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English 1A: Educational Success

On my first day at community college, I cried like a little girl. Like so many students I've met since then, I didn't want to be there. I felt alone, rejected, and lost. I also ended my community college

experience crying--on graduation when the president announced I'd won the $110,000 Jack Kent Cooke scholarship⎯Isa Adney Community College Success

Professor: Yolanda Santiago VenegasOffice Hours: Tu & Th12:00-12:30 or by appointmentOffice: at The Hub Email: [email protected]

Course Description

English 1A is the first course in a transfer level sequence designed to equip students with the skills necessary for writing college level compositions. The course emphasizes the expository essay and research paper; readings serve as models and topics for discussion. Students write a minimum of 6,000 words, focusing on clarity and accuracy. Students are required to produce a series of academic essays including a documented research paper in conventional format. Analysis of readings and the practice of writing processes create the bases for student essays. Course Prerequisites: ENGL 100 and ENGL 100L or ESL 100 or ENGL 115. Hybrid requisite: Library 10. Grade Option: Letter Grade or Pass/No Pass. Transfer Credit: Transfers to CSU; UC. Not open to students who have completed ENGL 1AH/1AMC/1AMCH. C-ID: ENGL 100

The theme of this English 1A course is Educational Success and in particular, your academic success. What does it take to succeed in community college and the University? We will examine what motivates us to learn? What determines if we are “good at math,” or “good at English”? What courses present the biggest obstacles for community college students and how do we work through them? We will also examine issues of educational inequality: Is the public-school system equitable? Do all Americans have an equal opportunity to reach the American Dream? You will learn about literacy and in particular academic literacy. What does it mean to be a literate (college educated) individual in our society? What does it mean in your community? What does it mean in your family? More broadly, why does literacy matter? What is critical literacy or, as Freire calls it, “authentic thinking,” and how will it help you succeed? Ultimately, the reading, writing, and discussions in our class will ask you to think about what you are doing here at Cabrillo College and why what we do in this English Composition class is critical to your academic success. What is the point of learning to be a strong reader and writer? (beyond the fulfillment of a transfer requirement). What is the point of critical thinking and developing Freire’s concientización? Indeed, what is the point of attaining a higher education? (beyond the obvious economic benefits). And how can reading and writing become tools to explore these and other issues important to you? By tackling these questions, you will be imitating the kinds of reading, writing, discussion, and analytical thinking tasks required of you at a four-year University: You will not only understand what we mean by ‘academic literacy,’ you will also be paving the way for your academic success at the University and beyond. If you are uncertain about your

Yolanda Santiago Venegas Fall 2017 Accelerated English 1A pilot class adapted from a course developed by Leslie Tejada at West Los Angeles College as part of the July 2016 California Acceleration Project 1

educational goals, the reading, writing, and thinking skills you develop in this class will help you succeed in whatever path you decide to take.

Respect for Diversity

I consider it part of my responsibility as an instructor to address the learning needs of all the students in this course. I will present materials that are respectful of diversity: race, color, ethnicity, gender, age, disability, religious beliefs, political preference, sexual orientation, gender identity, citizenship, or national origin among other personal characteristics. I also believe that the diversity of student experiences and perspectives is essential to the deepening of knowledge in a course. Because of this the course reading and assignments are designed to create a positive climate for diversity by explicitly centralizing historically marginalized groups and perspectives and collectively creating ground rules to guide our discussions and interactions. Any suggestions that you have about other ways to include the value of diversity in this course are welcome. In scheduling due dates and exams, I have tried to avoid conflicts with major religious holidays. If there is a conflict with your religious observances, please let me know as soon as possible so that we can make other arrangements. I have developed ground rules to foster a positive climate for diversity and we will review these the first day of class and post them on Canvas. Please review the reading and writing assignments carefully and decide if this is the right class for you.

Learning Outcomes

1. Write essays, including research-based writing, demonstrating academic rhetorical strategies, documentation of resources, and critical analysis.2. Analyze and evaluate assigned and researched texts.

Course Objectives

1. Students entering English 1A, while writing reasonably coherent essays, still need to improve their ability to focus sharply on a subject and to develop their ideas through specific detail, example, and close reasoning. They may also need work on paragraph coherence and transitions. While some usage and idiom problems remain, students have eliminated serious errors of sentence structure. English 1A students will write, revise, and edit 6,000 words in several extended, transfer-level essays, culminating in the ability to:

2. Develop a carefully focused main idea, using relevant details, examples, and evidence.3. Emphasize non-narrative writing techniques, such as comparison, summary, argument, analysis,

and definition.4. Synthesize information, concepts, and ideas from a variety of texts.5. Cultivate a practice and process for questioning.6. Critically assess how cultural contexts affect thought processes and social institutions.7. Unify essays through logical transitions.8. Maintain a clear command of tone, using a vocabulary suited to subject matter, purpose, and

audience.9. Develop an effective style for academic writing.10. Show control of all major conventions of Standard English grammar, usage, and punctuation.11. Use the library to find information in books, magazines, and specialized journals; use electronic


databases and a variety of on-line sources to find information.12. Search for and critically analyze sources to determine that they are authoritative, accurate,

reliable, and useful13. Incorporate sources in writing through paraphrase, summary, and direct quotation, and

acknowledge the sources using MLA documentation to avoid plagiarism.14. Examine texts for explicit and implicit main points and the underlying assumptions of the

author.15. Identify tone and style and how they support the author's point of view and purpose.16. Evaluate texts for logical consistency and adequacy of evidence.

A Note About Pedagogy (The work we will do and why)

This is an Integrated Reading and Writing (IRW) course. What this means is that we will focus not only on the process and practice of writing, but also on the ways that reading, thinking, and writing interact and complement each other. A premise guiding our approach is that writing, reading, and thinking are all interconnected and you become better at these by learning how to use one to improve on the other as you become a better writer, you become a better reader and a ⎯more careful and critical thinker.

In addition to the assigned course readings, the second type of primary text will be your writing and the writing of your classmates. This is a class where your writing and how you can continue to develop and hone your writing skills will ⎯ ⎯be taken seriously. We will therefore make use of a writing workshop on a regular basis. Each week I will ask you to bring your writing or replicate your essays and/or excerpts from your writing to allow us to focus on issues of writing. This is an essential part of learning to return to your writing and develop a language for talking about writing. You will also, throughout the term, form part of a writing group and be responsible for responding to the work of your peers thus helping each other to write more engaging, complex, precise, and reflective essays. This class’s success depends above all on the learning community we are able to build as writers who respect and are interested in the work that individual writers are doing. Let me know if you do not want me to share your writing; otherwise I may use your writing for in-class work.

A last important point is that his course stresses revision both in terms of the ⎯work you will do and in terms of how I grade. You can expect to practice writing and revising regularly. In other words, this class is a place where you will practice writing but it is also a place where the writing is expected to change. You will be writing regularly, but I will also be asking you to revise to step outside your ⎯writing to see what it might represent (not just what it says), and to make changes. I will teach you how to read your own writing, how to pay close and critical attention to what you have written, and I will teach you how to make this critical attention part of the cycle of production, part of your work as a writer.


A Few Tips to Succeed: You will have a significant amount of reading or writing homework to do after each class. You can expect to write regularly, at least one draft or essay per week. If you are not writing, you can expect to be reading. You will need to develop the habits and the discipline of a writer/reader. You will need a regular schedule, a regular place and time for reading and writing. There is nothing fancy about this. You need to learn to organize your time so that there is time for writing/reading so that it becomes part of a routine. Make sure once ⎯you schedule your writing/reading time that you do nothing else during these sessions. You need to develop the discipline (or kind of physical training) to focus on the writing/reading task at hand only, turn off the phone, internet, etc. These are writing times, when you will be working closely with your words and the words of your peers. If you begin to have a hard time with the routine of our course, you will have to work on your time management and develop a time management plan. You can do this in one of two ways: with the help of an academic advisor or by coming to my office hours.

Canvas

If you are not familiar with Canvas, you should complete the student tutorial now. All of the course materials (readings, assignment sheets, and handouts) for this class are available on Canvas. You will need to print a good amount of reading material and assignments from Canvas Make sure you have access to Canvas ⎯and printing. You will also need to turn in all writing/reading assignment on Canvas.

Required Materials

1. Bartholomae and Petrosky’s Ways of Reading (11th edition)2. Isa Adney Community College Success3. Access to a computer, school email account, and a working printer or access to a printer4. A valid student ID card to use for your research at the library. Add $20.00 to your student ID card for printing your essays and course readings5. A college-level dictionary of the English language (small paperback is ok as long as it is a college dictionary)

Course Requirements

1. Follow course Ground Rules (see Canvas)2. Attend all class meetings, prepared (see attendance policy on Canvas)3. Arrive to class on time (see tardiness policy on Canvas)4. Complete assigned reading or writing homework by the next class5. Complete peer-review essay drafts on time (with required page number)6. Complete peer-review written feedback as instructed 7. Draft, write, and revise major essays of various lengths and purposes8. Complete various short (1-2 pg.) writing assignments and reading online discussion forums


Assignments

As we move through the semester we will achieve the class goals through the following assignments:

Reading Assignments: Careful reading is crucial to your work in this class. You should plan to read each assigned reading twice before we begin to discuss it in class. The first time through you should read it quickly to get a sense of what the writer is doing, what the reading is about. Then you should read through a second time, this time working more closely and deliberately with the text, focusing on those sections that seem difficult, puzzling, or mysterious. You should read with a pen or pencil in hand marking the text in a way that will help you when you go back to it (particularly when you go back to it as a writer).

Writing Assignments: I have designed several types of writing activities to help foster the learning goals of our course. They include:

• There will be several informal short (1-2 pages) writing assignments: a Literacy Narrative, a “Difficulty Essays,” and a series of reading responses that will have you summarize, analyze, define, compare, etc. These are informal in that I read them and make sure you completed them in a thoughtful manner, yet they are not graded using a letter grade: their purpose is to help you better understand the readings and yourself as a writer, your language use, and your relationship to writing. These are part of your homework grade and will be graded using a check plus (95), check (85), and check minus (75) grading system. If you are absent, late, or otherwise miss any of these assignments you will receive a 0. Each assignment has to be turned in on time and there are no makeups.

• Major essays of revised prose each one informed by the assigned readings and class discussions. The sequence of the essays is designed to introduce you to some of the primary tasks you will be asked to do in college writing. Below is a list of essays I have assigned in the past.

Essay 1: Applying Freire to Your Own Experience as a StudentEssay 2: How We Learn: Intelligence, Motivation, Self-efficacyEssay 3: What is Academic Literacy? And If We Know What It Is How Do We Gain It?Essay 4: Multiple-Genre Annotated Bibliography (for research essay)Essay 5: Academic Success Recommendation Essay (Final Research Essay)

Optional topics for essay assignments include: Putting it All Together: What Does a College Education Mean to You? And Education, Equity and Who Gets to Graduate?

After Essay 1 you will begin to develop an annotated bibliography online that will include a two-part annotation of all of the sources we are reading in this class. The annotated bibliography will count as your Essay 4. You will use the work on Essay 4 to write your final Recommendation Research Essay.

I will read individual essays carefully and write comments on them. I spend a lot of time on these comments and I will expect you to take the time to read what I have written. The best way to read my comments is to start at the beginning of your essay, reread what you have written, and stop to read my comments along the way. This is how I write the marginal comments, while I am reading. They show my reactions and suggestions at that moment. The final comment is where I make a summary statement


about your essay. As you read my comments know that my goal is to provide you with comments designed to help you revise the work into a more effective piece of writing. NOTE: late papers will not be accepted.

If your work seems thoughtless or quickly done, I will notice. I have taught writing for years and know when writers are working hard and when they are fooling around. I will tell you if I think you are fooling around.

Meaningful participation: Your participation grade will be based on your engagement in class discussions and on how well you prepare for class. The learning in our class depends on you completing each reading and writing (homework) assignment on time (usually by the next class). You can expect to have either a reading or writing homework assignment after each class.

Grading Policy and Rubric: Final grades are comprehensive. Your final course grade accounts for all aspects of your work over the semester the conceptual work of ⎯reading writing and thinking; the cooperative work of participating in Writing Group; and the procedural work of completing reading and writing assignments, meeting essay draft deadlines, and attending class; writing group meetings, and teacher conferences on time. During the semester, students will receive written assessment and advice concerning what your work has accomplished and how it can be improved.

Grading for English 1A Class

Attendance 20%Preparedness, and Participation 30%(coming to class prepared to discuss readings due, coming to peer-review workshops with the required number of pages, includes all homework assignments etc.)Course Compositions and Exercises 50 %

As you can see a large percentage of your grade in this class depends on attendance and doing your homework. I take attendance each day and I will check to see that you have completed the homework assigned when I am taking attendance.

HINT: coming to class with the assigned reading in hand, prepared to discuss the assigned reading, or with the essay due ready for in-class workshop goes a long way in this class.

Tardiness I expect you to arrive on time and be prepared. Habitual tardiness is disruptive to the class. Your third and subsequent late arrivals will be counted as absences. You will be counted absent if you arrive after I have taken attendance.

Attendance Policy and Class Participation: If you miss more than 5 classes you will be automatically dropped or you will receive a NP (if after drop period). This includes absences due to documented illness. If you are late more than two times, you will be marked absent on days you are tardy after that.

I will reproduce your papers and use them for class discussion (unless you tell me not to). Much of our Yolanda Santiago Venegas Fall 2017 Accelerated English 1A pilot class adapted from a course developed by Leslie Tejada at West Los Angeles College as part of the July 2016 California Acceleration Project 6

class time will be spent discussing copies of your essays. This is as important to your education as the time you spend alone working on your writing. I expect you to attend all classes. If you are absent you are not taking the course and I will ask you to drop. From what you have already read it should be clear that attendance is crucial to achieve the learning goals and objectives of the course. You must be here, every day, on time, prepared. We will make the content of the course together in discussion in this classroom. We cannot reproduce for you the discussions you miss when you do not attend class. Consequently you cannot pass this class without attending regularly. Your attendance grade begins to be affected upon the first absence, and I will consider the student who misses more than 5 classes dropped from the class. You may not make up any in-class work you miss, but you will be responsible for all assignments made, and all material covered, in your absence. Class will begin on time.

Similarly, all written work must be completed on schedule. Because you will be writing every week, and because one week's work will lead to the next assignment, you cannot afford to fall behind. Once again, I will not accept work that is late. If you are not doing the writing, you are not taking the course.

Academic Integrity: We will spend quite a bit of time discussing why and how we use sources, and I will provide instruction in how to cite sources appropriately. To avoid plagiarism and other misuses of sources, you must quote exactly, paraphrase accurately, credit authors and accurately document your sources, including websites. Documentation (that is, acknowledgment and citation) is also required for ideas, concepts, and paraphrases that you borrow from sources. Plagiarism will be addressed through disciplinary measures such as a formal report to our Dean. If you have questions or concerns about how or when to cite sources speak to me before you hand in your paper.

Accommodation: I consider disability an aspect of diversity and find that students with disabilities enrich our learning environment. If you are a student in need of accommodations inform me ASAP so that I can make sure you have the same opportunity to succeed in this class as any other student. I make every effort to design my courses using the principle of universal design, yet please let me know if you need more time for an assignment or any other accommodation. As required by the Americans with Disabilities Act (ADA), accommodations are provided to insure equal access for students with verified disabilities. To determine if you qualify or need assistance with an accommodation, please contact ACCESSIBILITY SUPPORT CENTER (Formerly DSPS), Room 1073, (831) 479-6379.

You may consider the following:• Accommodations: If you have difficulty seeing or hearing, or mobility difficulty. Please let the

instructor know so that you can be seated appropriately.• As small changes can make the difference between frustration and success, please let the

instructor know if you are having difficulty with the accessibility of materials or the class.• If you have an accommodations letter, please give the instructor a copy and meet with the

instructor to discuss any accommodations you need to be successful in this class

Course Schedule: Arrive promptly to each seminar class. Attendance will be recorded at the beginning of class. This course schedule is subject to change to suit the needs of the class. The syllabus, including the course schedule below, is our contract and you are responsible for knowing what is on it from week to week. You can expect a good amount of reading or writing to be due each class. Make sure to always bring to class the reading and writing due as we will use it for in-class work. You will need to


bring the printed copies of all readings and printed or electronic copies of your writing. If I notice you are not doing the reading due, we will have a reading quiz during the first seven minutes of class. As you review this syllabus, notice our routine: we read a piece, work with the reading, write a draft of our essay, return to the reading and reread as we revise our first draft then, when we turn in our essay we begin reading for the next essay. In other words we read, write, re-read & revise turn in a final draft and start the process over as many times as the semester will allow.

Week 1: Introduction to the course and our Educational Success theme

Thursday August 31: Introduction to the course and our routine

Overview of the work and routine of the course. Introduce double-entry journals. Explain IRW approach and introduce double-entry reading journal; Assign introduction to Ways of Reading and double entry journal. Read Sherman Alexie’s Literacy Narrative together & Assign Essay 1: Literacy Narrative; Prewriting for Essay 1: Literacy Narrative

Homework:

1. First read of Introduction to Ways of Reading and complete double entry journal2. Read Literacy Narrative Essay prompt and re-read Sherman Alexie’s example3. Write Essay 1: Literacy Narrative due Tue. 9/5 bring a copy to class4. Complete Canvas tutorial (if you are new to Canvas)5. Log into and familiarize yourself with our Canvas website—this includes carefully reading ALL the course syllabus (it will be ready by Sunday evening)

Week 2: Introduction to our Integrated Reading and Writing (IRW) Approach

Tuesday September 5

How to access course material on course website; Review of Course Ground Rules; Read student Literacy Narratives in groups of 4—volunteers share back. In the same groups, work with Bartholomae and Petrosky’s Introduction to Ways of Reading⎯and our approach in this class using student double entry journals. Group activity/share out/collective work with reading. Assign Ways of Reading double-entry journal for a second reading.

Homework:1. Complete a second reading of the Introduction to Ways of Reading using the handout from class2. Print the reading for our next essay: Freire “The Banking Concept of Education” and the PPPC handout on Canvas and bring these to class3. Re-read our syllabus, the Course Ground Rules and our Diversity Statement then decide if you are staying in the class

Th September 7

Work with B+P Dialectical journal assigned; Read Literacy Narratives; Introduce PPPC reading strategy handout and try it on Freire as a class; Groups of 4 practice using PPPC on Freire and develop a


vocabulary list/a list of key concepts. Share out what you found. Explain working with difficulty in this class. Assign Freire Difficulty Essay.

Homework:

1. Re-read the “Working with Difficulty” section of the Introduction to Ways of Reading (p.12)2. Try out the PPPC reading strategy on Freire reading 2. Do the line by line reading of Freire “The Banking Concept of Education” 3. Write Freire Difficulty Essay Due next class

*The last day to add/drop a class is September 9

Week 3: Begin Work for Essay 1: Working with Freire Difficulty Essay

Tu September 12

Freire Difficulty Essay Due

Review of key sections on the syllabus--review course theme, attendance, grading, etc.; Discuss Formatting Requirements using Canvas page. Each group read one student Literacy Narrative to class. Check-in about difficulty essay, working with difficulty—how did that work for you?; Group work with Freire using graphic organizer handout. Collective sharing of group work—groups go to the whiteboard and fill in a course graph—at the end, students have 5 minutes to copy course graph onto their homework handout. Free write then discuss Freire & how it relates to our course theme questions: What is critical literacy? Why does it matter? What difference does Freire’s critical consciousness or concientización make to our academic success? Assign homework.

Homework:

1.Re-read Freire and complete the Freire Graphic Organizer at home2.Read bell hooks “Toward a Revolutionary Feminist Pedagogy” and respond to one of the Questions for Understanding as a post on our Discussion forum “Questions for a Second reading of hooks”.

Th September 14:

Read concientización excerpt from Freire then freewrite: What is critical literacy? Why does it matter? What difference does Freire’s critical consciousness or concientización make to our academic success? Finish working with Freire: Did the graphic organizer help you? Did the work in class help you?; Work with hooks, in pairs, share what you understood and work with questions for Understanding hooks, what you will post or posted on the discussion forum for bell hooks article; Assign Essay 1: Applying Freire to Your Own Educational Experience; Pre-writing/group work in class for Essay 1-using your difficulty essay if possible.

Homework:

1. Read “The Peer-Review Process” handout and “Peer-Review Guidelines (Basics Review module)


2. Read “Shitty First Drafts” (Course Reader module)3. Return to Freire or hooks for a second reading4. Write Essay 1 Due Tuesday

Week 4: Workshop Essay 1 and Begin Working with Reading for Essay 2: How We Learn

Tu September 19

First Draft of Essay 1 Due

Workshop Essay 1 in class; Discuss the difference between revising/proofreading and editing; Introduce descriptive/rhetorical outline strategy—do we have a clear thesis, and a sequence of paragraphs that logically support or develop that thesis? Also ask how did you use Freire in this essay? Then create a plan for going deeper, for revising Freire-- Assign Essay 1 Revision assignment

Homework:1. Re-read Freire—focusing on the parts that are hardest for you2. Read Revision of Essay 1 assignment prompt and revise your essay3. Write a revision paragraph explaining how you revised your shitty first draft and attach it to your final draft of Essay 1—the draft you are submitting for grading—on Canvas—when we meet in Writing Groups you will begin by reading your revision PP to us

Th September 21

Return to reverse outlining strategy--practice reading rhetorically; Vocabulary: reverse outline/backward outline/ rhetorical outline; Another way to think about what it means to read rhetorically--to read a piece for what is says and how it says it--is to ask what each paragraph (PP) says and what each paragraph (PP) does; Take a look at this Sample Rhetorical Outline, practice doing a rhetorical outline; Return to your revision, Read pages 12-15 of Ways of Reading; Read Tuesday's Essay 1 Final Revision prompt; Review the English 1A Essay Rubric.

Homework:

1. Read Easywriter selection 2. Read “The Art of Quoting” 3. Read Davis “Working with Sources” 4. Revise your Essay 1 due between Friday and Sunday at midnight on Canvas

Week 5

Tu September 26 —Introduce the topic of Essay 2: How We Learn

Carol Dweck Tedtalk “The Power of Believing That You Can Improve” (10 min.); Ted talk Lara Loyd on neuroplasticity (14 min.); Goup work, 2 groups PPPC “The Effort Effect” and 2 groups PPPC Cox then share back; Assign homework.Yolanda Santiago Venegas Fall 2017 Accelerated English 1A pilot class adapted from a course developed by Leslie Tejada at West Los Angeles College as part of the July 2016 California Acceleration Project 10

Homework:1. Watch animated book summary of Carol Dweck’s book @ https://www.youtube.com/watch?v=EyIF5VUOJc02. Read Marina Kravosky “The Effort Effect”3. Read Rebecca Cox “The Student Fear Factor”4. Discussion forum: Read the Questions for a Second Reading of Cox and choose ONE question to answer. Write a one-paragraph response and post in on our forum then respond to a peer’s paragraph by Th class

Th September 28 (test to see if syncing is working)

In-class work with readings for Essay 2, first take 10 minutes to write about the idea of Growth Mindset, describe what it is and then write about how it is useful to you, what happens if you apply it to your own student experience? What did these readings make you think about?; Work in groups of 4/5 share what you wrote; then staying in the same groups, share (don’t read out loud) just share your summary of Cox; Groups share back their discussion of Cox; Assign Essay 2: How We Learn Summary and Response Essay

Homework:1. Write an outline for Essay 2 with your thesis statement and topic sentences for Tu class—post it on our discussion thread by class time.2. Read Castro “Hungry” and “On Becoming Educated” in Ways of Reading

*I suggest you read the following handouts in the “Basics Review” Module: Thesis Statements, Shaping Paragraphs, Easywriter in-text citation, Davis “Working with Sources” –you should really make sure to read ALL the handout in this Module as this was assigned at the beginning of this class

Week 6

Tu October 3

In-class work with Essay 2: How We Learn: Summary and Response Essay; In pairs read outlines and discuss your ideas; then take 60 min. to write! I will walk around and help you as you write; Review Writing Group Expectations; Writing Group Sign ups

Homework:1. Read the working with sources material and make sure you are doing this well both in terms of substance and the mechanics of in-text citation--Read Easywriter selection ; Read “The Art of Quoting” ; Read Davis “Working with Sources” 3. Revise your Essay 2 Due by Writing Group time—bring enough printed copies for everyone in your group, including me!

Th October 5—NO CLASS


Essay 2 Due on Canvas today

Writing Group Meetings for Essay 2

Week 7

Tu October 10—YES WE HAVE CLASS

Writing Group Meetings Continue in the a.m.

Work on issues arising from Essay 1: Applying Freire to Your Own Experience-with a focus on working with the words of others—in-text citation substance and mechanics, both; Discuss/work with Castro “Hungry” and “On Becoming Educated” in Ways of Reading; Begin working with readings for Essay 3; Divide the class into 4 groups and have 2 groups be responsible for reading and summarizing on the white board one of the homework reading for Thursday

Homework1. Group 1 Read Rose “The Politics of Remediation”2. Group 2 Read Rebecca Cox “Academic Literacies”

Th October 12

Work with Rose and Cox in class—groups use the whiteboard to assemble their collective knowledge; Assign Essay 3: Academic Literacy Definition Essay; Prewriting for Essay 3: Define Academic Literacy in your own words, think of 4 points you could make that together define academic literacy for you then share with a partner

Homework

1. Re-Read Rose “The Politics of Remediation”2. Re-Read Rebecca Cox “Academic Literacies”3. Write your shitty first draft of Essay 3

Week 8

Tu October 17

Essay 3 due in class

First, in-class worksheet of the mechanics of working with sources from Essay 2 samples; then Review of handout on strong introductions and conclusions; Peer Review workshop Essay 3: Do we have a thesis and do we have paragraphs that develop that thesis

Homework:1. Revise Essay 3


Th October 19

Writing Group Meetings for Essay 3 begin

Week 9

Tu October 24

Writing Group Meetings for Essay 3 continue in the a.m.

Introduce and assign the project of the last essay; Introduce and Assign Essay 4 Research Proposal Page, Annotated Bibliography Essay and Final Research Recommendation Essay; Begin work on Topic to Research Question worksheet

Homework:1. Complete the work to narrow down topic—steps 2 and 3 of research project guide2. Read: Rivera “Billions Spent in U.S. on Community College Students Who Drop Out”, Yvonne Riley “Why We Quit;” (by Thursday’s class)

Th October 26

In-class work on our research questions--galley peer review; In-class work PPPC Rivera and Riley and Anyon; Share your predictions of each piece

Homework:1 Write 5 Questions for our Transfer Center Counselor Presentation Tuesday 10/31 and post them by class time on Tuesday2. Read Anyon (by Tuesday’s class)—expect reading quiz on Rivera, Riley, and Anyon—all 3 pieces—on Tuesday 11/12. Read through the Step by Step Research Essay Module

Week 10

Tu October 31

Quiz on Rivera, Riley, Anyon (20 min.)

Transfer Center Workshop (20 min); In-class work with Anyon using graphic organizer in groups; Groups complete one large class graphic organizer; Introduce and Assign Research Proposal

Homework: 1. Finish your own Anyon Graphic organizer2. Read Sample Research proposals3. Write a one-page Research Proposal and post it on our discussion forum by next class

Th November 2


Review Sample research proposals and do a genre analysis--discuss genre and genre conventions of a research proposal in groups then assemble class knowledge @ this genre and the conventions; Peer-review Research Proposal; Introduce and Assign Annotated Bibliography (Essay 4)

Homework:1. Read “How to Write an Annotated Bibliography” selection from How Writing Works in HW page2. Read Step 6 of our Step by Step Research Guide Page3.Bbegin your annotated bibliography—first 4 sources by Tues class then Revise your one-page Research Proposal and see how the sources you found and read change your original research proposal4. Read, Jonathan Kozol “Still Separate, Still Unequal”

NOTE: You should have already read: Rivera “Billions Spent in U.S. on Community College Students Who Drop Out”, Yvonne Riley “Why We Quit;”

Week 11

Tu November 7:

Transfer Workshop; In-class work on annotated bibliography; In class work with Kozol—they will use this to discuss the exigency of their Research Project

Homework:1. Read Step 7 Literature Review section of our Step by Step Research Guide page2. Read Selection on Literature Review-how to write a literature review3. Read Isa Adney Community College Success (by Tue. Nov. 21)4. Read “Research and the Research University (by Tue. Nov. 21)

Th November 9

Annotated Bibliography Due in class for peer-review

Introduce Literature reviews using our Step by Step guide; Handout literature review assignment; Working with sources: In–class work with Annotated Bibliography--Students post questionable sources on discussion forum and we evaluate them using CRAP test; Sign up for student conferences next week—bring your literature review

Homework:1. Revise Annotated Bibliography Essay 4 based on peer-review and submit it on Canvas by Tues. Nov 142. Begin your literature review 2-3 pages (due next Thursday Nov. 16 on Canvas)3. Read Isa Adney Community College Success (by Tu Nov. 21)4. Read “Research and the Research University” (by Tu Nov. 21)

Week 12: Student Conferences this week


Tu November 14: No Class—yet you do have homework!!

Student Conferences this week

Homework due Tu. 11/211. Revise your Essay based on Writing group feedback2. Read Isa Adney Community College Success (by Tu Nov. 21)3. Read “Research and the Research University”

Th November 16: No Class--yet you do have homework!!

Student Conferences this week

Homework due Tu. 11/211. Revise your Essay based on Writing group feedback2. Read Isa Adney Community College Success (by Tue. Nov. 21)3. Read “Research and the Research University”

Week 13

Tuesday Nov. 21st

First 60 min: Watch Isa Adney video; Work with Community College Success; Prewriting focus on how you will use it in your Essay 5; Discuss what goes into the research analysis part of your Research essay 5;

Second 20 min: Review Research Presentation Assignment & Grading Criteria handout; set up presentation schedule. For 11/28; Assign “Final Reflection Letter” due with final portfolio. Assign Final Portfolio, includes your research essay, optional revision of lowest graded essay and final reflection assignment due during our scheduled final exam time

Th November 23: No Class Thanksgiving Break

Homework:1. Finish your Research Essay2. Work on your presentation and handout

Week 14: Optional Writing Group Meeting to read a draft of your Research Essay

Tu November 28

Student Presentations−Meet me in the Division office 30 min before class if you need me to make copies of your handout for you

Th November 30



Week 15

Tu December 5


Th December 7

Course wrap up & evaluations

Final Portfolio Due during our scheduled final exam time—your portfolio should include, the final draft of your research essay, and ONE optional revised essay. You will have the option to revise the essay you received the lowest grade on. If you are taking the option to revise and resubmit your lowest graded essay you must turn in the essay I read before in group and your revision for a re-grade. Along with your revised essay, you need to include a paragraph describing the revisions you made. Please only submit revisions if they represent a substantial revision. If you are not sure what I mean by this yet, re-read the section about this in the front part of this syllabus or ask me after class.

Week 16 Dec 11-15 Finals Week


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