Unit 1 – Narrative
WEEK ONE – 1/17
Wednesday Syllabus and Introduction
- Buy Textbook
WEEK TWO – 1/22 and 1/24
- Read Lamott “Shitty First Drafts” JOURNAL 1 – 3 Questions
- Read Introduction to They Say, I Say
Wednesday The Conversation
WEEK THREE – 1/29 and 1/31
Monday The Conversation and Carr
- Chapter 1 (“They Say”: Starting with What Others Are Saying)
- NICHOLAS CARR, “Is Google Making Us Stupid?” [p. 313] JOURNAL 2 – questions 1–4 [p. 328] or Summary/Response
Wednesday Narrative Examples and ‘They Say’
WEEK FOUR – 2/5 and 2/7
Monday Summary Writing and Review
- DUE Rough Draft of Literacy Narrative
- Chapter 2 (“Her Point Is”: The Art of Summarizing)
- KEVIN KELLY, “Better Than Human” p. 299 JOURNAL 3
Wednesday Paraphrase and Peer Review
- DUE Revised Draft for Peer Review
Unit 2 – Report
WEEK FIVE – 2/12 and 2/14
Monday Metaphors and Images
- Chapter 4 (“Yes / No / Okay, But”: Three Ways to Respond)
- LEV GROSSMAN, “From Scroll to Screen” JOURNAL 4
Wednesday Intro to Report and Responding
WEEK SIX – 2/19 and 2/21
Monday NO CLASS
Wednesday Report Topic and Quoting
- Chapter 3 (“As He Himself Puts It”: The Art of Quoting)
- JENNA WORTHAM, “I Had a Nice Time with You Tonight. On the App” [p. 393] JOURNAL 5
WEEK SEVEN – 2/26 and 2/28
- Chapter 5 (“And Yet”: Distinguishing What You Say from What They Say)
- CLIVE THOMPSON, “Smarter Than You Think” p. 340 JOURNAL 6
Wednesday Library Research Day
WEEK EIGHT – 3/5 and 3/7
Monday Naysayers and Annotated Bib
- Rough Draft of Report DUE
- Chapter 6 (“Skeptics May Object”: Planting a Naysayer in Your Text)
- MICHAELA CULLINGTON, “Does Texting Affect Writing?” [p. 361] JOURNAL 7
- RICHARD STRAUB, “Responding-Really Responding-to Other Students’ Writing”
Wednesday Reading and Peer Review
Final Draft of Report Due Monday 3/12/2018 by Midnight. Post to class website.
SPRING BREAK – 3/12 – 3/16
Unit 3 – Review
WEEK NINE – 3/19 and 3/21
Monday Reflection and Midterm
- Chapter 7 (“So What? Who Cares?”: Saying Why It Matters)
- SHERRY TURKLE, “No Need to Call” [p. 373] JOURNAL 8
- LISA SCHWARZBAUM, “‘The Hunger Games’: EW Review“
WEEK TEN – 3/26 and 3/28
- Chapter 8 (“As a Result”: Connecting the Parts)
- MALCOLM GLADWELL, “Small Change: Why the Revolution Will Not Be Tweeted [p. 399] JOURNAL 9
WEEK ELEVEN – 4/2 and 4/4
- Chapter 9 (“Ain’t So / Is Not”: Academic Writing Doesn’t Always Mean Setting Aside Your Own Voice)
- BROOKE GLADSTONE AND JOSH NEUFELD, “The Influencing Machines” JOURNAL 10
WEEK TWELVE – 4/9 and 4/11
- Rough Draft Review DUE
- Chapter 10 (“But Don’t Get Me Wrong”: The Art of Metacommentary)
- GERALD GRAFF, “Hidden Intellectualism” [p. 264] JOURNAL 11
Unit 4 – Argument
WEEK THIRTEEN – 4/16 and 4/18
- Chapter 13 (“IMHO”: Is Digital Communication Good or Bad—or Both?)
- MICHELLE OBAMA, “Bowie State University Commencement Speech” [p. 285] Video Link JOURNAL 12
WEEK FOURTEEN – 4/23 and 4/25
- Chapter 14 (“What’s Motivating This Writer?”: Reading for the Conversation)
- L. LENNIE IRVIN, “What is Academic Writing?” JOURNAL 13
WEEK FIFTEEN – 4/30 and 5/2
- Chapter 12 (“I Take Your Point”: Entering Class Discussions)
- LIZ ADDISON, “Two Years Are Better than Four” [p. 255] JOURNAL 14
WEEK SIXTEEN – 5/7 and 5/9
- Chapter 15 (“Analyze This”: Writing in the Social Sciences)
- Read JOURNAL 15
WEEK SEVENTEEN – 5/14 and 5/16
- Essay 4 Rough Draft DUE
- Chapter 11 (“He Says Contends”: Using the Templates to Revise)
- RITA J. KING, “How Twitter is Reshaping the Future of Storytelling” JOURNAL 16
WEEK EIGHTEEN – 5/21 and 5/23
- Essay 4 Due
Wednesday In Class Final
English 010: Preparation for College English
Crafton Hills College – Spring 2018
|Instructor: Sefferino Ramos
Class Time: 3:00-4:50 pm MW
Classroom: West -108
Voicemail/Text: (909) 453-2953
Office Hours: After class and by apt.
Course Description: Welcome Roadrunners! Over the next eighteen weeks we will study ourselves as readers and writers, looking to see how our past experiences shape our literacy today. Language is powerful and can change our lives. We will study how good writing is dependent on the situation, reader, and purpose it is created for. What you say, how you say it, and who you are saying it to, are important to keep in mind as you write. We will study how we develop as writers and who we are now, to understand that we are all literate people entering a new environment, academia.
Upon satisfactory completion of the course, students will be able to:
- Identify the topic thesis, details, transitions, and organizational patterns within essays, two to three-page articles, and textbook chapters
- Vary reading speeds and methods according to the type of material and purpose for reading
- Read, discuss, and write an accurate summary of a passage from a text
- Identify, correct, and apply rules of grammar through analysis of their own writing
- Identify the structural and major rhetorical patterns in expository prose readings
- Generate ideas about which to write, using a variety of heuristic methods
- Write an essay consisting of introduction, body, conclusion, with a clear statement of thesis
- Write an essay of three or more pages without gross problems with unity, clarity, development, organization, or coherence
- Organize paragraphs into a logical sequence, developing the central idea of the essay to a logical conclusion
- Use sentences of varying structure and type in order to emphasize meaning, relationship, and importance of ideas
- Find books, articles, periodicals, and newspapers related to particular subjects
- Begin integrating the ideas of others through paraphrase, summary, and quotation into a paper that expresses his or her own voice, position, or analysis
- Revise, proofread, and edit essays so they exhibit no gross errors in English grammar, usage, or punctuation
- Begin analyzing and evaluating a piece of writing for its rhetorical and technical merit, with consideration of the principles of unity, coherence, tone, persona, purpose, methods, and the effects on a target audience
- Write an in-class essay of at least 350 words that is unified, coherent, and relatively free from distracting sentence-writing errors
- Assess credibility of sources and incorporate sources into a paper and document those sources according to MLA or APA style
Student Learning Outcomes
- Write effective essays.
- Demonstrate critical reading skills.
- Demonstrate effective problem-solving skills.
- Graff, Gerald, Cathy Birkenstein, and Russel Durst. They Say I Say with Readings, 3rd edition. ISBN: 9780393617443
- Additional Readings on Website
Assessment and Grading
Specific instructions and rubrics will be provided to you for your work on the major projects. As we go through the course, we will clarify the assignments and make sure we agree on what good work looks like.
Crafton Hills does not use a + or – grading scale, only A, B, C, D, and F. The class uses a 1250-point grading scale. Points required for an A= 1125, B= 1000, and C=875. Anything less than 875 points is considered a failing grade. Essays 1 – 4 are mandatory for everyone. It becomes very difficult to pass the class if you are missing an essay. You can earn up to 60 points extra credit.
|Assignment||Points Possible||My Points||Assignment||Points Possible||My Points|
|Essay 2||150||Annotated Bib||50|
Syllabus Revision: I may need to change or revise the syllabus during the semester. Students will receive ample notice of revisions.
Classroom Code of Conduct: We will be discussing controversial and/or adult oriented content in this course. You are all adults and are expected to conduct yourself accordingly in class and in all interactions with other students. Racist, sexist, bigoted, and hurtful language will not be tolerated and could get you removed from the course and/or reported to disciplinary authorities. While I am here to lecture and help facilitate discussion, it is up to you to participate in the class and keep up with the readings. I will be available through email and after class, so please see me if you need anything pertaining to our class.
Attendance: Your attendance is required and graded. We will be working together regularly in groups and to workshop assignments. In order for this to work, you have to be present and ready to work. If you do miss a class, it is your responsibility to turn in required assignments on time and to find out from your classmates what you missed. Readings and writing assignments are due at every class meeting. To get the points for the day, you need to be present and on task.
Arriving late, leaving early, or other inappropriate behavior disrupts your learning and that of your classmates and will be considered an absence. No cell phones, texting, or unauthorized computer use will be tolerated and you will be marked absent. Please do not bring any food or drink into the classroom. As you can see, we will be working at computer stations and no food is allowed. You can bring water in a container that seals and is leak proof.
Personal Writing: We will be doing personal writing in this class as we explore ourselves and each other. Do not write anything that you are not comfortable sharing with this class and outside of this class. The writing that we do here is for everyone in the class. If you have any questions about whether something is suitable, please discuss it with me or your class mates.
Plagiarism: Knowingly submitting the work of others as your own is considered plagiarism. Proper MLA citation is required for any and all sources used in the course. If you have any questions or need help with citation please see me. If you plagiarize, the least that will happen is you fail this course.
Electronic Devices: Electronic devices are not permitted during class time, unless specifically cleared by me. Please silence or turn off your electronics and phones. If you require special accommodation, please see the contact the Disabled Student Services office at (909) 389-3325. There is no texting, social media, or email during class.
Late Work and Make-up Work: All assignments are due at the start of class on the designated dates. It is your responsibility to have assignments submitted on time. In-class assignments and essays cannot be made up. Please contact me directly if you have any questions or need special accommodations. Make-up work will only be accepted in case of emergency or a case by case basis. Do not wait until the next class session to ask about make-up work. Contact me before it is late.
Revision: If you are not happy with a grade you receive on an assignment, you may revise the essay with the original attached and a one-page reflection on the revision process, within one week of receiving the grade.
ADA Compliance: If you are unable to participate fully in this class due to a disability that qualifies under the Americans with Disabilities Act, you should contact the Disabled Student Services office at (909) 389-3325.
Disclaimer: The best way to grow as a writer is to study other writers’ work, so I may use your writing as a model/sample in our class or for future classes. This is a great way for you to contribute to the growth and learning of your peers here at Crafton Hills College and beyond. Do not be embarrassed, we are all here learning from each other.
The following is a list of email addresses and phone numbers for student services at CHC, should you require them:
CHC Admissions and Records:
CHC Campus Police:
CHC Career Center:
CHC Coach Cupboard:
CHC Disabled Students Programs and Services:
CHC Financial Aid
CHC Health and Wellness Center
- The following is the schedule of assignments for this class. The schedule of readings and assignments is subject to change based upon the needs of the class.
- All readings and assignments are listed on the day they are due. Please come to class with all readings and assignments complete.