
MERYL'S email: soto m@yosemite.edu	Meryl's webpage: http://www.old.gocolumbia.edu/sotom/

GREETINGS AND WELCOME: This is your syllabus for First Year Experience English 151. There's a lot to remember at the beginning of the semester, so please read this thoroughly, and refer to it throughout the semester. If you lose this, please ask me for another one. At the end of this syllabus you will find an agreement statement that you will sign and return to me along with a letter (instructions also at the back of this syllabus).

Some people believe that writing is a talent possessed by a select few. I believe that each one of you possesses the capacity to write in a way that communicates your ideas effectively and powerfully. Writing is your human birthright, a process of making meaning, which draws upon both your innate creative instincts and your critical thinking resources. We are all natural born communicators!

COURSE DESCRIPTION: In order to develop your creative confidence and your writing skills, this course will provide you with frequent opportunities to produce your own writing and to read the writing of others, both in and out of class. The course is structured as a writing workshop, so you will have the opportunity to receive constructive responses to your writing from me and your peers at various stages of its completion, and to respond to the writing of others. We will focus on how one writes: from the generation of ideas, to their development, organization, revision, and refining. We will explore everything from poetry, short stories, and essays, to a novel. The other critical skill we will focus on in this class is reading. There are many strategies and techniques that you will learn in this class that will help you to become a more effective reader, in this class, and in your other content area classes.

OBJECTIVES: My hope is that this course will ignite within you a passion for reading and writing, if there isn't a fire already lit, and that it will provide you with the necessary skills and tools you will need to accomplish your reading and writing objectives with confidence and greater fluency, whether it is a story or an article you are reading for this class, a text for biology, automotive repair, math, a paper you are writing for your psychology class, or a letter of application for an employer. The formal objectives for this course are 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 500-700 words that reflect the characteristics of effective writing, using the standard formal conventions of written American English. You will be able to use rhetorical strategies (you will learn what those are) to produce both narrative and expository writing, and you will be able to identify and use the appropriate reading strategies that will enable you to read and analyze a variety of college-level materials. Students passing this course will be able to produce grammatically sound sentences that form coherent and logically ordered paragraphs, supporting a central or controlling thesis.

REQUIRED MATERIALS & TOOLS FOR YOUR JOURNEY:

The Columbia Spring Review 2008

Real Writing with Readings, by Susan Anker

A pocket dictionary

Stapler, black or blue ink pens, 8x11 paper, notebook, highlighters, computer disk

Pocket folder for journal

A Novel that you will choose from a list I will provide- Do not purchase until we talk about this in class first!

A 9.5 x 6 inch FAT spiral notebook

WHAT WE WILL BE DOING:

5 papers: Essays, Summaries Group project

Reading Activities and assignments Writer's journal

Workshops, Class and Online discussions Quizzes

Book review and 0ral presentation (grp.) Proofreading Checklists

Blackboard on-line enhanced component

HOW IT ALL WORKS & 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, and miss important information and activities. Even the little stuff is important, and worse--you will lose faith in your ability to come through for you. 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 course.

(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 that you turn in to me will include the draft work that you do in order to arrive at a finished, polished paper. To turn in an assignment for a grade, you will include four drafts, the finished copy that I will grade and 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 the assignment will not be accepted for a grade. All writing assignments must be done in order to pass this class, and they must be turned in on their due date, with only one possible exception which will be explained in the Late Paper Turn-in Procedures section of this syllabus.

3. WORKSHOPS. You will be working together in groups during the semester sharing ideas about the writing assignments, and responding to one another's work in peer group settings. This may sound scary now, but I promise to prepare you for this challenge before I ask you to do it. However, it is really important to come prepared to each workshop with an open mind, and your completed workshop draft with copies to be distributed to your group during the workshop. Your conscientious feedback, your insights as a reader, are valuable to your workshop buddies. You'll be amazed at how helpful your feedback can be.

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 and format, and development of an idea, etc). You will schedule conferences with me, as you need them. I will give you participation points for the first two conferences that you attend.

5. JOURNALS. You will be keeping a journal during the semester, in which you will be required to produce three pages of writing each week. The journals will be a place for you to explore and respond to ideas without worrying about the mechanics of grammar and punctuation. Unlike essay assignments, I will accept late journals, however they will lose points for every day that they are late.

6. READING ASSIGNMENTS. During the semester there will be a variety of reading assignments, some to be read at home, others to be read in class. You are expected to read all assigned readings, to develop questions about them, to participate in discussions, and to write about them in class, in journals, or assignments. We will discuss and practice numerous strategies for more effective reading in the beginning of class, and you will have opportunities to apply those strategies to articles, other assigned reading, and a novel.

7. LATE PAPERS, MAKE-UPS, AND 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 essay assignment, of one week, no questions asked. Use this option wisely (it may not be used on the last 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. Essay assignments over a week late will not be accepted, and if you do not turn in an essay (yes, even one essay) you will be dropped from the class.

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

Quizzes will be, for the most part, be taken through the WebCT enhanced portion of the class, and will have a release time and an end time. I will drop your two lowest quiz scores or missed quizzes at the end of the semester.

8. 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, Tamarack Hall. 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 continue to be considered not turned in. Do not leave papers for me in my instructor's mailbox.

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

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, is thoughtfully developed, well organized, flows smoothly, is relatively free of mechanical and grammatical errors, and meets the requirements of the assignment, with a little extra style.

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

C (70-79.9 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 (60-69.9 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 (0-59.9 points or 5) 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. A paper that does not include the final draft, and the three rough drafts that demonstrate a clear progression of development will also earn an "F" and no points.

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

POINT VALUES FOR ASSIGNMENTS & ACTIVITIES:
ESSAYS AND OTHER WRITING ACTIVITIES	20, 25, 50, 100, 200
JOURNALS	3 per page
QUIZZES	5-30 ea
PROJECTS	75-100
WORKSHOP/CLASS PARTICIPATION	3-50
FIRST TWO CONFERENCES	6
ORAL PRESENTATIONS	10-20

10.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. The English Department Policy is as follows: Any student caught deliberately plagiarizing will receive an "F" on the assignment, and possibly on the course. Not only will you lose all points associated with any plagiarized work, but you will lose my trust and respect as well. 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 in your text Real Writing (269-271), ask me, or check with Craig or Elissa in the Academic Achievement Center.

11. HOW TO GET HELP. I am available for conferences during my office hours at Tamarack 214. My office phone number is 588-5225, and my email address is sotom@yosemite.edu . The Academic Achievement Center is next door to us, and Craig Johnston and Elissa Creighton are available to help you with their services. The phone number for the AAC is 588-5088. Their online site their address is http://old.gocolumbia.edu/AAC/Default.htm and they have many resources available to you there. Also, there will be resources available to you in your online classroom. If you want to be successful in this course YOU CAN BE! I offer you what knowledge and experience I have gained in seventeen years of teaching, and my commitment to your positive learning experience. Together with the resources available to us in this unique program, and your willing and committed participation in the semester of work ahead, it will happen!

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 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 kind of time do you think you will have to put in to get it?
How much time do you spend working, doing homework, playing video games, on your cell phone (talking, texting), watching tv, taking care of other family members, doing personal reading, etc.?
How do you feel about reading and writing? How do you feel about analyzing and writing about what you read? What concerns do you have about this class?
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? Did you come to any conclusions about what sort of teacher I might be through reading my syllabus (yes, I wrote it!)?
In what ways are you hoping I can help you? Have you had experience using tutorial support?
What do you want me to know about you as a student? As a person? (Feel free to include information about any areas of talent or expertise that you may have, unusual life experiences, educational goals, life philosophy, motivating factors, 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 (in addition to the First Year Experience courses), commuting, wrestling with a health issue. Some medical issues are important for me to know about. For example, if you are troubled by seizures or diabetes, I need to be aware so that I can act immediately and appropriately in your interests. Also, if you have a learning challenge that allows you special consideration for testing, or other services, please let me know in your letter so we can make sure you receive the support that will help you be successful.
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.

Statement of Student Understanding

Please read each item carefully and initial it. Print and sign your name and the date in the space provided below.

I have read the syllabus carefully and I understand what is required for successful completion of this course, including the attendance policy for all scheduled class meetings._____

I understand that there are standards in this course and that I am responsible for my own creativity and learning._____

I understand that I may consult with the instructor during her office hours if I am having difficulties with any aspect of the course or have any questions about my work or my grade._____

I understand the policy regarding late papers and that all papers must be turned in on time (only one exception�the grace late of one week on any assignment but the last assignment) in order to complete the class._____

I understand that all assignments must be accompanied by three drafts that show the development of the paper through various stages of development or it will not be accepted for a grade._____

I understand the procedure I must use if I need to turn a paper in late._____

I understand that it is my responsibility to contact a fellow classmate to find out what I missed and what is due, if I am absent._____

I understand that there is no extra credit, do-overs, or make-up work.____

I understand that the instructor evaluates and grades my work based on how well I have completed each assignment and how fully it meets the requirements of the assignment and the standards for the course._____

I understand that the class will not be graded on a curve._____

I understand that the instructor has the right to dismiss any student for distracting and disruptive behaviors that interfere with the learning of other students.________

Print your name: ________________________ Date:____________

Sign your name: ________________________

Calendar 151 - Fall 2008 *This calendar is meant to be a general guideline to help with management of your time. It is subject to change, and all due dates should be confirmed with your instructor.
Week 1	Tues 8/26	Introduction to course: Overview and policies, Setting an intention Assignment: Letter, Statement of Student Understanding, Successful Self/Warrior Drawing	What's Due
Week 1	Thurs 8/28	Q & A on course syllabus, wingman and operating procedures Reading Process, Journals: How and Why On-line portion of the class	Letters, Statement of Student Understanding, 3 Questions Successful Self/Warrior Drawing
Week 2	Tues 9/2	Reading Practices and Strategies: Reader Histories Characteristics of Effective Writing, Description	Journal #1 Diagnostic test On-line
Week 2	Thurs 9/4	Discuss Textbook Chapters Whole class-practice writing Workshop	Ch. 1, 19, 39, Reader History
Week 3	Tues 9/9	Sentences and phrases Power of Detail Reading Activity: Chunking	Journal #2 Spring Review:
Week 3	Thurs 9/11	Wkshp: Descriptive Essay Discuss textbook	3 identical workshop copies for descriptive essay Ch. 10
Week 4	Tues 9/16	Summaries: Recognizing the main point, general support, examples Article: Why Johnny Can't Fail	Journal #3, bring yellow, green, blue, pink highlighter
Week 4	Thurs 9/18	Reading Groups Assigned: Reading Journal	Descriptive Essay
Week 5	Tues 9/23	Paragraphing, Discussion and Wkshop on Why Johnny Can�t Fail Novel reading groups assigned	Journal #4
Week 5	Thurs 9/25	Sub. Conjunctions, Quiz QQISSA,	Summary #1
Week 6	Tues 9/30	Rhetorical strategies,	Journal #5
Week 6	Thurs 10/2
Week 7	Tues 10/7		Journal #6
Week 7	Thurs 10/9		Summary + #2
Week 8	Tues 10/14		Journal #7
Week 8	Thurs 10/16
Week 9	Tues 10/21		Journal #8
Week 9	Thurs 10/23
Week 10	Tues 10/28		Journal #9
Week 10	Thurs 10/30
Week 11	Tues 11/4		Journal #10
Week 11	Thurs 11/6
Week 12	Tues 11/11		Journal #11
Week 12	Thurs 11/13		Resource supported writing assignment
Week 13	Tues 11/18	Conferences	Journal #12
Week 13	Thurs 11/20	Workshop
Week 14	Tues 11/25	Workshop	Journal #13
Week 14	Thurs 11/27	Happy Thanksgiving! NO CLASSES
Week 15	Tues 12/2	Reading Groups presentations	Letter to Students Reading Group Novel Writing Assignment w/last journal assignment
Week 15	Thurs 12/4
Week 16	Thurs 12/10	Final Meeting: 8:00-10:00am Papers returned, Grades,	Optional: Letter to Instructor