SAINT MARY’S COLLEGE OF CALIFORNIA
Section: 01-01
FALL 2012
Room: Dante 119
Instructor: Rashaan A. Meneses
MWF, 9:10-10:10am
Email: rm7@stmarys-ca.edu
Phone Ext. 8142
Office: Galileo 209
Office Hours: M 1:30-2:30pm, W&F 2-3pm and by appointment
COLLEGIATE SEMINAR 01
CRITICAL STRATEGIES & GREAT QUESTIONS
REQUIRED TEXTS:
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Plato, Allegory of the Cave
LeGuin, The Ones Who Walk Away from Omelas
Woolf, How to Read a Book
Borges, The Garden of Forking Paths
Al Ghazali, Manners to be Observed by Teachers and Students
De La Salle, Third Meditation for the Time of Retreat
Seneca, Moral Epistle #88
Spiegelman, Maus
Epictetus, The Handbook
Terence, The Brothers
Alexie, What You Pawn I Will Redeem
Martin Luther King Jr, Letter from a Birmingham Jail
Jefferson, The Declaration of Independence
Sophocles, Antigone
Thucydides, The Peloponnesian War (selections)
U.S. Supreme Court, Korematsu v. the United States (1944)
Johnson, Melvin in the 6th Grade
Aristotle, Nicomachean Ethics, Book 9
Cervantes, The Man Who Was Recklessly Curious
Ovid, Metamorphoses (selections)
Bettleheim, Uses of Enchantment (selections)
Ptolemy, Almagest (chs. 1-7)
Galileo, Starry Messenger
Mo Tzu, On Universal Love
Matthew 5 – 7, Sermon on The Mount
Rachel Carson, Silent Spring (chs, 2 & 12)
Homer, The Odyssey
RECOMMENDED TEXTS:
 The American Heritage Dictionary
COURSE MATERIALS:
 Ample supply of pens & loose-leaf paper for class notes & exercises
 Stapler and Paperclips
 Please be sure to bring textbooks, assignments, paper and pens to class
COLLEGIATE SEMINAR VISION STATEMENT
The Collegiate Seminar Program seeks to provide its students with a solid grounding in the
world of ideas as expressed in great texts of the Western world and exposure to its encounter
with other traditions. The Program seeks to help them develop as curious, thoughtful members
of an intellectual community. Designed to serve Saint Mary's goals of a liberal education, the
Program strives to put students in possession of their powers to think clearly and articulate their
ideas effectively-powers that will serve them for the rest of their lives.
OVERARCHING GOALS OF THE COLLEGIATE SEMINAR PROGRAM
The Collegiate Seminar Program fosters a genuine sense of collegiality and intellectual
community by providing an authentic forum for students to meet and partake of a common
experience-the reading and discussion of shared texts under the guidance of faculty from all
disciplines. Its participants engage in collaborative dialogue with texts whose ideas shape our
world. In doing so they develop:
· the skills of close reading, informed and probing discussion, and sustained, organized
argument in writing;
· the habits of intellectual curiosity, healthy skepticism, and open-mindedness;
· an awareness of diverse kinds of human knowledge, their uses, and their fundamental
unity;
· an appreciation for the process of discovery and the search for meaning;
· and a sensitivity to their own humanity and to the diversity and unity of the human condition.
LEARNING OUTCOMES OF THE COLLEGIATE SEMINAR PROGRAM
READING
students will grow in their ability to:
1. Read and understand complex ideas in challenging texts that represent different
genres and different periods.
2. Analyze texts by drawing inferences, making connections across sections, and
discovering underlying principles.
3. Critique and question texts and explore their implications.
DISCUSSION
students will grow in their ability to:
1. Raise pertinent questions presented by the text.
2. Formulate and express their points of view confidently and clearly in discussion.
3. Defend their interpretation of important ideas with logical reasoning based on textual
evidence.
4. Listen to and respect the points of view of other discussants.
5. Arrive at new and/or enriched understanding of the texts through collaborative
inquiry.
6. Engage in a sustained and coherent intellectual discussion.
7. Relate ideas across seminar texts and tie them to their human experience.
WRITING
students will grow in their ability to:
1. Use writing effectively as an exploratory tool.
2. Express their ideas effectively in writing that is clear, coherent, intellectually
engaging, well developed, and correct.
3. Explicate their own interpretations of the readings with sustained, organized
arguments and proper reference to the text.
4. Relate ideas across seminar texts and tie them to their human experience.
GENERAL LEARNING OUTCOMES
As a result of their participation in the Collegiate Seminar Program, students will:
1. Develop increased appreciation for great books as demonstrated by their habit of
seeking out good reading.
2. Grow in their understanding of some great ideas of humankind and of the problems
and dilemmas that people have struggled with over the millennia.
3. Grow in their intellectual curiosity.
4. Grow in their appreciation and understanding of different ways of knowing (e.g.,
philosophical, literary, historical, scientific, artistic, etc.)
5. Simultaneously develop a tolerance for ambiguity and a desire for clarity, recognizing
that ideas and human life are complex and not easily explainable.
COURSE POLICIES
Attendance:
Because attendance and participation are essential to your success in this class, students must
not miss more than two class sessions). A third absence will result in the lowering of a student’s
In-Class Work and Participation grade by one full grade (for example, from a B to a C).
If you do miss a class, it is your responsibility to keep up with course sessions and assignments.
DO NOT EMAIL ME TO ASK WHAT YOU MISSED IN CLASS! Instead, make use of your “college safety
net” (see back) to call/email a classmate and find out what you missed, get homework
assignments and any handouts that were distributed. In-class work cannot be made up, so
make every effort to avoid unnecessary absences. It is your responsibility to come to class
prepared and to keep up with course work. Please be sure to notify me of special circumstances
or emergencies.
Tardiness:
Announcements, class instructions, and roll are all given at the beginning of class. Latecomers
are asked to come in as quietly and unobtrusively as possible. It is understandable that people
will occasionally be a couple minutes late, but if you are excessively late you will need to meet
with me to resolve the problem. EVERY TWO (2) TARDIES WILL COUNT AS ABSENCES. If I mark you
absent because you are late and you forget to sign in, the absence will stand in the roll book.
Students who leave class early will also be marked as tardy. ATTENDANCE & PARTICIPATION ARE
50% OF YOUR GRADE. IF YOU ARE FREQUENTLY ABSENT OR LATE, YOU WILL MISS OUT ON CRUCIAL
MATERIAL AND RISK FALLING BEHIND. THIS OFTEN LEADS TO UNSATISFACTORY GRADES.
Participation:
Your active involvement and participation in every aspect of this class will be essential to your
success. Each student should come to class prepared to contribute to class discussions,
engage in small group work, share homework, and serve as peer editor in peer review sessions.
Your in-class participation, reading responses, Blackboard participation, in-class work and
academic conduct will be evaluated at the end of the semester and will contribute to your overall
course grade.
Electronic Devices Policy:
Please be sure to turn off cell phones, MP3 players and any other electronic devices
before class starts and keep them completely out of sight for the duration of class.
Failure to do so will result in confiscation! Repeat offenders may receive a zero for their
overall Participation & Attendance grade. You may think I don’t see you texting—but I do!
EVALUATION CRITERIA
 Essay #1 (4-5 pp) 10%
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Essay #2 (4-5 pp) 10%
Essay #3 (4-5 pp) 10%
Reading Responses, Discussion Questions, Moodle 20%
In-class Participation & Attendance 50%
To pass this course students must submit all three completed and revised essays.
All students must turn their essays in to www.turnitin.com, which can be accessed through
GaelLearn.
ESSAYS
In this class, we’ll approach writing as a “process”, rather than a “product.” Meaning students
will compose essays over several stages of development, honing & refining critical analysis, and
the structure and language of the essay. Revision is crucial and expected.
Essays will be graded according to the official grading rubric of the College Composition
Program (see handout or refer to SMH (pp SMC4-5).
Each essay has three due dates. The first two due dates are for peer review. Students must
bring two (2) copies of their first drafts to receive feedback and suggestions from their peer
review partner. Students should then revise their papers based on the feedback from peer
reviews. If a student’s paper is not available for peer review, their essay will not be
eligible for a final draft submission. All final essays must be submitted with first drafts,
peer feedback forms, and the last graded essay.
Peer Review Workshops:
The purpose of the Peer Review Workshop is two-fold: 1) peer reviews provide students with
valuable feedback; 2) evaluating classmates’ essays helps students become better editors and
refine critical analytical thinking skills. The success of these workshops is dependent on
students having complete drafts of their essays to share with their peers by the appointed class
day. Please be sure to bring copies for peer review.
Be sure to refer to previous graded essays so you can address strengths and
weaknesses in your writing throughout the semester!
Papers that do not meet the minimum required length will not be graded. When submitting
papers, students should adhere to the following format:
 Typed or computer-generated in black ink, 12 point, Times or Times New Roman,
double-spaced
 1” margins on all sides
 Each page numbered at the upper right hand corner with your last name
 Assembled from top to bottom, final draft, rough draft, peer review worksheets,
proposals and essay exercises and/or notes
 Papers must include correct sentence structure, paragraph formats (i.e. topic sentences;
specific thesis or argument; supporting evidence, including facts, statistics and narrative.
 Use proper citation.
 Always proofread every paper and read it aloud to yourself or a colleague to catch
errors, faulty sentences and language, etc.
Note: Essays will not be accepted by email. You must turn in hard copies of all materials.
Please be sure to keep disk and paper copies of your essay drafts (final, and all rough drafts).
Also, be sure to keep the essays that have been graded and returned to you. You are expected
to refer to past graded essays to track your progress.
Revision Policy:
Generally students are allowed one revision per semester, only if you receive a B - or lower.
However, if are you showing committed and serious effort, and need more revisions, then I
might allow more. A revision is not simply a correction of errors but entails a re-writing, more
than likely re-structuring, including clarification of central thesis/argument, further development
of critical analysis, reorganization of ideas, either within paragraphs or within the essay as a
whole or both, and/or work at the sentence level. Revisions are due one week after you’ve had
your essay returned to you. The grade for the revised essay will not replace the original grade,
but rather be averaged with the original. You need to confer and make an office hour
appointment with me to ensure a revision is allowed.
Conferences
You are required to meet with me at least twice this semester, though you’re not limited to only
these appointments, and I encourage you to make use of additional office hour times (listed at
the top of this syllabus). In these meetings you should come with a draft of your essay and
specific questions you have. I will distribute sign up sheets for the two required appointments.
Late Essays:
Late essays will be marked down one-third of a grade, for example, from a B to a B-, for every
day that it is late, including weekends.
Plagiarism:
I cannot emphasize enough that in this class, your critical analytical thinking skills are the
number one priority. Meaning, your original thoughts and ideas are valued the most.
ACADEMIC HONOR CODE
Academic Honor Code: Saint Mary’s College expects every member of its community to abide by the
Academic Honor Code. According to the Code, “Academic dishonesty is a serious violation of College
policy because, among other things, it undermines the bonds of trust and honesty between members of
the community.” Violations of the Code include but are not limited to acts of plagiarism. For more
information, please consult the Student Handbook at http://www.stmarys-ca.edu/your-safetyresources/student-handbook Invitation and reminder: Please feel free to conference with me during
office hours, or by appointment, for help with any aspect of the course.
Outside editorial help from a family member, co-worker or friend can also be considered
academic dishonesty. No one should be correcting your grammar, revising your work-- making
edits and additions. If you plan on having someone outside of this class (i.e. family, friend or coworker), review your work; see me to ensure that you are receiving appropriate assistance so
you do not inadvertently commit plagiarism.
CRITICAL READING RESPONSES
Students are expected to complete all reading assignments, type reading responses and share
their responses in class discussions. ALL HOMEWORK ASSIGNMENTS ARE TO BE TYPED
AND TURNED IN ON THE ASSIGNED READING DATE. Late homework will not be
accepted unless you have an excused absence. I do not accept emailed homework.
I WILL NOT ACCEPT ANY HANDWRITTEN READING RESPONSES.*
How to Prepare for Class and Group Discussions:
 Read, respond to and review assigned text sections
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Define words, using a word log and dictionary. Do not read over and skip words that you
do not know the definition. Take the time to learn their definitions!
Read and annotate the entire text, making notes in the margins and, when required, in
your writing journal, underlining interesting quotes
Type a one-page response for each reading assignment and include three discussion
questions (refer to handout for more information)
Students will sign up for Moodle/GaelLearn submissions dates, to post discussion
questions and essay exercises. Classmates must be sure to log on, read and reflect on
the postings so that we can discuss them during class sessions, (refer to handout for
more information).
QUIZZES
Students will be regularly quizzed on reading assignments and will be allowed to use
handwritten notes as aid. No books are allowed. Students will also be expected to keep a
vocabulary log. Each quiz will ask students to include two new vocabulary words learned in the
previous reading assignment, so new words and their definitions should be recorded in notes.
MOODLE
We will be regularly working with Blackboard throughout the semester. Your participation online
will be part of 10% of your grade and will assist with your formal essay assignments. If you have
concerns with Blackboard, let me know and talk to CATS immediately: (925) 631-4266
EXTRA CREDIT
You are allowed one extra credit assignment this semester, which can replace two missed
assignments (such as a critical reading response or freewrite). Essays cannot be replaced with
this. The assignment is to attend an author’s reading and write a critical response about the
event on the assigned form. You may be expected to share your response with the class. You
must notify me in advance that you are planning to do an extra credit report, so we can plan for
the assignment.
CLASS ENGAGEMENT:
During discussions students should listen carefully to classmates and treat their opinions,
beliefs and perspectives with respect. Only one person should be talking at a time. Private
conversations or side conversations are not appropriate. I hope to create an open and safe
learning environment where you feel comfortable and encouraged to share your ideas with
respect to your fellow classmates.
Student Disability Services: Reasonable and appropriate accommodations, that take into
account the context of the course and its essential elements, for individuals with qualifying
disabilities, are extended through the office of Student Disability Services. Students with
disabilities are encouraged to contact the Student Disability Services Coordinator at (925) 6314164 to set up a confidential appointment to discuss accommodation guidelines and available
services. Additional information regarding the services available may be found at the following
address on the Saint May’s website: http://www.stmarys-ca.edu/academics/academic-advisingand-achievement/student-disability-services.html
CENTER FOR WRITING ACROSS THE CURRICULUM, DANTE 202
The Center provides drop-in service as well as appointments where students receive help from
peers who have been trained to listen, ask questions, and give constructive feedback on papers
from across academic disciplines. Tutors aim to help students write their essays, not to write
essays for them. The writer, not the tutor, remains responsible for the completed essay. The
Center is open to all Saint Mary's College students, whether they are having difficulty with their
writing or just want to get a second opinion. It’s a good idea to visit the Writing Center early
before you feel overwhelmed with your class load. **You can get extra credit, worth five points
or half a reading response, if you work with a tutor at the writing center on an assignment and
bring in your revised draft of that assignment to class.
DISCLAIMER:
As schedules sometimes change, I reserve the right to amend the course syllabus and course
calendar (including the schedule of assignments) as I see necessary. This is a college course.
As a result, readings and discussions on topics of potentially controversial nature including, but
not limited to: politics, sex and religion, will arise. Such open and in-depth inquiry is essential to
maintaining our democratic and pluralistic society.
YOUR COLLEGE SAFETY NET:
I encourage all of my students to be active learners and to “own” their education. This means
being a self-initiator and taking responsibility for your college career. The first step in becoming
an active learner is to build your college safety net. Introduce yourself to three students who are
sitting next to you. Exchange email and phone numbers and write their contact information
below. These colleagues will be your safety net, which means, if you are absent from class, if
you want to arrange for outside study and discussion groups, these three students should be
available to review class material.
*Please be sure to review the course syllabus & calendar
since we will have a quiz Friday, AUGUST 31.
MONDAY, AUGUST 27
 Introductions- Five words to describe yourself, on a sheet of paper
 Review Syllabus, Course Calendar & other announcements
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Plato, Allegory of the Cave
 Review Discussion Sheets
DUE NEXT CLASS SESSION:
1. Review Syllabus & Course Calendar for syllabus quiz
2. Complete Student Profile Sheet & bring nametag
3. Read LeGuin, The Ones Who Walk Away from Omelas
4. Complete reading response: Type up one quote that strikes your interest, 1 paragraph
paraphrasing the quote, another paragraph summarizing the quote's significance in context of the
rest of the work, and a two paragraphs of your in-depth critical analysis, include two discussion
questions. Define two unfamiliar words and use one in a sentence.
WEDNESDAY, AUGUST 29
 Discuss Genres
 Reading Strategies and Highlighting & Annotating
DUE NEXT CLASS SESSION:
1. Read Woolf, How to Read a Book
2. Review for Syllabus Quiz
3. Highlight & Annotate Text
4. Typed reading responses are generally not due Fridays, however you should come to class with two
discussion questions in mind, along with two unfamiliar words defined. No need to type this up, just
include in your personal notes and prepare to share your notes with the class.
FRIDAY, AUGUST 31
 Syllabus Quiz
 Discussion Leaders Sign Up
 Review classmate’s highlighting & annotating
 Summary & Paraphrase
DUE NEXT CLASS SESSION
1. Read Borges, The Garden of Forking Paths
2. Complete Reading Response: What images come to mind from this short story? What kind of an
effect does the author have as you read this piece? Choose a passage that strikes you or
confuses you or both. Discuss the questions that arise from that passage.
MONDAY, SEPTEMBER 3 – LABOR HOLIDAY
WEDNESDAY, SEPTEMBER 5
 Review Picking a Fight #1 (due September 25)
 Review Discussion Leaders
DUE NEXT CLASS SESSION:
1. Al Ghazali, Manners to be Observed by Teachers and Students
2. De La Salle, Third Meditation for the Time of Retreat
3. POST ON MOODLE: Compare these two authors. How are they similar? How are they
different? Discussion Leaders Prepare
**Last day to turn in Drop/Add Form**
FRIDAY, SEPTEMBER 7
 Discussion Leaders
 Review Highlighting & Annotating
DUE NEXT CLASS SESSION:
1. Read Seneca, Moral Epistle #88
2. Discussion Leaders prepare
3. Reading response: What does the text tell us about how we live? What does the text tell us about
how we have been living? What does the text tell us about how we have been led to imagine
ourselves? Two discussion questions and three unfamiliar words defined, use one in a sentence.
MONDAY, SEPTEMBER 10
 Review Essay #1 Topics and Thesis Statements
 College Writing Inventory
Due next class session:
1. Read, Spiegelman, Maus
2. Reading response: How do we read a text like this? How do we discuss this text? Why choose
animals for this story? What do we gain and what do we lose with the use of animals? Why a
graphic novel?
3. Discussion Leaders Prepare
4. TUESDAY, SEPT 11, 10PM: POST POSSIBLE TOPICS ON MOODLE AND BRING TO CLASS
WEDNESDAY, SEPTEMBER 12
 Discussion Leaders:
 Review Thesis Statements
Due next class session:
1. Post Trial Thesis & Question on Moodle by 9pm, Thursday 9.13 and comment on a classmate's.
2. Read Terence, Spiegelman, Maus
FRIDAY, SEPTEMBER 14
 Review Thesis Statements and Outline
 Quote Analysis
Due next class session:
1. Read Spiegelman, Maus
2. 1 1/2 pp Reading Response: What does the text tell us about how we live? What does the text tell
us about how we have been living? What does the text tell us about how we have been led to
imagine ourselves? Two discussion questions and three unfamiliar words defined, use one in a
sentence.
3. Discussion Leaders prepare:
MONDAY, SEPTEMBER 17
 Post Outline on Moodle & Respond to Classmate-Bring Copy to Class
 Discussion Leaders:
Due next class session:
1. Read Spiegelman, Maus
2. 1-page Reading Response: Find a passage that relates to a previous theme covered in another
Seminar text we've read, analyze passage and explain the similarities and differences between
Spiegelman’s text and your other chosen text.
2. Post on Moodle Tuesday, Sept. 18, 10pm: Outline with three possible quotes for evidence in your body
paragraphs and respond to classmate with constructive criticism.
**EXTRA CREDIT INFORMAL CURRICULUM EVENT**
*ALL Seminars: Weds-Thurs., Sept. 19 – 20, Theater—8:00 PM, ORINDA. Play: HAMLET, on stage, at the
California Shakespeare outdoors at Bruns Amphitheatre—FREE Seminar tickets. 1-page response—be sure to
integrate and analyze quotes & evidence
WEDNESDAY, SEPTEMBER 19
 Guide to Writing Literature
 Quote Analysis
Due next class session:
4. Read Spiegelman, Maus
FRIDAY, SEPTEMBER 21
 PEER REVIEW WORKSHOP FOR ESSAY #1
Due next class session:
1. Read Spiegelman, Maus
2. Revised draft of Essay #1 for Peer Review
3. Three Discussion questions
MONDAY, SEPTEMBER 24
 · Peer Review Workshop II for Essay #1
DUE NEXT CLASS SESSION
1. Final Essay #1 Packet (see below)
2. Read Epictetus, The Handbook
3. Three discussion questions and three new words with their definition, use one in a sentence.
***DUE TUESDAY, SEPT. 25, 9PM ***
at Galileo 209, plastic bin outside my office OR Dante 3rd Floor Mailbox, across from elevator, left-hand
side, middlebox. Picking a Fight Essay #1 Packet: 1) Final Draft, 2) Peer Review Sheets, 3) Peer Review
Drafts 4) Sentence Focus Worksheet
*Please be sure to use paper clip or binder clip. No binders or folders please.*
SUBMIT TO TURNITIN.COM BY MIDNIGHT ON TUESDAY
WEDNESDAY, SEPTEMBER 26
 Biopoem
DUE NEXT CLASS SESSION:
1. Read Epictetus, The Handbook
2. Typed reading responses are generally not due Fridays, however you should come to class with two
discussion questions in mind, along with two unfamiliar words defined. No need to type this up, just
include in your personal notes and prepare to share your notes with the class.
3. Discussion Leaders Prepare:
FRIDAY, SEPTEMBER 28
 Discussion Leaders:
DUE NEXT CLASS SESSION:
1. Self Reflection
MONDAY, OCTOBER 1
 · Review Compare/Contrast Essay #2 (due Tues. Oct. 30)
Due next class session:
1. Alexie, What You Pawn I Will Redeem
2. What is the setting of the story? Who are the main characters? How does the story start? Which
character do you relate to and why? What are three questions you have you would like to ask the
main character? Make three predictions on what you think will happen in the story? What do you
think this story is about? Include two discussion questions, one evaluative and one interpretive.
3. Discussion Leaders prepare:
**REQUIRED INFORMAL CURRICULUM EVENT** Sem. 1, 123, 144:
Weds-Thurs., October 3 – 4, 7:30 PM, Soda Center Movie: EYES ON THE PRIZE. The Civil Rights Movement
of the 60s comes to life in documentary footage, featuring Martin Luther King. 1-page response—be sure to
integrate and analyze quotes & evidence
WEDNESDAY, OCTOBER 3
 Discussion Leaders:
 Classmate Evaluation
Due next class session:
1. Read Martin Luther King Jr, Letter from a Birmingham Jail
2. Typed reading responses are generally not due Fridays, however you should come to class with two
discussion questions in mind, along with two unfamiliar words defined. No need to type this up, just
include in your personal notes and prepare to share your notes with the class.
FRIDAY, OCTOBER 5
 Review Essay Topics
Due next class session:
1. Jefferson, The Declaration of Independence
2. 1 1/2-page Reading Response: If you read this before, what is it like reading this time around?
How has your interpretation changed? How have you changed from the initial reading? If you
hadn’t read it before, what were preconceived notions did you have before reading the text? Were
your expectations met? How or how not?
3. Post possible topics Sunday, March 18, 10pm, respond to classmate and bring hardcopy to class
Monday, OCTOBER 8
 Compare/Contrast Thesis Statements
Due next class session:
1.
2.
3.
Read Sophocles, Antigone
1 page reading response- What is the setting of the story? Who are the main characters? How
does the story start? Which character do you relate to and why? What are three questions you
have you would like to ask the main character? Make three predictions on what you think will
happen in the story? What do you think this story is about?
Post Rough Thesis Statement for Essay #2 by 10pm Thurs., 10/11 Forum
Wednesday, OCTOBER 10
 Revised Thesis & Outline
Due next class session:
1. Read Sophocles, Antigone
2. Discussion Leaders Prepare:
3. Typed reading responses are generally not due Fridays, however you should come to class with two
discussion questions in mind, along with two unfamiliar words defined. No need to type this up, just
include in your personal notes and prepare to share your notes with the class.
Friday, October 12
 Discussion Leaders:
Due next class session:
1. Read Thucydides, Mytelinian Debate (selections)
2. 1 1/2-page, type up a quote that caught your interest, paraphrase the quote in your own words,
summarize the quote in relation to the rest of the reading assignment and analyze the main ideas
within the quote in regards to the larger text. Three discussion questions with quotes integrated.
Three vocabulary words, use one in a sentence.
MONDAY, OCTOBER 15
 Moving Toward Your Own Views
 Classmate Evaluation
Due next class session:
1. Read U.S. Supreme Court, Korematsu v. the United States (1944)
2. Reading response- What does the text say? What does the text do? Be sure to include no more
and no less than one quote to support and develop your response to each question. Create two
discussion questions with textual references. Create three discussion questions and two
vocabulary words. Use two in a sentence.
3. Complete Moving Toward Your Own Views
4. Classmate Evaluations
WEDNESDAY, OCTOBER 17 – END OF MIDTERMS
 Sample Essay
FRIDAY, OCTOBER 19 – MIDTERM HOLIDAY
MONDAY, OCTOBER 22
 Quote Analysis
DUE NEXT CLASS SESSION:
1. Read Johnson, Melvin in the 6th Grade
2. Two Discussion questions with quotes integrated and three vocabulary words, use one in a
sentence.
3. Discussion Leaders prepare
WEDNESDAY, OCTOBER 24
 Mid-semester evaluation
 Discussion Leaders:
DUE NEXT CLASS SESSION:
1. Read Aristotle, Nicomachean Ethics, Book 9
2. Peer Review Draft #1
FRIDAY, OCTOBER 26
 Compare/Contrast Essay #2 - Peer Review Workshop #1
DUE NEXT CLASS SESSION
1. Read Aristotle, Nicomachean Ethics, Book 9
2. Two Discussion questions with quotes integrated and three vocabulary words, use one in a
sentence.
3. Peer Review Draft #2
MONDAY, OCTOBER 29
 Peer Review Workshop #2
 Genres and Paraphrase & Summary
DUE NEXT CLASS SESSION
1. Read Cervantes, The Man Who Was Recklessly Curious
2. Two Discussion questions with quotes integrated and three vocabulary words, use one in a
sentence.
3. Compare/Contrast Essay #2 Packet due: 1) Final Draft, 2) Peer Review Drafts, 3) Graded Essay
#1 (just the essay--not the whole packet!)
4. **Submit to Turnitin.com by midnight Wednesday, October 31**
Due Tues. October 30, 9pm: Compare/Contrast Essay #2
at Galileo 209, plastic bin outside my office OR Dante 3rd Floor Mailbox, across from elevator, left-hand
side, middlebox. Compare/Contrast #2 Packet: 1) Final Draft, 2) Peer Review Sheets, 3) Peer Review
Drafts 4) Sentence Focus Worksheet 5) Graded Essay #1
*Please be sure to use paper clip or binder clip. No binders or folders please.*
SUBMIT TO TURNITIN.COM BY MIDNIGHT ON TUESDAY
WEDNESDAY, OCTOBER 31
DUE NEXT CLASS SESSION:
1. Cervantes, The Man Who Was Recklessly Curious
2. Discussion Leaders Prepare
ONE REQUIRED SEMINAR EVENT—YOU CHOOSE WHICH ONE!!! *ALL Seminars:
1) Tues-Weds, Nov. 6 – 7, 8:00 PM, BERKELEY, Play: AN ILIAD vividly retells the Greek invasion of ancient
Troy told by a modern Homer at Berkeley Rep: FREE Seminar tickets.
OR
Thurs-Sat, Nov. 8-10, 15 -17, 7:00 PM, and Sunday, Nov. 18 at 2:00, LeFevre Theatre, Play: SPRING
AWAKENING, award-winning musical on teenagers in 1890s Germany who discover tumultuous worlds of
sexuality. The Performing Arts Dept. rock musical stars SMC students.
1-page response—be sure to integrate and analyze quotes & evidence
FRIDAY, NOVEMBER 2
 Review Creative Writing Assignment #3
 Discussion Leaders:
DUE NEXT CLASS SESSION:
1. Ovid, Metamorphoses (selections)
2. 1 1/2-page reading response: What does the author say? What does the author do? Integrate
quotes, two discussion questions, include three vocabulary words, use one in a sentence.
3.
Creative Writing Assignment Outline with three pieces of evidence and your analysis- bring hard
copy to class and post on Moodle, Sunday, November 27
MONDAY, NOVEMBER 5
 Review Possible Topics for Creative Writing Assignment #3
DUE NEXT CLASS SESSION:
1. Read Bettleheim, Uses of Enchantment (selections)
2. 2-page Reading Response: Write a letter to Dante where you pick a passage that strikes you or
confuses you or both. Discuss the questions that arise from that passage, how your own life
experiences and prior knowledge informs you about the meaning and significance of that
passage and what you plan to do with this idea and, lastly why you plan this action.. Create two
discussion questions with textual references.
3. Classmate Evaluation
4. Discussion Leaders Prepare
WEDNESDAY, NOVEMBER 7
 Discuss Possible Topics for Creative Writing Project
 ·Round Robin Topics
 Discussion Leaders
Due next class session:
1. Read Ptolemy, Almagest (chs. 1-7)
2. What does the text say? What does the text do? Be sure to include no more and no less than one
quote to support and develop your response to each question. Create two discussion questions
with textual references. Define two unfamiliar words and use one in a sentence.
3. 1-page Introduction of your Creative Writing Assignment with 2-3 quotes you plan to use from the
original source text
4. Draft collaboration in class Today
FRIDAY, NOVEMBER 9
 Classmate Evaluations
Due next class session:
1. Read, Galileo, Starry Messenger
2. What is the setting of the story? Who are the main characters? How does the story start? Which
character do you relate to and why? What are three questions you have you would like to ask the
main character? Make three predictions on what you think will happen in the story? What do you
think this story is about? Two discussion questions. Define two unfamiliar words and use one in a
sentence.
3. Classmate Evaluations
4. Discussion Leaders Prepare:
MONDAY, NOVEMBER 12
Due next class session:
1. Read Mo Tzu, On Universal Love
2. Pick one character and analyze what you think Dante's intentions are with your chosen character:
What is Dante up to in creating this character? What kind of transformation does the character go
through? Evaluate the decisions s/he makes. Does the character evolve or devolve? Be sure to
pick one passage to support and develop your analysis. Create two discussion questions. Define
two unfamiliar words and use one in a sentence.
WEDNESDAY, NOVEMBER 14
 Classmate Evaluations
Due next class session:
1. Read Paul, Letter to the Galatians
2. Discussion Leaders Prepare:
FRIDAY, NOVEMBER 16
 Classmate Evaluations
 Discussion Leaders:
Due next class session:
1. Rachel Carson, Silent Spring (chs, 2 & 12)
2. Create three discussion questions.
3. Sunday, November 18, 10pm- Post Introduction to Gaellearn, respond to classmate and bring
typed copy to class
MONDAY, NOVEMBER 19
 Newspaper Headlines
Due next class session:
1. Homer, The Odyssey
2. 1 ½ page: Who is speaking? In what body (think metaphorically and analytically: what type of
person, education, background, religion, etc)? In what time (how does the current society affect
the perspective)? In what space (how does geography and space affect the ideas)? Telling what
story (analyze the narrative and its meaning) about relationships (define the relationships) from
whose perspective?
3. All Approved Revised Essay DUE Friday, November 30
WEDNESDAY, NOVEMBER 21- 23 THANKSGIVING HOLIDAY
 Classmate Evaluation
DUE NEXT CLASS SESSION
1. Homer, The Odyssey
2. 1 1/2 page reading response- What is the setting of the story? Who are the main characters?
How does the story start? Which character do you relate to and why? What are three questions
you have you would like to ask the main character? Make three predictions on what you think will
happen in the story? What do you think this story is about? Two discussion questions with quotes
integrated.
3. Classmate Evaluation- Log on To Moodle for Instructions
4. Discussion Leaders Prepare:
MONDAY, NOVEMBER 26

Discussion Leaders:
Due next class session:
1. Homer, The Odyssey
WEDNESDAY, NOVEMBER 28
Due next class session:
1. Homer, The Odyssey
2. All Approved Revised Essay DUE Friday, November 30
FRIDAY, NOVEMBER 30
 Bio Poems
Due next class session:
1. Homer, The Odyssey
2. Discussion Leaders Prepare:
3.
Complete reading response: Type up one quote that strikes your interest, 1 paragraph
paraphrasing the quote, another paragraph summarizing the quote's significance in context of the
rest of the work, and a two paragraphs of your in-depth critical analysis, include two discussion
questions, one evaluative and one interpretive. Create two discussion questions with textual
reference and define two unfamiliar words, use one in a sentence.
**ALL APPROVED REVISIONS OF PAST ESSAYS DUE Friday, November 30**
MONDAY, DECEMBER 3
 Discussion Leaders:
 Discuss Possible Essay Topics
Due next class session:
4. Homer, The Odyssey
5. Creative Writing Assignment due: 1) Final Draft, 2) Peer Review Sheet, 3) Peer Review Drafts
with the peer reviewer's name on each draft. SUBMIT TO TURNITIN.COM BY MIDNIGHT.
DUE Tuesday, December 4: Creative Writing Assignment due: 1) Final Draft, 2) Peer Review
Sheet, 3) Peer Review Drafts with the peer reviewer's name on each draft. SUBMIT TO
TURNITIN.COM BY MIDNIGHT.
WEDNESDAY, DECEMBER 5
Due next class session:
1. Homer, The Odyssey
FRIDAY, DECEMBER 7
 Classmate Evaluations
Due next class session:
1. Homer, The Odyssey
2. Review Seminar 1 Texts & Skills
3. Complete Final Response posted on Moodle
4. Bring potluck item (check list below)
FINALS WEEK
Wednesday, December 12, 9-11am
 POTLUCK
 Discuss
 Read creative writing assignment or final response to class
Enjoy your winter break!