Summary assignment:

For “In Praise of the F Word”

1.       Get it from blogspot, print it, annotate it, and bring it to class - due Friday.

Write a 2/3 page summary (follow “essay” format for class) --- due Monday

In Praise of the F Word

In Praise of The F Word

May 5, 1991 8:00 PM EDT

Tens of thousands of 18-year-olds will graduate this year and be handed meaningless diplomas. These diplomas won't look any different from those awarded their luckier classmates. Their validity will be questioned only when their employers discover that these graduates are semiliterate.

Eventually a fortunate few will find their way into educational-repair shops--adult-literacy programs, such as the one where I teach basic grammar and writing. There, high-school graduates and high-school dropouts pursuing graduate-equivalency certificates will learn the skills they should have learned in school. They will also discover they have been cheated by our educational system.

As I teach, I learn a lot about our schools. Early in each session I ask my students to write about an unpleasant experience they had in school. No writers' block here! "I wish someone would have had made me stop doing drugs and made me study." "I liked to party and no one seemed to care." "I was a good kid and didn't cause any trouble, so they just passed me along even though I didn't read and couldn't write." And so on.

I am your basic do-gooder, and prior to teaching this class I blamed the poor academic skills our kids have today on drugs, divorce and other impediments to concentration necessary for doing well in school. But, as I rediscover each time I walk into the classroom, before a teacher can expect students to concentrate, he has to get their attention, no matter what distractions may be at hand. There are many ways to do this, and they have much to do with teaching style. However, if style alone won't do it, there is another way to show who holds the winning hand in the classroom. That is to reveal the trump card of failure.

I will never forget a teacher who played that card to get the attention of one of my children. Our youngest, a worldclass charmer, did little to develop his intellectual talents but always got by. Until Mrs. Stifter.

Our son was a high-school senior when he had her for English. "He sits in the back of the room talking to his friends," she told me. "Why don't you move him to the front row?" I urged, believing the embarrassment would get him to settle down. Mrs. Stifter looked at me steely-eyed over her glasses."I don't move seniors," she said. "I flunk them." I was flustered. Our son's academic life flashed before my eyes. No teacher had ever threatened him with that before. I regained my composure and managed to say that I thought she was right. By the time I got home I was feeling pretty good about this. It was a radical approach for these times, but, well, why not? "She's going to flunk you," I told my son. I did not discuss it any further. Suddenly English became a priority in his life. He finished out the semester with an A.

I know one example doesn't make a case, but at night I see a parade of students who are angry and resentful for having been passed along until they could no longer even pretend to keep up. Of average intelligence or better, they eventually quit school, concluding they were too dumb to finish. "I should have been held back," is a comment I hear frequently. Even sadder are those students who are high-school graduates who say to me after a few weeks of class, "I don't know how I ever got a high-school diploma."

Passing students who have not mastered the work cheats them and the employers who expect graduates to have basic skills. We excuse this dishonest behavior by saying kids can't learn if they come from terrible environments. No one seems to stop to think that--no matter what environments they come from--most kids don't put school first on their list unless they perceive something is at stake. They'd rather be sailing.

Many students I see at night could give expert testimony on unemployment, chemical dependency, abusive relationships. In spite of these difficulties, they have decided to make education a priority. They are motivated by the desire for a better job or the need to hang on to the one they've got. They have a healthy fear of failure.

People of all ages can rise above their problems, but they need to have a reason to do so. Young people generally don't have the maturity to value education in the same way my adult students value it. But fear of failure, whether economic or academic, can motivate both. Flunking as a regular policy has just as much merit today as it did two generations ago. We must review the threat of flunking and see it as it really is--a positive teaching tool. It is an expression of confidence by both teachers and parents that the students have the ability to learn the material presented to them. However, making it work again would take a dedicated, caring conspiracy between teachers and parents. It would mean facing the tough reality that passing kids who haven't learned the material--while it might save them grief for the short term--dooms them to longterm illiteracy. It would mean that teachers would have to follow through on their threats, and parents would have to stand behind them, knowing their children's best interests are indeed at stake. This means no more doing Scott's assignments for him because he might fail. No more passing Jodi because she's such a nice kid.

This is a policy that worked in the past and can work today. A wise teacher, with the support of his parents, gave our son the opportunity to succeed--or fail. It's time we return this choice to all students.

Sleeping your way to the Top questions

For “Staying Sharp:  Sleeping  Your Way to the Top”

1.       What is the thesis?______________________________________________________________

______________________________________________________________________________

2.       How many main ideas? What are they?______________________________________________

____________________________________________________________________________________________________________________________________________________________

3.       How many times does the author use “according to”?__________________________________

4.       How many outside sources are used? _______________________________________________

One time Due date extender

One-Time-Only Due-Date Extender

The One-Time-Only Due-Date Extender

Instructions: Fill in your name, the date, and the name of the assignment you’d like to turn in late or make up. Then attach the form to an email.

I am requesting permission to turn in the attached assignment, or make up a missed test, up to three calendar days late with no grade penalty. I agree not to ask for extensions on any other assignments I may turn in for this class, and I understand that any other assignment I turn in after the class period in which it is due, for whatever reason, will receive a grade penalty.

Note: no assignments will be accepted for any reason after the last regular day of classes (i.e. no assignments are accepted during finals week).

___________________________________

Name of assignment

___________________________________

Name of student

___________________________________

Date

English 098: Writing Fundamentals – Clark College

Spring 2014 Syllabus – April  7

Sections: E   Instructor: Joe Van Zutphen

Room: JSH 116   E-mail: jvanzutphen@clark.edu

Blogspot: http://vanzutpheneng098.blogspot.com/

Class meeting times: 1:00 - 1:50 p.m. Daily

Office: By appointment in AA5   209

Course Description:

This five credit class will help you develop college-level reading and writing skills. During this quarter, we will work on composing effective essays and reading college level material critically. In order to accomplish these goals, we will work on active reading, online information gathering, the writing process, and peer critique. These are all skills that will help you in life as well as in class. Students who pass this course with a C or higher are writing and reading at the college level; these students are eligible to register for English 101.

College Abilities:

English 098 will explore all six of the College-Wide Abilities which ClarkCollege has recognized as being central to a college education. However, this course will focus primarily on two abilities, Communication and Critical Thinking. For the purposes of this class, these two skills are closely intertwined: the reading and writing you do here will help you develop your critical thinking skills. In turn, improving your critical thinking skills will help make your written communication more effective. As a secondary focus, we will work on another College Ability, Information/Technology, in order to prepare you to competently negotiate more advanced study.

Course Requirements:

In this class, you’ll write four essays. You will research, draft, and revise each essay, polishing each one until it is a successful piece of college-level writing. These essays will be based on challenging, college-level readings, some of which you may be asked to find yourself using the Cannell Library databases.

In addition to the four essays listed above, you will do quite a bit of in-class writing (freewrites, brainstorming, note-taking, drafting, etc.) in your Class Notebook. The Notebook is an essential part of learning that will be graded only on compliance (whether you did the work) rather than on quality of work. Be sure to bring it to class every day; having all your notes in one place will help you and you may be asked to use it at any time.

You will also have two in-class exams. During those exams, I may collect and grade your Class Notebook.

Peer response groups are also an important part of the class. We’ll use them frequently, and you will be graded on the quality of your participation in these groups.

ENGLISH 098 PREREQUISITES AND LEARNING OUTCOMES:

Prerequisite: C or better in English 097 or Compass score of 49 or higher. 

Outcomes: At the end of the quarter, students earning a B or higher will be able to do the following:

1.       Utilize library resources such as specialized encyclopedias and Gale Virtual Reference or Opposing Viewpoints to locate information.

2.       Summarize the main points from college-level material, using basic signal phrases, quotation marks, and in-text and Works Cited citations in essays that use 1-2 sources.

3.       Explore personal experiences and knowledge and discuss college-level readings to develop responses and opinions for essays.

4.       Consider varying opinions and experiences when reading and writing, recognizing the differences among fact, opinion, and reasoned judgment.

5.       Develop and organize at least one essay of 800-1000 words unified by a central idea and supported by sufficient detail and evidence grouped into focused paragraphs. Use introductions, thesis, topic sentences, paragraph breaks, transitions, and conclusions to maintain essay coherence.

6.       Adapt voice and tone; edit essays to make the language appropriate to a particular audience, reducing slang and cliché as necessary.

7.       Write complete simple, compound, and complex sentences consistently with few fragments or run-ons.  Maintain a consistent point of view and tense.  Develop vocabulary that increases the precision and clarity of their writing.

8.       Work collaboratively by expressing opinions with tact, listening to others, and shouldering an appropriate share of the workload.

9.       Assess their own work, set goals, seek and use feedback, revise and edit, practice self-discipline and persistence, and apply skills in new contexts.

Students who cannot perform all of the above outcomes with competence will get a grade of C or lower.  Students must get a C or higher to move on to English 101. 

Grading

Assignment	Points of Final Grade
Summaries (2)	20
Essay 1	25
Essay 2	30
Essay 3	50
Exams 1 and  2	40
Class Notebook	30
Homework  (including additional summaries)	70
Attendance	35
Total	300

Late Work Policy:

Late work is accepted only with the one-time-due-date extender located on the blogspot (see above); therefore late work receives a grade of zero after the extender is used ONCE.

All papers must be typed, double-spaced, in MLA format, and stapled. You are welcome to print double-sided to save paper. Papers are due at the start of class, and an assignment that is turned after is considered late. If you must miss class, email your work.

Please understand also that I will always grade assignments which have been turned in on time before I will grade a late assignment; therefore, if you turn in work late, it will not be graded as promptly, and you may need to remind me. Finally, keep in mind that no assignment may be turned in for any reason after the last regular class day of the quarter.

Texts and Materials

Text:

Langan, John. College Writing Skills with Readings, 9^thEdition, 2011, McGraw Hill. ISBN13: 978-0078036279

Other Materials:

You will need:

1) A spiral notebook for day-to-day writing in your Class Notebook.

2) An electronic storage device to store your work.

3) Access to a computer with Internet access to do assignments, download  handouts, and search library databases.

Class Policies

Attendance: Please come to class and be on time. Missing class destroys your ability to do work successfully, is distracting to others, and is a huge waste of tuition. In addition, missing class may cause you to miss points. Assignments are due at the beginning of class. Late assignments will receive 0 credit after the one-time-due-date extender is used once. Missed tests cannot be made up except in case of emergency, and students earn credit for peer response workshops only if they participate in the workshops during class time. In short, you need to be here regularly if you want to do well.

You are responsible for finding out what work you missed. Therefore, have a peer or two you can contact to find out what you missed.

Your assignments are due whether or not you are in class. If you are sick, for example, you must email or deliver your work to me before the start of class.

During Week One, in accordance with English department policy, I will drop any student who misses a class during the first two class meetings and does not get in touch with me.

Class Courtesy: Having a safe and civil atmosphere for learning depends on all of us. When we speak with one another, especially when disagreeing, it is vital that we do so with mutual respect. Students who are disruptive or abusive towards others will be asked to leave. Also, any “side conversations” will not be tolerated and those students will be asked to leave. On a related note, it is both disruptive and rude to leave your cell phone or beeper on in the classroom. Please turn them off when you come to class. If you subscribe to the flash alert system, you may leave your phone on vibrate.

Plagiarism: Students who copy the words or ideas of any other writer without acknowledging the original author of those words or ideas are engaging in plagiarism. Plagiarism is grounds for failing this course. One of the goals of this course is to understand how to use information effectively and ethically in your writing. Once those concepts have been introduced, any instances of plagiarism will result in severe grade penalties for  the student.

ADA Accommodations:

If you have emergency medical information that should be shared, or if you require assistance in case the building should be evacuated, please make an appointment to see me as soon as possible during the office hours indicated in this syllabus.

Any student with a disability who may require some consideration or assistance in order to fully participate in this class should contact the Disability Support Services Office at 992-2314 or 992-2835 (TTY), or stop by GHL 137.

Tentative Schedule (Note: this schedule is designed to be filled in with your notes based on announcements made in class). Also, there are live updates (additions as we move through the quarter).  Scheduled college closure days for holiday: May 26.

Date	Independent Activities (take notes here!)	Class Activities	What’s Due?
Week 1	Buy textbook and spiral for Notebook, get syllabus,	Introduction to the course; discussion of syllabus; discussion of active reading and summaries; introduction to writing process. Summaries 1 and 2 assigned. Writing Notebook assigned.	Diagnostic Writing Summary 1
Week 2		Introduction to sentence grammar; introduction to peer response; review of paragraphing; basic citation methods introduced; discussion of common readings for essay 1. Peer response to summaries. Essay 1 assigned. Last day to drop without a "W" on transcript.	Summary 2
Week 3		Sentence grammar (fragments and run-ons); paragraphing techniques, continued; discussion of revision strategies.
Week 4		Discussion of thesis. Sentence grammar (fragments and run-ons); paragraphing techniques; discussion of common readings for essay 2. Essay 2 assigned	Essay 1
Week 5		Advanced citation methods introduced; peer response of essay 2. In-class exam 1
Week 6		Discussion of common punctuation, continued; discussion of common readings for essay 3. Essay 3 assigned	Essay 2
Week 7		Note: last week to withdraw from the class.
Week 8		Discussion of subject-verb agreement;discussion of pronoun-antecedent agreement; discussion of common readings for essay 3.
Week 9		In-class revision of Essay three. Grammar: pronouns, parallelism.
Week 10		Discussion of pronoun case, continued; discussion of parallelism, continued. Discussion of revision strategies.	Essay 3  In-Class Writing Notebook
Week 11		In-class Exam #2

Please note: This syllabus is subject to change; any changes will be announced in class so that you can make edits. Also, many assignments like readings, specific grammar exercises, and in-class writing exercises do not appear on this schedule, as their scheduling depends on how quickly or slowly the class proceeds. Please attend class and talk with me regularly so that you will not be surprised by changes.

SCHEDULED STUDENT OFF-DAYS: Monday, May 26  Memorial  Day.

The following information is supplied by the college and is required to be on all syllabi:

In emergencies, students should do the following:

1. Inclement weather or emergency information

Go to www.clark.edu or call 360-992-2000 as your first means of getting information.  The College does send notices to radio and television stations, but the College’s web site and switchboard are the official platforms for the most accurate information.

2. Immediate emergency communication alert

To receive immediate notice on emergencies, you can register your cell phone number to receive text pages and your email address to receive email messages.  To do this, go to www.flashalert.net .  Select “Subscribe” on the left, and follow the instructions. Mass communication will also be sent to all college employee phones and computers.

3. Fire Alarm

Evacuate the building through closest exit; evacuation maps are located in the hallways. Take personal belongings only if it is safe to do so.  Remain at least 50 feet from the building.  Notify others of evacuation.  Do not re-enter building until instructed to do so

4. Parking Lot Identifiers

New parking lot identifiers using colors and numbers have been assigned to all Clark parking lots.  To help emergency or security personnel locate you, please refer to these identifying features.

5. Security Escort

Security Officers are available for escorts. Please call 360-992-2133.