Ian Jones - English 1A – Spring 2018 1

Welcome to ENG 1A: Composition!

1A emphasizes essential elements of the reading and writing process. You will be

practicing reading and writing skills that are vital for college programs and professional

communication.

This document, the syllabus, is an invaluable guide to the course. If you have any questions about what we will be doing

between now and the end of our time together, chances are that you find an

answer somewhere in these pages.

Instructor:

Robert Ian Jones

Robert.jones@chaffey.edu

Course Website:

chaffeyian.wordpress.com

Sections:

ENGL – 1A – 98374

Day: Tuesdays/Thursdays

Time: 9:30-10:50 am

Building: FNLC-122

Final Exam:

8:45–11:15am, Thursday, May 17

Office Hours:

FNAC 218

Mondays: 12:00-3:00

Tuesdays: 11:00-12:00

Thursdays: 11:00-12:00 Student Learning Outcomes

By the end of this course, you will be able to:

Demonstrate proficiency in evaluating, integrating, and documenting sources. [SLO]

Support a complex thesis statement with sophisticated evidence. [SLO]

Write essays that deliberately connect audience and purpose in a variety of genres. [SLO]

Course Description:

In this course, we will engage in the careful study and practice of expository and argumentative writing techniques and the frequent writing of compositions with a research project as our ultimate goal. A minimum of 6,000 written words is expected over the course of the term. Three arranged hours of supplemental learning in a Success Center that supports this course is required. This course is designed to prepare the student for satisfactory college writing.

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Course Objectives:

o Arranging argumentative points in clear, effective prose.o Critiquing and applying the principles of unity and coherence in essays.o Developing critical thinking strategies through the primary use of a variety of 750 word or longer

persuasive/ argumentative essay readings.o Producing logical, coherent, unified essays with minimal errors in grammar, punctuation, and spellingo Appraising the relationships between audience, tone, purpose, and levels of diction.o Composing clear and specific thesis statements and developing theses into unified and complete essays.o Analyzing the structure of various kinds of essay development, including exposition (analysis,

classification, definition, comparison and contrast, cause and effect, and argumentation), and argumentation and construct essays in such patterns.

o Examining the relationship of logical ideas within an essay, distinguishing fact from judgment, and eliminating prejudice and fallacious reasoning in your own writing.

o Inspecting your own writing for grammatical, punctuation, spelling and paragraphing errors to facilitate more effective author/reader communication.

o Studying and practicing stylistic devices. (Including devices like metaphor and allusion.)o Generating a suitable and manageable research topic.o Choosing relevant source material using the library and information technology resources.o Evaluating and Integrating source material into your writing to support assertions.o Producing proper style format for citation and documentation through research papers.

Required Course Materials:

o Henriquez, Cristina. The Book of Unknown Americans. Vintage, 2014. (ISBN 9780345806406)**o Axelrod, Rise B., & Charles R. Cooper. The Concise St. Martin’s Guide to Writing. 7th ed., Bedford/St.

Martins, 2015. (ISBN 9781319088170)**o Folder or binder for keeping notes, handouts,

drafts, essays, etc.o An active Chaffey email accounto USB flash drive or cloud account for saving your

drafts

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** Available on one-hour reserve at the library

Ian’s Keys to Success:

1) Students who turn in all their assignments (on time!) generally pass the course.2) Students who come to class on a regular basis (that is, ~90% of the time) get higher

marks.3) Students who pay attention in class (and minimize time spent scrolling through FB posts) get even

higher marks.4) Students who participate in discussions get yet higher marks.5) Students who turn in all their assignments (on time!), come to class on a regular basis (that is, ~90% of

the time), pay attention in class (and minimize time spent scrolling through FB posts), participate in discussions, and seek help when they are struggling do very well indeed.

Ian’s Expectations:

“Language is the dress of thought.”

You have all voluntarily signed up for this course; in fact, you are all paying to be here. Therefore, I expect that you take this course and your participation in it seriously. You really are doing yourself, your classmates, and your professor a disservice when you habitually miss class or fail to participate fully while here. I have a number of specific expectations:

1) You do not let your cell phone/laptop/pager/gameboy/google glass distract you, your classmates, or me. I am not interested in policing your cell phone use, but I will ask you to leave if you make it an issue.

2) You will show up to class on a regular basis. I do take attendance, and while this does not count for marks, it definitely comes into play when students ask me for extensions.

3) You will come to class on time. We all know that it is rude to show up to things late, so make an effort to be here on time.

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4) Do the readings. You should expect to spend about the same amount of time reading at home as you do in class per week. You should set aside a few hours for studying and working on assignments. In other words, you should be budgeting about 10 hours per week to each of your courses.

5) You will do your best to maintain a safe and open environment where we are all free to engage in critical debate. Things might get spirited, but keep in mind that critical thinking is a vital component of this course and perhaps the most important skill you will develop in college. You are free to think and feel as you chose—I am not interested in converting you to my philosophies—but remember “your liberty to swing your fist ends just where my nose begins.”

6) You will participate. I know, in high school, there is sometimes a stigma around seeming too interested in school, but this is college. If you are still worried that someone will judge you because you found the ideas in the ongoing debate between Starbuck and Ahab exciting and thought provoking, you need to get over that and embrace your future.

Course Policies:

Class policies and procedures are subject to change based upon the needs of the class.

Attendance:

Regular attendance is essential for course success. One of the most important steps in your success as a student is coming to class! There are assignments due, quizzes to write, or group projects to complete almost every day in this course; therefore, if you miss even two or three class sessions, you might see your mark drop 5-10%. If you won’t be able to attend class, please email me.

Class Accommodations:

If you need accommodations due to a documented disability, please let me know. I’m happy to help make this course as accessible as possible.

Late-Work Policy:

All late assignments will be penalized by 5% per day. After one week, the assignment will not be accepted and will receive a grade of zero. Please note that all take home assignments are due at the beginning of class on the given due date and must be word-processed and stapled (note: I do not have a stapler). An extension may be granted only if it is sought before the due date.

In-class Quizzes and Writing Tasks:

Quizzes and Writing Tasks will be written during class. These are meant, in part, to allow you a chance to reflect on the material before and after we discuss it; thus, missed in-class activities will receive a mark of ZERO.

Wordpress:

The Wordpress site for this course will be an important repository that I will stock with secondary readings and additional primary readings that will enrich your understanding of our in-class discussions. While I do not require you to read everything that I post, I do ask that you check in regularly. This is the address of the site:

chaffeyian.wordpress.com

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Plagiarism Policy:

Plagiarism ranges from copying a sentence from an article you read, to turning in an essay that you did not write. In this class, you will receive zero points for any plagiarized work, and this may lead to you failing the course. If you are unsure if you are plagiarizing or have questions about using sources, please ask. Chaffey’s policy on plagiarism is as follows:

“Violations of the Student Academic Integrity Code, including plagiarism, will not be tolerated in Chaffey College English courses. Plagiarism is defined as the misrepresentation of the published ideas or words of another as one’s own. At the discretion of the professor, plagiarism or other violations may result in zero points for the assignment and/or failing the course. Additionally, the professor may file a Student Academic Integrity Form documenting the violation and may seek other sanctions. The complete Student Academic Integrity Code appears in the Chaffey College Student Handbook” (from the English Department Guidelines).

Disclaimer: The best way to grow as a writer is to read other writers’ work, so I may use your writing as a model/sample in our class or for future sections of English 1A. This is a great way for you to contribute to the growth and learning of your peers here at Chaffey College.

Resources to Support your Success:

NOTE: although most of the student services have their main offices on the Rancho campus, they all provide services on both the Fontana and Chino campuses—just call them for details!

Career Center helps Chaffey College students find meaningful careers. The program offers career counseling, career assessments, résumé assistance, interviewing skills preparation, job referrals, student employment, and career related workshops. The Career Center is located on the Rancho Cucamonga Campus in MACC-203. Please call (909) 652-6511 for more information.

Disability Programs and Services, or DPS, serves an estimated 1500 students across all Chaffey campuses. DPS serves students with physical, learning, and psychological/psychiatric disabilities by providing accommodations based on the type of disability and verifying documentation. Services include academic counseling, disability related counseling and referral for community resources, test accommodations, tram services, adapted computer lab, assistive technology training, assessment, and equipment loan. For more information please contact the DPS general phone line at (909) 652-6379.

EOPS & CARE: Extended Opportunity Programs and Services (EOPS) is designed to ensure student retention and success through academic support and financial assistance for eligible students. Cooperative Agencies Resources for Education (CARE) is a program that serves a limited number of EOPS students who are single heads of household parents. It provides additional support services beyond those available through EOPS. The ultimate goal is completion of a certificate program, an associate degree, and/or transfer to a four-year college. For more information, call (909) 652-6345.

GPS Centers: The Guiding Panthers to Success centers provide new and returning Chaffey College students with assistance in registration, unit load planning, using MyChaffeyView, using campus resources, making an Abbreviated Education Plan (first year course recommendations). Visit the GPS center to check progress on academic goals. Many services are provided on a walk-in basis. Please call a GPS center for more information.

Rancho GPS: VSS # 111. Phone 909-652-6466Health Services (SHS) is dedicated to assisting students to achieve and maintain optimum physical, mental and

emotional health. We are committed to providing quality healthcare at a reasonable cost. All currently

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enrolled full and part time Chaffey College students on the Rancho Cucamonga Campus or any off campus site may utilize the services of the Student Health Office. Please have your Chaffey ID ready.

Rancho Campus MACC-202 (909) 652-6331Honors Program provides an intellectual and cultural community for students at Chaffey College. Program

benefits include smaller classes, creative and challenging coursework, academic enrichment activities, and scholarships. Students also have opportunities to present research at scholarly conferences, build social responsibility through community service, and receive ongoing personalized academic advisement as well as support during the transfer process. Students who complete the Honors Program may take advantage of our transfer agreements with prestigious institutions like UCLA. Visit http://www.chaffey.edu/honors or SSA-122 for more information and admission requirements.

Hope Engage Succeed Campaign here at Chaffey is our commitment to helping students develop a growth mindset, set goals, realize their agency, and discover pathways to success. Here at Chaffey College we embrace each student’s journey to develop a growth mindset, set goals, realize their agency, and discover pathways to success. Keep an eye out for Hope Engage Succeed posters and workshops around campus.

Success Centers offer free tutorials, workshops, learning groups, directed learning activities, and computer/ resources access to assist students in their academic development and success. These are free services for students. For this class, you will complete three lab hours as a requirement (3 stamps). One-on-one tutoring is also available if you would like to get feedback on your writing. Tutors are happy to help you with writing assignments for any of your classes (not just English!). Call the centers or consult the college website at www.chaffey.edu/success/ for more information.

A current Chaffey College photo ID card is required for all Success Center services. Walk-ins are welcome, and advanced appointments are available for most services. Call the centers or consult the center website for more information. Make your online appointments at https://chaffey.mywconline.com/

Student Health Services is dedicated to assisting students to achieve and maintain optimum physical, mental and emotional health. We are committed to providing quality healthcare at a reasonable cost. All currently enrolled full and part time Chaffey College students on the Rancho Cucamonga Campus or any off campus site may utilize the services of the Student Health Office. Please have your Chaffey ID ready.

Rancho Campus MACC-202 (909) 652-6331

Transfer Center assists you in successfully transferring from Chaffey College to a university. The Transfer Center and the Transfer Center website provide information useful in researching transfer options and reaching your transfer goals. You can also access scholarship information through the Transfer Center. Check out their website http://www.chaffey.edu/transfer/ or visit the center in SSA-120. You can also call (909) 652-6233 for more information.

Veterans Resource Center (VRC) is dedicated to assisting veterans and eligible family members in achieving their educational goals efficiently and without impediments. If you are a veteran or eligible family member, please contact the Veterans Resource Center at (909) 652-6235 or vrc.staff@chaffey.edu for information regarding educational benefits and opportunities. The Veterans Resource Center (VRC) is located in AD-125 on Chaffey College’s Rancho Cucamonga campus.

Wignall Museum of Contemporary Art serves as a learning lab featuring temporary exhibitions of innovative contemporary art throughout the year. Exhibitions and programming are organized with our students in mind in order to augment their academic experience by complementing the college’s curricula and

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broadening the understanding of contemporary art. Our exhibitions allow visitors to see and experience a variety of contemporary artistic practices that examine timely and relevant topics. http://www.chaffey.edu/wignall/exhibitions.shtml

Your Professors are also always glad to help! I am always happy to answer questions or discuss your papers during office hours, through email, or after class. Please feel free to ask or email me (robert.jones@chaffey.edu) to me about any questions or concerns you have about writing, our class or Chaffey College.

Assignments & Requirements

There are 100 points possible in this course. In order to pass English 1A, you will need a “C” or better.

Grading Scale

A+ 97-100% C+ 77-79%

A 93-96% C 73-70%

A- 90-92% D+ 67-69%

B+ 87-89% D 63-66%

B 83-86% D- 60-62%

B- 80-82% F 0-59%

Passing= C or better (70% or more)

Track your progress in class with this formula: Points earned ÷ current points possible = current %

Assignment Due Date Points Possible My Points

Quizzes and Writing Tasks 10

LSC Requirement 1 2

LSC Requirement 2 2

LSC Requirement 3 2

MLA Assignment 3

OBOC Event Report #1 1

OBOC Event Report #2 1

Proposal for Essay 1 1

Letter to the Reader 1 1

Peer Editing 1 3

Final Draft Essay 1 10

Essay 2 Proposal 1

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Conference with Ian 1

Peer Editing 2 3

Letter to the Reader 1

Final Draft Essay 2 10

In-class Interviews 3

Interview Notes 1

Peer Editing 3 3

Letter to the Reader 1

Final Draft Essay 3 10

Brainstorming Map for Essay 4 1

Proposal for Essay 4 1

Annotated Bibliography 3

Peer Editing 4 3

Conference with Ian 1

Letter to the Reader 1

Final Draft Essay 4 10

Final Exam 10

Final 100

. Course Schedule

o The following is the schedule of assignments for this class. The schedule of readings & assignments are subject to change based upon the needs of the class.

o All readings and assignments are listed on the day they are due. Please come to class with all readings and assignments completed the day they are listed on the syllabus.

o Most of the course readings will come from the textbook The Concise St. Martin’s Guide to Writing (Martin) and the novel The Book of Unknown Americans (Book), but some readings will be posted on the Wordpress site (Wordpress)—it is your responsibility to find and read every assigned text!

Week Date Homework Assignments Class Activities1 T Jan. 9 - Intro to course

- What is Growth Mindset?

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Week Date Homework Assignments Class Activities

TH Jan. 11

- Examine syllabus - Syllabus Quiz - What is Academic Writing?- Code Switching- Introduce Essay #1

2T Jan. 16

- Read Amy Tan’s “Mother Tongue” (Wordpress)

- Read “Introduction” (Martin pp.1-6)

- Quiz on Tan Essay- Introduce Essay #1

TH Jan. 18 - Read “Remembering an Event” (Martin pp.8-49)

- Writing task

T Jan. 23- Read Jenée Desmond-Harris’

“Tupac and My Non-thug Life” (Martin pp.23-25)

- Essay #1.Proposal due (1%)- Quiz on Desmond-Harris Essay

3

TH Jan. 25

- Grammar Check-up

4 T Jan. 30. - Deadline to drop class without a “W”

(Feb. 4)- Essay #1.Peer Editing (3%)

TH Feb.1- Read “Strategies for Reading

Critically” (Martin pp. 294-316)- Essay #1.Final Draft due (10%)- Intro to Close Reading- Writing Task

5

6

T Feb. 6 - Read pp.1-23 Book - Quiz on novel- Introduce Essay #2

TH Feb. 8 - Read pp.24-90 Book - Quiz on Novel

T Feb. 13- Read pp.91-144 Book - Quiz on Novel

TH Feb. 15- Read pp.145-238 Book - Quiz on Novel

7T Feb. 20

- Read pp.239-End Book- Read “Arguing” (Martin pp. 366-

379) and “Arguing a Position” (Martin pp. 144-151)

- In-class Debate

TH Feb. 22 - Essay #2 Proposal Due (1%)- One-on-one Conferences (1%)

8 T Feb. 27 - Essay #2 Proposal Due (1%)- One-on-one Conferences (1%)

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Week Date Homework Assignments Class Activities

TH Mar. 1

- Read Daniel J. Solove’s “Why Privacy Matters Even If You Have ‘Nothing to Hide’” (Martin pp. 163-167)

- Quiz on Solove Essay

9T Mar. 6 - Essay #2.Peer Editing (3%)

- Quotation Marks

TH Mar. 8 - Read “Writing Profiles” (Martin pp.50-60)

- Introduce Essay #3- Writing Task

T Mar. 13 Watch a Spring Break movie (i.e. Revenge of the Nerds)

No Class – Spring Break!

TH Mar. 15Watch a Spring Break movie (i.e. Spring Breakers)

No Class – Spring Break!

10T Mar. 20

- Read Amanda Coyne’s “The Long Good-Bye: Mother’s Day in Federal Prison” (Martin pp.61-65)

- Read “Using Sources to Support Your Ideas” (Martin pp. 427-437)

- Essay #2.Final Draft due (10%)- Quiz on Coyne Essay

TH Mar. 22- Read “Analyzing and Synthesizing

Arguments” (Martin pp. 332-351)- Deadline to drop class with a “W”

(Mar.27)- Interviewing

11 T Mar. 27- Read Gabriel Thompson’s “A

Gringo in the Lettuce Fields” (Martin pp.68-71)

- Quiz on Thompson Essay

TH Mar. 29 - In-class interviews (3%)

12 T April 3 - MLA Citation- Essay #2 Interview Notes Due (1%)

TH April 5 - Essay #3.Peer Editing (3%)- Dropped Quotes

13T April 10

- Read “Proposing a Solution” and “Planning a Research Project” (Martin pp. 190-235 & 396-403)

- Brainstorming- Essay #4.Brainstorming Map due (1)%- Introduce Essay #4- Essay #3.Final Draft due (10%)

TH April 12

- Read “Finding Sources and Conducting Field Research,” and “Evaluating Sources” (Martin pp. 404-419 & 420-426)

- Field Trip!- MLA Assignment due (3%)

14 T April 17 Work on your papers!NO CLASS

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Week Date Homework Assignments Class Activities

TH April 19- Karen Kornbluh “Win-Win

Flexibility” (Martin pp.211-215)- Essay #4 Proposal Due (1%)- Quiz on Kornbluth Essay

15 T April 24 - Fake News!

TH April 26 - Writing Exercises - Essay #4 Proposal Due (1%)

16 T May 1- Essay #4.One-on-one Conferences

(1%)Annotated Bibliography due (3%)

TH May 3- Essay #4.One-on-one Conferences

(1%)Annotated Bibliography due (3%)

17 T May 8 - Essay #4.Peer editing (3%)

TH May 10 - Final Exam Prep- Essay #4. Final Draft Due (10%)

18 - FINAL EXAM (10%)