Santa Ana College

English 101-53682  MW 1:20pm-3:25pm I 104   Fall 2018      8/27-12/16

Ilona Missakian, Ph.D.

email:  for communication    Missakian_Ilona@sac.edu    info@learn2do.org      

for submitting informal papers         101sacpapers@gmail.com

NOTE:   formal papers due before midnight as .doc, .docx, or cut and paste to turnitin.com

          more information will accompany the first formal assignment

 

mailbox:  “S” building next to admissions and records; ask for assistance if you must leave an assignment there

contact hours:  by appointment                            

website:  www.learn2do.org    and    Canvas  contain the syllabus and assignment information

 

drop w/out “W” 9/9       dropt w/ “W” 11/18

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Texts:  (students should bring these texts to each class meeting)

Gary Colombo, et al.   Rereading America:  Cultural Contexts for Critical Thinking and

 Writing, 10^th ed., Bedford/St. Martin’s, 2016.   978-1-457-699214

 

O’Brien, Tim   The Things They Carried.  Any edition

 

Computer access to online research support Online Writing Lab at Purdue University for MLA guidelines, 8^th edition.

 

notecards for research paper (3x5 minimum size, larger is acceptable)—alternative formats will be available, too

 

Blue book for final exam

 

Not having the texts for class means you are not prepared to engage in the college-level activities which is disruptive (ed code 48900 (k). Sharing texts during open-book quizzes or exams is not permitted; neither is using the texts on a cell phone.

This syllabus contains links to third party sites. Access to any other Internet site linked to this Web site is at the user's own risk and Santa Ana College and Professor Missakian are not responsible for the accuracy or reliability of any information, data, opinions, advice or statements made on these sites. Santa Ana College and Professor Missakian provides these links merely as a convenience and the inclusion of such links does not imply an endorsement.

Course Description:  Eng. 101 Freshman Composition

Unit(s): 4 .0    Class Hours: 72 Lecture total .

Prerequisite: English 061 or English for Multilingual Students 112 or Adult Basic Education 116 with a minimum grade of C or qualifying profile from English placement process.

Expository and argumentative essays and the research paper. CSU/UC

 

Santa Ana College English Department’s Mission Statement

The Santa Ana College English Department provides numerous opportunities for students to develop and improve the reading, critical thinking, and writing skills required to succeed at their chosen careers, to meet the rigors of the writing demands at four-year transfer institutions, and to foster lifelong learning and an appreciation of literature. 

 

 

English 101 Student Learning Outcomes

 

Communication Skills             

1. Reading and Writing

1. Use the writing process with a focus on prewriting, planning, drafting, and revision strategies, which lead to a final product that is organized, formatted correctly, and substantive in content with correct grammar and mechanics.
2. Summarize and paraphrase effectively.
3. Demonstrate knowledge and competency of various rhetorical and logical principles related to development of significant expository content in intelligently organized essays, paragraphs, and sentences.
4. Read critically for literal comprehension and interpretive and evaluative analyses.  Students will learn to recognize text structures.

1. Listening and Speaking

1. Utilize interactive listening strategies for note-taking and appropriate questioning.
2. Determine purpose and goals for listening.
3. Use speaking as a tool for idea generation and utilize prior knowledge through small group and large group discussion.
4. Summarize and paraphrase effectively.

Thinking and Reasoning             

1. Creative Thinking

1. Use narrative and descriptive skills in composing paragraphs and essays, including incorporating metaphors, similes, images, and other appropriate poetic devices.
2. Generate ideas using prewriting strategies.

1. Critical Thinking

1. Write expository/argumentative paragraphs and essays that are supported by evidence and logically organized using deductive and inductive reasoning.
2. Synthesize information to produce a research paper incorporating research, using documentation and MLA format.

Information Management            

1. Evaluate primary and secondary sources, including Internet sources.
2. Use library’s on-line catalogue and resources.
3. Distinguish between professional journals and magazines and other periodicals.
4. Demonstrate awareness of breadth of sources.
5. Use sources ethically.

Diversity             

1. Cultural—Read, understand, and demonstrate an appreciation of literary and expository works from diverse historical and cultural backgrounds.
2. Social—Read, understand, and demonstrate an appreciation of literary and expository works from diverse socio-economic backgrounds.

 

Civic Responsibility            

1. Ethical

1. Discuss moral dilemmas that are present in the readings.
2. Examine both historical and contemporary social issues that present the readings.

 

 

 

 

 

SAC mission statement

Santa Ana College inspires, transforms, and empowers a diverse community of learners.

1.   Communication Skills a. Listening and Speaking Student will listen actively and respectfully to analyze the substance of others’ comments. Students will speak in an understandable and organized fashion to explain their ideas, express their feelings, or support a conclusion b. Reading and Writing Students will read effectively and analytically and will comprehend at a college level. Students will write in an organized and grammatically correct fashion to explain their feelings and support a conclusion. ​	​
2. Thinking and Reasoning Student will identify and analyze real or potential “problems” and develop, evaluate, and test possible solutions using creative thinking, analysis and synthesis, quantitative reasoning, and/or transfer of knowledge and skills to a new context as appropriate. ​ a. Creative Thinking Students will develop the skills to formulate original ideas and concepts in addition to integrating those of others in the creative process.  b. Critical Thinking Students will think logically in solving problems; explaining their conclusions; and evaluating, supporting, or critiquing the thinking of others.  c. Ethical Reasoning Students will demonstrate an understanding of ethical issues that will enhance their capacity for making sound judgments and decisions.  d. Quantitative Reasoning Students will use college-level mathematical concepts and methods to understand, analyze and explain issues in quantitative terms.	​
3.   Information Competency ​ a. Information Competency Students will do research at a level that is necessary to achieve personal, professional and educational success. They will use print material and technology to identify research needs, seek, access, evaluate and apply information effectively and responsibly. b. Technology Competency   Students will use technology learning tools and technology applications at a level appropriate to achieve discipline specific course requirements and standards. Demonstrated skills might include, but are not limited to: word processing and file management; use or development of simulations, web pages, databases; graphing calculators; etc.​
4. Diversity Students will develop individual responsibility personal integrity, and respect for diverse peoples and cultures of the world. a. Cultural Students will respect and work with diverse people including those with different cultural and linguistic backgrounds and different abilities.  b. Social Students will interact with individuals and within groups with integrity and awareness of others’ opinions, feelings and values.  c. Environmental Students will demonstrate an understanding of ethical issues that will enhance their capacity for making decisions and sound judgments about the environment. ​	​
5. Civic Responsibility Students will take personal responsibility for becoming informed, ethical and active citizens of their community, their nation and their world. ​	​
6    Life Skills a. Creative Expression Students will produce artistic and creative expressions.    b. Aesthetic Appreciation Students will respond to artistic and creative expressions.    c. Personal Growth Students will demonstrate habits of intellectual exploration, personal responsibility, and practical and physical well-being.    d. Interpersonal Skills Students will participate effectively in teams, committees, task forces, and in other group efforts to make decisions and seek consensus. ​	​
7. Careers Students will develop the knowledge and skills necessary to select and develop careers.

 

Objectives:  Your writing will explore expository, argumentative, and researched essays, emphasizing the kind of styles that are most common in the writing you do for other college classes and many kinds of employment. 

The course instructor assumes that you have the knowledge acquired or represented by adopting the skills in the writing process:  1) writing cohesive pieces utilizing paragraphs with topic sentences, unity, logical organization, sufficient information, consistent point of view, appropriate emphasis, and appropriate diction, 2) representing styles of development by example, comparison, contrast, definition, library use for references, and that show multi-paragraph essay awareness, 3) drafting, editing, and revising techniques, 4) reading, understanding of methods of development, and summarizing skills, 5) and studying of research techniques to recognize scholarly and appropriate material for academic audiences.

We will be working on reading skills that will help you to generate 1) organized and developed themes written in third person, supported by references and details, unified in control and varied in delivery, using language effectively, and maintaining clarity, 2) 5-8 papers with minimum of 5000 words total minimum, 3) research papers.

The course includes consistent use of online materials.

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Attendance:  Maximum allowed absences:  2 Exceeding this number of absences results frequently in an unsatisfactory grade. 

It is the responsibility of the student to notify the instructor of circumstances (illness, religious holidays, campus-sponsored event) which will prevent attendance at any meeting of the class. You may notify me by conversation, email, or by phone using the number listed on the course syllabus.  Please provide documentation from your medical professional or the appropriate campus agent supervising the event upon your return to class. IT IS THE STUDENT’S RESPONSIBILITY TO DROP FROM A COURSE.

Tardies  3 (Three) tardies will be considered the equivalent of an absence. A tardy is defined as coming in to class up to 15 minutes after the class officially begins.  Leaving early, as well, presents complications in your earning full participation points and can add up to absences. 

Being pre-occupied with a cell phone (texting/browsing) or being distracted by internet activity during class communicates to the instructor that you are not present for the discussions or activities.  Your grade and attendance will be impacted by frequent distractions as you may be dismissed from class. 

 

Make-ups/ Late Work:    Work needs to be turned in at class meetings or emailed to 101sacpapers@gmail.com per directions. Formal papers are to be turned in to turnitin.com on the due date where I will grade the work.  Instructor does NOT print student work.   

 

Revised work:  Revision is an important exercise in improving writing and will be a regular part of our formal assignments.  Remember to use your time during peer review to get valuable feedback from your peers. Your attendance at the Writing Center will also yield helpful assistance to your writing improvement.  ALWAYS KEEP ALL COPIES OF DRAFTS.  I am happy to arrange a conference with students--please see me in class.

 

Essay Revision Option (when designated by me on your graded draft submitted to turnitin.com)—due  2 weeks from the original feedback date

1. Print the graded essay from turnitin.com that has all the comments on it. Attach this to your revised essay which will follow this format:
2. Circle/highlight on the turnitin.com copy the revisions that you chose to address.

Tips:

1. Do start with the comments at the END of the essay as these are the observations that give the holistic evaluation of the essay.
2. Then address the “high-mileage” issues (thesis, examples, support, detail, topic sentences, etc.)
3. Then address the other issues (sentence clarity, word choice, mechanics, etc.)
4. Lastly, grade your essay and explain why your changes/revision improved the essay to this new grade.  This should be at least one paragraph long and stapled to the top of the revision.

 

Expectations: 

• Establish contact with other students in the class to help each other and yourself; try to exchange phone numbers/email addresses with at least two people. 
• Familiarize yourself with resources like the library and tutoring centers for extra help. You are required to complete DLAs in the lab and meet with a Writing Center instructor to conference about your writing.  Walk-in visits are available and will be a valuable asset to your development as a writer.

 

Tutoring and DLAs:  Room D-301 Modern Languages     Room D-307 All other subjects

Monday-Thursday 9:00-7:00,

Friday 10:00-2:00, Saturday 12:00-3:00

• sac.edu/learningcenter 714-564-6569
• Students will register for the Learning Center online:

All services are free and available to SAC and CEC students.  Watch for future notices about workshops.

• Papers should be typed and proofread carefully, double spaced on 8 1/2x 11 paper.
• When emailing me, please indicate your name and the class in the subject area of the email or I may not open the message.
• No guests are allowed in the classroom
• Please observe campus notices about food and drink in the classroom.
• CELL-PHONE/ELECTRONIC DEVICE POLICY:  Please TURN OFF cell phones, Ipods, distracting electronic devices, etc. (laptops that are used for recreational browsing/gaming during class), as these disturb other students and the instructor and are not part of an effective academic environment (ed code 48900 (k)). You may be dismissed from class.  Please voluntarily leave the room if you must complete an emergency call (ill relative you are providing care for, for example). 
• Bringing a draft to class requires participation in peer review and dialogue about the writing process—you will gain valuable feedback from others who read your paper and will acquire valuable insight by becoming a ‘critical reader’ of other writing that addresses the same kind of assignment that you are working on. Drafts are due as hardcopy NOT cell phone screen. . .you must bring a copy of your work for peer review to participate in the exchange of papers and discussion for credit. If you do not bring a draft, you receive 2 zeroes for the draft and for the review, and will need to spend the peer review time constructing a draft that may or may not be accepted for partial credit per instructor’s review at the end of the peer review time. Using a cell phone during this time guarantees a zero.  If you are absent, you are expected to email the draft before midnight for partial credit (unless a medical emergency, etc., prevents this—then send it as soon as you can).
• Readings on the below listed dates are to be completed before the class meeting for that date so that you are prepared for small group and whole class discussion

• Keep your writing efforts and returned assignments--these may be helpful should we need to check scores.
• Make careful observations of evacuation and emergency procedures. It is the disabled student’s responsibility to contact the course instructor at the beginning of the semester to discuss potential plans when classroom evacuations are necessary.

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Academic Honesty Policy –also see your handbook and the Santa Ana College website for the full versions of the quoted material below:

INTRODUCTION

Students at Santa Ana College are expected to be honest and forthright in their academic endeavors. To falsify the results of one's research, to steal the words or ideas of another, or to cheat on an examination, corrupts the essential process by which knowledge is advanced. Academic dishonesty is seen as an intentional act of fraud, in which a student seeks to claim credit for the work or efforts of another without authorization, or uses unauthorized materials or fabricated information in any academic exercise. As institutions, we also consider academic dishonesty to include forgery of academic documents, intentionally impeding or damaging the academic work of others, assisting other students in acts of dishonesty or coercing students into acts of dishonesty.
PROCEDURES

In cases where a violation of academic honesty is discovered, the faculty member is encouraged to file an "Academic Misconduct Incident Report" form and distribute the form to the appropriate offices listed.
There are two categories of sanctions: Limited and College-wide. Limited sanctions include an academic action such as assigning a lower grade or a grade of "F" for the assignment, project, or test. College-wide sanctions include any sanction that will affect a student's standing with the college-at-large, up to and including suspension or expulsion from the college. 

In matters relating to academic honesty violations, the primary responsibility for disciplinary proceedings rests with the instructor and the academic division where the violation allegedly occurred. The Dean of Student Affairs will assist in all College-wide sanctions.

Procedures regarding plagiarism

1. Warning:  You are notified in your text and in this syllabus about the Statement of Ethics for the English and ESL Department regarding the policy on plagiarism.
2. First offense:  A failing grade on the assignment and an Unethical Conduct Report completed and sent to the Humanities & Social Sciences Division Dean, the Dean of Students, and the student.

III.  Second offense:  A failing grade on the assignment, a second report, and a referral to the Dean of Students for possible removal, suspension, or expulsion.

Procedures regarding other unethical conduct (cheating, stealing tests, removing unauthorized material from classroom, or otherwise disregarding established classroom procedures)—reported to the Dean of Students and a written report filed with both the Humanities & Social Sciences Division Dean and the office of the Dean of Students.

 

Statement for Students with Disabilities 

Your success in this course is important to me. Santa Ana College and I are committed to providing reasonable accommodations for all individuals with disabilities. If you have a disability that may have some impact on your ability to do well in this course, I encourage you to speak with me as soon as possible. Also, please contact Disabled Student Programs & Services so that we can all collaborate on your classroom accommodations in a timely manner. DSP&S is located in the Village VL-203, and their phone number is 714-564-6264. The DSP&S office requires documentation of your disability in order to receive reasonable accommodations. If you do not have documentation, they will work with you to acquire it. I look forward to supporting you to meet your learning goals. ____________________________________________________________________________________________

Wait Time for Instructor

Should a delay or emergency occur that prevents the instructor from reaching class at the start time, students are asked to wait up to 15 minutes. If no message has been posted or no representative from the department arrives within those 15 minutes to inform the class of further directions, you may leave and expect no penalty for work due—it will be collected at the next class meeting.  Do consult the course website by the next day, however, to be aware of any information that the instructor will share with you regarding arrangements/adjustments that will be made:  www.learn2do.org

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 Grading components:  (no extra credit points apply to calculation of grade)

            40% essays outside of class (3 formal, researched papers, 5-6 pages) (each paper is about 12%)

15% homework/journals (informal papers, in-class essays, activities, and quizzes)

20% research paper, including outline, works cited, presentation(8-10 pages)

10% Writing center component: conferences and DLAs

15% midterm and final exams

90-100%A        80-89% B         70-79% C         60-69% D        -59% F

Turnitin.com class id:  18668338      password:  success

 

You will be able to check your grade online throughout the semester—be sure to provide a clear email address that will not block the email that contains your log in information. Keep returned work until you see it recorded. Clarify any questions about your grade BEFORE final exam week.                             

 

Calendar

Syllabus subject to change when necessary—notification will be given in class.

Quizzes are unannounced and may be not be made up. 

Homework is announced in class; if you are absent, go to the website to retrieve the information (www.learn2do.org)  or look at Canvas, or reach your peer contact.

UNIT ONE     So. . .what do we know?  What is education and where does it come from?

8/27 and 8/29

intro to course;  Review of writing components, nomenclature, reading strategies diagnostic writing sample

Read  “I Just Wanna Be Average” Rose 123, Visual Portfolio 154;  “Looking for Work” Soto 19;  each of these readings for this week is Googleable so you can be ready for discussions!

 

9/3 no classes;  9/5

Read  “The Lesson” Bambara –this is a supplemental piece, “Against School” Gatto 114; “The Loneliness of the Interconnected” Seife 289, 

 

Essay 1 assigned. 

 

9/10 and 9/12

Draft essay 1 due—hardcopy Wednesday for peer review –get a conference in the Writing Center

Read: “Learning to read” Malcolm X 161 ; from Social Class and the Hidden Curriculum of Work Anyon 136 “Still Separate, Still Unequal” Kozol 170, “Growing up Tethered” Turkle 236, “Don’t Send Your Kids to the Ivy League” Deresiewicz 200

 

 

UNIT TWO External mechanisms and interior marks of culture and class

9/17 and 9/19

Read “Class in America—2012” Mantsios 377, Visual Portfolio 409; “Deconstructing America” Buchanan: supplemental reading at  http://tylerthompson.pbworks.com/w/file/fetch/93140814/Deconstructing%20America%20-%20Buchanan.pdf

“Inequality: Can Social Media Resolve Social Divisions?” Boyd 303

read TC: The things they carried; Love; Spin

Essay 1 due.  Submit to turnitin.com before midnight Wednesday! 

 

9/24 and 9/26

read  Visual Portfolio 54; “Loot or Find: Fact or Frame?” Harris & Carbado 620; “Framing Class, Vicarious Living, and Conspicuous Consumption” Kendall 424

read TC On the rainy river; Enemies; Friends; How to tell a true war story    

Assign essay 2. 

 

10/1 and 10/3

Intro to research paper; Topic proposal written in class in one week          

Read “Our Future Selves” Schmidt and Cohen 219;  “Sam Walton/Jay Z” Packer 350;

read TC The dentist; Sweetheart of the Song Tra Bong; Stockings

 

10/8 and 10/10

Draft essay 2 due—hardcopy for peer review Wednesday—get a conference in the Writing Center

Research paper proposal

read “The Color of Family Ties: Race, Class, Gender, and Extended Family Involvement” Gerstel and Sarkisian 44; from “A Tangle of Pathology to a Race-Fair America” Aja, Bustillo, Darity Jr., and Hamilton 415; Visual Portfolio 283

read TC Church; The man I killed; Ambush

 

10/15 and 10/17

Read TC Style; Speaking of courage; Notes

 Essay 2 due. Submit to turnitin.com before midnight on Wednesday!

Midterm on Wednesday—open texts, pen and paper

 

UNIT THREE Gender complexity, clarity, convergence

 

10/22 and 10/24read “Two Ways a Woman can Get Hurt: Advertising an Violence” Kilbourne 488; “Girl” Kincaid 469;  Visual Portfolio 515

Read TC: In the field; Good form; Field trip

Assign Essay 3

                  

10/29 and 10/31

Read “Becoming Members of Society:  Learning the Social Meanings of Gender” Devor 471 “What We Really Miss About the 1950s” Coontz 25; Visual Portfolio 54; “Aunt Ida Pieces a Quilt” Dixon 41

 

11/5 and 11/7

Read “From Fly-Girls to Bitches and Hos” Morgan 533; “Bros Before Hos: The Guy Code” Kimmel 540; from “Marriage Markets: How Inequality Is Remaking the American Family” Carbone and Cahn 77

Topic proposal for research paper finalized

Read  TC: The ghost soldiers; Night life; The lives of the dead

 

11/12 no classes;   11/14

Draft essay 3 due—hardcopy for peer review Wednesday –get a conference in the Writing Center

Read (supplemental readings)“Flight” Steinbeck and “Chrysanthemums” Steinbeck

• (supplemental readings)“Flight” Steinbeck found at http://www.mrlocke.net/EnglishOne/ShortStories/Flight/flight.htm
• “Chrysanthemums” Steinbeck  http://americainclass.org/wp-content/uploads/2012/12/Steinbeck1.pdf

 

 

UNIT FOUR—Readings in this unit apply to final exam—American Myth

11/19 and 11/21

Essay 3 due. Submit to turnitin.com before midnight on Wednesday

Read “Theories and Constructs of Race” Holtzman and Sharpe 599; “Land of the Giants” Tizon 645;

 

11/26 and 11/28

Works cited for research paper due Monday by midnight to 101sacpapers@gmail.com

Notecards for research paper due Wednesday in class

Read “The Longest War” Solnit 522; “Cybersexism” Penny 253; “Why Are All the Cartoon Mothers Dead?” Boxer 86; from “To the End of June: The Intimate Life of American Foster Care” Beam 61

 

12/3 and 12/5

Outline of research paper due—hardcopy, 2 copies for peer and instructor review Wednesday—get a conference in the Writing Center

from “Beyond Outrage” Reich 399; “George Orwell. . .Meet Mark Zuckerberg” Andrews 322; “Serving in Florida” Ehrenreich 363; “Precognitive Police” Karoliszyn 336 

 

12/ 10 and 12/12

Review for final; research reflection

Research paper due.  Submit to turnitin.com before midnight on Wednesday.

Final exam Bring large Blue Book/open text; bring SASE if you need your grade sooner than the college posts it (approx. 3 weeks)