yo Web viewComplete in-class essays in preparation for departmental final exam. ... The English Department Final Exam is an essay ... Read Selection from CC Success

English 1A: English Composition

“In problem-posing education, people develop their power to perceive critically the way they exist in the world with which and in which they find themselves; they come to see the world not as a static reality,

but as a reality in process, in transformation”Freire Pedagogy of the Oppressed

Professor: Yolanda Santiago VenegasOffice Hours: Tu & Th 1:30-4:00 p.m.Office: Enlace Office RF 134 in Roble building courtyardEmail: [email protected] (the best way to reach me)Course Website: http://evcenglish1a.wordpress.com/

Course Description

Prerequisite: Prerequisite: Continuing students must complete ((ENGL 104 or ENGL 092) and (ENGL 102 or READ 101)) or ESL 091; all with C or better. New students will be placed based on the results of assessment.

English 1A is the first course in a transfer level sequence (English 001A, 001B) designed to equip students with the skills necessary for writing college level compositions. The course emphasizes expository writing, critical reading, and research techniques. Students are required to produce a series of academic essays including a documented research paper in conventional format. Analysis of readings and the practice of writing processes create the bases for student essays. All English 001A students will take a Department Final which will be holistically scored by at least two faculty members and will represent 20% of their course grade. This course may be taken for a letter grade only with no plus or minus grades.

The theme of this English 1A course is literacy and in particular academic literacy. What does it mean to be a literate (college educated) individual in our society? What does it mean in your community? What does it mean in your family? More broadly, why does literacy matter? What is critical literacy or, as Freire calls it, authentic thinking, and how will it help you succeed? Ultimately, the reading, writing, and discussions in our class will ask you to think about what you are doing here at Evergreen Valley College and why what we do in this English Composition class matters. What is the point of learning to be a strong reader and writer? (beyond the fulfillment of a transfer requirement). What is the point of critical thinking and developing Freire’s concientización? Indeed, what is the point of attaining a higher education? (beyond the obvious economic benefits). And how can reading and writing become tools to explore these and other issues important to you? By tackling these questions you will be imitating the kinds of reading, writing, discussion, and analytical thinking tasks required of you at a four-year University: You will not only understand what we mean by ‘academic literacy,’ you will also be prepared for the kinds of learning expected of you at the University.

What we will do in this course and why

In this course we will focus not only on the process and practice of writing, but also on the ways that reading, thinking, and writing interact and complement each other. A premise guiding our approach is that writing, reading, and thinking are all interconnected and you become better at these by learning

Yolanda Santiago Venegas Fall 2014 EVC English 1A 1

how to use one to improve on the otheras you become a better writer, you become a better reader and a more a more careful and critical thinker.

In addition to the assigned course readings, the second type of primary text will be your writing and the writing of your classmates. This is a class where your writingand how you can continue to develop and hone your writing skillswill be taken seriously. We will therefore make use of a writing workshop on a regular basis. Each week I will ask you to bring your writing or replicate your essays and/or excerpts from your writing to allow us to focus on issues of writing. This is an essential part of learning to return to your writing and beginning to create a language for talking about writing. You will also, throughout the term, be responsible for responding to the work of your peers in written format, and thus helping each other to write more engaging, complex, precise, and reflective essays. This class’s success depends above all on the learning community we are able to build as writers who respect and are interested in the work that individual writers are doing.

A Few Tips to Succeed: You will have reading or writing homework to do after each class. You can expect to write regularly, at least one draft or essay per week. If you are not writing, you can expect to be reading. You will need to develop the habits and the discipline of a writer/reader. You will need a regular schedule, a regular place and time for reading and writing. There is nothing fancy about this. You need to learn to organize your time so that there is time for writing/readingso that it becomes part of a routine. Make sure once you schedule your writing/reading time that you do nothing else during these sessions. You need to develop the discipline (or kind of physical training) to focus on the writing/reading task at hand only, turn off the phone, internet, etc. These are writing times, when you will be working closely with your words and the words of your peers. If you begin to have a hard time with the routine of our course, you will have to work on your time management and develop a time management plan. You can do this in one of three ways: with the help of a counselor/EOPS advisor; with me during office hours; or on your own by selecting the “Time Management” link on our course website.

Required Materials

You will not have to buy textbooks for this class, however, since all of the course materials are online, you will need to buy a printing card and put money on it right away. At the beginning of each class I will ask to see a printed copy of the reading due that daysee below:

1. Access to a computer, school email account, and a working printer2. Add $50.00 to your student ID card for printing your essays and course readings3. A flash drive to save your work when you are working in a lab and back up your work if using your own computer4. A dictionary of the English language (small paperback college dictionary) 5. A 1 ½ -inch black or white binder (to keep your work organized in)

Accessing the Course Website

All the course materials including a copy of this syllabus is on our course website at: www.evcegnlish1a.wordpress.com. To gain access to the website visit the website and select the


“Follow Blog” button. A screen will appear prompting you for an email. Once you sign on to follow the blog via email, you will receive an email each time I add something to the course website.

Learning Outcomes for English 1A

Upon completion of this course, you will be able to:

1. Critically analyze primarily academic non-fiction readings with consideration of principles of coherence, tone, purpose, audience, and social, political, historical, and economic context. 2. Organize information from readings, experiences, and class discussions into an argument with a clear thesis 3. Organize paragraphs into logical effective, sequence, developing the central idea of the essay towards a logical , satisfying conclusion4. Write and revise essays at the thesis, paragraph, and sentence levels, including a research essay using MLA citation style5. Find, analyze, interpret, and properly cite print, non-print, and electronic sources using MLA style. You will understand and avoid plagiarism.6. Apply conventional mechanics (punctuation, grammar, spelling) and demonstrate proficiency in academic written English.

Course Requirements

1. Attend all class meetings, prepared (see attendance policy)2. Attend a counseling session with Enlace Counselor Dr. Mirella Burton 3. Complete assigned reading or writing homework by the next class4. Participate in class discussion5. Participate in in-class writing exercises; participate in draft workshops and group work6.Complete peer-review written feedback as instructed 7. Draft, write, and revise four essays of various lengths and purposes8. Complete various short (1-2 pg.) writing assignments and reading quizzes9. Complete in-class essays in preparation for departmental final exam

Assignments

As we move through the semester we will achieve the class goals through the following assignments:

Reading Assignments: Careful reading is crucial to your work in this class. You should plan to read each assigned reading twice before we begin to discuss it in class. The first time through you should read it quickly to get a sense of what the writer is doing, what the reading is about. Then you should read through a second time, this time working more closely and deliberately with the text, focusing on those sections that seem difficult, puzzling, or mysterious. You should read with a pen or pencil in hand marking the text in a way that will help you when you go back to it (particularly when you go back to it as a writer).

Writing Assignments: I have designed several types of writing activities to help foster the learning goals of our course. They include:


• There will be several informal short (1-2 pages) writing assignments: a Literacy Narrative, a “Difficulty Essays,” and a series of reading responses. These are informal in that I read them and make sure you completed them in a thoughtful manner, yet they are not graded using a letter grade: their purpose is to help you better understand yourself as a writer, your language use, and your relationship to writing. The short writing assignments will be graded using a +, , and - system. These correspond to an excellent thoughtful work, B good completed work, and C incomplete work or work that needs improvement. If you are absent, late or otherwise miss any of these assignments you will receive a 0. There are no makeups.

• Four major essays of revised prose each one informed by the assigned readings and class discussions. The sequence of the essays is designed to introduce you to some of the primary tasks you will be asked to do in college writing.

• Substantial revisions. You will be required to submit substantial revisions of earlier essays. For each revision assignment I will give you a handout with specific instructions about how to revise and what the focus of our revision is on each particular revision. By “substantial” revision I mean that you will integrate at least 2 new pages or rewrite your initial draft completely. The revisions I expect from you should evidence deep re-thinking and re-seeing of previous drafts, not just surface-level corrections. We will review the difference between revision and proofreading in class.

• Timed in-class writing assignments and in-class essays. Throughout the semester you will have the opportunity to hone your in-class writing skills and practice doing the kinds of writing, reading, thinking tasks the departmental exam will test you for.

I will read individual essays carefully and write comments on them. I spend a lot of time on these comments and I will expect you to take the time to read what I have written. The best way to read my comments is to start at the beginning of your essay, reread what you have written, and stop to read my comments along the way. This is how I write the marginal comments, while I am reading. They show my reactions and suggestions at that moment. The final comment is where I make a summary statement about your essay. As you read my comments know that my goal is to provide you with comments designed to help you revise the work into a more effective piece of writing. NOTE: late papers will not be accepted.

Below are examples of major papers I have assigned in the past to give you an idea of the kinds of writing task you can expect. I will adapt the assignments below to meet your needs as a class.

Essay 1: Literacy Narrative, Recount and Reflect (1-2 pages). In this essay you will recount a significant literacy event or literacy development in your life. This assignment asks you to reflect in some way on the roles that reading, writing and community have played in your life.

Essay 2: What is Academic Literacy and How Does One Gain It? (3-4 pages). In this essay you will read Cox “Academic Literacy;” “Analyze This,” Swales CARS article, and do your own research to answer this question, to develop a definition of academic literacy that makes sense to you


Essay 3: The College Fear Factor: Cox, Rose, What else? (5-6 pages) Your will find your own outside sources

Essay 4 Research Paper: Transfer Student Success Recommendation Essay (8-10 pages). Researched essay focusing on transfer student experiences that students will research in order to develop their recommendation; they will need to get some data on transfer student success/failure/retention

Reading quizzes: Each reading assignment will be followed by a reading quiz. In other words, if there is a reading assigned on the syllabus, you should expect a reading comprehension quiz at the beginning of the next class. Be sure to check the syllabus to make sure you know what reading is due when. I will try to remind you, yet it is your responsibility to know what is due when. The reading quizzes will be graded using a +, , and - system. These correspond to an excellent thoughtful work, B good completed work, and C incomplete work or work that needs improvement. If you are absent, late or otherwise miss any of these assignments you will receive a 0. There are no makeups.

I will assign grades throughout this work. When I assess your writing I will be looking primarily at the progress from draft to draft. When you turn in your final draft of each essay, I expect you to turn in all of your drafts and the written feedback you received between the drafts. Be sure to keep all of your assignments and organize them in your black binder since you will need to submit them for final grading.

If your work seems thoughtless or quickly done, I will notice. I have taught writing for years and know when writers are working hard and when they are fooling around. I will tell you if I think you are fooling around.

Meaningful participation: Your participation grade will be based on your engagement in class discussions and on how well you prepare for class. The learning in our class depends on you completing each reading and writing (homework) assignment on time (usually by the next class). You can expect to have either a reading or writing homework assignment after each class.

Grading for Enlace English 1A Class

Department Final 20%Course Compositions and Exercises 50 %(The final research paper is worth 10% of this 50% essay grade)Mentor Project 10%Attendance, Preparedness, and Participation 20%

Grading for English 1A Class

Department Final 20%Course Compositions and Exercises 50 %Attendance, Preparedness, and Participation 30%

Standard Grading ScaleStandard Grading Scale


A 90-100B 80-89C 70-79D 60-69F 0

As you can see a large percentage of your grade in this class depends on attendance and doing your homework. I take attendance each day and I will check to see that you have completed the homework assigned when I am taking attendance.

*English 1A students do not have a Mentor Project. Instead they will be working through more revisions of their first three essays

HINT: coming to class with the assigned reading in hand, prepared to discuss the assigned reading, or with the essay due ready for in-class workshop goes a long way in this class.

Department Final Exam: The English Department Final Exam is an essay exam given to all English 1A students. Each student's essay will be read by two professors. Check the Schedule of Classes for the exam date and time. We will work hard throughout the semester to prepare you for this exam.

Conferences: We will meet individually to discuss drafts and revision. These are required meetings. Missing a conference with your instructor is like missing a class (and we are not likely to be able to reschedule your conference). You need to bring to the conference all of the work you have done thus far. In addition to mandatory conferences, I expect you to stop by my office (during office hours and/or by appointment) and to seek assistance whenever you need help and especially if you are receiving C or below grades on your assignments.

Tardiness I expect you to arrive on time and be prepared. Habitual tardiness is disruptive to the class. Your third and subsequent late arrivals will be counted as absences. You will be counted absent if you arrive after I have taken attendance

Attendance and Class Participation

If you are absent for more than 6 hours of class (total), I will drop you from class unless you contact me and I make an exception for the circumstances. You can reach me via email twenty-four hours a day. I other words, I expect you to attend all classes. From what you have already read it should be clear that attendance is crucial to achieve the learning goals and objectives of the course. You must be here, every day, on time, prepared. We will make the content of the course together in discussion in this classroom. We cannot reproduce for you the discussions you miss when you do not attend class. Consequently you cannot pass this class without attending regularly. Your class participation grade begins to be affected upon the first absence, and I will consider the student who misses more than three classes dropped from the class. If you must miss a class, let me know in advance, if possible, or in the case of last-minute situations, send me an email message. You may not make up any in-class work you miss, but you will


be responsible for all assignments made, and all material covered, in your absence. Class will begin on time.

Anyone who misses or intends to miss more than two classes during the semester must bring documentation of all absences. If you are absent because of a major life event or illness, please bring documentation and keep me updated. Students who miss either of the first two classes will have difficulty catching up with the rest of the class, and must come to my office hours as soon as possible to receive instruction. If you are unable to make up the missed work within the second week, you should consider dropping the class and taking the course when you can come to class when school begins.

Similarly, all written work must be completed on schedule. Because you will be writing every week, and because one week's work will lead to the next assignment, you cannot afford to fall behind. Once again, I will not accept work that is late. If you are not doing the writing, you are not taking the course.

Classroom etiquette. The following will not be tolerated, and may result in your being asked to leave the class and/or being marked absent for that day:

1. Cell Phones and Laptops. Come to class without headphones or cell phones on. Although occasionally a phone will ring during class, it isn’t okay to check messages or do anything other than turn it off and put it out of sight with a brief apology. Try to remember to turn off all devises and disconnect from you ipods before class begins. I do not allow laptops for note taking unless you have a note from Student Disability Services. 2. Chattiness when we’re not doing group work and especially during instruction is disruptive and disrespectful to your Professor, please don’t do it. I will ask you to stop and/or leave the class3. I expect you to be present and focused during our class. Avoid sleeping, reading/working on materials not related to class, and other inattentiveness. 4. Repeated tardiness or leaving early

Academic Integrity: There is a discussion on Academic Integrity in the EVC Catalogue (p. 164); you should be familiar with that section. As it particularly pertains to your work in English, the policy covers:

Plagiarism—intentionally or unintentionally representing the words or ideas of another person as your own; failure to properly cite references; manufacturing references

Working with another person when independent work is required Submission of the same paper in more than one course without the specific permission of each

instructor Submitting a paper written by another person or obtained from the internet.

The penalties for violation of the policy may include a failing grade on the assignment, a failing grade in the course, suspension for a specified time and/or expulsion from college.

Students with Disabilities: The Disabilities Support Program (DSP) provides support services and instructional programs for students with disabilities who are attending Evergreen Valley College.A variety of services are available including academic and vocational counseling, interpreting or captioning services (for students who are deaf), mobility assistance, provision of print materials in


alternate formats (for students with visual impairments or learning disabilities), tutorial assistance, and individual adaptive assistance as needed. If you have a disability for which you are or may be requesting an accommodation, you are encouraged to contact both your instructor and the Disabled Students Program in room L-105 as early in the semester as possible

Course Schedule

The course schedule is subject to change to suit the needs of the class. The syllabus, including the course schedule below, is our contract and you are responsible for knowing what is on it from week to week. I will post your homework assignment on our course websiteplease be sure to log in and check the “homework due” page as it will tell you what you need to do before the next class and what you need to bring to the next class. As a general rule, if there is reading or writing due, bring it to class.

Week 1

Tu September 2: Introduction to the course

Overview of the work and routine of the course. How to access course material on course website. Student example of how to access our blog. Introduction to Enlace Program. Introduce double-entry journals. Assign introduction to Ways of Reading and double entry journal.

Homework:

1. Read Introduction to Ways of Reading and complete double entry journal2. Buy required course materials ( I will ask to see them on Thursday)3. Log into and familiarize yourself with our course website 4. Make a counseling appointment with Enlace Program Counselor Mirella Burton (The purpose of this is twofold: to find out and apply to the Enlace Program and to develop your academic plan)

Th September 4: Introduction to our approach

Show me your double-entry journal during the first 5 minutes of class Work with Bartholomae and Petrosky Introduction to Ways of Readingand our approach in this class using student double entry journals. Group activity/share out/collective work with reading. Read Alexi’s Literacy Narrative together using blog. Assign Essay 1: Literacy Narrative Due Sep 9. Prewriting for Essay 1.

Homework:1. Print and read Sherman Alexi “Superman and Me” 2. Write Essay 1: Literacy Narrative Due Tu Sep 9 3. Print the reading for our next essay: Freire “The Banking Concept of Education” and the PPPC handout from our “Handouts” pagebring both to class4. Organize all of your work into your English 1A course binder. Include the following tabs: course syllabus, handouts, reading, Essay 1, Essay 2, Essay 3, Essay 4I will ask to see it for credit/no credit on Tuesday


Week 2 Prewriting & Thesis Statements

Tu September 9: Prewriting

Enlace Counselor, Dr. Mirella Burton, will introduce Enlace Program. Essay 1: Literacy Narratives Due. Read student Literacy Narratives. Discuss Formatting Requirements using blog. Group practice using PPPC on Freire. Pre-read Freire to develop a vocabulary list. Share out what you found. Explain working with Difficulty in this class. Assign Freire Difficulty Essay.

Homework:

1. Read Freire2. Write Freire Difficulty Essay Due Th Sep 18

Th September 11:

Read more student Literacy Narratives. Group work with Freire using graph handout. Collective sharing of group work—we will fill in a course graph and post it on our course blog. Discuss Freire & our theme question: Why attain a higher education? Why transfer. Assign reading for the weekend.

Homework:

1.Re-read Freire2.Write Difficulty Essay Due Thursday

Reminder: Sunday Sep. 14 is the last day to add with an add code and Monday Sep. 15 is the last day to drop without a W

Week 3

Tu September 16

Discuss mentoring and the importance of professional mentors. Introduce Mentor Assignment. Assign Mentor Report.

Homework:1. Confirm with your instructor that you have made a counseling appointment 2. Print course syllabus from course website and bring put it in your course binder3. Finish “Difficulty Essay” due next class

Th September 18: Sentence Work & Begin Essay 2

“Difficulty Essay” on Freire Due bring it to class. Finish working with Freire. Return to the course syllabus and review attendance, grading, etc. Use Literacy Narrative (Essay 1) to work on sentence—fragments and run-ons


Homework:

1. Begin Reading for Essay 2: Rebecca Cox “Academic Literacies,” “Analyze This” selection from They Say, I Say, and John Swales CARS article

Week 4: Introduction of Mentor Assignment

[Enlace Class: During week 3 you will complete a Student Profile Form and turn in your profile form along with your mentor selection]

Tu September 23: Continue Essay 2

English 1A Section 74831 Class will only meet for 30 minutes to take a reading quiz

English 1A Section 74817 (Enlace English Class) READING QUIZ DURING FIRST 5 MINUTES OF CLASS

Continue sentence work using Literacy Narrative (Essay 1) to work on sentence—fragments and run-ons—how to find the S-V unit in a sentence; What is a fragment? What is a sentence? What is a run-on, What is comma-splice?

Homework: 1. Continue working with reading for Essay 2.

Th September 25:

In-Class work with reading for Essay 2. Assign Essay 2

Homework: 1. Write Essay 2

Week 5

Tu September 30: Thesis Statements

Workshop Essay 2: PresentPractice in workshopFocus: What is a thesis statement? Types of thesis statements: types of essay assignments. Review directive words handout on blog. Rhetorical modes or rhetorical strategies as types of essay assignments.

Homework:

1. Re-read reading for Essay 2 and revise Essay 2

Th October 2: Library

Essay 2 Due


Second Library Orientation: using databases to find one article you can use to answer your research question. Research your topic; meet at the libraryReview of what is a scholarly source vs. what is not (online and in print) and different kinds of scholarly sources

Homework: 1. Begin reading for Essay 3, Cox “The Student Fear Factor” and Rose “The Politics of Remediation”2. Find 2-3 scholarly sources for Essay 3

Week 6

[Enlace Class: during week six you will be assigned a mentor; information on this will be sent via email. Make sure I have your correct email]

Tu October 7:

READING QUIZ AT THE BEGINNING OF CLASS ON 2 PIECES ABOVE

Work with readings for Essay 3. Assign Essay 3. Prewriting for Essay 3.

Homework: 1. Write Essay 3

Th October 9: Library

I strongly recommend that you buy Cox and Adney’s book this weekthese are books you should have!

Second Library Session. Your instructor will hand out a list of questions so that you can begin to research sources of interest to you

Homework:

1. Continue writing Essay 3Bring Essay 3 (and all of your work organized in a binder) to our one-on-one conference next week 2. Read Selection from Community College Success (If you can, I highly recommend buying the book at the college bookstore)3. Organize all of your work in a binder in preparation for our one-on-one meeting next week

Week 7 First Student Conferences

[Enlace Class: Mail Letter or send a letter attached to your mentor. I will review the letter with you during our conference; make sure to bring it with you!]

Tu October 14: Student Conferences

Th October 16: Student Conferences


Week 8 Introductions and Conclusions

Tu October 21: PIE Paragraphs

In class work/workshop with Essay 3: Focus PIE paragraphs and strong topic sentences

Homework:

1. Revise Essay 3 based on workshop

Homework:1. Read selection from Murray on Revision and the writing process/writing as process2. Read selection from composition for success about the reading-writing-revising process3. Read PIE selection and handout

Th October 23: Understanding the Writing Process; Writing as Process

Workshop Essay 3. Discuss Murray on writing as process. Complete writing process journal in-class

Homework:1. make the revisions to Essay 3 based on today’s workshop and bring the next draft to class2. Breath

Week 9: Writing as Process

[Enlace: Deadline to call your mentor to set-up meeting appointment]

Tu October 28: Revising vs. Editing and Proofreading

Final Draft of Essay 3 Due

The difference between revising and proofreading; Proofreading Strategies. Using a Grammar, Mechanics, Punctuation Log, why you should use it and how to use it. Students will practice proofreading strategies introduced in class and turn in Essay 3

Homework:1. print out and begin to keep a log; notice your patterns, things you do over and over, this is what you begin to keep a record of in your log

Th October 30: Begin Essay 4

Introduce the project of Essay 4 and Assign Essay 4 Research Proposal

Homework:1. Write Research Proposal-bring one copy to next class for workshop1. Begin Library Research for Essay 4-find your sources


Week 10 The Research Essay Prewriting

[Enlace: Enlace staff will contact mentors to make sure their mentee has contacted them: Enlace students will be conducting interviews with your mentors]

Tu November 4:

Workshop Research Proposal

Homework:1. Revise Research Proposal

Th November 6: Developing a Research Proposal

Research Proposals Due

Introduce and Assign Essay 4: Research EssayChunk of your Research Essay is Due Th Nov. 13

Homework:

1. Complete oral presentation for Nov.11 oral reports2. Make sure your binder is ready for our binder check on Tuesday3. Begin Chunk of Essay 4

Week 11 Mentor Project Prewriting

[Enlace Students need to be conducting their interview with their mentors]

Tu November 11

Assign Mentor Response Paper. Oral report on your mentor experience.

Homework:

1. Finish writing Chunk of Research Essay 4 and print it for workshop in our next class

Th November 13 Working with the words of others part 1

We will begin class with an English 1A binder check—all of your work needs to be organized to receive credit for organizing your binder.

Chunk of Research Essay Due (3-4 pages please bring 2 copies one to turn in to me and one for workshop). Workshop Chunk.

Ways to integrate sources into your research essay; direct quotation, paraphrasing, summary.


In-class activities for practicing different ways to integrate sources

Homework: Revise your Chunk before your conference with me (I will ask to see your original and we will discuss the revisions you’ve made)

Week 12

[Enlace Students need to be conducting their interview with their mentors]

Tu November 18: Working with the words of others part 2

Revision of Chunk of Essay 4 Research Essay Due

Workshop Chunk

Understanding and avoiding plagiarism; proper citation of sources, including on-line material. In-class activities for practicing how to cite a direct quote, a paraphrase, a summary and how to cite different kinds of sources. Assign oral report of your mentor experience for next class.

Sign up for conferences .

Th November 20: Student Conferences

Reminder: Friday Nov 21 is the last day to drop with a W

Week 13 Second Student ConferencesBring all of your work to our conference

[Enlace Students need to be done conducting their interview with their mentors. I will meet with students who have not conducted their interview by this week]

Tu November 25: Student Conferences

Th November 27: No Class Thanksgiving Break

Week 14 In-class writing and preparation for departmental exam

Tu December 2: In-class writing in Computer Lab

Write Thank You letter or email and send it to your mentor

Th December 4: Preparation for departmental exam

Complete student evaluation of mentor and submit it to your instructor

Mentor Response Paper Due


Week 15 In-class writing and preparation for departmental exam

Tu December 9: In-Class Writing in Computer Lab

Write Thank You letter or email and send it to your mentor

Th December 11: Preparation for departmental exam

Complete student evaluation of mentor and submit it to your instructor

Final Research Paper Due

English Final Exam Date, Time, Location:_______________________


Course Schedule by Week

Week Day 1 (Tu) Homework Day 2 (Th) Homework

Week 19/2: Introductions: overview of course

Complete double entry journal on Ways of reading: our approach

9/4: Course requirements: discuss/work with journals and our approach: assign Essay 1

Write Essay 1 Literacy Narrative

Week 2 9/9: Essay 1 DuePre-read Freire

Read FreireWrite “Difficulty Essay” on Freire

9/11: Work with Freire: graphing Freire

Read Selection from CC Success on Mentoring

Week 39/16: Discuss reading on mentoring. Introduce Mentor Assignment. Assign report

Complete “Difficulty Essay”

9/18Difficulty Essay DueReturn to Freire and syllabus: course requirements

Begin reading for Essay 2

Week 49/23Reading QUIZWork with reading for Essay 2.Assign Essay 2

Finish Essay 2 reading and begin writing Essay 2

9/25Work with reading for Essay 2.Assign Essay 2

Write Essay 2, return to readings

Week 59/30Essay 2 workshop: focus thesis staments;understanding essay assignments

Revise essay 210/2Final Essay 2 dueFirst Library Orientation

Begin reading for Essay 3

Week 610/7Work with reading for Essay 3. Assign Essay 3

Re-read and write Essay 3

10/9Second Library Orientation

Work on Essay 3; reread reading for Essay 3

Week 710/14: Return Essay 2 @Student conferences

Begin E310/16: Return Essay 2 @Student conferences

Finish E3

Week 810/21Workshop Essay 3: Focus PIE paragraphs

Revise Essay 3Read on Revision and the writing process

10/23Second Essay 3 workshop: focus revising; the writing process; process journal in class

Final revision of Essay 3

Week 910/28

Assign Essay 3 Breath

10/30

Workshop Essay 3 Revise Essay 3


Week 1011/4

Essay 3 Due

Introduce Essay 4 project and Assign Research Proposal

Write Research Proposals

11/6:

Research Proposals DueIntroduce and assign Essay 4:Research Essay

Begin Writing Research Essay

Week 1111/11Assign Mentor Response Paper

11/13Chunk of Research Essay 4 DueWorkshop Chunk

Revise Chunk

Week 1211/18Chunk of Research Essay 4 DueWorkshop Chunk

Revise Research Essay

11/20Second Student Conferences Begin

Work on your Research Essay

Week 1311/25Second student conferences cont.

Work on research Essay

11/27Thanksgiving break

Week 1412/2In-class writing finish mentor

response paper

12/4final exam prepMentor Response Paper Due

work on research essay

Week 1512/9In-class writing finish research

essay

12/11final exam prepFinal Research Paper due

Breath


Documents

yo Web viewComplete in-class essays in preparation for departmental final exam. ... The English Department Final Exam is an essay ... Read Selection from CC Success