Texts and Materials

Required:

Schilb, John and John Clifford. Making Arguments about Literature. Third edition. Boston: Bedford/St. Martin’s, 2005.

A manila folder (provided by me)

Recommended:

A current college-level dictionary

An easy to understand writer's handbook

Approximately $5 for copy costs

Course Description

The prerequisite for this course is English 1A with a grade of C or better. English 1B, Advanced Composition and Introduction to Literature, is a CSU and UC transferable course and is open to any qualified student.

Course Objectives

This course is designed to develop close reading, critical thinking, and writing beyond the level achieved in the first-year composition course. This course will focus on critical analysis of various genres of literature: poetry, short stories, drama, and creative non-fiction. Writing assignments will focus on the development of effective and meaningful responses and written arguments as they relate to the understanding and interpretation of works of literature. Through a variety of writing assignments and through class discussion, you will learn literary terms, analyze literary devices used in the different genres of literature, develop reading responses and essays in which you provide reasonable and supported responses, interpretations, and arguments concerning form, theme, characterization, plot, and setting. Demonstrating continued development in writing mature and sophisticated college-level English prose is a significant element of this course.

Procedures and Workload

Reading, writing, and revising effectively are emphasized in this course with argumentation and analysis serving as the primary modes of developing reading responses and essays. For some of the discussions and writings, you will work within a group format. In addition, your essays will be reviewed by peers in a workshop setting, and you will be required to provide copies of your draft on those days in which first drafts are due.

This course also requires that you come to class prepared. Reading and writing assignments need to be completed by the dates specified in the course schedule. In class, we will discuss the readings, ideas for essay topics, and strategies for completing assignments. In order to participate fully, preparation such as note taking, asking questions, and thinking critically about the material will help you become more active and engaged as a writer, reader, thinker, and contributor.

All essays and other writing assignments submitted for evaluation must have a professional appearance. Please type or word-process your final drafts. Use one-inch margins all the way around, double-space all the way through, and use standard white paper. Your name, my name, the course name and the due date should be in the upper left corner. Title your work, but do not include a title page to any of your written assignments. Insert two spaces after a period that ends a sentence. Please use only traditional 12 point fonts and use only Times New Roman or Arial. Essays in this course are approximately 1000 revised words or four pages. Reading responses will be approximately 500 edited words or two pages.

When you submit essays and reading responses for evaluation, I will read and evaluate them, grading them with a traditional letter grade. Once a grade has been assigned to your essay, you will not have the opportunity to revise it for a better grade. If you wish to discuss a graded assignment, you must wait at least 24 hours before doing so, and you must have the assignment with you along with specific questions. Please understand that any discussion concerning a graded assignment is for further explanation and clarification, not for changing the grade.

Evaluation

You will receive periodic evaluation concerning your progress in the course. If you are concerned with your progress or confused by what we are working on, please consult with me at any time during the semester.

In order to complete the course successfully you must:

complete all required writing assignments, reading tests, and take the final exam during finals week

attend and participate

show an ability and willingness to work with others

Successful completion of this course is based on consistent and successful completion of your assignments. Please understand that when you do not turn in an assignment, this will have a negative effect on your final grade. There are no make-ups, do-overs, or extra credit assignments. Your overall grade is based on an average, like a GPA; assignments are not given “points” but rather they are given a percentage of what each individual assignment is weighted at. The final grade grading scale is as follows: A=90-100%, B=80-89%, C=70-79%, D=60-69%, 59% and lower equals an F.

In class, we will discuss the evaluation criteria for individual assignments as we approach them. Assignments are weighted as follows:

3 Essays 30%

A Research Essay 15%

6 Reading Responses 30%

2 Peer Responses 5%

2 Reading Tests 10%

Final exam 10%

Essays and reading responses comprise a major portion of the work you will do this semester. A letter grade indicates a paper’s overall effectiveness as written communication from writer to reader, its appropriateness and formal correctness in terms of development, structure, expression, and mechanics, and its success in fulfilling a specific writing assignment. The following criteria reflect my grading scale for written work.

An A paper is strong in all areas of composition. The writing is mature, sophisticated, and original and has a thoughtful thesis. Paragraphs develop the thesis with clear and relevant support. The organization is clear, with a fully-developed introduction that leads the reader to the writer’s main idea, and a well-constructed conclusion that brings the paper to its logical end. An A paper has few errors in usage and mechanics. The arrangement and presentation of the paper is neat. An A paper is distinguished by its maturity and completeness of thought.

A B paper is competent in all areas of composition. It has a reasonable thesis and the organization of ideas is clear and logical. There are no serious deviations from standard mechanics or usage. While a B paper is often well developed, it is usually less “adventurous” in its presentation of thought than an A paper and is marked by relative simplicity and lack of originality of content.

A C paper is a sound composition but may still have some weaknesses. The thesis is given sufficient treatment to validate it, and the supporting paragraphs are presented in a logical arrangement, but often the lack of development can keep readers guessing. The introduction and conclusion are generally formulaic. There may be some language and mechanical errors, but not serious enough to impede the reader’s understanding of the paper.

A D paper is weak in one or more areas of composition. It is often difficult to understand because of poor organization, inadequate or irrelevant development, vague thesis, errors in mechanics, and frequent misuse of language.

While I feel it is important to consider the substance of your ideas, I must also consider the number of usage errors in the paper. A well-thought out and effectively developed paper loses its credibility and force when there are many grammar and punctuation errors. Final drafts that have five or more usage errors in position papers and ten or more errors in essays will not receive more than a grade of C.

Attendance

Regular attendance is required and essential for success in this course. When you have accrued four (4) absences, I will suggest that you withdraw from the course. In the event that I do recommend you withdraw from the course, it is your responsibility to do so; I will not initiate withdrawals for you. There are no excused absences. Your work schedule and personal life should not interfere with your ability to attend class in a regular and timely fashion. It is your responsibility to find out from a peer in this course what you missed due to an absence. Please do not ask me to repeat what I have already explained and we have discussed in class. And please do not email me asking me to email you an assignment. The final exam will be given only on the scheduled day during finals week, and it is mandatory that you attend. Please consult the Columbia College catalog for further information concerning attendance.

Punctuality

Please be on time for class. Arriving to class late is discourteous to both students and instructors, and it disrupts the progress and flow of the class. Please make sure there is not a scheduling conflict that interferes with this course. I cannot make exceptions. I will keep track of those who arrive late, leave during class and return, and leave early. Once you have established a pattern affecting your punctuality and interfering with my teaching, I will dismiss you from class and ask you not to return for one or two class meetings. Those class meetings from which you are dismissed will count as absences.

Assignment Deadlines

Failure to turn in assigned work when it is due disrupts course planning and affects my evaluation of your work. If you are unable to submit an assignment on time or if you miss class on a day when your work is due, try to turn your work in at my office or at my mailbox in the Administrative Services office as soon as possible. Your work will be marked late when it comes in after I have collected assignments at the beginning of class on the due dates. Late work will be lowered one full letter grade, and I will not accept work that is more than one school day late. In addition, I do not comment on work that is submitted late. Do not email assignments to me to avoid a late deadline. I will not accept an assignment that is submitted via email. Please understand that I am not required to accept or evaluate late work.

Office Hours

My office hours are posted at the beginning of this syllabus and on my office window. I will be in my office during these times, and if you should find that you need to discuss an assignment or clear up any confusion, please feel free to come by. An appointment is not necessary. If you find that you cannot attend any of my posted office hours, we can schedule a time to meet that is convenient for both of us. When you do come to see me during office hours, and so we don't waste each other's time, please be prepared with specific and clear questions, comments, or other concerns you wish to discuss. For drafts you want me to comment on, identify specific passages you wish to discuss, but please do not come to my office with the expectation that I will read the entire draft and proofread it for you. With that in mind, think carefully and clearly about what it is we need to work on or talk about. This is an effective and efficient way to conduct one-on-one conferences.

Americans with Disabilities Act

If you have a disability that affects you as a student in this class, notify me and/or the Disabled Students Programs and Services Office in the Manzanita Building. Your notification will remain confidential.

Visitors

Visitors are not allowed in the classroom during class time. If someone is waiting for you, he or she must wait somewhere else.

Plagiarism

It is academically dishonest, and often illegal, to present someone else's ideas, thoughts, or writing as your own. You cannot use even short phrases or parts of sentences obtained from other sources unless you properly document those sources. We will discuss this issue in class to ensure greater understanding of what constitutes plagiarism, why students do it, and how to avoid it.

You will be held responsible for furnishing upon request all the sources and preliminary work (prewriting, notes, first drafts, peer responses) that you use in preparing written assignments. If you cannot produce these materials upon request, the assignment may not be accepted or evaluated.

And Finally

My expectation of you as college students and writers is that you behave and work in a manner that is mature, professional, and serious. If I feel that you are disruptive, rude, and/or threatening in class, I will discuss this behavior with you. Continued disruptions such as constant talking, obvious and loud yawning, whistling, and singing while in class create distractions for me and for students and will not be tolerated. Other disruptions are caused by those who have cell phones, pagers, CD players, and other electronic devices. Make sure these items are turned off and not in use in the classroom during class time. In addition, please do not come to class with the intent of working on something for another course. Bring your textbook for this course and leave calculators and textbooks for other courses in your book bag. Please consult the college catalog or student handbook for issues relating to student conduct and responsibilities if you do not understand the policy concerning classroom decorum.

Course Schedule

Please remember that some of your work will be shared in a collaborative group setting. I expect you to treat each other's work and ideas with respect, yet exhibit an effort to offer critical commentary and suggestions that are useful to the discussions. The most important rules for this course are 1) show up on time, 2) pay attention, and 3) work hard. We will try to stay on the following schedule although I may revise as we go along. You will receive ample notice concerning changes in due dates and assignments.

T Aug 26: Course introduction. Obtaining the syllabus. Discuss most common usage errors. Start Reading Response 1. Read Chs. 1 and 2.

TH Aug 28: Personal introductions. Discuss the Syllabus. What is arguing? Interpretive literature vs. escape literature. Discuss assigned reading. The “Do Not List.” Read Chs. 3 and 5.

T Sep 2: Reading Response 1 due. The Writing Process. Discuss assigned reading. Start Reading Response 2. Read Pgs. 321-344.

TH Sep 4: Discuss Assigned reading. Discuss “A Gallery of Poems.” Reading Test.

T Sep 9: Reading Response 2 due. Continue with “A Gallery of Poems.” Start Reading Response 3. Read Ch. 4.

TH Sep 11: Discuss assigned reading. Reading Test. Read Ch. 9.

T Sep 16: Reading Response 3 due. Discuss assigned reading.

TH Sep 18: Continue with Ch. 9. Start Essay 1.

T Sep 23: Continue with Ch. 9. Assign groups.

TH Sep 25: Essay 1 first drafts due. Continue with Ch. 9.

T Sep 30: Essay 1 due. Discuss “A Gallery of Stories.”

TH Oct 2: Continue with “A Gallery of Stories.” Start Reading Response 4. Read Ch. 6.

T Oct 7: Discuss assigned reading.

TH Oct 9: Reading Response 4 due. Continue with Ch. 6. Read “A Raisin in the Sun.”

T Oct 14: Discuss “A Raisin in the Sun.”

TH Oct 16: Continue with “A Raisin in the Sun.” Start Reading Response 5. Read Pgs. 442-460.

T Oct 21: Discuss assigned reading. Read Ch. 7.

TH Oct 23: Reading Response 5 due. Start Essay 2. Discuss assigned reading.

T Oct 28: Essay 2 first drafts due. Continue with assigned reading. Read Ch. 12, Pgs. 461-522.

TH Oct 30: Essay 2 due. Discuss assigned reading.

T Nov 4: Continue with assigned reading. Read Ch. 8.

TH Nov 6: Discuss Ch. 8. Start the Research Essay.

T Nov 11: Discuss Research Essay topics. Start Reading Response 6.

TH Nov 13: Reading Response 6 due. Last day to withdraw from a semester-length course.

T Nov 18: Research Essay first drafts due. Discuss Research Essay pitfalls.

TH Nov 20: Oral presentations.

T Nov 25: Research Essay due. Start Essay 3. Writing your own literature.

TH Nov 27: Thanksgiving Holiday—campus closed.

T Dec 2: Essay 3 first draft due.

TH Dec 4: Essay 3 due. Final exam tips and strategies.

TH Dec 11: Final Exam—8:00am-10:00am: in the Demonstration Area of the library.