READING AND WRITING II
DR. BROWN
ENGLISH 095
SPRING 2011
Student Detailed Syllabus
~ assignments for each class~
(See the OCC Professor's Syllabus for all requirements and college policies)
PLEASE PURCHASE THE THREE BOOKS FOR THIS COURSE ASAP! THEY WILL BE USED IMMEDIATELY.
READING AS EXPERIENCE by Sandra Brown and Willam McGreevy
THE GLASS CASTLE by Jeannette Walls
AT A GLANCE by Lee Brandon
Each of your three texts will be used each week. Quizzes and papers will be given after
each unit of study. All will be announced (no pop quizzes!). The scheduled dates for
activities on this syllabus may be changed according to the needs of the class.
Remember to use The Writing Center for help in completing your essays!
FIRST CLASS (Monday, for Section 02, Tuesday, for Sections 08 and 10)of each week :
1. Reading and discussion of your photocopied textbook READING AS EXPERIENCE
2. Set-up, Talk-over and Freewriting of Student Group Presentation assignments for the
memoir THE GLASS CASTLE (* to be distributed on a separate handout)
3. HOMEWORK assigned in the writing handbook AT A GLANCE
4. LAB (Section 10, Tuesday):
INSTRUCTIONS WILL BE DISPLAYED ON THE SCREEN IN EACH LAB
SESSION. MOST ASSIGNMENTS WILL DEAL WITH YOUR PRESENTATION FOR THE GLASS CASTLE.
NOTE; LAB MAY NOT BE OPEN FOR THE FIRST FEW SESSIONS; LAB WORK THEN IS TO BE COMPLETED AS
HOMEWORK. CHECK THE LAB DOOR FOR A SIGN ANNOUNCING THE OPENING OF THE LAB.
SECOND CLASS (Thursday, for Sections 02, Friday, Sections 08 and 10) of each week:
1. Student Group Presentations as assigned on THE GLASS CASTLE. Five presentations =
one Quiz Grade.
2. LAB for Sections 02 (Thursday) and 08 (Friday):
INSTRUCTIONS WILL BE DISPLAYED ON THE
SCREEN IN EACH LAB SESSION. MOST ASSIGNMENTS WILL DEAL WITH YOUR PRESENTATION FOR THE GLASS
CASTLE.
NOTE: LAB MAY NOT BE OPEN FOR THE FIRST FEW CLASS SESSIONS; LAB WORK IS THEN TO BE COMPLETED AS
HOMEWORK. CHECK THE LAB DOOR FOR A SIGN ANNOUNCING THE OPENING OF THE LAB.
All homework is to be written in your Journal. Quizzes will be given as announced, at the
end of units of study. All will be announced clearly beforehand.
OPENING DAY: COURSE OVERVIEW
How to keep a "Triple-entry" Journal; the grading system; the connections between writing
and reading ; right and left brain functions; oral reading of "A Woman on the Street"; the
three levels of reading. Partner Introductions. Homework: Read the Student Overview in
At a Glance, pp. xvii - xx. In your Journal (Part 3) answer this question: What was learned
today?
FIRST CLASS DAY OF WEEK 1:
I. Reading as Experience: The Reader-Writer Relationship (p. 3).Putting YOU in the Reading
and Putting the Reading in YOU; aesthetic and efferent reading pp. (9-10). Excerpt from The History
of’ Art (Janson) and The Coney Island of the Mind(p. 11). Different kinds of questions writers use
(the five Ws and an H) and readers ask (pp. 19-20; ),The basic paragraph patterns (pp. 194195,)spotlight on COMPARISON and CONTRAST( class exercise).
II. Set-up, Talk-Over, and Freewriting of first Student Group Presentations of The Glass Castle.*
III. Homework in At a Glance: Read the overview, pp. xvii - xx and Brandon's Writing Process
Worksheet. Read "Writing a Reaction." See pp. 150 ff. Complete #7 (two products or services),
p. 160 in your Journal.
IV. Lab (Section 10 only) First draft of writing assignment using C/C. General and specific
sentences.
SECOND CLASS DAY OF WEEK 1:
I. Student Group Presentations.
II. Lab (Sections 02 and 08) First draft of writing assignment using the C/C paragraph pattern.
FIRST CLASS DAY OF WEEK 2:
I. Reading as Experience: Why do writers write? Right and left-brained dominance: Writing
because you WANT to and writing because you ARE TOLD to: reflexive and extensive writing.
Martín Espada, "Rednecks" (p. 5); "Into the Spotlight: Understanding Stem Cells," p. 24;
"Messages of Intent," pp. 30-31. Spotlight on CAUSE and EFFECT (class exercise).
II. Set-up, Talk-Over, and Freewriting of Student Group Presentations of The Glass Castle, "The
Desert," pp. 9 - 14.
III. Homework in At a Glance: Read Brandon's instructions for Writing aTwo Part Response,
pp. 10-13. Read pp. 133-134; complete Ex. 1, pp. 137-138 in your Journal.
IV. Lab (10). Second draft of last week's writing assignment; new assignment, writing a twopart response: Summary + Personal response, focusing on the C/C paragraph pattern.
SECOND CLASS DAY OF WEEK 2:
I. Student group Presentations.
II. Lab (02 & 08) Second draft of last week's writing assignment; new assignment, writing a
two-part response.
FIRST CLASS DAY OF WEEK 3:
I. Reading as Experience: In-class: "Self-Awareness Reading Inventory," pp. 58-59. Read pp.
60-62 for homework, and write a response to this question in your Journal: What did you learn
about your own literacy habits? Group work: Messages of Intent," pp. 30-44. Complete
checklist and record on chalkboard. "Readerly Responses," pp. 45 - 54. Complete checklist and
record on chalkboard. Spotlight on paragraph pattern DEFINITION and EXAMPLE (D & E).
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II. Set-up, Talk-Over, and Freewriting of Student Presentations of GC, pp. 15-25 Suggested
topics: A. How does the title occur in the book? B. What do we know that the child Jeanette
doesn't? C. How does our knowledge of referents affect our understanding of the plot? Explain
each of these terms and how they are used (give page #s): Vivaldi; Lucille Ball; Red Buttons. D.
How do these terms affect our understanding of Jeannette's world? (Define each and give page
#): Plymouth; Tinkerbell; Quixote. E. Give the background of this song "Don't Fence Me In;
describe the location and features of this landmark: the Mojave Desert. (Give page #s and tell
how each referent is used in Jeannette's memoir.
III. Homework in At a Glance: 1) Read "The Essay and Its Parts, "especially p. 23 that focuses on
writing a thesis statement. 2) Write a clear thesis statement in your Journal for your Student
Presentation See pp, 89ff. "Exemplification: Writing with Examples. Complete Exercise 1, p. 90.
Read "Who"s Cheap?" pp. 94-97; answer questions 1, 2 and 3 on p. 97 in your Journal. Study for
the first Quiz at the start of the next class.
IV. Lab (Section 10*)New assignment will use the 'Summary + Response' essay pattern
explained in At a Glance , using the C&E paragraph pattern (p. 133ff.).
SECOND CLASS DAY OF WEEK 3:
I. Quiz on everything studied so far.
Student Group Presentations to follow Quiz.
II. Lab (02 & 10). (*See Section 10 above).
FIRST CLASS DAY OF WEEK 4:
I. Reading as Experience: "Our Two-Sided Brain," pp. 64-65; see chart, p. 68. The Sequence
( SEQ) paragraph pattern will be illustrated in class. Discussion of Chapter I of RAE, which will
be on the upcoming Quiz. All work done in Brandon and the chapters in The Glass Castle read
so far will be included on the quiz.
II. Set-up, Talk-Over, and Freewriting of Student Presentations of GC, pp. 26 - 47. Suggested
topics: A. How do Jeannette's parents react when Jeannette falls out of the car? What is her
"intent " in writing about this, and what should your "readerly response be? (Is it sad or comic?)
B. Dad gives Jeannette a star; how does this change the reader's perspective of him? What does
the author achieve by telling this incident? (C) Describe and compare Blythe, Las Vegas, and
Midland. What is Jeannette's experience in each place? (D) Discuss the attitudes of the family
when Maureen is born. Do you think the parents like having children? Explain. (E) List and
define ten difficult words in these pages (26-47) and explain how they are used. Should college
students study vocabulary or not?
III. Homework in At a Glance: Read "Patterns of Support for the Thesis," pp. 25-6. Do Exercises 1
and 2, pp. 23-25 in your Journal.
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IV. Lab (10) Lab assignments will be announced on the screen. The SEQ pattern will be
highlighted.
SECOND CLASS DAY OF WEEK 4 :
I. Student Group Presentations, followed by instructor's lecture on the etymology of the English
language and American spelling (homonyms). Take notes in your Journal (Part 2)!
II. Lab (02 &08) (See above)
FIRST CLASS DAY OF WEEK 5:
I. Reading as Experience: Quiz on Chapter I
II. Set-up, ONLY. Students will choose topics*, but the "Talk-Over", and Freewriting" will be
done in Lab, and for homework. Students are encouraged to contact each other electronically
outside of class for presentations on pp. 48-61 on Thursday and Friday. Email me your choices.
Suggested topics: A. How do Mom and Dad convince the kids that the ride in the U-Haul will
be great? Compare this to a fun trip you had when you were a child. B. List the violations, both
legal and ethical, that were committed by Jeannette's parents (pp. 48-50). What could they be
charged with in a court of law? C. What is Jeannette's mom 's take on the railroad depot home
they occupy in Battle Mountain? What are her values? State your position. D. In what ways are
Jeannette's parents strong role models? See pp. 54-61 .Be specific (point out specific passages) in
discussing their good traits. E. Discuss the attitude of Miss Page in Jeannette's elementary
school. What does this tell you about both her and Jeannette?
III. Homework: The short list, "Order for Descriptive Narration: Time and Space," p. 79 begins
the topic of sequence. Further explanation and exercises in At a Glance are included in a later
chapter. Under the heading of "Process Analysis. For tonight's homework, read the recipe for
lemon chicken in Reading As Experience., p. 123. Take the quiz (not to be graded) on p. 126. As
studied last week, add to the in-class list slang expressions, acronyms, clipped forms , etc. in
your Journal as practice in building your knowledge about vocabulary.
IV. Lab (10) New essay: How does the map of the English language (p. 115 in RAE) help you to
understand the English language we speak today? Formulate a clear thesis statement as if you
were going to write an essay on this topic (however, we will not!). Use any paragraph pattern
SECOND CLASS DAY OF WEEK 5
I. Student Group Presentations, pp. 48-61, as selected.
II. Lab (02 & 08) (See above)
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FIRST CLASS DAY OF WEEK 6:
I. Reading as Experience: Descriptive Voices: The Writer's Intention to Portray, p.75; How to
Catch the Writer's Meaning, p. 76. Description tells "what's happening" in the present. These
selections provide examples: read "Stars," p. 78 (spatial description); Recipe, p. 123.
II. Set-up, Talk-Over, and Freewriting, pp. 62 - 80. A. The Green Lantern : What do we as
readers know that Jeannette did not? Explain "dramatic irony: see the internet for help. B.
Explain how Jeannette learned to swim; was that a good learning experience? Compare her
experience with your own. C. Discuss the impact of hunger/poverty on the Walls family. What
does Jeannette remember eating? Why do you think these details are recorded so vividly in her
autobiography? D. Explain the dynamic between Mom and Miss Beatty. Why did Mom not
pursue a teaching career? E. Discuss Brian, Ginger, and the "Sad Sack" comic book incident.
How can this experience shape Brian's future character?
III. Homework in At a Glance:Read pp. 74 - 76. Complete Exercise 1, part I only (Topic: last
minute shopping for a present".) Then move on to Ch. 8, Process Analysis. Do Ex. 1, pp. 119 - 120.
IV. Lab (10) See the overhead screen for instructions.
SECOND CLASS DAY OF WEEK 6
I. Student Group Presentations, pp. 62-80.
II. Lab (02 & 08))
FIRST CLASS DAY OF WEEK 7
I. Reading as Experience: "Tarzan,"pp. 82-83; Figurative Language 87-89; Objective and
Subjective Description, "Dermatitis," pp. 97-99.
II. Set-up, Talk-Over, and Freewriting of The Glass Castle, pp. 81- 101. Suggested topics (you are
encouraged to create your own topics!) : A. Billy: how does Jeannette's attitude toward sex
begin? What shapes her attitude? What roles does her family members play? B. Comment on
Jeannette's revelation of her personal experience. How much does she risk by writing this
personal information? Can the experience with Billy be discussed in conversation? How is
writing different from speaking? C. How does Jeannette portray Grandma Smith's house? List 5
descriptive terms . Is she objective or subjective?
III. Homework in At a Glance: Read pp. 101-104, Chapter 7, "Analysis by Division: Examining the
Parts." The paragraph pattern known as ANALYSIS is considered the most difficult or complex
form to write; however, if we think of it as dividing a whole into parts, it can be made simple.
Complete Ex. 1, pp. 104-105 in your Journal. Study for a short quiz Thursday/Friday.
IV. Lab (10) Write a descriptive analysis of one of the following: a coin in your pocket; a ring on
your finger (see Jeannette Walls, p. 84 as an example!); a photo in your wallet. Use your 5 senses.
Be extremely specific, and use objective description. First draft due before Spring Break.
SECOND CLASS DAY OF WEEK 7
I. Quiz on "Tarzan," " Dermatitis" and description in The Glass Castle, (pp. 62-80) followed by
Group Presentations, pp. 81 ~ 101. I. Presentations, pp. 81 - 101.
II. Lab (02 & 08)
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March 14 - March 20
Spring Break
FIRST CLASS DAY OF WEEK 8
I. Reading as Experience: Narration and Exposition will be illustrated by these readings: " The
Story of an Hour" (pp. 142-143);" Fahrenheit 451" (p. 161); "Death in the Orchard, " pp. 180181; " Hand, Eye Brain," p. 202; "One of a Kind: The Only English King to be Beheaded," p.
206; and "Dollie and Johnnie,"( pp. 224-225),. (to be continued next week)
II. Set-up, Talk-Over, and Freewriting: Pp. 102-128. Create your own questions for the
following suggested topics: A. Church; B. Christmas (Jeannette turns 10); C. Jeannette's
changing perspective of her family; D. Dad's decision to stop drinking; E. The "Piggy Bank
Special." Continue on to Welch, Part III. Questions will be provided at the next class for pages
129 - 217.
III. Homework in At a Glance: Read pp. 110 -112, "Food, Service Hit and Miss at Gianno's," for a
good example of the ANALYSIS expository pattern. Answer Questions 1, 2, 3, and 7 (pp. 112 113. in your Journal.
IV. Lab (10)
SECOND CLASS DAY OF WEEK 8 : [CHANGE IN ROUTINE]
I. Film: The Story of an Hour. Questions will be provided for pages129 - 217 of The Glass
Castle for next week's assignment. Read these pages in advance!
II. Lab (02 & 08).
KATE CHOPIN
FIRST CLASS DAY OF WEEK 9
I. Continuation of film The Story of an Hour.
II. Set-up, Talk-Over, and Freewriting: Group assignments (each focusing on a mode of
discourse as well as a particular expository paragraph pattern) will be distributed for each of the
following reading units: pp. 129 - 148 (Description and C/C); pp. 149 - 179 (Narration, Exposition
and C/E); and pp. 180-217 (Exposition and D/E). These will be presented on a separate sheet
distributed in class.
III. Homework in At a Glance: " Read "Annotating," pp. 2-3. Underline and annotate the
selection "Family Business," pp. 229 - 230 in Reading as Experience. In your Journal, answer this
question [Part III]: Is it important to annotate? Why or why not? Give three reasons why it is or
is not important .
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Study for a quiz on Narration and Exposition using these readings: "Death in the Orchard,
""Hand, Eye, Brain,""""One of a Kind," "Dollie and Johnnie," "Family Business," and "The Story of an
Hour,' [both film and story].
IV. Lab (10) Work on revising any essay to date.
SECOND CLASS DAY OF WEEK 9
I. Quiz. Student Group Presentations, pp. 129 - 148, 149 - 170, and 180 - 217 (to be continued next
week if not enough time exists!).
II. Lab (02 & 08) Work on revising any essay to date.
FIRST CLASS DAY OF WEEK 10
I. Reading as Experience: Chapter V: "Persuasive and Argumentative Voices: The Fourth
Message of Intent" introductory material on pp. 247-255, including the "30-Second Spot Quiz."
II. Set-up, Talk-Over, and Freewriting: Continuation of questions for pp. 129-217, distributed
last week.
III. Homework in The Glass Castle . Continue to work on previously assigned questions, if these
are not completed. New assignment for Week 11*: Complete the first question for all students in
your Journal (Part 2), noting how each chapter begins; then choose from Groups A through D,
covering pp. 218--241.
IV. Lab (10) Argumentative essay: Choose one: 1) Are Rex and Rosemary good parents?
2) If Jeannette had been an only child, would she have grown up to be a successful writer, or a
success in any field? You may incorporate research on child care; raising an only child; family
dynamics; alcoholism and the family, etc. Length: 2 pages. A bibliography page is required for
this assignment. See At a Glance, p. 190: "Writer's Guidelines," Please use the Writing Center,
Room 124 for help! Schedule an appointment ahead of time. Don't wait until the last minute!
SECOND CLASS DAY OF WEEK 10
I. Student Group Presentations from previously assigned pages (129-217).
II. Lab (02 & 08) See explanation of Argumentative essay assignment for Section 10 Lab above.
FIRST CLASS DAY OF WEEK 11
I. Reading as Experience: Chapter V: p. 275, the Calf Ad; Calf Ad Study, 276; completion of
textbook quiz, p. 278 (to be collected).
II. Set-up, Talk-Over, and Freewriting * (pp. 218 -241)
III. Homework in GC and RAE: As stated above, complete in your Journal (Part 2) the first
question for all students, noting how each chapter begins; then choose from questions A through
D, covering pp. 218-241.
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IV. Lab (10). Written analysis/project: Using the internet, find an ad with both an interesting
photo or graphic as well as printed text (can be new or a "golden oldie"). Explain how your
chosen ad fits the "1-2-3-4-5 sequence of questions" presented in "The 30-Second Spot Quiz" on
p. 250 in RAE, in a solid, well written paper.
SECOND CLASS DAY OF WEEK 11
I. Student group presentations A - D, pp. 218-241.
II. Lab (02 & 08). See explanation of written analysis/project, finding an ad on the internet.
Note : Journals will be collected next week!
Note:
A departmental assessment will be given to one
chosen ENGL 095 class during either week 12 or 13. This will be
explained in advance to the selected class. The selected
class will not complete the writing assignment for week 12
below.
FIRST CLASS DAY OF WEEK 12
I. Reading as Experience: "What's Wrong with Writing," pp 287-289. Choose from either
question #2 or # 3 on p. 290. (#2 asks you to write a short analysis of your own writing
instruction in high school; #3 asks you to explain why writing and writing instruction is or is not
important.)
Journals will be collected.
II. Set-up, Talk-Over, and Freewriting: GC "New York City," pp. 245- 281. Select from Groups A
through D. Each group has three questions.
III. Homework: Work on either Question 1 or 2 on p. 290 or the Departmental Assessment
material.
Complete your responses for "New York City"in The Glass Castle.
IV. Lab (10) Type up the first draft of your "Writing" essay OR (if you are the selected class) the
Departmental Assessment essay.
SECOND CLASS DAY OF WEEK 12
I. Student Group Presentations, pp. 245 - 281.
II. Lab (02 & 08) Type up the first draft of your "Writing essay" OR (if you are the selected
class) the Departmental Assessment essay.
Journals will be collected.
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FIRST CLASS DAY OF WEEK 13
I. Set-up, Talk-Over, and Freewriting: GC "Thanksgiving." Select a question for either Group A,
B, or C. All students will answer the final question.
II. Homework: Complete your question for the last chapter of GC.
III. Lab (10) Complete the final draft of any incomplete writing assignment.
Journals will be returned during the next two weeks.
SECOND CLASS DAY OF WEEK 13
I. Student presentations of The Glass Castle, followed by planning for our own class"Thanksgiving
Dinner."
II. Homework: Study for the last quiz on The Glass Castle.
III. Lab (02 & 08). Complete the final draft of any incomplete writing assignment.
FIRST CLASS DAY OF WEEK 14
I. Final Quiz on The Glass Castle.
II. Finalize plans for "Thanksgiving in May" Class Banquet
III. Lab (10 & 13) To be used for final drafts of the last papers!
SECOND CLASS DAY OF WEEK 14
I. "Thanksgiving in May" Class Banquet and Attendance Awards
II. Lab (04) To be used for the final drafts of the last papers!
FIRST and SECOND CLASS DAYS OF WEEK 15
I. Final Exam for students in jeopardy
II. Return of all graded materials
JEANNETTE WALLS
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