English 1B (80) 29210
Spring 2010
BBC 223
MW 4:30 – 5:45 Office Hours before class on Mondays. Location TBD.
Rick Flynn
Richard.Flynn@sjsu.edu
Course Materials:
Granta 89: The Factory edited by Ian Jack
Style, 10 Lessons in Clarity and Grace by Joseph Williams
Lots of additional reading and rhetorical support will be hosted through the
blackboard and presented as handouts
Grading: A-F.
Formal Essays: for at 15% each for 60% of the final grade
Homework: 10% of final grade
1B Exit Exam: 20% of final grade
Group power point presentation: 10% of final grade
The University Essay Final Exam: A common essay final, graded holistically, shall
count 20 percent toward the course grade. A single university-wide final will be
developed around two college-level reading passages each semester by the English
Department Composition Committee. All faculty members teaching individual
sections will grade the examination holistically under controlled conditions.
Students must take the final exam in order to pass the course.
English 1B Course Guidelines: from the catalog
English 1B is the second course in SJSU’s two-semester lower-division composition
sequence. Beyond providing repeated practice in planning and executing essays, and
broadening and deepening students’ understanding of the genres, audiences, and
purposes of college writing, English 1B differs from English 1A in its emphasis on
persuasive and critical writing (with less attention paid to the personal essay), its
requirement for fewer but longer essays, and its introduction to writing informed by
research. Students will develop sophistication in writing analytical, argumentative,
and critical essays; a mature writing style appropriate to university discourse;
reading abilities that will provide an adequate foundation for upper-division work;
proficiency in basic library research skills and in writing papers informed by
research; and mastery of the mechanics of writing.
Prerequisites: Passage of Written Communication 1A or approved equivalent
course.
Objectives: Building on the college-level proficiencies required in English 1A,
students shall achieve the ability to write complete essays that demonstrate
advanced proficiency in all of the following:

Clear and effective communication of meaning.

An identifiable focus (argumentative essays will state their thesis clearly and will
show an awareness, implied or stated, of some opposing point of view).

An appropriate voice that demonstrates an awareness of audience and purpose.

Careful attention to review and revision.

Effective and correct use of supporting materials, including independent research
(e.g., quoting, paraphrasing, summarizing, and citing sources);

Effective analysis, interpretation, evaluation, and synthesis of ideas encountered
in multiple readings.

Effective organization and development of ideas at paragraph and essay levels.

Appropriate and effective sentence structure and diction.

Command of conventional mechanics (e.g., punctuation, spelling, reference,
agreement).
Course Content
Writing: Assignments shall emphasize those skills and activities in writing and
thinking that produce 1) the persuasive argument, and 2) the critical essay, each of
which demands analysis, interpretation, and evaluation. Writing assignments shall
give students repeated practice in prewriting, organizing, writing, revising, and
editing. Six to eight essays, appropriately sequenced throughout the semester and
totaling a minimum of 7200 words, are required; at least one of these essays shall be
informed by research. This minimum requirement excludes the final examination,
journal writing, quizzes, and any brief or informal assignments. However, it can
include the diagnostic essay and assignments that require major revisions to a
previously graded or reviewed draft. A major revision is defined as a rethinking or
reworking of an assignment and not a simple “correcting” of mechanical errors
noted on the original. At least three (but no more than four) essays shall be written
in class. How the 7200-word minimum will be met and distributed must be clearly
indicated on greensheets.
Students shall receive frequent evaluations of their writing from the instructor. In
evaluating student writing, instructors shall comment on specific features of
individual papers. Comments shall encourage and acknowledge student success as
well as note problems and suggest ways to improve.
Reading: Reading shall include useful models of writing for academic, general, and
specific audiences; readings shall be used consistently with the course goal of
enhancing ability in written communication and reading. The majority of the
reading shall be devoted to analytical, critical, and argumentative essays. Other
types of texts, including poetry, drama, and fiction, may also be assigned, but shall
not constitute more than the equivalent of four class sessions for classes that meet
two days a week and two class sessions for classes that meet once a week.
Instructors shall help students develop and refine strategies for reading challenging,
college-level material.
Research: English 1B shall include an introduction to the library and to basic
research strategies, including locating materials, using them effectively (e.g.,
quoting, paraphrasing, summarizing), and citing them properly. A traditional
research paper or a series of short essays in which library research informs the
student’s position or thesis is required. As part of this requirement, at least one class
session of English 1B shall be led by a university librarian.
Diversity: Assignments (both reading and writing) shall address issues of race,
class, and gender when appropriate, and the perspectives of women and diverse
cultural groups shall be incorporated into course instruction and materials in an
inclusive and comprehensive manner whenever possible.
Tutoring: San Jose State University provides students with free tutoring at the
Learning Assistance Resource Center (LARC) and at the Writing Center. Both of
these centers will help students at any stage of the writing process, from
brainstorming to major reorganization to stylistic polishing. Students of all abilities
are encouraged to use these services; it is a common myth that these services are for
"dumb" students, but no published author made it without another pair of eyes on
her/his work.
LARC is located under the 10th Street parking garage in SSC 600. (408) 924-2587
The Writing Center is located on the first floor of Clark Hall in Room 126. (408) 9242308. You can schedule an appointment here:
http://www.sjsu.edu/writingcenter/tutoring/requestforappointment/index.htm
Week One: January 27th
Hello, green sheets, [class power point] and short [instructor/student
conferences] and preparation for in-class essay to be held on Monday,
February 1. Review critical thinking questions.
Bring Blue Books, a paper dictionary and a pen for the in-class essay
Week Two: February 1 and 3
On Monday, in-class timed writing exam
On Wednesday, review writing exam and consider what lessons we can share
Review prompt for first formal essay
Homework:
Readings: Williams: Chapter 8 (152-155) and handouts on integrating quotes
and the Christensen method
From Granta 89: Plastics by Luc Sante and A Job on the Line by Desmond
Barry
Friday, February 5 Last day to drop a class without a "W" grade for spring
2010
Meet briefly with me to plan revision of in-class essay. Revision due
2/10.
Week Three: February 8 and 10
Discuss goals for college composition, integrating quotes exercises, sample
essay, discuss how to share responsibility in making a class power point that
represents a weekly journal of things learned, something we can host
through the blackboard for use during the semester and something you can
take with you with personal notes for future writing/reading/thinking
classes
Discussion on paragraphing: PIE and SEEI and Williams 204-206 and how
they fit into the college essay
Review Plastics and A Job on the Line in light of critical thinking questions
and devise a short-list of critical thinking questions for reading.
Homework:
Readings: Buckets of Blood by Tess Hadley (169-186) and write one body
paragraph using the SEEI paragraph for the first essay in light of the prompt.
Contribute this to group discussion board by Sunday, February 14th (The goal
for essay one is writing an evaluative, theme-based response on these
readings—how do you do that?).
All discussion postings must make an original contribution or add
substantively to what another has written.
Williams: Part One and respond to class discussion forum
Writing Assignment: Writing: Revise one paragraph from your in-class
essay using the SEEI formula and another using the Christensen method.
All writing assignments from here on out are due through the blackboard on
the Sunday before the following week
Contribute to class power point
Meet briefly with me and show me your revision of in-class essay
Week Four: February 15 and 17
In class presentations on Williams, on the readings from Granta and work on
shaping this content towards the first essay due Monday, February 22nd.
Discuss what to add to class powerpoint from last week
Homework:
Contribute to class powerpoint discussion forum
Essay One due electronically on 2/22
Prepare for Library Orientation on 2/22
Week Five: February 22 and 24
Library Orientation: Room and Time TBA
Discuss what to add to class powerpoint from last week
Review Prompt and begin content for essay two: the tale of John Walker
Lindh, review and listen to primary works
Homework:
Contribute to class powerpoint discussion forum
Essay Two due electronically on 3/22
Readings: The Siege of Mazar-i-Sharif by Luke Harding and Lost in the Jihad
by Jane Mayer
Williams: Chapter three, strategy for group presentation on 2/8 of exercises
3.2 – 3.4
Group Research Projects on the story of John Walker Lindh
Group projects unpacking quotes from the Jane Mayer article
Week Six: March 1 and 3
Review Williams, findings from research and plan short Conference on Essay
One
Review Williams for Homework
Review quote integration from Jane Mayer’s article and group research
Discuss what to add to class powerpoint from last week
Review topic strings: Wiliams, Chapter 5
Homework:
Contribute to class powerpoint discussion forum
Williams: Work in groups to finish 3.5 3.7 for in-class presentation on 3/8
Readings: The Government’s and John Walker Lindh’s version of what
happened and interview of John Walker Lindh’s father in GQ
Contribute to group discussion forums on contrasting paragraphs by Sunday,
March 7
Writing assignment: develop one well-structured contrasting paragraph
comparing the government’s version of the case with that of John Walker
Lindh. Include at least two well-integrated quotes. Use topic strings for
coherence.
Week Seven: March 8 and 10
Group presentations on Williams
Review Williams for Homework
Discuss structuring contrasting paragraphs based on group work
Discuss what to add to class powerpoint from last week
The Pivot Paragraph: Handout
Homework:
Devise research topics for Lindh essay
Contribute to class powerpoint discussion forum
Williams: Work in groups to finish 4.1 – 4.3 for in-class presentation on 3/15
Readings: The story of Todd Cameron Willingham
Contribute to group discussion forums on pivot paragraphs by Sunday,
March 14
Contribute to group research on Lindh topic of choice by 3/14
Writing assignments: One: develop one well-structured contrasting
paragraph comparing the Cameron Todd Willingham’s case with that of John
Walker Lindh. Include at least four well-integrated quotes. Use topic strings
for coherence.
Two: Write an introductory pivot paragraph outlining the contrasting
versions of Lindh’s and Willingham’s cases
Week Eight: March 15 and 17
Group Presentations on Williams
Review Williams for Homework
Group presentations on pivot paragraphs and topic string paragraphs
Essay Two due March 22nd
Bring a blue book for in class essay on March 24
Work in groups on Williams 4.4 – 4.6
Discuss Global coherence in light of essay two topics
Week Nine: March 22 and 24
Group Presentations on Williams 4.4-4.6
Second in-class essay in preparation for 1B exit exam
Choose topic for essay three and brainstorm topics for finals research
essay
Week Ten: March 29 through April 2nd Spring Break!
Week Eleven: April 5 and 7
Review essay two, in-class essay and class power point: what have we
learned, and how can this help us with essay three and our final research
essay Handout for essay three and time-table for individual research essay
Review Williams Chapter 5 for homework
Homework:
Readings: TBD
Williams: 5.1-5.2
Writing Assignment: Write a formal research proposal for your final essay:
due on Sunday, April 11th. Consider diversity objectives from above in your
topic choice
Contribute to class power-point in light of essay two findings
Meet briefly with me to plan revision of in-class essay. Revision due
4/12.
Week Twelve: April 12 and 14
Review Proposals for final research essay in groups.
Group presentations on Williams 5.1-5.2
Review Williams through the end of Chapter 5
Homework:
Research: Bring in primary sources for final research essay
Research: Bring in additional sources for essay three
Group work on Williams 5.3-5.4
Writing Assignment: Prepare for in-class argument on essay three to be held
on April 26
Add to class-power point on research and Williams
Meet briefly with me to show me your revision of in-class essay two
Week Thirteen: April 19 and 21
Prepare for class debate on essay three
Review Williams
Review primary sources for research essay in groups
Prepare for Williams chapter 6
Homework:
Group preparation for debate on essay three
Group preparation for Williams 6.1-6.3
Research and bring in bibliography on research essay
Essay three due electronically on 4/28
Contribute to class power point
Week Fourteen: April 26 and 28
Group presentations on Williams 6.1-6.3
Debate on essay three
Review research on final essay
Homework:
Bring binding bibliography and sources for final research essay to
student/instructor conferences. 10% of grade for final essay.
Contribute to final group power point
Week Fifteen: May 3 and 5
Student/instructor conferences. Bring all of your essays and a binding
works cited page with sources for your final essay due the last day of
class, 5/17.
Week Sixteen: May 10 and 12
Preparation for 1B exits on 5/15
In class essay on May 10
Review in class essay one may 12
Prepare group power points for final presentation
1B Exits on Saturday, May 15, 2010 Time TBD 20% of your Final Grade
Week Seventeen: May 17
Present group power points to the class: 10% of final grade