English
100
Intermediate Reading and Composition
Instructor:
Tommy Amano-Tompkins Fall
2019
Sections
0198 – MW 1:00-2:25 pm; Lab 2:30-3:05 pm Location: NEA 109
Office
hours: Mon. Noon-12:30 pm
Office
phone: no phone
Email:
amanott@lahc.edu (best way to communicate with me outside of class)
Class
Website≈eng100H19.blogspot.com
This
class prepares students for academic reading, critical thinking, and writing
expected in transfer and associate-degree classes. Students plan, draft,
revise, and edit compositions based on college-level readings that cover topics
that challenge students' thinking and provide an intellectual background for
the assignments. This course prepares students for English 101.
Student Learning Outcomes:
Students who
successfully complete English 100 will be able to
1. Take charge of reading and apply
strategies to unlock the meaning from texts, including:
- identifying passages that are causing difficulty to comprehension;
- developing strategies to work through difficult passages;
- identifying and correcting reading miscues;
- understanding such text features as structure, transitions, captions, graphs, charts;
2. Read actively and critically, and effectively use textual annotation;
3. Distinguish fact from opinion;
4. Identify and discuss abstract concepts found in readings;
5. Form and explain legitimate inferences from specific data;
6. Synthesize ideas and information to develop her/his own viewpoints on a topic;
7. Organize ideas clearly and effectively in writing;
8. Formulate a controlling idea to focus writing;
9. Support each point with adequate and varied evidence;
10. Follow basic manuscript and research format;
11. Tailor writing to address a specific audience;
12. Develop sentences to relate and emphasize ideas and then detect and correct major mechanical and grammatical errors.
- identifying passages that are causing difficulty to comprehension;
- developing strategies to work through difficult passages;
- identifying and correcting reading miscues;
- understanding such text features as structure, transitions, captions, graphs, charts;
2. Read actively and critically, and effectively use textual annotation;
3. Distinguish fact from opinion;
4. Identify and discuss abstract concepts found in readings;
5. Form and explain legitimate inferences from specific data;
6. Synthesize ideas and information to develop her/his own viewpoints on a topic;
7. Organize ideas clearly and effectively in writing;
8. Formulate a controlling idea to focus writing;
9. Support each point with adequate and varied evidence;
10. Follow basic manuscript and research format;
11. Tailor writing to address a specific audience;
12. Develop sentences to relate and emphasize ideas and then detect and correct major mechanical and grammatical errors.
Students with
Disabilities
Students
with disabilities, whether physical, learning, or psychological, who believe
that they may need accommodations in this class, are encouraged to contact the
staff at Special Programs & Services as soon as possible to ensure that
such accommodations are implemented in a timely manner.
Required
texts: (available
at the campus bookstore)
I.Q. by Joe Ide - ISBN-13: 978-0316267731
Rules for Writers (seventh edition) by Diana Hacker – ISBN
0-312-64736-0
You will need all of the above books to pass this class!
Bring your books, a notebook (or notebook paper), and a pen
to every class meeting. You will also need to purchase three blue books for the
two in-class essays and the final exam.
Students who succeed in English 100 usually choose to **Read carefully!**
- Make a serious commitment to succeeding in this class.
- Come to class on time and prepared.
- Get the required texts as soon as possible.
- Do all the assignments, including readings, and keep up with the class schedule.
- Participate in class discussions and activities.
- Refrain from using their cell phones during class.
- Let me know immediately if they experience a problem with the class or if other areas of their lives seriously interfere with their ability to do their class work.
- Seek out all legitimate help with their course work, if you need it, including the Writing Lab, tutoring, campus librarians, your textbook, and me.
· Maintain
academic integrity by doing their own work. They do not plagiarize; they do not
cheat. (See box on plagiarism below.)
- Treat classmates and instructor with respect and consideration.
- Recognize that real learning is difficult – it involves making mistakes and taking risks.
If you are not willing to make these
choices, you are not likely to pass this class!
I will be happy to meet with you to discuss your
work in this course. I encourage you to visit me during office hours, but if
that is not convenient for you, we can make an appointment to meet at another
time.
All students are expected to abide by the
Standards of Student Conduct detailed in the Course Catalog.
Plagiarism can mean
copying, word for word, all or part of something someone else has written and
turning it in with your name on it. Plagiarism also includes using your own
words to express someone else’s ideas without crediting the source of those
ideas and reusing your own papers written for another class.
Plagiarism is a very serious form of
academic misconduct. It’s both lying and stealing, and it’s a waste of time for
students and teachers. College and departmental policy on plagiarism will be
strictly enforced: Any student caught plagiarizing will automatically receive a
zero for that assignment, with no possibility of making it up, and may be
subject to up to a formal reprimand and/or suspension.
Cite your sources! Please retain all
notes and drafts of your papers until grading for the course is completed.
Email: All email
communications from the college (including those from your instructors) will be
directed to your LACCD student email account, so you are strongly urged to
check it regularly.
Course
site:
Eng100H19.blogspot.com
A
reference Web site for this course is available at the URL above. The site
primarily contains information that we cover in class, such as due dates and
requirements for specific assignments. Occasionally, I will post links to
online readings or other resources that may be useful to the class.
Downloadable handouts will be available on the Downloadable Documents page, so
if you miss or lose a class handout, you’ll be able to find it here.
Attendance/Tardiness
Attendance
in class is mandatory. This is the college policy. If a student is absent for
more than the hours that a class meets per week, or if there is irregular
attendance or a pattern of absences, the instructor has sufficient cause to
drop a student from the class. For example, if a course meets 3 hours a week,
then a student is allowed a maximum of 3 absences. Students who enter the class after the official starting time will be
marked absent for that particular day.
If a student is absent the first and/or second
class meeting of the first week of the semester, then the student will be
dropped from the class. If you are absent three classes in a row, I will assume
you intend to drop the class.
Electronic
Communication Devices Policy
According
to Communications Division policy, electronic communication devices must remain
off during class time.
Grading: Your final grade in this class will be
computed as follows.
Essays
(3) 30% 300
Reading
presentations (each student does 5) 20% 200
Research
project 10% 100
Journal 10% 100
Midterm
exam 7% 70
Homework/participation 10% 100
Final
exam 7% 70
Quizzes 6% 60
Quizzes cannot be made up. If you are late with
an essay you must notify your teacher in advance; you will lose 10 points if
you are late with an assignment, and you have one week to turn in a late
assignment. Missing assignments can significantly impact your grade and prevent
you from passing the course. It is the student’s responsibility to make sure
that the paper is received and readable.
Revising: You may revise one or both of the first
two essays and resubmit your work for re-grading. Your grade may be raised a
maximum of 10 percentage points. However, to improve your grade, you will need
to do more than correct grammatical errors and reword or reorder a few phrases.
Revision means a new vision; it means looking at your work with fresh eyes and
reconsidering the content, focus, and organization of your essay. It may
involve rethinking, as well as rewriting. Revised essays are due within one
week of receiving your original essay back and must be accompanied by your
original graded essay and a cover letter explaining what changes you made and
why. Late essays may not be resubmitted for regarding. Please do not revise and
resubmit essays that receive a score of 90% or higher.
Contact information for a few reliable
classmates
___________________________________________________________________
Name Phone Email
___________________________________________________________________
Name Phone Email
___________________________________________________________________
Name Phone Email
Los Angeles Harbor College Mission Statement
Los Angeles Harbor College promotes
access and student success through associate and transfer degrees,
certificates, economic and workforce development, and basic skills instruction. Our educational programs and support
services meet the needs of diverse communities as measured by campus
institutional learning outcomes.
|
Date
|
Lesson
Topic(s)
|
Homework
& class preparation to complete before
class
R4W
= Rules for Writers
***IMPORTANT: For
exercises from Rules for Writers,
turn in answers to numbered
questions only. Answers to lettered questions can be found in the back of the
book. ***
|
Quizzes,
exams, and major assignments
|
|
|
|
|
Week
1
|
|
|
|
Mon. 8/27
|
Introduction
|
Welcome
Syllabus
Journal: why are you here?
|
Diagnostic writing
|
|
|
Wed. 8/29
|
Reading
Critically
|
“Sixteen,” by Charlie Spence http://english52s2016.blogspot.com/2016/01/sixteen-by-charlie-spence.html
Read prompt
descriptive essay (do observation over the long weekend)
|
Diagnostic grammar test
(reading analysis)
Prompt essay 1
|
|
|
|
|
Week
2
|
|
|
|
Mon. 9/2
|
Essay
Structure
|
LABOR DAY HOLIDAY– NO CLASS
|
||
|
Wed. 9/4
|
“Instead of Jail, Court Fines to
Fit the Wallet,” by Tina Rosenberg https://opinionator.blogs.nytimes.com/2015/10/09/scaling-fines-to-what-offenders-can-pay/
R4W: Parts of speech, pp. 368-80R4W - Exercises 46-1, pp. 368-9; Ex. 46-2, p. 371; & Ex. 46-3, pp. 373-4
***IMPORTANT: For exercises from Rules for Writers, turn in answers to
numbered questions only. Answers to lettered questions can be found in the
back of the book. ***
|
|||
|
Week
3
|
||||
|
Mon. 9/9
|
Writing
Process
|
“A Brother’s Murder,” by Brent Staples
R4W: Sentence fragments, pp. 180-8
Written homework: R4W - Exercises 19-1, p. 187 & Ex.
19-2, pp. 187-8
*** Last day to drop class with no
“W” & with no fee owed is Feb. 19 (in person) and Feb. 22 (online)
|
Brainstorm essay 1
|
|
|
Wed. 9/11
|
Description
|
“Desert Dance” by Marta K. Taylor, https://hbaplanguage.files.wordpress.com/2012/09/descriptive-essays.pdf
R4W:
Run-on sentences, pp. 188-93
Written homework: R4W - Ex. 20-1, pp. 193-4 & Ex. 20-2, pp. 194-5
|
Outline of Essay 1
|
|
|
Week
4
|
||||
|
Mon. 9/16
|
Example
|
Myth of the Latin, Woman, by Judith Ortiz Cofer https://www.vonsteuben.org/ourpages/auto/2015/2/23/48981760/The%20Myth%20of%20the%20Latin%20Woman.pdf
R4W: Subordinate
word groups, pp. 389-98
Written homework: Ex.
48-1, p. 391; Ex. 48-2, p. 394; & Ex. 48-3, pp. 397-8
|
Quiz
|
|
|
Wed. 9/18
|
Example
|
R4W:
Subject-verb agreement, pp. 196-205 & Sentence Types, pp. 398-400
Written homework: Ex. 21-1, p. 206; 21-2, pp. 206-7; & Ex. 49-1, p. 400
|
Draft
of Essay 1
|
|
|
Week
5
|
||||
|
Mon. 9/23
|
Division
or Analysis
|
Breaking things into manageable parts:
R4W:
Pronoun-antecedent agreement, pp.
207-16
Written homework: Ex. 22-1, pp. 211-2 & 23-1, p.
216
|
Essay 1 due |
|
|
Wed. 9/25
|
Comparison
& Contrast
|
IQ: read prologues and chapter 1 (p. 3-40)
R4W:
Comma, sections 32a-d, pp. 292-7
Written homework: Ex. 32-1, p.
294, Ex. 32-2, pp. 294-5; & Ex. 32-3, p. 297
|
Begin reading IQ |
|
|
|
|
Week 6
|
|
|
|
Mon. 9/30
|
Cause
& Effect
|
Cause and effect: https://courses.lumenlearning.com/englishcomp1v2xmaster/chapter/writing-for-success-cause-and-effect/
Read IQ; chapt. 2 (p. 41-54)
R4W:
Comma, sections 32-e-j, pp. 302-7
Unnecessary commas, pp. 308-13
Written homework: Ex. 32-5, pp.
302; Ex. 32-6, p. 307; & Ex. 33-1, p. 313
|
|
|
|
Wed. 10/2
|
IQ:
chapt. 3-4 (p. 55-89)
Rules
for Writers: Semicolon, pp. 314-7; Colon, pp.
319-20
Written homework: Ex. 34-1, pp. 317-8; Ex. 34-2, p.
318; & Ex. 35-1, pp. 320-1
|
|
||
|
Week
7
|
||||
|
Mon. 10/7
|
|
Read
IQ; chapt. 5-6 (p. 55-88)
R4W: Apostrophe,
pp. 321-4; Quotation marks, pp. 326-31; End punctuation, pp. 333-5
Written homework: Ex. 36-1, p. 325; Ex. 37-1, pp.
331-2
|
|
|
|
Wed. 10/9
|
Grammar
Review
|
IQ:
chapt. 7-8 (p. 119-134)
R4W:
Numbers, pp. 345-7; Italics, pp.
347-9; Capital letters, pp. 362-6
Written homework: Ex. 41-1, pp. 346-7; Ex 42-1. pp.
349-50; & Ex. 45-1, pp. 365-6
|
|
|
|
|
|
Week
8
|
|
|
|
Mon. 10/14
|
Midterm
|
Study for midterm!
|
Midterm exam |
|
|
Wed. 10/16
|
Research
|
Read
IQ: chapt. 9-11 (p. 135-169)
Reading groups
Character maps
|
|
|
|
|
|
Week
9
|
|
|
|
Mon. 10/21
|
Research
& Documenting Sources
|
What is a literary analysis?
Read "Elements of Literature section of handout
(through characters)
Read
IQ: 12-14 (p. 170-217)
|
Prompt essay 2
|
|
|
Wed. 10/23
|
Read
IQ: chapt. 15-17 (p. 218-264)
R4W:
Other punctuation marks, pp. 335-9; Parallelism, pp. 116-8; Needed words, pp.
119-23
Written homework: Ex. 39-1; pp. 339-40; Ex. 9-1, p. 119
& Ex. 10-1, p. 123
Brainstorm essay 2
|
Brainstorm
essay 2
|
||
|
|
|
Week 10
|
|
|
Mon. 10/28
|
Documenting
Sources
|
Read IQ: chapter 18-end (p.265-end)
R4W:
Shifts, pp. 135-9
Written
HW: Ex. 13-3, pp. 139-40 & Ex. 13-4, pp. 140-1
Outline
essay 2
|
Outline essay 2
|
|
Wed. 10/30
|
Literary
Analysis
|
|
more outline
|
|
|
|
Week 11 |
|
|
Mon. 11/4
|
|
Homeless series #1
|
rough draft essay 2 due |
|
Wed. 11/6
|
Prep
for the research projcct
Research
project prompt etc
|
more rough draft
research project
|
|
|
|
|
Week 12 |
|
|
Mon. 11/11
|
|
VETERANS
DAY HOLIDAY – NO CLASS
|
|
|
Wed. 11/13
|
MLA
format
|
essay 2 due |
|
|
|
|
Week 13 |
|
|
Mon. 11/18
|
|
Homeless series #3: https://www.latimes.com/california/story/2019-08-15/the-street-within-part-three-homeless-people-find-apartment-life-difficult
8
R4W:
Misplaced & dangling modifiers, pp. 127-34
Written
homework: Ex. 12-1, pp. 130-1 & 12-2, p. 134
|
|
|
Wed. 11/20
|
R4W:
Active verbs, pp. 112-5 & Mixed construct., pp. 123-6
Written
homework: Ex. 8-1, p. 115; Ex. 11-1, pp. 126-7
|
|
|
|
|
|
Week 14 |
|
|
Mon. 11/25
|
Literary
Analysis
|
Homeless series #4
|
|
|
Wed. 11/27
|
In-class
essay
|
In-class
essay
|
|
|
|
|
Week 15 |
|
|
Mon. 12/2
|
Literary
Analysis
|
Research project |
|
|
Wed. 12/4
|
Final
Review
|
Research projectJournal due |
Journal
due
|
|
|
|
Finals Week |
|
|
Mon. 12/9
|
|
Final exam |
|
|
Wed. 12/13
|
|
|
|
No comments:
Post a Comment