Welcome to EWRT 1A, Winter 2013
Section 64: TuTh 6:30-8:45, L 36; CRN: 00771-01
Instructor: Nick Mullins
email: mullinsnicholas@fhda.edu (please put “EWRT1A64” in the subject line)
voicemail: (669) 864-8999 ext.3033
website: http://mullinsclassblog.blogspot.com
office hours: TuTh 2:45-3:45, MLC student lounge (2nd floor)
Course Goals
EWRT 1A is the De Anza College introduction to academic reading, writing, and critical thinking.
The goal of this class is to help prepare you for college level course work. In this class students
will: compare various kinds of texts (including one book-length work), analyze those texts from a
variety of perspectives, generate ideas for essays, formulate and support theses, integrate and
organize ideas, identify and practice common rhetorical strategies used in academic writing,
practice writing as a multi-step process, and compose clear, well-organized, and welldeveloped essays. The class is divided into three themes (see schedule) to help guide our focus.
Some Thoughts on the Class
This class is for you. I am here to help facilitate your growth, but I can only assist you as far as you
are willing to go. Your progress in this class depends on how much work you put into the class.
Keep in mind that while you may write only to fulfill the requirements of this class, each essay is
your personal observations rendered into words. Think of essays not as hoops to jump through
but as opportunities to explore how you think and feel about any given topic. As we read the
selections for this class, observe how other writers manage to do this.
Required Texts and Materials
• EWRT1A Reader. Only available at the bookstore.
• Rules for Writers, Diana Hacker and Nancy Sommers. Seventh Ed.
• Fun Home, Alison Bechdel.
• A college-level dictionary. • Loose leaf paper and pens. • Internet access.
Assignments
Reading • The readings form the basis of this class. Class discussions and activities, as well
as your writing assignments, will center on readings. They will also provide examples of
effective writing for you. Readings are due on the day they are listed and you are
expected to show up to class ready to discuss the readings for that day.
Essays • You will write a total of 5 essays. Two essays will be written in class as part of the
midterm and the final (see schedule). Three essays will be written out of class. First drafts
are required for each out-of-class essay. These first drafts are ungraded, but if you
neglect to turn in a first draft, then your final draft will be considered a first draft and you
will have to turn in a final draft late with all the late penalties. Late essays will lose one
letter grade for each class say they are late. After two weeks, they will not be accepted
and you will fail the class. All out-of-class essays must be typewritten, double-spaced,
and in accordance with the MLA guidelines. E-mailed essays are not acceptable. You
must hand in all the essays to pass the class.
Class Work • There will be writing assignments done in and out of class, grammar
exercises, and other assignments. Not all these assignments are listed on the syllabus and
will be assigned according to class need. The grammar exercises are available on-line.
In-class assignments cannot be made up. You will receive half credit for homework
handed in one day late. No later work will be accepted.
Midterm and Final Exam • Both the midterm and final will have a short grammar section
and an in-class essay analyzing the reading. The final exam will also contain a short
answer section about the short stories and novel. See the dates on the schedule below.
Grading
Paper 1
Paper 2
Paper 3
Midterm
Final
Class Work
Participation (discussion, workshops, etc.)
Total points possible
150 pts.
150 pts.
200 pts.
100 pts.
150 pts.
150 pts.
100 pts.
1000
Scale: A=940-1000, A-= 900-939, B+=870=899, B=840-869, B-=800-839, C+=770-799, C=700-769, D=600-699, F=0-599.
You are allowed one paper rewrite for the quarter and the highest possible grade it can get is
an 89%. Rewrites are for completed out-of-class essays only and are due by the time of the final.
Academic Honesty
Writers use other people’s ideas all the time, but they give credit where credit is due. This is
called citing your sources. Refer to Rules for Writers. Plagiarism is the use of another’s ideas or
words without giving proper credit to the author. These ideas may come from a book, a website,
another student’s essay, a television show, and any other source that isn’t your own mind. As
many students fail to realize, plagiarism includes paraphrasing another’s ideas. The bottom line is
that if you didn’t come up with the idea yourself, you need to say who did. Plagiarism will result
in a failing grade for an assignment. Please refer to the college’s Academic Integrity Policy and
it’s consequences for students.
Attendance
Writing classes are different than normal lecture classes in college. The success of a writing class
is directly related to the participation of the students in that class. Because of this, I expect you
to attend all class sessions and participate regularly. So in-class assignments cannot be made
up. If you need to miss a class, please let me know before the date you plan to be absent so we
can arrange something. If you miss four classes total and do not notify me beforehand, you will
be dropped from this class, but after the eighth week of the quarter you will receive an F.
Electronic Devices
Before class begins, please turn off and put away any electronic devices, such as cell phones,
iPods, and laptops. The classroom is a learning environment and you and your fellow students
need to be able to concentrate free of distractions. If you break this rule, I will ask you to leave.
Disruptive Behavior
The college will enforce all policies and procedures set forth in the Standards of Student
Conduct (see catalog). Any student disrupting the class may be asked to leave that class.
Administrative follow-up may result.
Extra Help and Support
• Student Success Center. http://www.deanza.edu/studentsuccess
• Writing and Reading Center. LC 107. 408-864-5840.
• Listening and Speaking Center. L 47. 408-864-5385.
• Academic Skills Center. LC 107. 408-864-8253
• Tutorial Center. LC 107. 408-864-8683
• Disability Support Services. SCS 141. 408-864-8753.
Schedule
R = EWRT1A Reader. RW = Rules for Writers. pdf = available through the class blog.
Readings and assignments are due the day they are listed. This schedule is subject to change
Week 1
Education
Week 2
Education
Tu, Jan. 8
Introduction
Survey
Th, Jan. 10
Active Reading
Reading Processes (R 1)
In class: Thomas Benton, “The Seven Deadly Sins…” (R 61)
Education: what is it for?
Tu, Jan. 15
Paulo Freire, “The ‘Banking’ Concept of Education” (R 66)
Reading Response 1
“The Writing Process” (R 12-16)
Introduce essay 1
Th, Jan. 17
Jean Anyon, “Social Class and the Hidden Curriculum of Work”
(http://cuip.uchicago.edu/~cac/nlu/fnd504/anyon.htm)
In class: Reading Response 2
Week 3
Education
Tu, Jan. 22
Fan Shen, “The Classroom and the Wider Culture…” (R 88)
Grammar review 1: fragments and run-ons exercise due (pdf)
“The Writing Process” (R 18-24)
MLA documentation (bring RW)
Th, Jan. 24
first draft of Paper 1 due
in-class peer review of essays
Malcolm X, “Learning to Read” (R 79)
“The Writing Process” (R 24-27)
Week 4
Tu, Jan. 29
Conformity
&
Individuality Th, Jan. 31
Alice Walker, “In Search of Our Mothers’ Gardens” (R 99)
Reading Response 3
Week 5
Tu, Feb. 5
Conformity
&
Individuality
Th, Feb. 7
final draft of Essay 1 due
Introduce essay 2
“Tough Guise” (http://www.youtube.com/watch?v=3exzMPT4nGI)
Week 6
Tu, Feb. 12
Conformity
&
Individuality Th, Feb. 14
Naomi Wolf, “The Beauty Myth” (R 129)
in class: Reading Response 6
Gloria Anzaldúa, “How to Tame a Wild Tongue” (R 108)
In class: Reading Response 4
Grammar review 2: pronouns and agreement exercise due (pdf)
Aaron Devor, “Becoming Members of Society…” (R 119)
Reading Response 5
Bernard Cooper, “A Clack of Tiny Sparks…” (R 138)
Grammar review 3: shifts and mixed con. exercise due (pdf)
Week 7
midterm
Week 8
Fun Home
Week 9
Fun Home
Week 10
Fun Home
Week 11
Fun Home
Week 12
final
Tu, Feb. 19
first draft of essay 2 due
in-class peer review of essays
Th, Feb. 21
Midterm
Tu, Feb. 26
Maxine Hong Kingston, “No Name Woman” (R 147)
In-class: Reading Response 7
“The Writing Process” (R 29-38)
Introduce Fun Home
Th, Feb. 28
final draft of essay 2 due
Scott McCloud, “Understanding Comics” (158)
Fun Home, chapter 1
Tu, March 5
Fun Home, chapter 2
Reading Response 8
Th, March 7
Grammar review 4: conciseness and active verbs
Fun Home, chapter 3
Tu, March 12
first draft of essay 3 due
in-class peer review of essays
Fun Home, chapters 4 & 5
Th, March 14
Fun Home, chapter 6
Reading Response 9
Tu, March 19
Grammar review 5: emphasis and parallelism
Fun Home, chapter 7
In class: Reading Response 10
Th, March 21
final draft of essay 3 due
review for final
Tu, March 26
Final, 6:15-8:15 p.m.
De Anza EWRT 1A Grading Rubric
Scoring breakdown: Ideas and Support 50%, Organization 25%, Language Use 25%
A=Ideal
Ideas and Support: The essay includes a clear and worthwhile overall point in response to the
essay topic. The thesis makes a claim about a connection between the topic the writer analyzes
in depth and a larger framework of interpretation (such as issues or attitudes in the larger
culture). Each body paragraph includes vivid and insightful evidence or experience that
substantiates the writer’s thesis. When appropriate, the writer gracefully juggles evidence from
multiple sources, citing them skillfully. The writer provides counterpoints to the thesis and perhaps
even creates a "new" or more nuanced thesis towards the end of the paper.
Organization: The beginning paragraph(s) orients the reader to the topic and establishes a clear
idea or “road map” as to where exactly the writer will take the reader. The paper has a strategic
and consistent logical sequence, which is not simply formulaic. The writer artfully cues the reader
when he or she shifts to another sub-point; he or she creates flow not only on the sentence-level
but also in transitioning from paragraph to paragraph. The ending provides a thoughtful
conclusion that does not simply summarize points already made.
Language Use: The writer conveys interest, passion and engagement to the reader.
The writer uses precise, expressive language, which may include wit, humor, or figurative
language. Vivid vocabulary and a compelling voice energize the topic. The essay includes a
variety of sophisticated sentence structures. Sentences are free from major grammatical errors.
There are no major punctuation problems and few to no typographical errors.
B=Strong
Ideas and Support: The essay provides a clear thesis and an appropriately limited subject.
Ample, apt, and specific evidence supports, illustrates, clarifies the author’s thesis. The essay
makes clear supporting points to focus the body paragraphs, helping readers see how the body
of the paper develops the overall point of the thesis. The essay is written for an educated reader
who has not read the book.
Organization: The introduction orients the reader to the topic and offers useful and appropriate
framing. The writer organizes the essay through a non-formulaic logical sequence. The writer uses
a clear pattern of paragraph topics; the organization represents a sequence of logical
connections rather than artificial and superficial categories. The writer limits the focus of each
paragraph. The writer provides an ending that is more than summary.
Language Use: Clear sentences and accurate vocabulary engage the readers in the topic. The
essay includes a variety of sentence structures. Sentences have only a couple of major
grammatical errors and no pervasive pattern of error. The essay may include some punctuation
problems or typographical errors.
C=Passing
Ideas and Support: The essay has a thesis that relates to the topic and goes beyond summary.
The essay sticks to an overall point and supports its assertions with some examples. Most
paragraphs develop a point that relates to the topic. The writer connects ideas from the reading
to his or her own observations. The writer attempts to analyze the topic. Sources are generally
cited correctly.
Organization: The introduction frames the essay but may be under-developed or uninspired.
Most body paragraphs develop a clear topic and connect logically to the overall point. Topic
sequence is usually logical. The conclusion is functional but may not offer more than summary.
Language Use: Sentences show mostly accurate vocabulary. This essay may contain minor
problems in grammar, punctuation, or word choice, which distract the reader but do not get in
the way of ideas. Sentences show some variation of structure and style.
D=Weak
Ideas and Support: The subject of the essay is dealt with superficially. The thesis is unclear or
unrelated to the rest of the essay. The central point is not an idea that can sustain an essay.
Ideas produced are merely descriptive rather than insightful, or ideas presented are
unsupported opinions rather than analysis.
Organization: The essay has an introduction, but it fails to provide adequate framing. Very few
paragraphs articulate a focus. The topic sequences are disorganized logically and sequentially.
The conclusion is incomplete or does not provide useful closure.
Language Use: Sentences are very simple, showing little to no variation in structure. The essay
contains serious grammatical errors, making the essay difficult to understand at times. Word
choices are very repetitious or frequently inaccurate.
F=Below College Level
Ideas and Support: No distinctive point of view is present in the essay. The essay is completely off
topic.
Organization: The introduction is confusing or incomplete. Body paragraphs jump from one idea
to the next without apparent connection. Paragraph breaks, if any, do not correspond to topic
changes. A conclusion is missing, confusing, or unrelated to the essay
Language Use: Errors in grammar, spelling, or misused vocabulary seriously impede
comprehension.