ENC 1102 REFERENCE #418922 COURSE SYLLABUS Fall 2007-1 Mon., Wed., Fri.

10-10:50 am Instructor: Department: Room Number: Office Hours: Alejandro Salinas Communication, Arts, & Philosophy 1371 M: T: Th: Telephone: E-mail: (305)237-6358 asalinas@mdc.edu F:

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Course Description: One of the main purposes of this course is help you gain a stronger appreciation for literature. We will learn basic techniques of literary analysis by examining a wide range of works. In the process, we will try to see that literature is much more than just busywork for school. It can teach you about both the world and yourself, sometimes even showing you things in a way that will make you want to change them. It can take you to worlds distant from your own, filled with people extraordinary and common, good and bad, and always magically real--at least in the good stuff. When it comes down to it, literature can be one of the main sources of pleasure in your life. I hope that one of the semester's most important lessons is simply that great books, movies and music can be a lot of fun. This course is about learning to experience literature richly, but just as much, it is about learning to write more effectively. It is a continuation of the English Composition I course you have already taken. You will spend much of your time writing responses to the works we read. The goal is to let you practice building arguments. You will take a stand on what you think a work "means," supporting it through evidence from the text and, eventually, outside sources. The analytical principles you will apply to literature represent a valuable tool in any field that you will use it throughout your academic career. Required Texts: Hacker, Diana. Bedford Handbook, 7th Edition or any other handbook that covers grammar and research (Can purchase online version at dianahacker.com/bedhandbook) Assignments: You'll be required to write five essays. Length requirements will range from two to eight pages. For some of your essays, you'll have peer workshops, in which you'll get into groups, exchange essays, and offer each other comments on how you can improve them. Using this feedback, you'll have a chance to revise your essay and turn it in again. The second time around, I'll assign a grade. In addition, you will write three in-class essays, including a final exam.

Besides writing essays, you'll also be required to complete several shorter assignments. If you do an adequate job on an assignment, showing that you’ve put some time and thought into it, you will receive a check (√), worth 10 points toward your final grade. If you do a less than adequate job, you will receive either a check minus (√-), worth 5 points, or a zero. Among the most common shorter assignments are informal, 1-pg. responses to readings from the textbook. You may talk about a personal experience the reading called to mind, you may agree or disagree with a position being taken, or you may comment on points about style or structure that you noticed in the writing. Really, you can talk about anything, as long as you're coherent and thoughtful. In addition, you may have some announced quizzes and in-class group activities. Although the essays make up much of your final grade, the quizzes, activities and responses will be averaged together to make up another big part, so don't neglect them. Service Learning: Please note that this course has a service-learning component. You will participate in an eighthour service-learning project that will account for 20% of the semester's grade, and which will be the subject of some of our writing and class discussion. This semester we will work as tutors and mentors with children, mostly low-income, in community centers near our campus. You will also have the option of helping restore plant and maintain gardens in urban areas. Those who prefer not to participate in these particular projects can choose their own within certain guidelines or complete alternate assignments, such as reading and responding to a novel recommended by the instructor. Service-learning is one of the most exciting and challenging aspects of the course. Keep in mind, though, that it is not volunteer work. It is not extra work. Service-learning is one of the many tools we’re using to learn the course content. Note that the majority of your service-learning grade comes not from simply completing hours, but in analyzing experiences through writing and discussion. Grading Criteria: Piece of Literature I enjoy Service-Learning project *Expectations essay (10%) *Portfolio (5%) *Hours (5%) Movie analysis Research paper Final essay exam HW & Other assignments 94-100% = A 84-90% = B 74-80% = C 64-70% = D 50-60% = F Attendance and Make-Ups: • Regular attendance and class participation are an integral part of a satisfactory grade. They are also the determining factor in “borderline” averages. If you are between an “A” and a “B,” for example, strong participation will bump you up while a lack of participation will bump you down. • If you are absent three consecutive classes, the instructor may drop you from the class. 15% 20%

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Journals, homework and in-class exercises can not be made up. All essays submitted late, whether first or final draft, will be penalized by half a letter. After one class period, they will not be accepted. A documented emergency will be dealt with on an individual basis.

Drops: If students are unable to continue in the course, they must notify the instructor. It is their responsibility to fill out an official withdrawal form with the registrar’s office. If they do not officially withdraw, they may receive an F in the course. Policies: • Plagiarism means producing a work that is fully or partly someone else’s and claming it as your own. Plagiarized work will receive an “F.” You also risk facing disciplinary action from the college. • I will hand your papers back to you to keep; it is your responsibility to hold on to them. • Academic Integrity: You are expected to adhere to the policies of academic integrity as outlined in the Students' Rights and Responsibilities Handbook. Violation of the policies will result in disciplinary action also outlined in the handbook. • All students must come to class prepared with their own books and materials. In the interest of fairness to all students who desire a classroom environment conducive to learning, no students will be allowed to share books. If students come to class without their own books, they must not infringe upon the rights of those who come prepared. • Beepers and cellular phones must be turned off prior to class. Schedule (Subject to Change) Week 1 W 8/29 – Introductions: each other and the course F 8/31 – Continue introductions; “Beware: Do Not Read this Poem”; diagnostic writing: a piece of literature that is important to me. Week 2 M 9/3 – Labor Day; no class W 9/5 – “I heard a fly buzz”; review prewriting; guest presentation: The Young People’s Project F 9/7 – Continue prewriting; post writing inventory questions #1 Week 3 M 9/10 – View clip of film “Barton Fink”; essay structure review; share important literature W 9/12 – Continue structure review; share important literature F 9/14 – Continue structure review; second draft of important literature essay due; peer reviews Week 4 M 9/17 – Guest presentation: I Have a Dream Program; share important literature; review details W 9/19 – Review details; read “Starry Night” F 9/21 – Continue details; service-learning orientation Week 5 M 9/24 – Final draft of important literature essay due; post writing inventory questions #2 due; “A Tale of Two Neighborhoods: Little Havana & Overtown” W 9/26 – Continue “A Tale of Two Neighborhoods: Little Havana & Overtown”

F 9/28 – Report findings for “A Tale of Two Neighborhoods: Little Havana & Overtown”; introduce character analysis Week 6 M 10/1 -- Read “The Lesson” (http://cai.ucdavis.edu/gender/thelesson.html); reading quiz W 10/3 -- Prejudice Workshop: What is it and who cares? F 10/5 – Flex Day: writing circle or service-learning (no regular class session) Week 7 M 10/8 -- Prejudice Workshop: “Say Hello to My Little Friend” W 10/10 – First draft of character analysis essay due; peer workshops F 10/12 -- Final draft of character analysis essay due; Service-learning portfolio work Week 8 M 10/15 -- Read freedom poems (handout); reading quiz; introduction to symbolism W 10/17 – Continue freedom poems F 10/19 -- Movie analysis; post on freedom poems and the American Dream: what does it mean to you? Week 9 M 10/22 -- Movie analysis W 10/24 -- Movie analysis F 10/26 –Research paper introduction; read “Black Men and Public Space” (http://somanystyles.com/blog1/archives/33); reading quiz Week 10 M 10/29 – Library workshop W 10/31 – Movie analysis F 11/2 -- Research workshop; research paper prewriting due Week 11 M 11/5 -- Research documentation worksheet due; continue workshop W 11/7 -- Movie analysis essay due; self-evaluations F 11/9 -- Continue self-evaluations Week 12 M 11/12 – Research workshop W 11/14 – Research workshop; post draft or selected prewriting (1-2 pgs.) F 11/16 – Flex Day: writing circle, service-learning or portfolio (no regular class session) Week 13 M 11/19 – Service-learning reflection day W 11/21 – Continue service-learning reflection; draft of research paper due (2-3 pgs.); peer reviews F 11/23 – Thanksgiving; no class Week 14 M 11/26 – Research workshop W 11/28 – Research workshop F 11/30 -- Draft of research paper due (4-5 pgs.); peer reviews Week 15

M 12/3 -- Service-learning portfolio work W 12/5 – Service-learning portfolio work; final draft of research story due F 12/7 -- Flex Day: writing circle, service-learning or portfolio (no regular class session) Week 16 M 12/10 – Exploring Stereotypes in the Mass Media W 12/12 – Continue Exploring Stereotypes in the Mass Media F 12/14 – Service-learning portfolio presentations Finals M 12/17 – Final essay due W 12/19 – Looking back and feedback