GCC English 101H Fall, 2012
Dr. Harnett
TuTh Syllabus
page 1
English 101H: Scholars Freshman Composition
Michael C. Harnett, Ph. D., Professor of English & Humanities
#1414
TuTh 9:10-10:35 AM in SG 136
Supplemental Instruction: 12:20-1:30 PM Tuesday (Vivian Safarian & Lilit
Shahbazian); Day and Time TBA (Charlette Grigorian & John Barbar); rooms TBA.
Office: LB 211 Phone: (818) 240-1000 x5699
Website: http://mharnett.weebly.com/ Check the site for announcements, class notes,
and other materials that I will post for your information and reference.
Email: mharnett@glendale.edu
Office Hours: 8:00-9:00 AM MTuWTh; 1:00-1:30 MW; 3:30-4:00 PM M. See me for
other times.
EXPRESS GRADING PERIOD IN THE OFFICE: 1:30-3:30 PM Tu [This time is
dedicated exclusively to grading papers.]
Please Note: I am generally not able to check email after 10:00 PM and on
weekends, so please plan accordingly. I also will have times set aside specifically
for grading when my office will be closed. But on the other hand, I make myself as
available as possible so that I can do my best for you as you progress through the course’s
challenges.
The best way for me to help you with your writing is to meet you in person. Come to my
office hours. I will make every effort to meet with you at other times.
GCC Educational Philosophy: See the GCC website link at
http://www.glendale.cc.ca.us/policies&regulations/BPweb/BP6131.htm
GCC English 101H Catalog Statement: English 101 is a foundation course in critical
reading and writing skills required of those students intending to transfer to a university.
Through their reading and discussion of selected prose works, students learn to identify
problems, examine possible solutions, recognize unstated assumptions and values,
appraise evidence, evaluate arguments, draw inferences, and test conclusions. Through
their writing, students learn to analyze, synthesize, organize information logically, and
propose original ideas. The honors course will be enhanced in one or more of the
following ways: 1. Accelerated standards of reading levels, emphasizing major writers; 2.
Accelerated standards of critical thinking, including critical writing and problemcentered research. Lecture 3 hours. Prerequisite: Placement is based on a composite of
test scores and academic background or satisfactory completion of English 120 or ESL
151. Transfer Credit: CSU, UC, USC (CAN ENGL 2) (ENGL 101 & 102 CAN ENGL SEQ
A)
Course Entry Expectations
Skills Level Ranges: Reading 6; Writing 6; Listening/Speaking 6; Math 1
Prior to enrolling in this course, the student should be able to:
1. organize and write thesis-based essays
2. use detailed examples, facts, logical explanations, and other appropriate support for
thesis statements
3. critically analyze selected prose works dealing with important contemporary issues
4. summarize, analyze, and synthesize information, express and apply standards for
judgment, compare and contrast, and evaluate evidence in order to form and state
reasoned opinions
5. gather and organize information through library research
6. demonstrate a command of grammar, diction, syntax, and mechanics sufficient for
college level work as specified by the English 120 rubric.
Course Exit Standards
Upon successful completion of the required coursework, the student will be able to:
1. read critically and write critical, thesis-based essays from the rhetorical perspective of
example, comparison/contrast, analysis, definition, and argument
GCC English 101H Fall, 2012
Dr. Harnett
TuTh Syllabus
page 2
2. organize, develop, and revise original writing using appropriate tone, style, and
semantics;
3. understand induction and deduction, evaluate claims and assumptions, identify
logical fallacies, and present reasoned arguments;
4. analyze, synthesize, distinguish fact from opinion or belief, seek credible sources, and
reach logical conclusions;
5. examine values, identify bias and prejudice, and objectively summarize the views of
others;
6. prepare a research paper using proper documentation and format.
Glendale Community College
Student Learning Outcomes (SLO) for English 101 (Approved 6/07)
GCC Institutional Learning Outcomes (Core Competencies) available on request.
Student Learning Outcome
Reading: Critically read materials from a variety of perspectives in order to draw logical
interpretive conclusions based on textual evidence.
Assessment Method: Research Essay
Core Competencies 1a, 1b, 4a, 4b, 4c, 4e
Student Learning Outcome
Writing: Write thesis-based essays that demonstrate critical thinking skills through a variety of
rhetorical and analytical strategies appropriate to the academic context, and that incorporate
appropriate tone, style, evidence, and semantics.
Assessment Method: Research Essay
Core Competencies 4a, 4b, 4c, 4e
Student Learning Outcome
Research: Prepare an essay organizing, synthesizing evaluating, and applying research
materials,
employing quotation, paraphrase, and summary as effective means of support and using proper
documentation and format.
Assessment Method: Research Essay
Core Competencies 3a, 3b, 3c, 3d
My Approach: The goal of this course is for you to learn to write effective academic
essays, something that depends largely upon your motivation. That’s where I come in, to
engage your curiosity and willingness to work hard so that you do your best. We know
that we do well, even at very difficult things, when we feel comfortable, can concentrate,
and are interested in what we are doing—when we enjoy it! I think that’s the kind of
environment that a teacher should create and maintain, and I work hard to design
engaging classroom activities and absorbing writing assignments. Thus, although the
course is not easy and the grading standards are rigorous, I believe that with sustained
effort on your part, plus support from me in a positive class environment, you will
succeed.
Time You Need for this Class: an average of 2 hours outside of class for every 1
hour in class. This will vary, depending on your reading, note-taking, and writing levels
and efficiency. But be aware that this course tends to demand a substantial amount of
time and effort outside of class—often a lot more than expected—in order for you to
succeed in it.
Required Texts:
 Bryson, Bill. A Walk in the Woods. New York: Broadway Books, 1998 (or later
ed.—note that page numbering will be different).
 Csikszentmihalyi, Mihaly. Flow: The Psychology of Optimal Experience. New
York: Harper Perennial, 1990 (or later ed.—page numbering will differ).
 Please Note: Other readings will be assigned, available either online or as
handouts.
Recommended:
A Writer’s Reference (latest edition) or another college grammar
and writing handbook showing the latest MLA formats, a college-level dictionary, a flash
drive or other file-saving device for backups in and out of class.
Grading: Note that 85% of the course grade is based on the formal writing assignments,
while the other 15% comes from your effort and engagement in the class. I use grade
GCC English 101H Fall, 2012
Dr. Harnett
TuTh Syllabus
page 3
points on each assignment, weighted as shown by the percentages below, to calculate the
course grade: A = 4.0, A- = 3.7, B+ = 3.3, B = 3.0, B- = 2.7, C+ = 2.3, C = 2.0, C- = 1.7,
D+ = 1.3, D = 1.0, D- = 0.7, F = 0.0.
6 Essays (in and out of class)
60%
Research Paper (SLO—see above)
15%
Final Exam
10%
Attendance & Participation: 3 Library
15%
Workshops, 5 or more SI’s + Quizzes,
Homework, In-Class Exercises, Involvement in
Discussions, Attentiveness, Preparation, other
kinds of Participation.
Grading Standards: This course follows the University of California Entry Level
Writing Standards, adapted for grading here at GCC, and keeping in mind the Entry
Expectations, Exit Standards, and Student Learning Outcomes shown above.
An A paper commands attention because of its insightful development
and mature style. It presents a cogent response to the text,
elaborating that response with well-chosen examples and persuasive
reasoning. The A paper shows that its writer can usually choose words
aptly, use sophisticated sentences effectively, and observe the
conventions of written English.
A B paper is clearly competent. It presents a thoughtful response to
the text, elaborating that response with appropriate examples and
sensible reasoning. A B paper typically has a less fluent and complex
style than an A paper, but does show that its writer can usually choose
words accurately, vary sentences effectively, and observe the
conventions of written English.
A C paper is satisfactory, sometimes marginally so. It presents an
adequate response to the text, elaborating that response with sufficient
examples and acceptable reasoning. Just as these examples and this
reasoning will ordinarily be less developed than those in B papers, so
will the C paper's style be less effective. Nevertheless, a C paper shows
that its writer can usually choose words of sufficient precision, control
sentences of reasonable variety, and observe the conventions of
written English.
A D paper is unsatisfactory in one or more of the following ways. It
may respond to the text illogically; it may lack coherent structure or
elaboration with examples; it may reflect an incomplete understanding
of the text or the topic. Its prose is usually characterized by at least
one of the following: frequently imprecise word choice; little sentence
variety; occasional major errors in grammar and usage, or frequent
minor errors.
An F paper shows serious weaknesses, ordinarily of several kinds. It
frequently presents a simplistic, inappropriate, or incoherent response
to the text, one that may suggest some significant misunderstanding of
the text or the topic. Its prose is usually characterized by at least one
of the following: simplistic or inaccurate word choice; monotonous or
fragmented sentence structure; many repeated errors in grammar and
usage. An F paper may also suggest severe difficulties in reading and
writing conventional English. It may disregard the topic's demands, or
GCC English 101H Fall, 2012
Dr. Harnett
TuTh Syllabus
page 4
it may lack any appropriate pattern of structure or development. It
may be inappropriately brief. It often has a pervasive pattern of errors
in word choice, sentence structure, grammar, and usage.
Along with these grading standards, complete and proper
documentation of all sources (books, articles, and any other
sources that you use in any way) is required and fundamental
to the success of any paper. For this course, follow MLA citation
and documentation format, as well as MLA format for document
design and presentation. Academic Honesty is expected (see
policy below).
Attendance/Absence Policy: The GCC attendance policy states that students are
expected to attend all class meetings. Attendance is a factor of the Participation grade.
There are no excused absences at GCC, other than documented medical or personal
emergencies—verified by a responsible doctor or official, in writing on his or her official
stationery. You may be dropped if you miss the first class meeting or if you miss more
than 6 class hours total. After the drop deadline, too many absences, that is, more than a
week of classes in a row, or more than 6 hours missed after the halfway point of the
semester (the end of week 8) prevent passing the class. For this reason, it is absolutely
imperative that you not only attend consistently, but also communicate with me just as
consistently. Having said all of these warnings, let me know immediately when you have
a problem, and we can work things out. Partial Attendance: If you arrive in class after
the beginning time, or if you leave early, you are subject to being marked as Partially
Attending for that day. For a twice a week class, two Partial Attendance marks count as
one Absence. Having necessary books and materials in class is also part of the
Attendance grade, and not being prepared counts against the Attendance grade, too.
Lack of in-class attentiveness and involvement can also demote daily marks to Partial
Attendance.
Dropping the Course: If you must drop this course, do so through the
Admissions and Records Office by the drop deadline. Before you do, I encourage you to
see me so that we both are sure about what must be done. At any rate, avoid a failing
grade that results from quitting the course without officially dropping it. I’d rather see
you complete it, of course.
Completing Major Assignments/Late Policy: All assignments must be completed
by the date listed in the syllabus to be on time. All essays, the Research Paper, and all
other work turned in later than the class time on the due date are subject to being
counted late. The very steep default penalty for late major assignments is one full grade
reduction per day late—a penalty designed to be a deterrent to late work! This penalty is
automatically imposed unless I hear from you.
Make-Up Policy: All work missed due to excused, documented absences may be made
up. You may, and should, hand in missed assignments for partial credit. If at all possible,
contact me immediately when you know you’ll be absent to arrange for the making up of
work beforehand. If you are sick or otherwise have an unexpected absence, see me or
contact me ASAP to avoid the default late policy described above. For excused,
documented absences (see Attendance/Absence Policy above), we will arrange for you to
make up the work with no penalty. For other absences, we’ll make some kind of
arrangement so that work may be turned in late (usually half credit for quizzes or daily
work, and a reduced grade for major assignments; penalties will be decided on a case-bycase basis), and I will prepare a make-up in-class essay that is different from the original
but equivalent. You’ll write the make-up in-class essay in one of my other classes (see me
about that) or the Assessment Center (SF 112, x5329; get me the proctoring form that
they will need). All make-up work will need to be completed within a week of your
GCC English 101H Fall, 2012
Dr. Harnett
TuTh Syllabus
page 5
return, unless we make another arrangement. As with all aspects of the course,
communication with me is key.
Supplemental Instruction (SI): This year, we are extraordinarily fortunate to have
two teams of outstanding people, all of whom took my ENGL 101H and 102H courses, as
our SI leaders: Vivian Safarian & Lilit Shahbazian, and Charlette Grigorian &
John Barbar. The intention and goal of the SI’s, which meet at two different times each
week, is to provide additional support for your writing, in this course and in general. The
SI’s count toward your Participation Grade. Attend at least 5. The goal, once
again, is for you to expand your thinking and enhance your writing improvement
through this additional contact beyond the classroom time. We have 2 SI sessions to
provide the maximum availability for you to fit them into your schedule.
Library Research Workshops: I require that you attend any 3 of the GCC
Library’s research workshops before we begin the Research Paper. A
schedule is available on the Library’s website at
http://www.glendale.edu/library/instruction/workshops.html, and you sign up for them
online. Sign up in the first 2 weeks of the semester, since the workshops tend to
fill up later on. Also, you will need to know the skills taught in the workshops in order to
do the Research Paper most effectively. Workshop attendance also counts toward the
Participation grade. Be sure that you attend the workshops for which you sign up.
***Participation: You will also be evaluated for your involvement in the class and your
contributions to it. This involvement and contribution can come in many forms: bringing
texts and required materials to class; completing all assignments both in and out of class;
asking questions, and responding to questions raised in class; offering ideas in class
discussions; engaging fully in both whole-class and small-group activities; meeting
individually with me (in class and in the office or via email); showing willingness to read
or share written work; and the many other kinds of attentive, helpful, and respectful
behaviors that are expected in the college classroom. Obviously, distracted (and
distracting) behaviors, such as conversations, phoning, texting, social network site use,
game playing, internet browsing, etc., detract from your participation, and from your
Participation grade. You receive an A for active participation in the ways listed just
above. By contrast, all distracted and/or distracting behaviors, such as those listed
above, result in an automatic F for Participation for the day. Interstitial grades (B, C, D)
are also given at times, such as when quizzes or graded exercises are involved. Continued
problems result in increasingly dire grade penalties and consequences, up to being
dropped from the class or course failure. Instead of these undesirable results, simply do
your best to be involved in the class at all times. Be well aware of this throughout the
semester. My belief is that your engagement in the class will help your success in it.
Conduct: As a part of your Participation, and in general, I expect everyone to adhere to
the GCC Standards of Student Conduct, which are available at
http://www.glendale.cc.ca.us/policies&regulations/ARweb/AR5420.htm. Our class
must be an environment that allows everyone to concentrate and feel comfortable.
Disruptions, intimidation, profanity, and other forms of disrespect are not tolerated.
Included in the expected conduct policy are some requirements about cell phone and
computer use:
Restriction to Use of Laptops, Cell Phones, etc.: As noted above, while in
class, please be sure that all cell phones and other devices are turned off or silent and
not used during class, out of respect for everyone. Please do not use these devices,
including laptops, in class. For one thing, cell phones tend to interfere with the
computers. More importantly, your participation grade depends directly on your
attention during class, as noted in the Participation policy above. Also, the labs strictly
forbid outside computers in labs.
GCC English 101H Fall, 2012
Dr. Harnett
TuTh Syllabus
page 6
Internet and Computer Use in Class: This class meets in a lab so that you
have access to the writing and research tools. You also have a responsibility to use the
computers for the purposes of the class and not anything else, as noted in the
Participation policy above. At times during class, I will block internet access, or
computer access entirely, as we work on particular in class projects. I may decide to
suspend computer use to anyone who is not willing or able to participate appropriately.
But again, I have great hope that you will use the computers as they are intended for this
class, thus benefitting a great deal from the class exercises and assignments.
Academic Honesty: This course adheres to the official GCC Academic Honesty Policy,
available at http://www.glendale.cc.ca.us/policies&regulations/BPweb/BP6133.htm.
This policy focuses on plagiarism and other problems, including giving or receiving help
or information and claiming it as your own. One of the most common problems on
papers comes when passages from online sources are copied and pasted without
quotation marks or citations of the sources. In general, we assume that you take
responsibility for doing your own work, and that you understand the difference between
collaboration and cheating. In essays, documentation solves such problems, as does
showing me drafts of out-of-class essays if you have any doubts about the use of source
material. If you do cheat, the assignment in question is given a failing grade without the
opportunity for revision. In addition, the case will be referred to the appropriate
administrators, who may decide to take even more drastic action, which includes
expulsion from GCC. This is too much of a risk! I routinely check papers for plagiarism,
and make efforts to prevent over-collaboration or unauthorized Internet use during inclass essays.
Special Needs: Official Statement: “All students with disabilities requiring
accommodations are responsible for making arrangements in a timely manner through
the Center for Students with Disabilities.” If you have any special needs, such as those
addressed by the Disabled Student Center or High-Tech Center, please feel free to
discuss them with me early in the course so that you can file the necessary paperwork. If
you qualify, we can make arrangements to allow you more time on in-class assignments,
for example.
Readings: The readings introduce and investigate the issues that form the basis for the
Essays. For this course, I have looked for the best and most important readings across
several disciplines, from 2 full-length books and other selections that I will provide. By
assigning these readings, I hope for two outcomes:
1. opportunities to read and think about significant issues;
2. inspiration to express your own insights and master the use of multiple sources
on these fundamental issues.
Some of these readings are lengthy and challenging, so allow sufficient time to read and
annotate them carefully; at any rate, complete all assigned readings before each class
session. In-class activities give you opportunities to share your responses to these
readings.
Quizzes & Exercises: Be ready for a quiz or exercise during any class. Be sure to
save all in-class exercises and other work in a folder, on a flash drive and/or
emailed to yourself, for instance). This in-class work counts toward your
Participation grade. Exercises generally have oral and written components and may
involve whole-group, small-group, or individual activities. All of these emphasize effort
and learning more than performance. The main goals of these activities are to get you
actively involved in the readings and topics, and to work on important aspects of
academic writing, all in the interest of your success on each subsequent major
assignment. In other words, each day’s activities and work in class are meant to help you
prepare for the current Essay (or the Research Paper later in the semester).
GCC English 101H Fall, 2012
Dr. Harnett
TuTh Syllabus
page 7
Essays: You will be given specific assignment information for each of the Essays, some
of which will be written outside of class and revised as time permits before the
deadlines so as to reflect your very best extended efforts, and the others to be done
completely in-class (not revised). For all of these essays, you will read the assigned
selections, then in class the quizzes and exercises will begin your preparation for the
eventual essays themselves. Each essay aims to develop your ability to organize and
express your ideas in ways that suit various rhetorical modes and purposes, such as
summary, critique, cause and effect analysis, synthesis, and argumentation. All of these
essays ask you to utilize and cite quotes, summaries, and paraphrases from sources; thus
they constitute practice in research writing. The Essays will generally be about 750 words
in length, usually longer for out of class essays. Very soon in the course, I hope to
convince you to write for quality over quantity: focus on the essay’s thesis insight and
development, rather than habitually preparing formulaic essays that are exactly five
paragraphs long. Write as much as the topic demands, within the parameters of the
assignment and writing situation.
Writing Out of Class: The papers assigned for you to write out of class, which
include the Research Paper as well as some of the Essays, challenge you to think deeply
and develop explanations and examples supporting your thesis very carefully and
judiciously. The process of writing out of class usually begins with readings that we then
work with in class, then you put together the organization and expression of your ideas
in some kind of planning or outline, preliminary drafts, and painstaking revisions. Give
me the drafts and revisions and I’ll grade them as quickly as possible. Meet with me
frequently for advice and feedback during this process as you build and refine your
essay; the SI’s support your process as well, usually with opportunities to work on your
essays in those sessions. As long as you are before the deadline for each assignment, you
will be able to revise your work as many times as possible for a higher grade, following an
approach known as Mastery Learning. This approach, which emphasizes fundamentals
and practice as you continually learn more and more about your writing and yourself,
allows you the opportunity to rise in competence toward your true writing potential
through sustained effort. I aim to encourage you as strongly as I can to continue in your
efforts to succeed.
A Note on In-Class Essays: Writing under time constraints in a computer lab
or classroom is very challenging—but you need to learn to handle it. So, you will practice
and enhance this important ability all through the semester. This will build your
confidence, efficiency, and competence as a writer in general, and prepare you for any
other timed, on-the-spot writing situations that you will encounter later in your college
career and beyond. I also aim to show you, through the in class essays, how your writing
in any situation can become increasingly efficient with practice.
Research Paper: In the second half of the course, you will prepare and write a
research paper on an approved topic based in some way on one of our class’ reading
topics. As required by the GCC English Division, this argumentative paper will use at
least 6 research sources (1 of which must be philosophical and 1 that must be scholarly)
and will be at least 2000 words (8-10 pages) in length, with emphasis on the
development of logical and valid thesis support and documentation. There is a specific
organizational format that I will require as well. More information about the Research
Paper will follow. The key is to keep up with each stage of the research assignment.
First Day Assignment: Please be aware that you are expected to have completed three
brief readings prior to the first class meeting. These readings are posted on my website
in the ENGL 101H page at http://mharnett.weebly.com/ In class on the first day, you will
write a diagnostic essay based on these readings as well as your own experiences. See me
if you have missed the first class in order to arrange your completion of this assignment.
The Diagnostic Essay is graded, but the grade does not count.
GCC English 101H Fall, 2012
Dr. Harnett
TuTh Syllabus
page 8
A Personal Note: I’ve been teaching since 1986, and I truly enjoy working with
students like you to help you become excellent academic writers. I want you to see this as
part of something much bigger. Much like you, I have been a student relatively recently,
completing a Ph. D. in Educational Psychology. My dissertation, which I finished in
December, 2007, was a study of 6 English 101 classes here at GCC, looking at ways that
humor enhances motivation and, in turn, writing performance. This idea about
motivation affecting competence forms the center of my approach to working with you in
this class, and I am continuing my work on student motivation to learn all the time. I can
show you my work anytime you’d like to see it. Please feel free to talk to me about it or
anything else, since I figure that if you can see how I do things, enjoying what I do,
through all of life’s ups and downs, then maybe you’ll be inspired to do your own great
things.
I am so glad to have you in class and would like to help all I can as you prepare
for transfer and beyond. In fact, I focus most of my teaching approach on the crucial
preparation for the demands of your university and career work that you’ll undertake,
with helpful advice when I hear from students who have transferred before you. Consider
doing independent study and research projects with me or another faculty member,
which will serve you well before transfer to be sure. I have great interest in creative
writing (poetry especially), and music (playing as well as listening), and my life is made
complete by my athletic play: golf, basketball, tennis, running, bowling, hiking, and lots
of other active and fun things. I invite you to join me in that kind of informal context as
well, since I would like to help remind everyone that our lives are what we make of them,
and that school and work can, and should, be fun.
English 101H TuTh Course Calendar (may change if necessary)
Assignments must be completed by the listed dates. Note that selected
readings and topics will be announced later. Out of class essays may be
revised; you will generally have one week after they are graded (or longer
if you see me for The Express Grading Service!). In Class Essays are not
revised.
Wk Date Assignments Due
In Class Activities
Tu,
Complete Readings for
Welcome and Introductions. Course
1
9/4
Diagnostic Essay. See website.
Overview & syllabus. Policies,
including Attendance/Participation.
SI Requirement & meeting day & time.
Information about Library Research
Workshops requirement. Preview of
readings assigned in Bryson, A Walk
in the Woods, for next time. Advice on
active reading and efficient note
taking. Readings. Diagnostic Essay
(written in class; allow 45 minutes).
Library Research Workshops Schedule is at
http://secure.glendale.edu/library/allworkshops.asp; Sign up for 3 of them, following
the link on the schedule page or at https://secure.glendale.edu/library/librarysignup.asp
SI: Lilit and Vivian: Day_____ Time____________ Room____________
Charlette and John: Day_____ Time____________ Room____________
In Class: Quiz. Grammar. Essay
Th,
Assignment Due: Read
9/6
Bryson, A Walk in the Woods,
processes. Summary writing: in-class
Chapters 1-3 & take notes.
exercises. Exercise: Division/
Classification essay writing. Hike
GCC English 101H Fall, 2012
Dr. Harnett
TuTh Syllabus
page 9
Information.
In Class: Discussion and exercises
2
involving Chapters 4-6. Essay 1
practice/exercise and information.
Citing sources in text and in Works
Cited. Grammar.
Th,
Assignment Due: Read
In Class: Write Essay 1 (selected
9/13
Bryson, Chapters 7-9 & take
analysis of writer’s purpose)—in
notes of important examples.
class. More Hike Information and
Prepare notes for Essay 1.
Permissions.
Set a Day for a Hike! Saturday, 9/15, 8:00 AM in Monrovia Canyon Park.
Related to Essay 2. Other Hikes to follow!
3
Tu,
9/11
Assignment Due: Read
Bryson, Chapters 4-6 and take
notes of important examples.
Tu,
9/18
Assignment Due: Read
Bryson, A Walk in the Woods,
Chapters 10-12 & take notes.
Write up notes from the hike to
use for Essay 2.
Assignment Due: Read
Bryson, Chapters 13 & 17-18 (1416 are optional) and take notes.
Also read assigned additional
reading (excerpt from The
Biophilia Hypothesis). Write a
basic plan for Essay 2.
Assignment Due: Write a full
draft of Essay 2. Read Bryson,
Chapters 19-21 and take notes.
Th,
9/20
4
Tu,
9/25
Th,
9/27
5
Tu,
10/2
Th,
10/4
In Class: Discussion and exercises
involving readings. Essay 2 workshop:
more on illustration, using written and
personal examples. Feedback and
advice for Essay 2 development.
Documentation of sources and other
MLA format issues for Essay 2.
In Class: Background of
Csikszentmihalyi and introduction to
Flow. Writing exercises.
In Class: Discussion and exercises
involving Flow.
In Class: Quiz and exercises involving
Flow concepts. Cause and Effect
writing. Selection of chapter to read
from Chapters 5-8 for next time.
In Class: Exercises involving Flow,
Chapters 1-4 and 5-8; Cause and Effect
Writing Exercise. Essay 2 revision ideas
and strategies.
Assignment Due: Work on
Revision of Essay 2. Read
Csikszentmihalyi, assigned
chapter from Chapters 5-8 &
take notes.
Th,
Assignment Due: Read
Quiz. On Flow. More on cause and
10/11
Csikszentmihalyi, Chapters 9-10 effect. Essay 3 Assignment.
and take notes.
Remember to attend the 3 Library Research Workshops and at least 5 SI sessions. See
6
Tu,
10/9
Assignment Due: Essay 2
(Illustration) due. On time
essays eligible for revision.
Assignment Due: Read &
annotate Csikszentmihalyi,
Flow: The Psychology of
Optimal Experience, Ch. 1-2.
Assignment Due: Read
Csikszentmihalyi, Chapters 3-4
& take notes.
In Class: Quiz. Discussion of main
ideas. Exercise using notes on Chapters
7-12. Essay 2 assignment given.
Additional reading on The Biophilia
Hypothesis assigned.
In Class: Quiz and exercises using
notes involving both sources (Bryson
and Kellert). Illustration of your
Personal Example. More Essay 2
planning and drafting.
GCC English 101H Fall, 2012
Dr. Harnett
TuTh Syllabus
page 10
me well in advance if there are any problems. Also remember that any class could have
a quiz or in class assignment.
Tu,
Assignment Due: Read
In Class: Essay 3 Planning
7
10/16 Fromm, “Credo” at
Activity/Assignment. More on Flow.
http://www.transhumanism.org “Credo” by Erich Fromm.
/index.php/WTA/more/frommc
redo Continue revision of Essay
2.
Th,
Assignment Due:
In Class: Essay 3 workshop.
10/18 Preliminary draft of Essay 3 Argumentation, definition, logic,
due. Essay 2 final revision
support, depth, documentation,
due.
expression.
Work on Essay 3.
In Class: Essay 3 Workshop,
8 Tu,
10/23
continued.
Th,
Assignment Due: Essay 3
In Class: Preview assignment on “The
10/25 (Definition) due for grade
Monkey’s Paw.”
(on time essays eligible for
revision).
Assignment Due: Read “The
In Class: Discussion and work
9 Tu,
10/30 Monkey’s Paw” at
involving “The Monkey’s Paw” and
http://www.gutenberg.org/files Essay 4.
/12122/12122-h/12122-h.htm
Th,
Assignment Due: Prepare for In Class: Write Essay 4 (Literary
11/1
Essay 4.
Analysis) in class. Essay 5
assignment given.
Attend the 3 Library Workshops by now.
Please note that the steps to prepare the Research Paper—Proposal, Works Cited,
Basic and Full Outlines, and Drafts all count toward your grade.
o Work to complete the Research Paper planning and drafts early.
o See me for advice and feedback about Research Paper topics and development
of support.
Assignment Due: Reading
In Class: Quiz and exercises involving
10 Tu,
11/6
assigned: (TBA). Prepare Essay the assigned reading for Essay 5.
5 Planning/outline/preliminary Avoiding logical fallacies and other
draft. Essay 3 revision.
aspects of argumentation. Essay 5
workshop and ideas for development:
More on logical fallacies, etc. Essay 3
revision workshop and in class
assignment. Selection of movie for
Essay 6 (to watch in class during the
next 2 class periods).
Th,
Assignment Due: Essay 5
In Class: Research Paper preview and
11/8
planning/draft.
assignment. Essay 6 and movie
information. Movie day 1! Take notes
for Essay 6.
Assignment Due: Essay 5
In Class: Movie day 2! Take notes
11 Tu,
11/13
(Philosophical Argument). for Essay 6. Essay 6 information and
Revisable if on time. Consider
preparation. More on the RP.
Research Paper options and
work ahead as much as possible
Th,
Assignment Due: Prepare
In Class: Write Essay 6 (Film
o
o
GCC English 101H Fall, 2012
Dr. Harnett
12
13
11/15
Tu,
11/20
ThSun
11/2425
Tu,
11/27
TuTh Syllabus
page 11
notes for Essay 6. RP work.
Analysis) in class.
Assignments Due:
In Class: Research Paper Topic
Essay 3 final revision due.
narrowing and Development of Thesis
1. Select your Research
Support. Proposal and Annotated
Paper Topic.
Works Cited. RP Signup Sheet.
2. Prepare your Research
Research Paper Information and
Basic Outline (main
exercises involving topic and focus,
ideas and sources of
thesis, source support, outline revision,
examples). Select ideas
draft writing, & documentation.
from sources and cite
them as preparation for
the Full Outline.
GCC Closed Thursday-Sunday. Happy Thanksgiving! Work on
your Research Paper as much as possible: Full Outline and
Draft, part 1.
Assignments Due:
1. Research Full Outline
(detailed plan of the
thesis development in
the Intro, Summary of
Research, Analysis,
Observation, and
Conclusion, showing all
planned quotes or uses
of sources with
citations.
2. Research Draft, Part 1
(about 3 pages).
In Class: Research Exercises and
Activities. RP information, exercises,
and activities. RP Part 1 checked in and
returned. Exercises, ideas, and
strategies for Part 2 (Analysis). Clips as
examples for Part 3
(Observation/Discussion). Research
advice for all and individually.
Strongly Recommended: Complete your entire RP draft by now in order to have more
time to revise it by the final due date.
Work on your Essay 5 Revision, due Tu, 12/11.
Th,
Assignment Due:
In Class: Research Exercises and
11/29 RP, Part 2 (add about 3 more
Activities. Part 3/Full Draft checked in
pages).
and returned. Research Presentations
assignment. RP advice. Essay 5 revision
advice and feedback.
Assignment Due: RP Full
In Class: RP final checklist. More
14 Tu,
12/4
Draft (add about 3 more
presentations as needed.
pages). Work on RP Revision.
Th,
Assignment Due: Research In Class: Handouts and online
12/6
Paper Final Revision with
readings for final exam.
Works Cited.
Assignment Due: Essay 5
In Class: Activities involving the final
15 Tu,
12/11
final revision due. Read and exam.
annotate selections for the final
exam.
Prepare for the Final Exam.
Final Exam
16 W,
12/19,
7:30
AM
GCC English 101H Fall, 2012
Dr. Harnett
The day of the final is the last day to hand in any late or make-up work.
TuTh Syllabus
page 12