English 5A:
Experiencing Academic Literacy by Entering Conversations
About Being and Becoming American
California State University, Fresno
Fall 2009
Instructor:
Meeting Time:
Office:
Office Hours: ; or by appointment
Office Phone:
Email:
Web Site:
http://blackboard-asp.csufresno.edu/webapps/login/
Required Texts/Readings
 Colombo, Gary, Robert Cullen, and Bonnie Lisle. Rereading America: Cultural Contexts for
Critical Thinking and Writing. Boston/New York: Bedford/St. Martin’s, 2007.
 Faigley, Lester. The Penguin Handbook. New York: Pearson Longman, 2008.
 Graff , Gerald and Cathy Birkenstein. They Say, I Say. New York: W.W. Norton, 2006.
Description
English 5A, Academic Literacy I, is devoted to preparing you for English 5B, Academic Literacy
II. This class is not devoted to “remedial” work. Instead, this class provides support, feedback,
and ample practice for you to be exposed to and master new reading and writing practices.
Under the guidance of your instructor, we expect you to work on a variety of different reading
and writing strategies. While you learn about how to do research, read well, think critically, and
generate effective writing, your instructor will lead you through an investigation of an academic
or civic Conversation. This semester, readings and research will focus on the things people have
to say about being and becoming American. Learning about reading and writing while studying
a specific set of issues –or enter an academic or civic Conversation-- allows you to better
understand the purposes, effectiveness, and possibilities inherent in the reading and writing
methods we teach. So, while you are reading and thinking about issues related to being and
becoming American, you will also be learning about how to read effectively, write papers,
perform research, and assess the effectiveness of your work in a manner that university
professors expect. No one learns about reading and writing by just studying information about
them, we learn by doing. And the course Conversation will provide you with a frame of
reference for learning how to perform academic literacy.
Our approach to helping you develop successful reading and writing strategies at the university
depends on your continual self-assessment, that is, your capacity to reflect on what you are
learning and then name what it is you have learned. Your instructor will give you guidance and
opportunity to think about what you are learning, reflecting upon HOW people read and write at
the university. This kind of reflection –particularly naming the things you learn—should allow
you to see the similarity or differences between what we teach and the literacy habits you have
already learned.
Important Notes on Your Directed Self-Placement
At most universities students are placed into first-year writing based only on test scores. At CSU
Fresno, students choose which course they will take to fulfill the first-year writing requirement.
Our first-year writing program believes that students have a deep and realistic understanding of
their literacy needs and thus are able to make effective choices about their learning. That said,
there is a responsibility that comes with making choices for your education. We want to be sure
that you are making the best choice for your future as a student and that you are not choosing a
course because it seems easier or you can get done faster. Below are the indicators for student
ability that we have used to design this class. If you feel these indicators do not represent where
you are as a literacy learner right now, you should talk to your instructor immediately about
changing classes.
Students who take this class:
 Are average readers and writers;
 Tend to feel that reading can be boring and hard, and don't really do much other
than just read and put the text away;
 Are not sure what the author's point is when reading, and find it difficult to explain
how the reading relates to anything;
 Would like to learn more about how writers connect and organize ideas in their
writing;
 Have trouble coming up with good topics and ideas for my essays;
 Are unsure when planning writing tasks or assignments and could use tips on
planning strategies;
 Need to improve research skills and learn how to use outside sources in their
writing;
 Could use some brushing up on grammar and punctuation;
 Would prefer to get more practice and help from an instructor as they learn to write
college-level assignments.
As we have indicated in the program description, English 5A/B is a one year sequence that
emphasizes more direct instruction, more practice, more demonstration, and more feedback for
students as they move toward meeting General Education writing requirements for CSU Fresno.
Course Goals and Learning Outcomes
This course has the following three goals and seven outcomes, which guide its structure,
philosophy, and activities. By the end of the semester, a student should be able to demonstrate
the following in an acceptably proficient manner.
Reading Strategies, Processes, and Assessment
 READING/WRITING STRATEGIES: Demonstrate or articulate an understanding of
reading strategies and assumptions that guide effective reading, and how to read
actively, purposefully, and rhetorically
 REFLECTION: Make meaningful generalizations/reflections about reading and
writing practices and processes
 COMMUNITY PARTICIPATION: Articulate or demonstrate meaningful
participation in a community of readers/writers, and ethical and self-conscious
practices that address the concerns of that community of reader/writers (e.g. using
and giving feedback on drafts in peer response groups)
Syllabus for ENGL 5A
Page 2 of 10
Summary, Rhetorical Awareness and Entering Academic Conversations
 SUMMARY/CONVERSATION: Demonstrate summarizing purposefully, integrate
“they say” into writing effectively or self-consciously, appropriately incorporate
quotes into writing (punctuation, attributions, relevance), and discuss and use texts
as “conversations” (writing, then, demonstrates entering a conversation)
 RHETORICALITY: Articulate or demonstrate an awareness of the rhetorical features
of texts, such as purpose, audience, context, rhetorical appeals, and elements, and
write rhetorically, discussing similar features in texts
 INTEGRATING RESEARCH: Demonstrate analyzing research to develop an
argument, incorporating others’ ideas (through quotations, summary or paraphrase)
into writing effectively or self-consciously, and appropriately integrating citations
into text (punctuation, attributions, relevance)
Language Use, Clarity, and Proficiency
 LANGUAGE COHERENCE: Have developed, unified, and coherent paragraphs and
sentences that have clarity and some variety
Course Policies
The common policies we’ll all be expected to adhere to in order to get credit for this class are:
 Take full and active responsibility for your participation, writing, input in
discussions, and progress in this course;
 Give courtesy and respect to everyone;
 Participate in each session’s discussions and activities;
 Come to each session on time (see “Attendance” section below);
 Complete/Do all assignments as directed and in the spirit they are asked of you.
Access to a computer is also a policy for this course, which is regulated by CSU policy:
At California State University, Fresno, computers and communications links to remote
resources are recognized as being integral to the education and research experience.
Every student is required to have his/her own computer or have other personal access to
a workstation (including a modem and a printer) with all the recommended software.
The minimum and recommended standards for the workstations and software, which
may vary by academic major, are updated periodically and are available from
Information Technology Services (http://www/csufresno.edu/ITS/) or the University
Bookstore. In the curriculum and class assignments, students are presumed to have 24hour access to a computer workstation and the necessary communication links to the
University's information resources. (CSU, Fresno General Catalogue)
You may find more information about IT and computer requirements and regulations at:
http://www.csufresno.edu/catoffice/current/cmptrser.html.
Finally, our class is regulated by university policies concerning classroom conduct. CSU policy
explains classroom conduct this way:
The classroom is a special environment in which students and faculty come together to
promote learning and growth. It is essential to this learning environment that respect for
the rights of others seeking to learn, respect for the professionalism of the instructor, and
the general goals of academic freedom are maintained . . . . Differences of viewpoint or
Syllabus for ENGL 5A
Page 3 of 10
concerns should be expressed in terms which are supportive of the learning process,
creating an environment in which students and faculty may learn to reason with clarity
and compassion, to share of themselves without losing their identities, and to develop an
understanding of the community in which they live . . . . Student conduct which disrupts
the learning process shall not be tolerated and may lead to disciplinary action and/or
removal from class. (From the Policy on Disruptive Behavior)
For more information on student conduct and discipline, see:
http://studentaffairs.csufresno.edu/discipline/behavior.html
Attendance
As explained also in our course grading contract, five absences will constitute a failure of this
course (see also the “Course Grade” section below). Please double-check your schedules and
other activities this semester. If you can’t meet this requirement, you simply cannot get credit for
taking this course, or pass it. In order for any appearance in class to count each day, you MUST
do the following:
 Be fully prepared for class (bring homework, read the selections for each day, etc.),
 participate fully in all activities and discussions, and
 Arrive on time to class.
IMPORTANT: Three tardies equals an absence.
If you are absent from class, it is your responsibility to check on announcements made while you
are away. It is also your responsibility to make sure that your name appears on the daily
attendance sheet each day that you do attend class.
In accordance with university attendance policies for students participating in universitysanctioned events or military service, the above guidelines do not apply to those absences due to
university-sponsored events and military duty. In either case, the student is responsible for
providing written notification of any absences during the first two weeks of class. This is to
provide plenty of time for us to determine the best way for you to do all the required work on
time and appropriately. All schedules for absences must be submitted to the instructor by the
second week of the semester. Those schedules are not subject to change unless the supervising
faculty member contacts your instructor and verifies the purpose of any revisions or additions to
your schedule. Written notification of changes to the absences schedule, signed by the
responsible faculty member, is required.
Plagiarism
Remember to always quote and cite your sources appropriately, even if they are unpublished or
from friends or classmates. An unacknowledged paraphrase, a patchwork from several sources,
as well as the submission of someone else’s work (published or not), all constitute plagiarism in
the eyes of the university, and a failure of this course. Please ask questions if you’re ever unsure
BEFORE you turn in work. Ignorance IS NOT an acceptable excuse. The University’s language
on plagiarism and academic honesty is:
[A]cademic integrity is defined as “a commitment, even in the face of adversity, to five
fundamental values: honesty, trust, fairness, respect, and responsibility. From these
values flow principles of behavior that enable academic communities to translate ideals
to action” . . . All members of the university community are responsible for adhering to
high standards of academic integrity, for actively ensuring that others uphold the Code,
and for responding assertively to violations . . . Faculty are responsible for informing
Syllabus for ENGL 5A
Page 4 of 10
students of academic behaviors that are permissible and not permissible and for
reporting violations of the code to the proper campus authorities . . . Students shall not
give or receive unauthorized aid on examinations or other course work that is to be used
by the instructor as the basis of grading. (CSU, Fresno Academic Policy Manual)
You may access a complete statement on academic honesty at:
http://www.csufresno.edu/studentaffairs/general/univhonor.shtml.
Disabilities
In all my preparations and planning, I strive to provide an encouraging and dynamic learning
environment for all my students and as wide a variety of learning styles as I can. However, there
may be better ways I can accommodate those who have special learning needs. Please see me
immediately when and if you have trouble fully participating or engaging in the class’s activities
and work.
Additionally, all reasonable accommodations will be available for students who have a
documented disability verified through the University. For more information on the University's
policy regarding services for students with disabilities see:
http://www.csufresno.edu/ssd/fac_staff/fac_staff_responsibilites.shtml.
You may also reach them at: University Center, Room 5, 5240 N. Jackson Ave (Mail Stop ML125),
phone: 559-278-2811, TTY: 559-278-3084, Fax: 559-278-4214.
Course Grade
Your overall course grade is determined by a course contract (see the course grading contract)
and your course portfolio. Grading in English 5A is credit/no credit. Letter grading is used for
English 5B.
IMPORTANT: We’ll discuss and revise the grading contract during the first two class sessions.
You MUST attend and participate in at least 87% of the class sessions (you may miss four class
sessions without it affecting your course grade). Five absences mean an automatic “no credit”
course grade. No exceptions.
Syllabus for ENGL 5A
Page 5 of 10
Work of the Course:
This is an abbreviated description of the major projects for English 5A. All projects will be
supported by numerous in-class activities, homework assignments, shorter writing assignments,
reading, reflection, discussion, lecture, and assessment. You should expect to write your way
through this course, using writing as a means of learning, generating knowledge and
demonstrating progress. All course work is developed and delivered as work that will directly
contribute to your success with the project you are working on and in your overall improvement
as a reader and writer at the university. Failing to engage the work with significant concentration
and commitment will lead to difficulty in the class.
Introductory paper: This paper is a kind of “plan for success” essay that will help you make
specific observations about the transition from high school literacy practices to university literacy
practices. First three weeks focus on understanding course assumptions, principles,
responsibilities, learning key concepts that organize the course, and how they form a set of
assumptions about successful reading and writing. The purpose of this paper is for students to
consider the relationship --or make distinctions-- between attitudes and assumptions about
reading and writing students bring to CSU classes and the attitudes and assumptions that our
program advocates.
Writing to describe what others are saying about an issue (project 1): Series of short summaries,
ranging from summarizing one article to summarizing an academic or civic Conversation,
depending on the needs of the class. For project 1, we will enter into a civic Conversation about
“The Myth of the Model Family, “ investigating its power, its impact on people’s lives, its
significance as an American model of “normality,” or any other relevant issues related to this
Conversation. Our task is to teach you how to read well so that you can use you mastery of a text
–controlling the literal as means of developing an interpretation that leads to an evaluation
(literal>interpretive>evaluative)—to generate a description or summary(s) of a people’s positions
on an issue. In other words, before you can enter a conversation, you need to know what people
are saying. Thus we are teaching you about reading as a process of meaning making. In
describing this process, we are showing you the kind of things good readers DO when they read
well and how that literacy competency leads to more effective writing. This writing assignment
is about getting you to demonstrate that after reading a series of articles, you can describe what
others are saying about a topic (They Say). Weeks 4-8.
Self-Assessment and the Portfolio: At the end of project one, you will be asked to submit a
portfolio of your work in the class up to this date. This midterm portfolio provides you with an
opportunity to experience portfolio assessment and receive some feedback regarding your
progress toward final GE writing competency. At this point in time you will write a revision of
your individual “Plans for Success” developed in wks 1-3. We expect you to assess your
progress within the context of English 5A goals and purposes, as well as align your selfassessment with your instructor and colleagues’ feedback. Reminder: The work you do on your
plan for success and your assessment of progress in the course serves as a source for your final
portfolio Reflection essay. Essentially we are providing time and space for you to maintain a
record of your progress through the course, allowing you to articulate the things you are
learning, the things you need to learn, and the plans you have to succeed. (Week 9)
Writing to explain the significance of an issue (Project 2): Identifying and summarizing
different arguments in a Conversation and explaining the exigency or significance of the
Conversation. In this paper you will be arguing for people to pay attention to an issue, alerting
people to the significance of the issue, especially as the issue relates to the course Conversation of
“Being and Becoming American.” In this case, since the framing conversation is about the myth
of education and empowerment (meaning that just getting an education does not insure the
Syllabus for ENGL 5A
Page 6 of 10
American Dream to all), you will be looking into issues about the meaning of an education,
especially for particular groups or in particular disciplines. At a higher level of thinking, this
project asks students to synthesize summaries as a means of developing a context for analysis.
But, at a more basic level, this unit is about teaching you about writing as a process of meaning
making. This means we do not think of writing as filling out particular forms, nor is it so much
about mastering the rules for grammar, or filling out the perfect “compare/contrast” essay. We
strive to move our students toward a more rhetorical understanding of writing as a process of
meaning making. So, this segment of the semester sets focuses on writing as a process of
decision-making, and writing as a culturally aware, rhetorically savvy process, rather than the
performance of formalist rules and modes of writing. (Weeks 10-14).
Writing to stake out a position in a Conversation (Project 3): This paper asks you to enter a
Conversation and stake out a place in the argument by developing your own argument, or by
adding what you think about the Conversation to the already established “arguments” of the
Conversation. In this segment of the semester, you will write a paper that builds on the learning
you have generated in the first two projects. But rather than finalize this assignment at the start
of the semester, we are inclined to wait and see what sort of interests develop over the course of
the semester and what literacy needs must be addressed at the end of the semester. Taking those
elements into consideration, we will develop topics, issues, and readings that support this final
project, a paper that includes what others say but features what you say about a particular
Conversation. (Weeks 15 -16)
Final portfolio: Reflective Letter that uses evidence from student writing to explain what the
student has learned about being a good reader, thinker, writer. (Week 17)
Course and Program Portfolio
The Engl. 5A writing program uses a program portfolio that determines if each student is ready
to move on and work successfully in Engl. 5B, regardless of the course section in which she/he is
currently enrolled. These program portfolios DO NOT directly determine course grades. The
portfolio is the program’s way of ensuring consistency of student learning and success across
sections, but it does allow for a student’s passing grade to be recorded. The program portfolio
readings and decisions do not directly determine any student’s course grade. It is, however, a
gateway through which all students must successfully pass in order to continue on to Engl 5B.
IMPORTANT: ALL STUDENTS who do not pass the final portfolio cannot pass Engl. 5A, no
matter what their progresses have been up to that point. Additionally, if a student passes the
final portfolio, the teacher of record may actually fail that student because of other grading
factors, such as lack of attendance, not doing previous assignments, etc.
For our class purposes, we’ll also use this same program portfolio to help us come up with course
grades, so it will be evaluated in our class differently and separately. As our course grading
contract stipulates, the portfolio will allow you to demonstrate all the course goals and have a
real voice in the evaluation of your work through the reflection letter. It is also one of our
primary course outcomes, for similar reasons. Think of this portfolio as a collection of selected
works by you that you’ve done (or are doing) for our class and as a place where you reflect upon
these works and your reading and writing practices, giving you a chance to tell evaluators what
Syllabus for ENGL 5A
Page 7 of 10
you’ve learned about reading and writing, how you’ve learned these things, and provide a selfevaluation of your own practices.
While you’ll get more information about both the midterm and final portfolios later, here is what
is expected programmatically of the final portfolio (the midterm portfolio is approximately half
of this material):
 Revised letter of reflection, addressed to the readers (3-5 pages double-spaced)
 Revised “Best” Project (3-5 pages, typed), including other materials the student feels
will help readers (e.g. previous drafts, possibly with teacher comments; short
assignments and documents that led to the creation of the project; etc.)
 Project Description Handout of best project (or assignment handout)
 Revised Project (3-5 pages, typed), the final draft of another project the student
chooses
 Project Description Handout of second, revised project (or assignment handout)
Course Schedule
Our course schedule of readings and activities will change as the semester develops. Below is a
first draft that should give you a good blueprint of what to expect. After the first week, please
refer to any newer versions posted online (at https://bb.siue.edu). “RR” below refers to our
Reading Rhetorically reader and “TSIS” refers to the They Say I Say text.
Week
1
Readings and Activities
Readings:
Class Focus:
Products:
2
Readings:
Class Focus:
Products:
3
Readings:
Class Focus:
Products:
4
Readings:
Class Focus:
Products:
5
Readings:
Class Focus:
Products:
Syllabus for ENGL 5A
Page 8 of 10
Week
6
Readings and Activities
Readings:
Class Focus:
Products:
7
Readings:
Class Focus:
Products:
8
Readings:
Discussions/Activities:
Assignments:
9
Readings:
Class Focus:
Products:
10
Readings:
Class Focus:
Products:
11
Readings:
Class Focus:
Products:
12
Readings:
Class Focus:
Products:
13
Readings:
Class Focus:
Products:
14
Readings:
Class Focus:
Products:
15
Readings:
Class Focus:
Products:
Syllabus for ENGL 5A
Page 9 of 10
Week
16
Readings and Activities
Readings:
Class Focus:
Products:
Finals Week
Final portfolio assessment activities.
Syllabus for ENGL 5A
Page 10 of 10