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 CRN: 31434

 Room: Tues. H 52/Thurs. H 5

 Office: H 36

 Ph: 395--4457

 Office Hrs:

    MW  9:30--10:30am/3:00--3:30pm

    TR   10:00--10:30am/1:00--1:30pm

He who neither values his teacher

Nor loves the lesson

Is one gone far astray….

Lao-tse (500 B.C.)

Welcome! Your life as you know it has just come to an end! The agony and the ecstasy of English 1A are now yours to enjoy. I, your humble instructor, will serve as your guide and tormentor for the next sixteen weeks. Many of you are likely to find this course something of a challenge—that’s good. All growth in endeavors of value requires effort, and this is especially true of an academic education. It is my pleasure and privilege to help you through this process as you grow as writers and scholars.

You should prepare yourself for a lot of reading and writing, probably more than you are used to if you are fresh out of high school. You will find that, in general, college classes are more demanding. With this in mind, you should organize your life accordingly so that you can get the most out of this experience. This is a UC transferable course, so you can expect to be pretty busy. Your challenge with all this work is to grow as much as possible in your writing and analytical reading skills. We will be reading some exciting and interesting books and essays and writing a series of essays based on the ideas, characters and situations they contain. For the most part, your writing will be fairly "academic," which means you will have to develop specific points with careful support from source materials, including the often-dreaded research paper. I am aware that some of these projects are difficult, so I am here to help you. I enjoy my job. If ideas are unclear, if you want more feedback on an essay…whatever it is, I am happy to help. I have established office hours and many other times that we can meet by appointment. Don’t be shy.

I have attempted to unify this course, to connect the various assignments and readings in a coherent fashion. One of the central themes or concepts that comes to mind when we consider life and education is that of a journey, the search, the pursuit of meaning, happiness, love, adventure. With this in mind, I have constructed a course that focuses on, illuminates, and explores journeys, quests and thresholds—mythological, personal, fictional. The texts I’ve selected and our class discussions should provoke you to think about yourself and your place in the world differently, more deeply—one of the primary goals of education.

I want this class to be a place of lively debate and open discussion. We’re here to honor the life of the mind and the power of the word. Again, welcome!

Here are some specific details about how the class will run.

Attention! Achtung! This syllabus amounts to a contract between you, the class, and me. When you enroll in this class, you are agreeing to these terms. At the end of this syllabus you will find a formal contract for you to read, sign and return at the next class meeting.

Essays: You will have four regular and one research essay to develop your writing skills. Regular essays are to be typed, double spaced, and at least 750 words long (count them!--usually three full pages, double spaced, typed). The research paper, however, should be 2,000 words (about eight pages). One essay may be rewritten for a higher grade. (There won’t be time for this on the last essay or two.) Each essay must be handed in with earlier draft(s) (if you are revising), my comments/ list of required changes (if revising). All items must be clearly labeled with your name, class, and meeting times.

Seminar Readings: Once during the course of the semester, you will be called upon to share your work with the entire class. This will be a kind of publication. You’ll be handing out copies on the day before you read. All of us will read your essay at home and then come into the next class and hear you present it--reading aloud to better understand your "voice" in the writing process. These presentations will be done in a non-threatening atmosphere to help foster growth and discussion about the writing process. We all need to learn to talk about our writing. Getting (and giving) lots of feedback is a great way to do this. (Note: Failure to turn in seminar essays on time will result in a full letter grade reduction. Get them in on time. No NQA’s.)

Summary Cards: These four-by-six (4X6) cards are to help you focus and remember what you read. One card for each chapter is due after each reading assignment is to be completed (NQA’s accepted). Each card must be labeled with your name, class (including meeting days/times), title of the book, and the chapter and page numbers you have summarized. Due dates are indicated on the calendar at the end of this syllabus.

Response Papers:  Periodically you will be required to turn in a one page, MLA formatted response to the major works we are reading.  This is a place for you to reflect on the books, come up with essay topics, and practice the important skills of quoting, paraphrasing, and citing using MLA format.  These will not be heavily graded like regular essays, but I will be looking at the way you format, quote, etc.  To get full credit, each one must be at least one page long and no longer than two.  It must be properly formatted in MLA style, use at least two quotes (not too long for each), and have a works cited entry at the end. DO NOT simply make these long summaries.  I want you to think about the themes, questions, conflicts and issues each of the books raises.  Use the quotes to help focus and explain your thoughts.  Repeated failure to meet MLA formatting guidelines will result in a lower grade, however.  These papers can be used to help write your final essays for each book, which includes the final exam for White Oleander.  These will always be due at the BEGINNING of class.  These are HOME work, key word "home."

Peer editing/discussion groups: On a regular basis, you will be working closely with other members of your class in small groups to work on the fine points of your writing, explore class readings, research topics, etc. We’re in this life together. No one succeeds in a vacuum.

Library workshops: By the specified date (to be announced), you must complete at least three of the library research workshops, one of which must be "Internet Evaluation."

Exams: You will have a final essay exam based on the last book, White Oleander.

Grading:

Note Regarding Research Essay: Because of the importance of this essay, you must get at least a "C" in order to pass the class. This essay WILL NOT be accepted late. NO NQA’s.

Note on Final Grade: On the understanding that you are learning and growing here, I take into account improvement in computing grades. This means, for example, that if you start out doing "C" work but work up into the "B" range, then you could get the "B." However, you must show solid improvement for me to move you up. In other words, what could not happen would be to get "C’s" all semester, get a "B" on the final and expect a "B" for the whole course. These decisions will be made on a case-by-case basis.  Keep in mind that MOST of the grade for this class is figured on work that comes due near the end, so determining a mid-term grade is a very rough estimate.  The final exam and research paper count for 40% of your grade! 

Note on attendance and participation: I need you here in body, mind, and spirit, so regular attendance is a good idea. Simple fact: Students who attend regularly do better. What we do in class matters. After four absences you may be dropped. I am not responsible for notifying you when you are getting close to the drop point. The most important point to consider is that you communicate with me and keep up with the work. If you just vanish, what am I supposed to think? Be aware that missing class is no excuse for falling behind. Stay in touch with me and/or classmates so that you can stay up on assignments.

Coming late to class: Don’t do it. If it’s only a minute or two and I’m still taking roll, no big deal. But if class is already in full swing, coming late is an intrusion and a disruption. Every third late can be counted as an absence. If you come in really late, like halfway through, I consider that a complete absence. Also, if you come in late, it is your responsibility to make sure I record your attendance. Otherwise, that day could be recorded as an absence.

Late work: In general, I do not accept late work. When it’s due, it’s due. But you do have an escape hatch: NQA cards. These are "No Questions Asked" cards attached to the end of this syllabus. Each one of these cards is good for one missed class session and allows you to turn in an assignment at the next class meeting, two cards for two meetings, etc. For example, if an assignment is due Tuesday and a super model has asked you out on a date for that day and you just can’t get that paper in, then turn it in Thursday with an NQA card—or the next Tuesday with two NQA’s attached. Remember, you only have two of these for the whole sixteen-week semester, so use them wisely. Important! NQA’s cannot be used with seminar essays, research papers, pop quizzes, or any other assignment that I specify, but I am required to notify you of any special-circumstance assignments.

Special considerations: Students with disabilities who believe they may need accommodations in this class are encouraged to contact Disabled Student Programs and Services (Supportive Services) in FACE 16, ph.# 395—4334, as soon as possible to better ensure such accommodations are implemented in a timely fashion.

English B1A Student Learning Outcomes

At the completion of English 1A, the student will be able to perform the following:

·         Read and think critically;

·         Evaluate and establish the credibility of print and online sources;

·         Demonstrate the legitimate use of scholarly sources by

o        using library and online reference materials;

o        summarizing and paraphrasing sources;

o        synthesizing multiple sources;

o        avoiding plagiarism.

·         Write paper(s) that

o        demonstrate the use of expository and argumentative or persuasive forms of writing;

o        reflect an orderly research and writing process;

o        use correct MLA form and documentation;

o        show evidence of drafting, editing, and revision to reflect an academic style and tone.

Basic Schedule:

Week 1 (Jan. 19/21): T. Class intro., getting to know each other. Get books. (A Writer's Reference and Into the Wild) R. Important writing exercise--be there!

Week 2 (Jan. 26/28) T. A key lecture—be here! HW: "The Keys" (handout), "Creating the Myth" (handout). R. Shanghai Knights viewing;  HW: Read Wild ch. 1—6 (summ. cards, too)--due R. Feb. 4th. 

Week 3 (Feb. 2/4): T. Discussion of film/essay; HW: read/annotate "Myth of the Cave" R. Hero, citations, and "Myth of the Cave" discussion; summ. cards due (6); discussion of research topics HW:  Wild ch. 7—13.; work on selecting a research topic.

Week 4 (Feb. 9/11): T.  One-hour writing project at on "Myth of the Cave"; work on Hero essays—due R. 24th; finalize research topic selection;  students sharing essays have copies for class; in-class discussion on "Myth of the Cave" and Into the Wild; Wild response paper due HW: read/annotate seminar essays;   R.  Hero seminar; Wild summ. cards due (7--13); research topics due--intro. paragraph(s) HW: Read Wild ch. 14—Epilogue (6 summ. cards)—due R. 18th.; read "Rites, Rituals and Responsibility" (handout).

Week 5 (Feb. 16/18): T.  "Rites" discussion; one hour writing on "Rites"; work on Hero essays; Wild response paper due R. Hero essays due! Wild discussion; Wild summ. cards due (6); HW: Begin collecting sources for research essay; start on Wild essays.

Week 6 (Feb. 23/25): T.  Work on Wild essays; Wild response paper due R. Consider starting White Oleander HW: Students sharing Wild essays, get them ready for Tues. next week! Keep looking for resources for your research essay.

Week 7 (March  2/4): T.  Wild seminar essays due; Wild response paper due.  R. Wild seminar HW: Research paper outline; start reading White Oleander! Ch. 1--5 due next Thursday.

Week 8 (March 9/11): T. Research outline due by end of class; work on Wild essay HW: Select short argument topic and draft intro. paragraph  R. Argument topics due/discussion; Wild essays due; White summ. cards 1--5 due; short argument paper topic due (intro. paragraph) HW: Keep up on White Oleander and research materials quest--short argument and research essay; keep working on research essay outline!

Week 9 (March 16/18):  T.  Work on short arguments: White Oleander response paper due  R.  White summ. cards due 6--10/discussion; argumentation discussion; students sharing short arguments have papers ready for class next Tues. 23th--in library!

Week 10 (March 23/25):  T. Meet in library for research time to finalize research wks. cited--due Thurs.; read/annotate seminar essays; White Oleander response paper due   R.  Argument seminar; research wks. cited due; White summ. cards. 11--16 due HW: Work on short argument/research essays.

Week 11 (March 30/April 1):  Spring Break--Paaaaarrrrtee!

Week 12 (April 6/8):  T. Work on short argument/research essays: White Oleander response paper due   R. Research drafts (worth points) due! No NQA's HW: Short argument essays due day of research conference; White summ. cards 17--27 due.  Note: April 5th last day to drop.

Week 13 (April 13/15): Research conferences--no regular class meeting.

Work on developing/revising short exercise writing assignments:  "Myth of the Cave," "Rites, Rituals, and Responsibility" or  personal hero definition.  Seminar papers due Tues. 20th. 

Week 14 (April 20/22):  T. "Cave"/"Rites"/Hero def. seminar papers due; work on this and research essay: White Oleander response paper due  HW: read/annotate seminar essays R.  "Cave"/"Rites"/Hero def seminar.  White summ. cards 28--32 due.

Week 15 (April 27/29):  T.  Work on research essays (due Thurs. May 6th.); "Cave"/"Rites"/Hero def. essays due--not lates (no lattes)/no NQA's; R.  Thanksgiving Holiday (gobble, gobble).

Week 16 (May 4/6): Dead week.  Work on research essays and get them in on time.

Research essays due Thurs. May 6th,  1:30 pm—no NQA’s, no late submissions. Get them in! You will NOT pass the class if you don’t get the essay in. Period.

Week 17 (May 10--14): Finals Week

FINAL EXAM:  Thurs. May 13th 10--11:50am (Open book, open notes, open minds…)

Required books:

White Oleander—Janet Fitch

Into the Wild—Jon Krakauer

A Writer’s Reference, 6th ed (with exercises)—Diana Hacker

Contact information:

Professor Wayland

Ph. #: (661) 395—4457 

Email:  swayland@bakersfieldcollege.edu

Web page: www2/bakersfieldcollege.edu/swayland/

Office hours: Humanities 36

MW 9:30—10:30am/3—3:30pm

TR   10:00—10:30am/1—1:30pm

And by appointment

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