English 100

Works Cited Page!

2008-12-01T21:39:00.001-08:00

Several of you did not include a works cited page with one of your papers. The works cited page is part of the MLA format, and at least one of your three revised papers must include a works cited page. If you did not include a works cited page, you may submit one by leaving it on my desk in idc 312 cubicle a before 8:45 AM on Tuesday, December 2nd. I will add this page to your portfolio for you. IF you do not have a works cited page in to me by this time, I will have to submit your portfolio to the committee without it.

Portfolios Due Tomorrow!!!

2008-11-30T18:16:00.003-08:00

Don't forget to turn in your portfolio tomorrow!!!! Portfolios are due by NOON. Make sure that you follow the directions on the portfolio agreement, and don't forget to sign and enclose the agreement with your portfolio.

Please submit your portfolios in the box on my desk in IDC 312 Cubicle A. IDC stands for Interdisciplinary Center. The IDC is on the West Campus across from the little snack shop near our classroom.

Class does not meet on Tuesday 12/2. I will be holding conferences during class time on Thursday, December 4th. If you were not in class last Tuesday, than you have not yet signed up for a conference. The only times left are 6:20, 6:30, 6:40, and 6:50.

I hope that you had a great holiday. I look forward to reading your portfolios. GOOD LUCK!!!!

revision and editing checklists

2008-11-25T14:29:00.000-08:00

Go through each of these checklists for the essays in your portfolio.

As a general rule, the best time to revise is not immediately after you have completed a draft (although at times this will be necessary). Instead, wait a few hours--even a day or two, if possible--in order to gain some distance from your work. This way you will be less protective of your writing and better prepared to make changes.

One last bit of advice: read your work aloud when you revise. You may hear problems in your writing that you can't see.

Revision Checklist
1. Does the essay have a clear and concise main idea? Is this idea made clear to the reader early in the essay (almost always in the first paragraph)?
2. Does the essay have a specific purpose (such as to explain, entertain, evaluate, or persuade)? Have you made this purpose clear to the reader?
3. Does the opening of the essay create interest in the topic and make your audience want to read on?
4. Is there a clear plan to the essay? Does each paragraph develop logically from the previous one?
5. Is each paragraph clearly related to the main idea of the essay? Is there enough information in the essay to support the main idea?
6. Is the main point of each paragraph clear? Is each point adequately and clearly supported with specific details?
7. Are there clear transitions from one paragraph to the next? Have key words and ideas been given proper emphasis in the sentences and paragraphs?
8. Are the sentences clear and direct? Can they be understood on the first reading? Are the sentences varied in length and structure? Could any sentences be improved by combining or restructuring them?
9. Are the words in the essay clear and precise? Does the essay maintain a consistent tone?
10. Does the essay have an effective conclusion--one that emphasizes the main idea and provides a sense of completeness?

Once you have finished revising your essay, you can turn your attention to the finer details of editing your work.

After revising an essay (perhaps several times) until we are satisfied with its basic content and structure, we still need to edit our work. In other words, we need to examine our sentences to make sure that each one is clear, concise, forceful, and free of mistakes.

The following checklist can serve as a guide when editing paragraphs and essays.

1. Is each sentence clear and complete?
2. Can any short, choppy sentences be improved by combining them?
3. Can any long, awkward sentences be improved by breaking them down into shorter units and recombining them?
4. Can any wordy sentences be made more concise?
5. Can any run-on sentences be more effectively coordinated or subordinated?
6. Does each verb agree with its subject?
7. Are all verb forms correct and consistent?
8. Do pronouns refer clearly to the appropriate nouns?
9. Do all modifying words and phrases refer clearly to the words they are intended to modify?
10. Is each word in the essay appropriate and effective?
11. Is each word spelled correctly?
12. Is the punctuation correct?

Revision Notes

2008-11-12T20:17:00.001-08:00

Make sure that your paper has a clear, specific, manageable, and interesting thesis statement. The thesis statement should do more than simply state the topic; it should state a position that you will explain and illustrate with evidence/examples and analysis.

Develop a thesis by considering these questions:

1. What is your topic exactly? (Try to state your answer in specific terms.)

2. What points do you want to make about your topic?

3. What is your purpose in this project? (Is it to reflect on your own experience? Is it to explain some aspect of your topic to a particular audience? Is it to argue for a position or for a course of action?)

4. Develop a working thesis that draws on your answers to questions 1 and 2 and that reflects the purpose you described in your answer to question 3.

Make sure that you have paragraphs with a clear topic. Make sure these topics support your thesis. If you have paragraphs that deal with similar topics, consider combining them. You might also clarify how the topics are distinct from one another with a specific topic sentence.

Make sure that you present your body paragraphs in the best order. Develop fluid transitions between each paragraph.

Make sure that you are doing “higher level thinking.” Don’t just skate around the surface of your topic; push yourself to explore the topic and say something interesting. Avoid making generalizations. Do not claim to know or understand something that you do not. If you have an opinion or impression about something, you should be able to explain why you have that opinion or impression. Review the list of fallacies in your PH if you need to refresh your memory.

Read your papers out loud. This is a great way to check sentence clarity, organization, and transitions. Read slowly and make corrections as you go along. Read aloud after each revision.

Pay attention to the language you are using. Weak or vague language may work as a placeholder for ideas in a draft, but your revisions should contain crisp, strong language. Do not use phrases like “the person I am today” or “society today.” These phrases are vague. Also, make sure that you are using language that is appropriate for a college paper. Avoid slang and colloquial expressions. For more about this, check out this.

Carefully read the feedback that you receive. If a comment is not clear, please check with me. The papers in your portfolio will be evaluated for revision.

Because I cannot line-edit your drafts, it is your responsibility to attend to sentence-level errors in your paper. If you noticed that I have corrected a specific type of area in one part of your paper, it is your job to see if that error occurs elsewhere and to correct it.

Tips for Making Your Essays More Complex

2008-11-11T23:31:00.000-08:00

Links of Interest

2008-11-09T17:26:00.000-08:00

Here are some links to English Department Policies that you may find useful:

English 100 Portfolio Guidelines

English 100 and English 110 Course Descriptions

And some handouts from the Writing Center:

Using MLA citation

Independent and Dependent Clauses

Structure of a Basic Expository Essay

Calendar Updates & Extra Office Hours

2008-11-09T15:19:00.000-08:00

Hello Students!

Here is the calendar for the rest of the semester. Please note the extra office hours. If you need to meet with me at a different time, please e-mail me to set up an appointment.

At this point, you should be thinking about revisions. Even if you have not received my comments on a paper yet, you can still be working on revision. TAKE ADVANTAGE OF THE WRITING CENTER!!! Make appointments and go frequently. This could make a big difference for the revisions in your portfolio!

WEEK 12

M 11/10 EXTRA OFFICE HOUR at Coffee Shop in Libarary 3:30-4:30

Stop by to discuss revisions or other issues.

T 11/11 VETERANS DAY HOLIDAY (CLASS DOES NOT MEET)

R 11/13

Discuss Department Essay Exam

WEEK 13

T 11/18 Paper # 4 due

Department Essay Exam. Do not miss this day!

R 11/20 Workshop and Revision Strategies

Paper # 5 due

WEEK 14

M 11/24: Extra Office hours to discuss portfolio revisions

Library Coffee Shop 3:30-4:30

T 11/25 More Revision Strategies

R 11/27 THANKSGIVING (CLASS DOES NOT MEET)

WEEK 15

M 12/1 Portfolios due by 9am sharp!

T 12/2 PORTFOLIO READING (CLASS DOES NOT MEET)

R 12/4 CONFERENCES FOR PORTFOLIO RESULTS

Paper # 5: Definition

2008-11-06T10:06:00.001-08:00

English 100

Fall 2008

Paper # 5: Definition

Paper Schedule:

R 11/6: Paper Assigned

M 11/10: e-mail thesis and plan to me by midnight

R: 11/13: Draft due

T: 11/20: Revision due

What I’m looking for:

Introduction stating your main point (thesis)

Body Paragraphs with strong topic sentences that relate back to the thesis

Body Paragraphs presenting evidence that supports, illustrates, and explains your main point

Conclusion that restates your main point and reflects on your evidence

Backing up your ideas with examples rather than summarizing

Specifics – not generalizations

Consideration of the issues covered in your PH

Attention to language, grammar, and mechanics

Original thought / Independent intellectual effort

Essay Title

Choose one of the following topics:

In “The Necessity of Myths,” Neil Postman argues that shared myths, dreams, and “gods” unite and influence society and are thus an integral feature of public education. He writes: “Our genius lies in our capacity to make meaning through the creation of narratives that give point to our labors, exalt our history, elucidate the present, and give direction to our future.” What are the great narratives that define your ideas about education? Do you feel that these narratives are shared with others (family members, friends, fellow students)? Use specific, vivid details to explain your subject. Describe the parts or characteristics of the narrative(s), discuss its causes and effects, or trace its development.

In “The Necessity of Myths,” Neal Postman considers that narrative offered in the words of Emma Lazarus inscribed on the Statue of Liberty: “Give me your tired, your poor, your huddled masses yearning to breathe free.” How do you define the idea of “liberty”? Articulate your unique take on the word. You might compare or contrast it with similar words or associate it with recognizable people, places, or ideas. Use concrete examples and precise details to make your definition both interesting and clear.

Define a term that you feel needs clarification. Perhaps it is an abstract term like “friendship” or “success.” Or perhaps it is a new or unusual term or phrase found in pop culture (“OMG,” “shorty,” “bff”). Or perhaps you want to define jargon or a technical, legal, or political term (when is someone an “adult,” what is a “conservative”). Give your readers a reason to read: why does this tern need clarification? Explain.

Class Cancelled Today 11/4

2008-11-04T14:35:00.001-08:00

Dear Students,

I am not feeling well and must cancel class this afternoon. I will be posting the topic for paper 5 and the portfolio contract on the blog. I will also e-mail these documents as attachments. Please remember that class meets at 5 pm on Thursday. Please e-mail me if you have any questions.

Don't forget to vote!

Thanks, Michelle

American Dreams

2008-11-04T09:19:00.000-08:00

A Dream Deferred

by Langston Hughes

What happens to a dream deferred?

Does it dry up
like a raisin in the sun?
Or fester like a sore--
And then run?
Does it stink like rotten meat?
Or crust and sugar over--
like a syrupy sweet?

Maybe it just sags
like a heavy load.

Or does it explode?

What is an Expository Essay?

2008-11-04T01:00:00.000-08:00

The expository essay is a genre of essay that requires the student to investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and concise manner. This can be accomplished through comparison and contrast, definition, exempla, the analysis of cause and effect, etc.

Please note: This genre is commonly assigned as a tool for classroom evaluation and is often found in various exam formats.

The structure of the expository essay is held together by the following:

A clear, concise, and defined thesis statement that occurs in the first paragraph of the essay.

It is essential that this thesis statement be appropriately narrowed to follow the guidelines set forth in the assignment. If the student does not master this portion of the essay, it will be quite difficult to compose an effective or persuasive essay.

Clear and logical transitions between the introduction, body, and conclusion.

Transitions are the mortar that holds the foundation of the essay together. Without logical progression of thought, the reader is unable to follow the essay’s argument, and the structure will collapse.

Body paragraphs that include evidential support.

Each paragraph should be limited to the exposition of one general idea. This will allow for clarity and direction throughout the essay. What is more, such conciseness creates an ease of readability for one’s audience. It is important to note that each paragraph in the body of the essay must have some logical connection to the thesis statement in the opening paragraph.

Evidential support (whether factual, logical, statistical, or anecdotal).

Often times, students are required to write expository essays with little or no preparation; therefore, such essays do not typically allow for a great deal of statistical or factual evidence.

A bit of creativity!

Though creativity and artfulness are not always associated with essay writing, it is an art form nonetheless. Try not to get stuck on the formulaic nature of expository writing at the expense of writing something interesting. Remember, though you may not be crafting the next great novel, you are attempting to leave a lasting impression on the people evaluating your essay.

A conclusion that does not simply restate the thesis, but readdresses it in light of the evidence provided.

It is at this point of the essay that students will inevitably begin to struggle. This is the portion of the essay that will leave the most immediate impression on the mind of the reader. Therefore, it must be effective and logical. Do not introduce any new information into the conclusion; rather, synthesize and come to a conclusion concerning the information presented in the body of the essay.

For Tuesday 11/4

2008-11-03T20:47:00.000-08:00

Read “The Necessity of Myths” by Neil Postman, LS 300-306

Bring two clean, typed copies of paper # 4 to class

and don't forget to vote!

It does not say RSVP on the Statue of Liberty

2008-10-31T23:51:00.000-07:00

Cher's speech begins around 4:15.

And here is the poem by Emma Lazarus inscribed on the Statue:

The New Colossus

Not like the brazen giant of Greek fame,
With conquering limbs astride from land to land;
Here at our sea-washed, sunset gates shall stand
A mighty woman with a torch, whose flame
Is the imprisoned lightning, and her name
Mother of Exiles. From her beacon-hand
Glows world-wide welcome; her mild eyes command
The air-bridged harbor that twin cities frame.
"Keep ancient lands, your storied pomp!" cries she
With silent lips. "Give me your tired, your poor,
Your huddled masses yearning to breathe free,
The wretched refuse of your teeming shore.
Send these, the homeless, tempest-tost to me,
I lift my lamp beside the golden door!"

Essay # 4

2008-10-28T18:32:00.000-07:00

Nash, Angell, and Ehrenreich consider new kinds of work conditions that deeply affect self-image and social attitudes. In the work world you expect to enter, which issues of individual power and vulnerability will be important to you? What concerns do you think are most important for twenty-first century working life?

How will these issues affect others in society?

Things you may want to consider:

Job availability
Job hours
Job location
Work conditions
Work safety
Benefits (health care, child care)
Retirement
Maternity/Paternity Leave
Unionization/ Right to Organize
Sick Leave
Vacation
Salary/Wages
Raises/ promotion
Job security
Privacy
Personal appearance

2008-10-22T23:01:00.000-07:00

WEEK 9

T 10/21 Revision of Paper # 3 due

Preparing for paper # 4: In-class essay

Discussion: How to use quotes effectively

Read PH Chapter 10: Writing to Persuade

R 10/23

Read and Annotate: WORK AND POWER p. 377 in LS

Homework: Write a one-page definition of work

WEEK 10

T 10/28: Draft Paper # 4 in class

Discussion: How and when to cite your sources (using MLA format)

Read “This Pen for Hire” by Abigail Witherspoon, LS 332-342

R 10/30: Draft of Paper # 4 returned

Read “Professions for Women” by Virginia Woolf, LS 366-371

WEEK 11

T 11/4 Paper # 4 revision due

Assign Paper # 5

Discuss portfolio contract

Read “The Necessity of Myths” by Neil Postman, LS 300-306

R 11/6: Class meets at 5:15 ( 1 hour and 15 minutes later than we usually meet)

Distribute Handout

WEEK 12

T 11/11 VETERANS DAY HOLIDAY (CLASS DOES NOT MEET)

R 11/13 Paper # 5 due

Discuss Department Essay Exam

WEEK 13

T 11/18 Return Paper # 5

Department Essay Exam. Do not miss this day!

R 11/20 Workshop and Revision Strategies

WEEK 14

T 11/25 PORTFOLIO DUE

R 11/27 THANKSGIVING (CLASS DOES NOT MEET)

WEEK 15

T 12/2 PORTFOLIO READING (CLASS DOES NOT MEET)

R 12/4 CONFERENCES FOR PORTFOLIO RESULTS

Paper # 3

2008-10-21T15:41:00.000-07:00

Please staple or bind everything together

From top to bottom:

Revision
Draft with my comments
Draft with peer review
Thesis/plan with peer review

I'm looking forward to reading your work!

Generations, Learning, and Google

2008-10-16T13:13:00.000-07:00

“Young people,” he rightly notes, “need mentors not to go with the youth flow, but to stand staunchly against it, to represent something smarter and finer than the cacophony of social life.” He’s also right that they need more time away from the computer in order to acquire the skills of “deep reading” recommended by Nicholas Carr. But they are not likely to get either one so long as so many educators cling as they do now to the axiomatic belief not just that “learning can be fun” but that it must be fun, and the equally axiomatic rejection of that which may cause pain and humiliation, even if these are productive of real learning. This is the real threat to the transmission of culture between the generations. Professor Bauerlein seems at times to recognize this but fails to emphasize it enough, or to relate it to the self-esteem movement, which has its own reasons for promoting the idea of painless learning.

ETA: Here is the article in the Atlantic Monthly to which he refers.

2008-10-09T16:11:00.000-07:00

flower power

The Third of May, 1808

Place de l'Europe, Paris, 1932

Paper # 3: Compare and Contrast

2008-10-08T21:17:00.000-07:00

Paper Schedule:

T 10/7: Paper Assigned

R 10/9: Prewriting / Plan / Working Thesis

T: 10/14: Draft (bring 2 clean, typed copies; one for me and one for peer review)

T: 10/21: Revised Paper due

What I’m looking for:

Introduction stating your main point (thesis)

Body Paragraphs with strong topic sentences that relate back to the thesis

Body Paragraphs presenting evidence that supports, illustrates, and explains your main point

Conclusion that restates your main point and reflects on your evidence

Backing up your ideas with examples rather than summarizing

Specifics – not generalizations

Consideration of the issues covered in your PH

Attention to language, grammar, and mechanics

Original thought / Independent intellectual effort

Essay Title

Choose one of the following topics:

1.) In “Mother Tongue,” Amy Tan considers “different Englishes.” In her exploration of the topic, Tan identifies the type of English she speaks with her mother and compares and contrasts it with the English she speaks when she is giving a lecture. She analyzes the role these different Englishes have in her life and writes, “I began to write stories using all the Englishes I grew up with.” Compare and contrast two different types of language that you use. You may compare and contrast the language you use with one group or audience with the language you use with a different audience or group. You may also compare and contrast the language that you use at different times. What are the characteristics of these languages? Be sure to address the significance of these similarities and difference.

2.) In “Public and Private Language,” Richard Rodriguez explores the difference between public and private individuality and how it creates a sense of “two worlds.” He writes: “…I noted the incongruity – the clash of the two worlds, the faces and voices of school intruding upon the familiar setting of home.” Compare and contrast two “worlds” that you know well. Why do you spend time in these different worlds? What are the characteristics of these worlds? Be sure to address the significance of the similarities and differences.

3.) Compare and contrast the work of two artists, musicians, athletes, or filmmakers. What are the characteristics of their work? What makes their work distinctive? Be sure to address the significance of the similarities and differences.

4.) Choose your own adventure! Be sure to check your topic with me before you begin.

Check out our Community Links

2008-09-29T19:42:00.001-07:00

Our link list is growing! Feel free to suggest more!

Paper # 2

2008-09-25T17:47:00.000-07:00

Topics for Paper # 2: Violence and Media
Length: 2-4 pages or 5-7 paragraphs
In-class draft (in preparation for the department essay exam)

The topic for paper #2 is given below. Spend 75 minutes writing an essay in response. Budget your time: spend about 5-10 minutes planning, about sixty minutes writing the essay, and five minutes proofreading.

Write in pen, on one side of the page.

In “Watch and Learn,” Gregg Easterbrook argues that there is a correlation between on-screen violence and violence in real life. How does he make this argument (what is his evidence and how does he explain it)? Do you agree with his argument? Why or why not? Write an essay in which you explain the extent to which you agree or disagree with Easterbrook’s position, drawing upon evidence from the article and from personal experience and observation. Be sure to explore the significance or implication of Easterbrook’s argument.

Course Calendar Update

2008-09-23T20:47:00.000-07:00

WEEK 5

T 9/23: Revision of Paper # 1 Due

Sign-up for conferences

Discussion: Preparing for the In-Class Essay

Read and Annotate “Watch and Learn” by Gregg Easterbrook on p. 467 in LS

Read PH Ch. 6 “Critical Reading and Viewing” p71-81

R 9/25 Draft Paper # 2 in class

Read PH Ch. 7 “Analyzing Verbal and Visual Texts” p81-94

HW: Analyze a visual text and write a one page response in your journal

WEEK 6

Your draft of paper 2 will be returned at the conference. Please bring your journal to the conference!

T 9/30: conferences

R 10/3: conferences

WEEK 7

T 10/7 Revision of Paper # 2 due

Assign Paper # 3

R 10/9 Plan for Paper # 3 due

WEEK 8

T 10/14 Draft of Paper # 3 due; Please bring an extra draft for peer review.

R 10/16 Draft of Paper # 3 returned

WEEK 9

T 10/21 Revision of Paper # 3 due

Preparing for paper # 4: In-class essay

Read and Annotate: WORK AND POWER p. 377 in LS

R 10/23

Draft Paper # 4 in class

WEEK 10

T 10/28: Draft of Paper # 4 returned

R 10/30: TBA

WEEK 11

T 11/4 Paper # 4 revision due

Assign Paper # 5

R 11/6: Class meets at 4:30 (30 minutes later than we usually meet)

Distribute Handout

WEEK 12

T 11/11 VETERANS DAY HOLIDAY (CLASS DOES NOT MEET)

R 11/13 Paper # 5 due

Discuss Department Essay Exam

WEEK 13

T 11/18 Return Paper # 5

Department Essay Exam. Do not miss this day!

R 11/20 Workshop and Revision Strategies

WEEK 14

T 11/25 PORTFOLIO DUE

R 11/27 THANKSGIVING (CLASS DOES NOT MEET)

WEEK 15

T 12/2 PORTFOLIO READING (CLASS DOES NOT MEET)

R 12/4 CONFERENCES FOR PORTFOLIO RESULTS

Discussion Notes 9/23

2008-09-23T20:23:00.000-07:00

Here is a list of fallacies. Let me know if you find discover/encounter any fallacies in your daily adventures.

Here is a link to some resources that explore the question of violence from the Life Studies webpage.

Here is a brief but useful article on gun politics in different countries.

Here is a clip from the movie Bowling for Columbine. In this fist part of this clip, subjects discuss the difference between American and Canadian attitudes toward violence.

If you are interested in watching Bowling for Columbine in its entirety, it is available at google video.

What do you think? Drop a note in the comments!

Writing the In-Class Essay

2008-09-23T20:13:00.000-07:00

On Thursday you will draft your second essay of the semester. For this essay, you will respond to George Easterbrook's "Watch and Learn."

Here is a list of things that you should bring to class on Thursday:

1.) Annotated article (LS p. 467)
2.) one page of prewriting (only use one side of the page)
3.) PH (optional)
4.) dictionary (optional)

Here are some questions to focus your prewriting:

1.) What is Easterbrook's argument?
2.) What is his evidence?
3.) What is his analysis/explanation (in other words, how does he *use* his evidence to support his argument)?
4.) Do you agree? Why or why not?

Tomorrow

2008-09-22T22:39:00.000-07:00

Please be ready to submit your revision of Paper # 1 at the beginning of class tomorrow. You should also hand in your rough draft with my comments, your rough draft with your peer's comments, your plan with my comments, and any other prewriting. PLEASE STAPLE your revision and bind all the pieces together with a clip or place them in a folder.

Tomorrow we will also be preparing for the first in-class essay/draft. Please be sure to bring your Life Studies text book as we will be reading an annotating an article together.You may want to bring a highlighter and a dictionary.

Also, please send your links! Our community link list is still incomplete. This is a REQUIREMENT and is part of your class participation grade. The absolute last day to send me your link is THIS THURSDAY.

Questions? Please ask me. Also, due to the large volume of questions I've been receiving during break, I would like to remind you that my office hours are the appropriate time and place to discuss any issue at length with me. IF you have a question and can not attend my office hours, please make an appointment.

I'm looking forward to reading your revisions!

Good Luck!

2008-09-18T21:23:00.001-07:00

I'm really looking forward to reading your revisions next week. As you revise this weekend, consider using some of the strategies we've practiced in the writing prompts to make your points more vivid and powerful. Don't forget to explain why these examples are significant.

One way of thinking about this is called P.I.E.

P = make a point
I = illustrate the point with examples/evidence
E = explain why the point is important

I also encourage you to refer to your handbook frequently. It can be especially helpful to re-read sections as you move through the writing process.

If you decide to include this essay in your portfolio, you'll have an opportunity to revise it again.

The handout (pdf) on coordinating independent and dependent clauses is available here. There are all sorts of useful handouts on the Writing Center website, so I encourage you to check it out.

Have a great weekend!

Glossing Paragraphs to Organize your Paper and Develop your Thesis

2008-09-13T10:30:00.000-07:00

guided activity from the Writing Center here.

Vocab from Week 3

2008-09-13T10:28:00.001-07:00

Vocabulary:

bi·na·ry

(bī'nə-rē) Pronunciation Key
adj.

Characterized by or consisting of two parts or components; twofold.
Of or relating to a system of numeration having 2 as its base.
Chemistry Consisting of or containing only molecules consisting of two kinds of atoms.
Of or employing two comparatively nontoxic chemicals that combine to produce a deadly poison: binary weapons; a binary nerve gas.
Music Having two sections or subjects.

tan·gi·ble

(tān'jə-bəl) Pronunciation Key
adj.

1. Discernible by the touch; palpable: a tangible roughness of the skin.
2. Possible to touch.
3. Possible to be treated as fact; real or concrete: tangible evidence.
Possible to understand or realize: the tangible benefits of the plan.
Law That can be valued monetarily: tangible property.

Something palpable or concrete.
tangibles Material assets.

ab·stract

(āb-strākt', āb'strākt') Pronunciation Key
adj.

Considered apart from concrete existence: an abstract concept.
Not applied or practical; theoretical. See Synonyms at theoretical.
Difficult to understand; abstruse: abstract philosophical problems.
Thought of or stated without reference to a specific instance: abstract words like truth and justice.
Impersonal, as in attitude or views.
Having an intellectual and affective artistic content that depends solely on intrinsic form rather than on narrative content or pictorial representation: abstract painting and sculpture.

n. (āb'strākt')

A statement summarizing the important points of a text.
Something abstract.

concrete

con·crete

(kŏn-krēt', kŏng-, kŏn'krēt', kŏng'-) Pronunciation Key
adj.

Of or relating to an actual, specific thing or instance; particular: had the concrete evidence needed to convict.
Existing in reality or in real experience; perceptible by the senses; real: concrete objects such as trees.
Formed by the coalescence of separate particles or parts into one mass; solid.
Made of hard, strong, conglomerate construction material.

"Show don't tell"

language and media (food for thought)

2008-09-09T22:35:00.000-07:00

Amy Goodman on grassroots, open access, and media in the time of war

Bill Moyers on "big media"

Noam Chomsky on "concision" in the media

And a brief clip on gender and advertising from Jean Kilbourne

Paper # 1

2008-09-07T12:35:00.000-07:00

Paper # 1: Writing to Reflect

Paper Schedule:

R 9/4: Paper Assigned

T 9/9: Prewriting / Plan / Working Thesis

R: 9/11: Draft (clean, typed copy)

T: 9/23: Revised Paper due

Your purpose in this essay is to reflect on a relationship, space, or experience and to explain and illustrate its significance. You will base your paper on one of the topics given below. You should first explore the topic (you may use some of the methods suggested in PH ch. 3 & 8). Your exploration should lead you to a working thesis (3c) and a plan to develop that thesis (3d). Please bring your working thesis and plan to class on 9/9. After we review these plans in class, you will write a first draft. Your first draft is due on 9/11. I will return your draft the following week. The final draft, revised in light of the feedback you get from me and from your own careful review (ch. 5), is due on 9/23.

Length: 2.5-4 pages, proofread, double spaced and stapled

Introduction stating your main point (thesis)

Body Paragraph presenting evidence that supports, illustrates, and explains your main point

Conclusion that restates your main point

Backing up your ideas with examples rather than summarizing

Specifics – not generalizations

Consideration of the issues covered in your PH

Attention to language, grammar, and mechanics

Original thought / Independent intellectual effort

Essay Title

Choose one of the following topics:

1.) In “Inspired Eccentricity” bell hooks considers her relationship with her grandparents and reflects on the influence of these relationships. In her reflection, hooks identifies and analyzes her grandparents’ “eccentricities” and claims that their life together taught her that “it was possible for women and men to fashion households around their own needs.” Reflect on the role of a friend or family member (or a similar figure) in your development. Why is his or her influence significant? Be sure to use analysis to illustrate and support your thesis.

2.) In “The Ghetto Cityscape,” Camilo José Vergara considers urban spaces and reflects on the “spatial restructuring of their ghettos.” In his reflection, Vergara identifies and analyzes three types of ghettos and claims their existence illustrates persisting societal injustices. He also argues that if people wish to abolish the ghetto “we must go beyond the statistics and into the streets, alleys, and buildings.” Reflect on a space you know well. Have you seen it change? What is the effect of this space? What are the politics? Be sure to use analysis to illustrate and support your thesis.

3.) In “My Sister and Me on Grandma’s Lap,” Melissa Dodd considers a family photograph and reflects on the photograph’s occasion. In her reflection, Dodd identifies and analyzes the dynamics of the photograph and argues that the picture is also about what is left out or disruptive. Reflect on a childhood photograph. Why is this photograph significant? Does it confirm of conflict with your impressions and memories? Be sure to use analysis to illustrate and support your thesis.

Discussion Notes (9/4)

2008-09-04T23:03:00.000-07:00

Wikipedia entry for "ghetto."
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Main Entry:: se·man·tics
Pronunciation:: \si-ˈman-tiks\
Function:: noun plural but singular or plural in construction
Date:: 1893

1: the study of meanings: a: the historical and psychological study and the classification of changes in the signification of words or forms viewed as factors in linguistic development b (1): semiotic (2): a branch of semiotic dealing with the relations between signs and what they refer to and including theories of denotation, extension, naming, and truth 2: general semantics3 a: the meaning or relationship of meanings of a sign or set of signs; especially : connotative meaning b: the language used (as in advertising or political propaganda) to achieve a desired effect on an audience especially through the use of words with novel or dual meanings

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cool video of bell hooks discussing the relevance of pop culture and the value of critical thinking:

Discussion Notes (9/02)

2008-09-03T16:57:00.000-07:00

Read about Amy Goodman's arrest here.

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etymology of "eccentric"

eccentric: 1398 as a term in Ptolemaic astronomy, from M.L. eccentricus, from Gk. ekkentros "out of the center" (as opposed to concentric), from ek "out" + kentron "center" (see center). Figurative sense of "odd, whimsical" (adj.) first recorded 1685. Noun meaning person with such qualities first attested 1832.

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For more information about how we look at pictures, check out this *amazing* series developed by John Berger.

Course Calendar Update

2008-09-03T16:49:00.000-07:00

WEEK 2

T 9/2

Review Course Calendar

Discussion: What is Composition?

Read “The Ghetto Cityscape” by Camilo Jose Vergara. p231 in LS and “Writing to Reflect” (Ch. 8) in PH p94

R 9/4

Assign Paper # 1

Discussion: What are the parts of an essay?

Planning your essay

Read: “Planning and Drafting” (Ch.3) in PH p.27

WEEK 3

T 9/9: Plan for Paper # 1 due

Discussion: Sentences and Paragraphs

Grammar Boot-camp: Coordinating independent and dependent clauses

R 9/11: Draft of Paper # 1 due

Discussion: Rewriting, Editing, and Proofreading

Grammar Boot-camp: Active and passive voice

Read: “Rewriting, Editing, and Proofreading” (Ch. 5) in PH p.60

WEEK 4

T 9/16

Read “Mother Tongue” by Amy Tan

R 9/18

Read “Public and Private Language” by Richard Rodriguez

WEEK 5

T 9/23: Revision of Paper # 1 Due

Discussion: Preparing for the In-Class Essay

Read and Annotate “Watch and Learn” by Gregg Easterbrook on p. 467 in LS

R 9/25 Draft Paper # 2 in class

WEEK 6

T 9/30: conferences

R 10/3: conferences

WEEK 7

T 10/7 Revision of Paper # 2 due

Assign Paper # 3

R 10/9 Plan for Paper # 3 due

WEEK 8

T 10/14 Draft of Paper # 3 due

R 10/16 Draft of Paper # 3 returned

WEEK 9

T 10/21 Revision of Paper # 3 due

Preparing for paper # 4: In-class essay

Read and Annotate: WORK AND POWER p. 377 in LS

R 10/23

Draft Paper # 4 in class

WEEK 10

T 10/28: Draft of Paper # 4 returned

R 10/30:

WEEK 11

T 11/4 Paper # 4 revision due

Assign Paper # 5

R 11/6: Class meets at 4:30 (30 minutes later than we usually meet)

WEEK 12

T 11/11 VETERANS DAY HOLIDAY (CLASS DOES NOT MEET)

R 11/13 Paper # 5 due

WEEK 13

T 11/18 Return Paper # 5

R 11/20

WEEK 14

T 11/25 PORTFOLIO DUE

R 11/27 THANKSGIVING (CLASS DOES NOT MEET)

WEEK 15

T 12/2 PORTFOLIO READING (CLASS DOES NOT MEET)

R 12/4 CONFERENCES FOR PORTFOLIO RESULTS

Submit a Link!

2008-08-31T22:31:00.001-07:00

Submit a link for the "community links" list in the sidebar. Drop me an e-mail or leave a comment. If you leave a comment, be sure to include your first name. Thanks!

Notes from our discussion (8/28)

2008-08-31T16:48:00.001-07:00

Vocabulary

euphemism:

1.	the substitution of a mild, indirect, or vague expression for one thought to be offensive, harsh, or blunt.

2.	the expression so substituted: “To pass away” is a euphemism for “to die.”

pedagogy:

1.	the function or work of a teacher; teaching.

2.	the art or science of teaching; education; instructional methods.

etymology:

1.	the derivation of a word.

2.	an account of the history of a particular word or element of a word.

3.	the study of historical linguistic change, esp. as manifested in individual words.

References:

Plato's Cave

Penguin Handbook Chapter 6: Critical Reading and Viewing

2008-08-30T19:28:00.000-07:00

(click to enlarge)

Inspired Eccentricity

2008-08-30T19:25:00.000-07:00

(click to enlarge)

Writing Prompt # 1

2008-08-30T18:54:00.000-07:00

Writing Prompt # 1

Describe your experience with writing. What sort of writing have you done? Have you written a research essay? Used MLA (Modern Language Association) documentation?

Do you like to write? Why or why not?

Course Calendar

2008-08-26T11:36:00.000-07:00

This is a tentative schedule. I will distribute written revisions as I adapt the syllabus to meet your needs. )
LS=Life Studies
PH=Penguin Handbook

WEEK 1

T 8/26 Welcome and Introduction to Course
Writing Sample: In-class
Read: “Finding a Trail” p 1 in LS
Journal: Write at least one page about what you like to read.

R 8/28
Discussion: Critical Reading Strategies
Read: “Inspired Eccentricity” by bell hooks. p77 in LS
"Critical Reading and Viewing" Ch 6 in PH
Journal: Write at least one page about a person (family member, friend) who you knew when you were growing up.

Journals

2008-08-26T11:34:00.000-07:00

Your journal is a place where you can do in-class writing prompts, collect ideas for future writing (write quotes, paste pictures or favorite passages), and respond to the things you read. In addition to in-class writing assignments, I will assign homework (in the form of a writing exercise) that you should do in your journal. Bring your journal to each class meeting.

Course Requirements, Grades, Ettiquette

2008-08-26T11:23:00.000-07:00

COURSE REQUIREMENTS:

Much of the coursework will be done in class and cannot be made up. Because of this, attendance is essential. Students with more than three absences will be dropped from the class. Frequent tardiness will also result in a lower attendance grade. Assigned work includes reading, language studies, and paragraph and essay writing. Students will write five revised, edited essays and take the Eng. Dept. Writing Exam. In addition, students will practice timed essay writing to prepare for essay exams in other classes. Each student will keep a portfolio of all revised and timed essays. This will be used to measure student progress and make placement recommendations at the end of the semester. Students without complete portfolios will receive no credit for the course and be ineligible for English 110 placement.

GRADING POLICY:

English 100 is a credit/ no-credit course: in order to earn credit, you must earn at least a “C” (73%) grade based on the amount of work you complete, as well as the strength of your essays. You must complete (draft, edit, revise) all of the essays to pass the course. I will give letter grades to your essays based on the English Department’s rubric. You will submit a portfolio of your work near the end of the semester. The portfolio will contain your three best essays. This portfolio will be read and evaluated by two outside readers. We will talk about the criteria these readers will use, and I will “grade” your papers according to this criteria.

Here is a rough breakdown of how I will evaluate your work:

Essays 1-5: 60%
Portfolio: 15%
Participation (includes attendance) and journal: 25%

CLASSROOM ETIQUETTE:

Students and teachers have a right to a classroom environment free from distractions. If you bring a cell phone to campus, please be sure that it is turned off before you enter the classroom.

Academic Honesty: Academic honesty is a fundamental requirement of all students, and any instances of academic dishonesty will be reported in accordance with the SBCC Academic Honesty Policy. In addition, all essays must be saved as Word documents and may be submitted to turnitin.com

IMPORTANT: Students with disabilities who are requesting accommodations should use the following SBCC procedure: contact the DSPS office in SS160 (X2364), present documentation of disability for review by a disabilities specialist, discuss options for support through DSPS, and present a signed DSPS authorization for accommodation to your instructor.

Texts and Supplies

2008-08-26T10:23:00.000-07:00

Required Textbooks:

Life Studies, 7th ed. Cavitch, David (companion website)
The Brief Penguin Handbook. Faigley, Lester (companion website)

Required Supplies:

A notebook to be used as a journal
Binder of folder for handouts
Manila folder for portfolio submission

Recommended Texts and Supplies:

Dictionary
Thesaurus
Thumb drive/jump drive

Specific Student Learning Outcomes (SLOs)

2008-08-26T10:21:00.000-07:00

Upon completion of English 100, successful students will be able to do the following:

1. Demonstrate comprehension of assigned texts by identifying the main ideas and supporting examples.
2. Develop organized paragraphs supported with evidence from class texts and personal experience or observation.
3. Create a thesis to focus on a purpose and respond to a rhetorical situation.
4. Respond to the needs of an academic audience by choosing appropriate syntax, diction, grammar, and mechanics.
5. Apply instructional feedback to the stages of the writing process.

Course Description

2008-08-26T10:17:00.000-07:00

English 100 is an intensive writing course for students who need work in basic expository composition, in preparation for English 110 and other college level courses which require essay exams and expository writing. Grammar and composition are taught in an integrated way that stresses the dynamics of the writing process: pre-writing, composing, revising, and editing. Readings provide models of good writing and ideas and information for essays. Individual student conferences are used to provide assistance with writing and evaluate student progress. The three unit course is graded on a credit/no credit basis. Students must complete all work in order to be considered for English 110 placement. Students who complete all course requirements and receive an English 110 assessment for their writing will receive credit for English 100 and eligibility for English 110. Students who complete all course requirements but do not receive an English 110 assessment for their writing will receive credit for English 100A. Students receiving credit for English 100A may repeat English 100 one time only.

The pre-freshman course (ENG 100) and the freshman English courses (ENG 110 and 111) provide all students with a foundation in college writing, the reading of nonfiction, fiction, drama, poetry and research. All of these courses have a strong emphasis on development of critical thinking skills in logic and argumentation.

The objective of the English Department is to provide each student with the opportunity to develop his or her own reading, writing, research and critical \ thinking abilities for successful transfer to universities and for functioning in society and the job market.