Tamara Lynde's English Page



English 1109Writing and Research Instructor: Tamara Lynde Office: Faculty Towers 203 F Office Hours: M,W,F 10:00-11:50 AMPhone: 654-3484 Email: TLynde@CSUB.edu Website: TammyLynde.Required Texts and/or Materials:Fishman, Charles. The Big Thirst: The Secret Life and Turbulent Future of Water. FreePress, 2012. Goshgarian, Gary and Kathleen Krueger eds. Dialogues: An Argument Rhetoric and Reader. Pearson/Longman, 2011. Troyka, Lynn. Quick Access. Prentice Hall, 2014. One folder in which to keep all of your workOne flash or jump drive on which to save your papersOne notebook for notes Librarian: Andrea AndersonAAnderson17@CSUB.eduCourse Overview & Policy Statements: Prerequisite: Prerequisite: A total English Placement Test score of 147 or higher OR a grade of C- or higher in English 920 OR placement into English 1109 on the English Equivalency Exam in Early Start OR one of the following: a score of 3 or above on either the Language and Composition or Composition and Literature examination of the College Board Scholastic Advanced Placement Program; a score of 22 or above on the American College Testing (ACT) English Test; a score of 500 or above on the critical reading section of the College Board SAT Reasoning Test; a score of “Exempt” or “Ready for college-level English courses” on the CSU Early Assessment Program (EAP) taken along with the English Language Arts California Standard Test in grade 11; or completion and transfer to CSU of the credits for a college course that satisfies the CSU General Education requirement in English Composition, provided such a course was completed with a grade of C or better; placement into English 1A at Bakersfield College. To Satisfy the General Education Requirement:Students must earn a grade of C- or higher in English 1109 to satisfy the General Education requirement for A2 (Writing and Reading). This grade is also a prerequisite for upper-division composition courses and the Graduation Writing Assessment Requirement exam. Successful Completion of English 1109: To be eligible for a C in English 110, students must earn a C or higher on at least one in-class writing assignment and a C average on all other course assignments. Course Description: Practice in expository writing, including the college term paper. Includes frequent reading and writing assignments. This course will also introduce students to the General Education themes -- Theme Q: Quality of Life; Theme R: Revolutionary Ideas and Innovations; and Theme S: Sustainability & Justice-- through readings, discussions, and/or assignments. Course Learning Outcomes: At the end of English 110, students should be able to demonstrate the following skills: Goal 1: Reading Skills A2-1: Students will critique a writer’s rhetorical choices (e.g., bias, rhetorical modes, organization, diction, etc.) and logic. Goal 2: Writing Skills A2-2A: Students will create proficient thesis statements for various types of writing tasks. A2-2B: Students will use discourse-appropriate syntax. A2-2C: Students will use logical reasoning, at the appropriate level, to develop and organize ideas. Goal 3: Research Skills A2-3A: Students will find diverse, reputable sources for an academic research paper. A2-3B: Students will correctly use summary, paraphrase, and direct quotes to synthesize sources into an academic research paper. Attendance Policy: Because mastering skills in writing requires regular, sustained effort, you should attend your composition classes regularly and punctually. If you have more than two absences, you should not expect to receive a passing grade. Waiting List Policy: On a waiting list, you are eligible for a place in the class if you 1. come to every class and 2. turn in the work while you are there. Being on a waiting list does not guarantee you a place in the class. It simply means you are welcome to wait for an opening in the class if you so desire. If no one drops out of the course, then no students can add. As a result, you should be aware of the last day to add and have a back-up choice if you need another class. This plan is especially important for financial aid recipients and for F-1 and J-1 visa holders, who must carry a full load to receive their financial aid. Being on a waiting list does not count as a class toward a full load. Instructor-Initiated Drop Policy: Many students are trying to get into composition courses. As a result, this class is subject to the policy on instructor-initiated drops. If the class is full and has a waiting list, the instructor has the right to administratively drop you from class by the end of the second week of the term if you have missed three consecutive class sessions and have not contacted the instructor. However you should not assume that you will be automatically dropped from this course if you have not attended. Research Paper: The purpose of English 110 is to enable students to write a research paper of quality and depth. Upon completion of the paper, students will have the knowledge to write the research papers that other courses will require. MyWritingLabPlus Requirement: You are responsible for completing 10 MyWritingLabPlus topics in your English 1109 class. This requirement is worth 5% of your overall English 1109 grade. To receive full credit, you must (1) take the Path Builder and Mastery Check and (2) master approximately one/two of the assigned topics (listed below) per week, for a total of 10 topics by the end of the quarter according to the schedule provided by your instructor. To master a topic, you must earn a score of 80% or higher on the Recall 1, Recall 2, and Apply sections for each of the following topics. Note that mastery in the Pathbuilder counts for mastery in the topic.? Run-Ons: Comma Splices and Fused Sentences ? Commas ? Developing Thesis Statements ? Reading Texts Critically ? Finding Sources ? Evaluating Sources ? Integrating Sources ? Avoiding Plagiarism ? Building Sentences with Subordination and Coordination ? Transitions You will be held responsible for these new skills every week in your writing. Since this is an online workshop, you can work on these topics outside of class at your convenience, as long as you master approximately one or two topics per week, for a total of 10 topics. This means that if you wait until the end of the quarter to complete all 10 topics, you will not receive full credit and your essay will not benefit from your mastery of these skills. You will need the following information to use the site: Website URL: Username: Student ID# (e.g., 000123456) Password: The first time you log in, your password will be your full birth date (e.g., if your birthday is November 9, 1993, then your password would be 11091983). You can change this password after you log in the first time. For additional information about the program, please go to the following website: csub.edu/mwl/ If you are locked out of a topic because you have exhausted the attempts offered to get the proper score, please see me or visit the MyWritingLabPlus office in CB 100 to fill out the proper paperwork as soon as possible.Individual, Drop-in Tutoring Requirement: Instructors may also require you to complete individual, drop-in tutoring for certain aspects of your writing, in which case you will receive a Tutor Referral Form with your graded essay. If you receive a referral form with a paper, you are required within one week to take the form and the paper to the Writing Resource Center for individual assistance. Instructors may withhold your essay grade until after you have completed this requirement. Requirement: is a tool to help you avoid plagiarism. Approximately two hours after submitting a paper to this online program, you can access a color-coded report with details about the use of sources in your paper. Because this site does not detect problems with paraphrasing that is not cited properly, you should use this site only as a guide. To use , you will need to register on the site and set up a password. Once this is done, you then will need to create a “user profile” specifically for this class and any others that may use the site. You will need the following information to set up your user profile: Class ID--13251307Class Enrollment Password--ArgumentAfter creating a profile, students can log onto and use the site.Note: Submitting a paper to is not the same as submitting a paper to your instructor; you also must hand in a copy of your paper to your instructor. Revision Policy: Required revisions are indicated on the course schedule. When you revise your writing, the original essay must be submitted with the rewrite. In order for a grade to improve, you need to do more than simply correct the marks on the original essay. In other words, rewritten papers should show extensive revision as well as editing. Missed Assignments, Quizzes, and/or Exams Policy:Because the semester moves so quickly, late assignments are not accepted unless you have a documented excuse (if you have a documented excuse, please see me). In all other cases, if you are going to miss a class, turn in the assignment early. At the end of the quarter, there will be two make-up assignments. These assignments can be used to replace missing assignments. Note, however, that make-up assignments cannot be used to replace things like the research paper, the library assignment, or conferences.Academic Honesty Policy: “The principles of truth and integrity are recognized as fundamental to a community of teachers and scholars. The University expects that both faculty and students will honor these principles and in so doing will protect the integrity of all academic work and student grades. Students are expected to do all work assigned to them without unauthorized assistance and without giving unauthorized assistance.” For a complete statement on the University’s policy on academic honesty, go to CSUB.edu and search “Academic Integrity.” Course Requirements & Assignments: Summaries:In order to understand how different pieces of writing function rhetorically, we will be writing summaries on various essays both from the textbook and sources outside the text. Each summary must convey the main and supporting ideas of the essay, leaving out minor detail. The ideas of the essay expressed in the summary must also be understandable to someone who has not read the essay. In addition, summaries must be written in the correct format and must avoid simply re- narrating the essay. A set of critical evaluation notes must also be attached to the summary as a separate document. These critical evaluation notes will indicate whether you think the essay or chapter is credible or not and explain briefly why.Essays:In this course, we will be writing several short essays (mostly in class). Most of these essays should be at least two typed pages long (although others may be longer), contain an argumentative thesis statement that appropriately responds to the essay question, and present specific, appropriate support for the thesis. Basic essay format is essential for these assignments as are unity, coherence, and good editing skills.Critique:In order to develop your critical reading and evaluation skills, we will be writing a critique. For this assignment, you will be required to write an essay that evaluates the credibility of a source you are considering using for your research paper in which, you will be arguing either for or against your source's credibility using specific examples from the source to support your stance. This assignment should be at least 2-4 pages long and follow the critique format (which we will discuss in class). Note that the source students select for this assignment should be argumentative rather than informational.Background Assignment:In order to ground you in the scholarly conversation that takes place in the sources you will be reading in order to write your research paper, you will write a brief overview of your specific topic. This overview will need to include explanations of the most common arguments authors make concerning the topic, definition of appropriate terms and concepts associated with the topic, relevant history of the topic (if any), and a list of sources from which you've gotten this information.Annotated Bibliography:This is a rather important assignment that directly relates to your research paper. For this assignment, you will need to find and read at least 10 sources that you will be using for your research paper. For each source, you will need to create an MLA style bibliographic entry. Also, after each entry you will need to write a brief summary of the source (one paragraph approximately 150 words long) and then briefly (in a sentence or two) explain why the source is important or useful to the research paper that you plan to write. In preparation for this assignment, you will be expected to create a working bibliography that simply contains the MLA entries for each source without accompanying summaries or explanations. . In order to make this assignment more manageable, it will be divided into two parts, each with its own due date. Each of the two parts will need to include at least 5 sources.Synthesis:In preparation for writing the research paper, you will be required to write a synthesis. This assignment is really a mini version of your research paper and will aid you in writing out your argument in a slightly more expanded format. The synthesis will need to be 3-5 pages long and use 3-5 sources. It should be argumentative with a strong, well-supported thesis. You will also need to use MLA documentation style both in-text and on the works cited page.Conference:Near the end of the quarter after turning in the rough draft to your final research paper, you will need to come in for a conference. This conference is an opportunity to work one on one with me to address the specific questions/problems you may have in writing your research paper. Keep in mind that this is meant to be a work session to help you find ways to improve your paper, not a chance for you to just sit back passively and be told what to specifically write. Conferences require that you actively come in with questions and be ready to actively problem solve. Conferences will be held in the classroom. Although not a separate grade in and of themselves (they count as part of your classwork total), conferences are required so that you can get help at this crucial point in writing your research paper.Classwork:During this course you will be given a number of in-class and out of class activities designed to help you master the skills necessary to do well in this class. Participating in these activities and being an active learner in class will greatly add to your abilities as a student and a writer. These classwork assignments will include the practice assignments, the diagnostics, as well as participation and other classroom work.Library Research Assignment:In order to write effective research papers, learning how to do effective research is necessary. Therefore, you are responsible for completing a research requirement. There are two options available for completing this assignment: Enrolling in and completing GST 110, offered by the CSUB library or attending four different research workshops offered by the CSUB library and completing a comprehensive research assignment (which you will be provided should you choose this option). Note that since you will be expected to use the skills learned through these assignments not just for the research assignment, but also for your research paper, working bibliography, and annotated bibliography, your thesis statement must be approved by your English 1109 instructor before you begin work on any of these options.My Writing Lab Plus Assignment:Frequently students find that they need more practice with the skills associated with research-based writing beyond what any class session covers. Therefore, for this assignment, you will need to use My Writing Lab Plus to help you gain that practice with various areas of your writing. The My Writing Lab website will provide you with a diagnostic (called path builder) when you first begin using the program. The website will then provide you with a variety of topics to practice with in areas in which you need help. You will need to complete and master 10 topics in the areas you most need help with. You will also need to complete the program's exit test.Final:At the end of the quarter we will have a final. Essentially, this will be a brief presentation based on the argument that you make in your research paper. The time length of the presentation will vary from student to student but should not go over 5 minutes or under 3. In the presentation you will need to present your thesis and its most convincing support. While it may be impossible to hit every point made in your paper, you should present your strongest arguments and strongest evidence. You will need to cite relevant sources and be as clear as possible. While being an excellent public speaker is not required, you will be expected to deliver this presentation to the class, which means addressing the class in a clear, understandable manner and answering questions afterwards. While referring to notes is acceptable, avoid just reading to the class. In addition, you will be required to provide your fellow students with an outline of your presentation, complete with a works cited page. While not required, visual aids such as PowerPoint may be used as well. This assignment is meant to be an opportunity to share with your classmates the polished argument that you have worked so hard to put together in your research paper, so it is imperative that you respect this and remain for the entire set of presentations and not simply leave when you are finished. As with the research paper itself, this can be a difficult assignment for many students. Please feel free to contact me with questions or problems as you work on this.Research Paper:This assignment is the most challenging and rewarding part of the course. It is the culmination of the planning, research, and hard work that you have put into the class. The research paper will need to be 7-10 pages long, use 7-10 sources, use correct MLA documentation both in-text and on the works cited page, and be less than 20% direct quotes. It will need to have a well-crafted argumentative thesis that is strongly supported. The paper will also need to be well-organized, unified, and well-developed. The sources used in the paper must include the following: an academic book, an academic journal article, and a newspaper article or article from another type of periodical. Some internet sources are allowed, but they should be limited and credible. To many students, and assignment of this size can be intimidating, but if you have done the work and the research in good faith, writing this paper should come almost naturally. However, if you have any questions or problems, contact me as soon as possible.Course Theme:Since college-level research and argumentative writing is such a wide field, this class will have a specific, focused theme. The theme we will be exploring this semester is societal improvement. Largely, we will be looking at various ways that a wide variety of people believe that American society can be bettered. We will be wrestling with questions like “what constitutes social improvement? In what ways can American society be improved? Are there specific ethics to social improvement? And what happens when social improvement goes wrong?” In order to deal with these issues, we well be reading and studying a variety of texts ranging from a book-length work to argumentative non-fiction articles. This umbrella theme is also important in addressing specific themes the university as a whole focuses on: quality of life, sustainability and social justice, and revolutionary ideas. Keeping with this umbrella theme that encompasses these other themes, our research paper will largely be a proposal argument centered on one way that you believe that our society can and must be improved.Support Services for Students: To request academic accommodations due to a disability, you should contact the Office of Services for Students with Disabilities (SSD) as soon as possible. This office is located in SA 140, and they may be reached at 661-654-3360 (voice) or 661-654-6288 (TDD). If you have an accommodations letter from the SSD Office documenting a disability, you should present it to me as soon as possible so we can discuss the specific accommodations you need for this class. At times, school, work, and/or our personal lives can become overwhelming and difficult to handle. CSUB’s Counseling Center is available to you with skilled and experienced counselors to guide you through the challenges of daily life. Contact 654-3366 for an appointment. Weight of Course Work: Letter grades will be determined by the following scale:100-93%=A 79-78%=C+ 62-60%=D-92-90%=A- 77-73%=C 59% and below=F89-88%=B+ 72-70%=C-87-83%=B 69-68%=D+82-80%=B- 67-63%=DThe course assignments will be weighted as follows:Research paper: 30% Summaries: 5%Library Research Assignment: 10% Essay 1 (Documented): 5%Critique: 5% Essay 2 (Documented): 5%Classwork and participation: 5%Essay 3 (in-class essay): 5%Annotated Bibliography: 5%My Writing Lab Plus Handbook Assignment: 5%Documented Synthesis: 5% Final :5%Background Assignment: 5% Essay on The Big Thirst: 5%Course Calendar:Note: All assigned reading should be completed before the day it appears on the calendar.8/22 (Week 1): Introduction to course and course theme.8/24: Introduction to academic writing as a scholarly conversation and critical reading as a necessary foundation for entering the conversation.8/26: Diagnostic Essay Due. My Writing Lab Path Builder Due. Revision Workshops Introduction.8/29 (Week 2): Critical reading continued: Levels of reading. Critical reading tools. Argument basics: thesis, reasons, evidence. Summarization. Dialogues 26-38. Go over diagnostic. “Should Juvenile Offenders be Tried as Adults?” Handout.8/31: More tools to analyze and evaluate arguments: Types of arguments. Types of support. The three classical appeals: Ethos, Logos, Pathos. “Imaginary Perversion Becoming a Crime” Handout.9/2: In-class Revision Workshop for Summary 1. My Writing Lab “Reading Texts Critically” Due. Summary 1 Due.9/5 (Week 3): Holiday. No School.9/7: Ambiguity in arguments. “With These Words, I Can Sell You Anything” Handout. Beginning the research paper: selecting researchable topics and basic research strategies.9/9: In-class Revision Workshop for Summary 2. My Writing Lab “Finding Sources” Due9/12 (Week 4): Summary 2 Due. Tentative Research Topics Due. MLA basics. Preparation for the Background Assignment: What are the main arguments on this topic? What evidence is available? What terms need to be defined? What history that the topic has that is relevant to the various arguments on this topic?9/14: More on MLA and the Background Assignment.9/16: In-class Revision Workshop for The Background Assignment. “Integrating Sources” Due.9/19 (Week 5): Background Assignment Due. Critical reading continued: Source credibility and credible use of sources. 9/21: Reading complex sources. “Two Decades of Research on Euthanasia from the Netherlands. What Have We Learnt and What Questions Remain?” (Article from class website).9/23: In-class Revision Workshop for Summary 3. Writing Lab “Evaluating Sources” Due.9/26 (Week 6): Beginning to enter the scholarly conversation: Crafting a research proposal. Critical reading continued: Intro to Logical fallacies. Summary 3 Due.9/ 28: More on logical fallacies. Writing and argument basics. Quick Access 84-92. Dialogues 3-12.9/30: In-Class Revision Workshop for Essay 1. My Writing Lab “Avoiding Plagiarism” Due.10/3 (Week 7): Essay 1 Due. Critiquing sources. Practice activity: “A Simple One-Step Plan to Solve the Education Crisis” Handout. Critique format and style. Example critique essay.10/5: More on critiques: Format and Style. Example critique essay. 10/7: In-class Revision Workshop for the Critique. My Writing Lab “Developing Thesis Statements” Due.10/10 (Week 8): Planning the next draft of the research paper. More research basics. Beginning to compile the annotated bibliography. Critique Due.10/12: More on annotated bibliographies. MLA Review. In-class annotation practice.10/14: In-class Revision Workshop for the Annotated Bibliography Part One. My Writing Lab “Run-Ons: Comma Splices and Fused Sentences” Due.10/17 (Week 9): Additional argumentation strategies: Rebuttals and addressing opposition fairly and effectively. Annotated Bibliography 1 Due.10/19: Sculpting rebuttal paragraphs and placement of rebuttals in an argument. Research basics review.10/21: In-class Revision Workshop for Essay 2. My Writing Lab “Building Sentences through Coordination and Subordination” Due.10/ 24 (Week 10): Essay 2 Due. Introduction to extended book-length arguments and The Big Thirst.10/26: Library Assignment Due. The Big Thirst continued. Brief MLA review.*10/27: An Evening with Charles Fishman author of The Big Thirst. 10/28: In-Class Revision Workshop for the Annotated Bibliography Part Two. My Writing Lab “Transitions” Due.10/31 (Week 11): The Big Thirst continued. 11/2: Working Bibliography Due. Writing The Big Thirst Paper.11/4: In-class Revision Workshop for The Big Thirst Paper. My Writing Lab “Commas” Due.11/7 (Week 12): The Big Thirst Paper Due. Overview the Synthesis.11/9: Annotated Bibliography 2 Due. In-class Revision Workshop for the Synthesis. My Writing Lab Mastery Check Due.11/11: Holiday. No School.11/14 (Week 13): Synthesis Due. Using the Synthesis to plan the Research Paper Rough Draft. Sign up for Conferences. 11/16: In-class analysis of example drafts of research papers.11/18: In-class Workshop for The Research Paper Rough Draft.11/21 (Week 14): Research Paper Rough Draft Due. Time management and planning for completion of the Final Draft of The Research Paper. Overview of the Final Presentation and the in-class essay. SOCIs.11/23: Conferences.11/25: Holiday. No School.11/28 (Week 15): Conferences.11/30: Final Presentations. Thesis Statement Assessment Assignment Due.12/2: In-class Essay (Essay 3).12/5 (Week 16): Final Presentations.12/7: Study/Reading Day12/9: Final Presentations. Research Paper Final Draft Due. Transfer Reflection Activity. ................
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