Winter Quarter 2009
Class Meetings: TR 6:00-7:50
Office: UH 301.27
Office Hours: TR: 12:00-1:50 and by appointment
This English 306 course encourages you to form arguments in
relation to other writersí ideas, to consider how we know what
we know while analyzing how well others explain what they know,
and to examine the known and less known cultural stories affecting
individuals and society. Additionally, emphasizing the
interconnectedness between reading and writing, this course
encourages you to view reading as a way of understanding your own
and othersí thinking by reflecting on the moves that you make as
reader, writer, and thinker. Finally, this course is designed to
help you gain reading, writing, and thinking literacy and to help
you in terms of thinking critically about the culture in which you
During this quarter, you will be asked to listen to the ideas
and perspectives of your classmates as well as writers from Inquiry.
After careful and thoughtful consideration, you will be asked to
respond with your own ideas and perspectives. Through a variety of
writings such as responses, reflective commentaries, and
assessments about the assigned readings, as well as informal
writings about your own opinions, longer essays developed out of
your earlier writings, revisions, self-assessments, and peer
reviews, you will develop your critical literacy in thinking,
reading, and writing by questioning your own views and by
considering the views of others. By the end of the quarter, you
will have gained experience developing and revising critical
arguments, organizing essays around a central theme, and revising
and editing your own work as well as the work of others.
You will write three papers totaling a minimum of 5,000 words.
Two of these papers will be multi-draft. In addition, you will
write two in-class essays.
Upon successful completion of this course, you will have
1. Gain competence in the primary genres of the respective
academic discipline of English.
2. Conduct meaningful research and to incorporate the relevant
findings of that research in a properly documented paper that
reflect the expectations of scholarly research.
As you write your papers, you will learn to
1. Establish and clarify your purposes, assess your audiences,
and adopt rhetorical stances (such as tone, style, diction, and
sentence structure) appropriate to the audiences and purposes you
2. Discover and develop appropriate content for given writing
projects, and organize that content coherently and effectively.
Inquiry: Questioning, Reading, Writing. 2nd Edition by Lynn
Z. Bloom, Edward M. White, and Shane Borrowman. Pearson/Prentice
Hall, 2004. ISBN: 0-13-182371-X. Always bring this textbook to
Flash drive, CD, or floppy disk
A large notebook or folder in which to keep all of your writing
you will do this quarter
A Writerís Reference, 6th Ed. By Diana Hacker. Boston:
Bedford Books, 2007. ISBN: 0-312-45025-7. Buy this book if
you need guidance with writing, grammar, and research skills.
You can also get free premium content in instruction on all
parts of the writing process at http://www.dianahacker.com/writersref
Course Requirements and Grading Policies
This course is graded on an A, B, C, or No Credit.
NC 73 and below
You are guaranteed a "C" if you have 75 of the 100
points, all of which are based on the following:
Reading, Participation, and Attendance = 20 pts.
(Each absence counts ten points against your overall grade;
no missed classes guarantees all twenty points.)
Due dates for reading assignments are listed in the syllabus,
so you need to complete these reading assignments before coming to
class. Also, this type of active involvement will prepare you for
our class discussions and paper assignments. If you are not
prepared for, and therefore unable to actively participate in
class discussions and workshop activities, you will be considered
absent from class that day. Four absences (either from
nonparticipation, from missing class, or from coming to class at
least 60 minutes late) will result in a failing grade. Please
note that in-class assignments can not be made up unless prior
arrangements have been made.
Reading Response and Exploratory Writings
For reading response journals: After an assigned reading, you
will reflect in an "evaluation free" writing journal
about the moves that you made as a reader and a thinker. Designed
to be an introspective approach to reading, this assignment helps
you to understand your own and othersí thinking. During this
writing, you should
Write a response to a text.
Construct a reflective commentary on the moves you made as a
reader and the possible reasons for them.
Formulate an assessment of a particular text that your reading
For exploratory writings: These include unannounced quizzes and
informal writing assignments. Like your reading response journals,
you will continue to explore the readings from multiple
perspectives. You will also delve into critical questions related
to your three multi-draft writing assignments. In other words,
your informal responses in these exploratory writings will develop
into your formal or academic essays.
Both reading response and exploratory writings are
"evaluation free" writing zones in that they are meant
as a space for you to think through the readings and writing
assignments, in writing, without having to worry about grammar,
organization, and other features characteristic to polished
presentation final draft writing. Keeping this in mind, you will
not turn in these assignments, but your completion of these
writing assignments will help you satisfactorily complete this
English 306 course.
Assignment One: Multi-Draft Critique Paper (3-4 pages) = 10
Evaluate Didionís article "On Self-Respect."
To recognize the strengths and weaknesses of Didion's approach
to defining self-respect and to give you a standard of comparison
on which you can base your judgment, you may want to compare her
to Douglass, Rose, Rodriguez, Walker, King, or Murray, all of whom
view self-respect from varying dimensions. You may also use your
personal knowledge of self-respect as a basis of comparison.
Do you agree with her that self-respect is more important than
reputation? Why or why not?
Assignment Two: Multi-Draft Analytical Paper (5-6 pages) = 25
Write a review of Goodall's, Kuhn's, and Asimov's essays, after
which you should elaborate on the following:
Jane Goodall had some difficulty being taken seriously by other
scientists. To what degree does Goodall follow Kuhnís pattern or
Asimovís pattern for scientific creativity?
What might be added to Asimovís or Kuhnís descriptions to
allow for Goodallís kind of science to be more readily accepted?
Assignment Three: Research Project (7-10
pages) = 35 points
To make sense of ourselves and of society, we story our pasts,
our presents, and our futures; out of these emerge dominant
stories that have power in shaping our collective lives. Moreover,
our participating in these stories empowers the storytellers be
they politicians, commentators, or regular folk. Additionally,
subjugated knowledge may also exist, which is especially true with
past events. However, with present events, cultural stories are
still in the making, thus making unsure what will become dominant
and subjugated knowledge.
Choose a topic from the following list: Iraq War, Hurricane
Katrina, Israeli-Palestinian conflict, September 11, 2001 attacks
on the World Trade Center, 9-11 Commission Report, immigration
reform, welfare reform, ozone depletion, or global warming. If you
have a topic in mind and it is not on the list, you may discuss
this alternative topic choice with me before class, after class,
or during office hours.
Investigate the event to suggest the story that you now believe
should be the story we tell.
Consider outlining two possible stories or substories that are
now being circulated. How are these positions present in the
language of politicians, commentators, and regular folk? What are
people debating about? Of course, it will be easier if you
identify one angle or substory about the event you investigate.
Then research to determine which version is, in your opinion,
the better, fairer story. To help make your case, you can critique
the representations of the event that you find less worthy, as
well as find evidence in support of the story you prefer. Make
sure to provide your reasons for choosing and writing the story
you would promote.
So that you get a broad picture of the evolving scene, you
should consult journalistic resources from the left, the right,
and the center. If you narrow your substory well, it may be
possible to use three good resources: each one from the left,
right, and center, from which you can show the different evolving
stories and either to suggest which is preferable or to create a
possible fourth version.
**To receive a passing grade, you must hand in all three of the
out-of-class writing assignments.**
In-Class Impromptu Writing = 10 points (Five points each)
You will take two impromptu essays, each worth five points.
These writing assignments will ask you to respond to one of the
assigned textbook readings. Using a large CSUSB bluebook during
the completion of this writing assignment, you will have two
Self-Assessments and Peer Responses
These assignments, the successful completion of which will
count toward your overall grade in your out-of-class essays, are
important activities to help you to revise your essays in
substantive ways and to help you become more aware of the
strengths and weaknesses of your own writing processes.
Assessment of Written Work
Three out-of-class writing assignments and two in-class essays
will be assessed in the following areas: meeting the assignments'
requirements, exploring the issues thoughtfully and in depth,
coherently and logically organizing ideas supported by apt reasons
and well_chosen examples, and being generally free from errors in
mechanics, usage, and sentence structure.
Writing Center Visits
Per my recommendation, you may be required to discuss your
writing with a tutor at the writing center located in UH387, or
you may choose to go on your own. Many knowledgeable, interested,
and friendly tutors in the center are ready to help. If you are
required to go, get a signed slip from a tutor documenting your
Late Paper Policy
All papers are due at the beginning of class on the day they
are due. I will not accept late papers unless youíve made
arrangements with me in advance. If your extenuating circumstances
warrant an extension, I will give you one. However, you do need to
talk to me about it; therefore, we can work out an acceptable plan
together, in advance, that will allow you to successfully complete
the assignment. Avoid the following unacceptable scenarios:
Submitting paper after the due date without having made prior
Missing class and then submitting paper the next class
Sliding paper under office door on the day it is due or after
Giving paper to English Department administrative assistant and
having the paper placed in my box on the day it is due or after
Submitting the paper by E-mail on the day it is due or after
Making excuses for why the paper is not submitted on time
(i.e., file cannot be retrieved from hard drive or was somehow
mistakenly deleted or infected by a virus)
If you are in need of accommodation due to a documented
disability, please let me know and also contact Services to
Students with Disabilities (SSD), located in UH 183 (909-880-5238
The university has strict guidelines regarding this issue:
"Plagiarism is the presentation as oneís own ideas and
writings of another. Students must make appropriate acknowledgment
of the written source where material is written or compiled."
Keep in mind the following forms of plagiarism and the
consequences for each offense:
1. Cheating: Borrowing, buying, or otherwise obtaining writing
composed by someone else and submitting it under your name.
Minimum penalty is "F" in the course; the maximum
penalty is suspension from the university. Dean of students is
notified of the offense.
2. Non-attribution: Writing your own paper but including
passages from another work without providing parenthetical notes
citing the source and quotation marks or block indentation to
indicate exactly what has been copied from the source. Minimum
penalty is subsequent revision of the paper to avoid an
"F;" depending on the degree of deception, another
penalty may be "F" in the course; the maximum penalty
may result in suspension from the university. Dean of students may
be notified of the offense.
3. Patchwriting: Writing passages have not been copied exactly
but have been borrowed from another source. Even though
parenthetical notes citing the source have been provided, you have
paraphrased the sourceís language too closely. Though
patchwriting may appear in your preliminary drafts, it is not
acceptable in final draft academic writing. Minimum penalty is a
subsequent revision of the paper and mandatory tutorial
instruction before a grade is assigned to the essay. Dean of
students is not notified of the offense.
Welcome to English 306! Together we can make this a great
class, and I will do everything I can to help you reach the high
expectations set forth for this writing class. If you have
questions, please contact me before or after class, by E-mail, or
in my office. We can work out any questions or concerns that you
may have relating to matters of instruction.
Week One (Jan 13 and 15)
In-class Introduce class. Complete exploratory writing for
Homework Begin drafting essay one. Read Douglass page 48, Rose
page 53, and Didion page 61
Week Two (Jan 20 and 22)
In-class Bring one copy of essay one and complete
self-assessment. Bring three copies of essay one and complete peer
reviews (three readers) Complete reading response journal. Discuss
Homework Continue drafting essay one; Read Rodriguez page 108,
Walker page 328, King page 388, and Murry page 497
Week Three (Jan 27 and 29)
In-class Bring a copy of essay one and complete final draft
editing workshop. Complete exploratory writing for essay two.
Complete reading response journal. Discuss King.
Homework Continue drafting essay one; begin drafting essay two.
Read Asimov page 142, Goodall page 177, and Kuhn page 193
Week Four (Feb 3 and 5)
In-class Submit essay one portfolio at beginning of class:
final draft, exploratory writings, self-assessment notes, peer
reviews (three readers), and editing notes. Complete reading
response journal. Discuss Goodall, Asimov
Homework Continue drafting essay two. Read Darwin page 163,
Tannen page 203, and Klass page 216
Week Five (Feb 10 and 12)
April 28: In-class Bring a copy of essay two and complete
self-assessment. Bring three copies of essay two and complete peer
reviews (three readers). Discuss Kuhn.
Homework Continue drafting essay two. Read Gould page 169 and
Whorf page 209
Week Six (Feb 17 and 19)
In-class Bring a copy of essay two and complete editing
workshop. Complete exploratory writing for essay three. Complete
reading response journal. Discuss Gould. In-class essay one. Hint:
Writing prompt is based on Goodall page 177
Homework Continue drafting essay two; begin drafting essay
three. Read Singer page 248, Young page 295, and Jefferson page
Week Seven (Feb 24 and 26)
In-class Bring a copy of essay two and complete final editing
workshop. Bring a copy of essay three and complete
self-assessment. Bring two copies of essay three and complete peer
reviews (two readers).
Homework Continue drafting essay three. Read Lincoln page 366,
Fitzgerald page 587, and Mead page 654.
Week Eight (March 3 and 5)
In-class Submit essay two portfolio at beginning of class:
final draft, exploratory writings, self-assessment notes, peer
reviews (three readers), editing, and final editing notes. Bring
one copy of essay three and complete peer review (one reader).
Homework Continue drafting essay three. Read Milosz page 661,
Juergensmeyer page 665, and Annan page 698
Week Nine (March 17 and 19)
June 2: In-class Bring one copy of essay three and complete
editing workshop. Complete reading response journal. Discuss
Homework Continue drafting essay three.
In-class Bring one copy of essay three and complete final
editing workshop. Complete reading response journal. Discuss Mead.
Homework Continue drafting essay three.
Week Ten (March 26)
Submit essay three portfolio at beginning of class: final
draft, exploratory writings, self-assessment notes, peer reviews
(three readers), and editing, and final editing notes.
In-class essay two
Hint: Writing prompt is based on Mead page 654