Ohlone College English 101A: Reading & Written Composition
“How can I know what I think till I see what I say?” E. M. Forster
“You couldn’t have gotten me out of my books with a wedge…months passed without me even thinking about being imprisoned…up to then, I had never been so truly free in my life.” Malcolm X “Belief is not evidence of truth.”
Unknown
Class English 101A-15 e-mail (Best):sigh.dragonfly@gmail.com 048090 Voice Mail: (510)857-6722 (I will try to check messages twice daily will respond by email). Anthony Pino Spring Semester 2010 Newark Campus Room: FC-2207 Mondays & Wednesdays 3:30 PM- 5:05 PM
Hygiene: The community around you is concerned about recent outbreaks of contagious diseases. Please do not come to class if you are sick. Also, take all needed precautions such as coughing and sneezing into your handkerchiefs, sleeves or coats and not into your hands. Avoid contact if you think you or a classmate may be infected. Bring Purell or other sanitizing gels or disinfecting wipes to class and use them. I will complement these efforts by bringing in some additional sanitizing products.
The English Learning Center (ELC) complements this course by providing you with assistance in writing. It also provides testing services for the Lab piece of this course. The laboratory testing feature is mandatory; you will NOT pass this course if you do not take the Lab. You should also use the ELC for writing assistance, especially if the instructor recommends it.
COURSE TEXTS
Required for Class: Behrens and Rosen, Writing and Reading Across the Curriculum, 10th ed. (required) Novels: All Quiet on the Western Front, Erich Maria Remarque and The House on Mango Street, Sandra Cisneros.
Recommended for Class: Any sound style guide, such as Trimble‘s Writing With Style, 2nd ed. or others suggested by the instructor; or strong familiarity with the Online Writers’ Guide (Purdue University) (OWL), the Duke University Libraries Writing Studio and LEO (Literacy Education Online (St. Cloud State). Handouts provided in class.
STUDENT LEARNING OUTCOMES
The students will: · apply critical thinking skills to become more careful readers and more effective writers · identify the structure of a college-level essay · practice expository modes of writing · duplicate and complete basic research skills · perform basic research techniques in several writing assignments
STUDENT ASSESSMENT
Students write six major essays (a minimum of 8,000 words for the semester) where they demonstrate the ability to write logically, concisely, and creatively through expository and argumentative works. In-class writing assignments are included. If students do not complete one of the major writing assignments (they receive a “0” score), they probably will not pass the class. Students read works from the texts that are designed to highlight various stylistic devices and to encourage critical thinking. Students check their comprehension abilities through announced and pop quizzes, class discussions, group work, and journals. Students are expected to participate in all class activities. No extra credit work is provided. Students are expected to bring their assigned texts to class daily and to be prepared to discuss that material in a respectful, courteous manner. Private conversations and texting are saved for out-of-class time. Pagers and cellular phones are turned off during class. The student is responsible for attending class regularly. Much of the preparatory work for the assignments occurs during class time. Students who miss four or more class days will probably not receive course credit. A student is expected to be in class on time. Consistent tardiness will result in unexcused absences (three tardies=one unexcused absence). MISSING CLASS IS NOT AN EXCUSE FOR COMING UNPREPARED OR FOR NOT DOING WORK. A student who misses class is responsible for finding out what s/he needs to do for class/homework in order not to fall behind. Getting the email address of at least two “study buddies” is required. Students must respect the privacy and space of each study buddy, and not cause any stress or distress to these class partners. Students should contact the instructor ahead of time or on the day of an absence; this absence, if legitimate, will not count against the student. Only students who notify the instructor of an absence will be allowed to turn in missed assignments. Otherwise, late assignments will not be collected and graded. The instructor is on campus in the mornings. The instructor will not receive emails or voice mail messages left in the afternoon or evening until the next day.
EVALUATION
Grading is based on the number of points accumulated during the semester. These points will be converted into percentages (which follow the standard scale of 100-90% A, 89-80% B, 79-70% C, 69-60% D, 59-0% F) and then into letter grades. The final grade breakdown follows: In-class Book of Questions Responses 50 points Other in-class responses 50 points Journals (optional) 50 points Lab exercises 20 points Outside essays 150 points Research papers a point summary equal to 25% of total Points from all other assignments
Keep all your course work for the entire semester. Keep all your course work for the entire semester. Keep all your course work for the entire semester.
ENROLLMENT
Adding the class (with the instructor’s permission) will be done by the instructor through Web Advisor. Students take the responsibility to withdraw from the course if they feel they are unable to complete the course or if they stop attending class. The student should be aware of the final withdrawal date on Friday, April 22, 2011. Failure to properly drop the class may result in a failing grade.
DEADLINES
Please meet all deadlines. Specific homework assignments are given in class and are not listed on the syllabus. Essays are due at the beginning of class. No make-up quizzes or exams will be given. No late homework will be collected. No late essays will be accepted.
WRITTEN WORK
English 101A students are expected to use the MLA style when writing any formal essay. An example of this style will be given to students prior to the first out-of-class writing assignment. All out-of-class papers must be typed or word-processed in order to receive credit. Emailed essays are not accepted—printed versions only. No rewrites are allowed for any writing assignment. Journals and class work are acceptable handwritten.
JOURNALS
Throughout the semester, students will keep a journal in which they respond to specific readings. A journal entry needs to be type-written and reflective. It must have the student’s name and date at the top and include the word “Journal.” Journal entries are to be three to five paragraphs in length. I expect them to be intelligently-written, but I can accept informal language.
PLAGIARISM
The Ohlone College policy on Academic Integrity clearly explains unacceptable behavior. This policy includes cheating and copying directly from someone else’s work without using the proper citation. These offenses will result in failing grades (Zero (0) points). The student’s name and offense will be reported to the Vice President of Student Development.
LAB WORK
Meeting lab deadlines and completing assignments are the students’ responsibilities. Lab activities build research skills and focus on the writing process. The assignments in the lab comprise 25% of the course grade and include the preliminary steps for the research papers. More information on the lab program will be given during the first weeks of class; the student should keep this info packet throughout the semester since it provides the details of the lab assignments. Students should remember to save all of their returned scores.
WEEKLY SCHEDULE (please allow for changes as needed)
Week 1---January 24, 2011 Class: Introduction to course - introductions to each other - introductions to methods of class presentation - readings - journal entries - compositions - art - film - the Book of the Month Club - The Book of Questions/Un-journaling - the importance of the Lab - Intro to Writing and Reading Across the Curriculum - words/phrases to avoid - samples of style guides. Deceased words.
Discussion & WRAC: the importance of engaged reading - the nature & importance of summaries & how to write them - Summary is a brief restatement of a passage in your own words - Summary is the critical thinking skill on which most academic writing builds - Plagiarism - discussion of expository essay, “The Future of Love” - inductive versus deductive writing - the personal essay: “Dreams of Patagonia.” Expository essays are summarized by restating the central idea or theme, and linking that to significant details and supporting ideas - be as brief as possible - avoid repetition - Read “Coming to an Awareness of Language” by Malcolm X. Discuss essay to summarize. Narrative or personal essays are summarized very briefly, in a paragraph, synopsize the personal account describe characters, relationship to events and the importance of events and characters.
Homework: Begin reading WRAC, Chpt. 1, “Summary and Paraphrase”; skim through the “Anthology of Essays” beginning page 239. See what might interest you to write a three-page (or more) essay on using summary techniques and using the MLA format. Begin pre-writing a chosen essay (due Wednesday, February 8). Review “Coming to an Awareness of Language.” Begin reading All Quiet on the Western Front (AQWF)
(Note: September 6 is a HOLIDAY---No Class)
Week 2---January 31, 2011 Class: Continued discussion of summary/paraphrase writing - practice writing. Discussion of “Coming to an Awareness of Language.” In-class Journal assignment #1 re: “Language.”
Homework: Finish reading WRAC, Chpt. 1, “Quotations,” “Paraphrase” and “Plagiarism”; Continue reading AQWF. Think about themes, scenes, observations, symbols and philosophic statements that are memorable and worth discussing in two weeks. Consider whether this is an important work---why?
Week 3---February 7, 2011
Class: Submit Summary and Paraphrase essay. Continued discussion of “Quotations,” “Paraphrase” and “Plagiarism”; discussion of art piece. Write Journal entry on art piece. Take home and type up for submission next class.
Homework: Finish reading “All Quiet on the Western Front”; begin reading WRAC, Chpt. 2, “Critical Reading and Critique.” Pay attention to the textual formalities of student writing (how they paginate, how they arrange their Works Cited pages, how they quote and paraphrase (parenthetical citations), how and where they place their class information, how and where they state the subject). Type up Journal on art piece.
Week 4---February 14, 2011
Class: Submit Journal entry. Feedback on essays - Discussion of “All Quiet on the Western Front” (AQWF) - discussion of Chpt. 2. Define Critique as a formalized critical reading of a passage - writer must illuminate conclusions such as “great,” “brilliant,” “fascinating.” Task #1: determine a writer’s success in achieving his/her purpose for writing (information, persuasion, entertainment) - determine writer’s success in piece - example of informational writing “Making the Pitch in Print Advertising” (675) - criteria for effective informational writing (accuracy, significance, fair interpretation); persuasive writing deductive technique - assertion of a thesis, a position wherein reasonable people can disagree which is an organizing principle - expectation of clearly defined terms - fair use of information - logical argument free of fallacies (define) - example: “We Are Not Created Equal in Every Way” (54) - example of entertainment writing Avatar (discussion). Begin in-class writing of a critique of AQWF (NMT 3 pages), to be completed at home and typed up and turned in March 2.
Homework: Continue reading WRAC Chpt. 2, “Critical Reading and Critique. Choose an essay from the Anthology (beginning on page 239) and begin prewriting a critique, which will employ critical reading and critique methods discussed in Chapter 2. Read about both critique tasks (writer‘s success in achieving his/her purpose and your evaluation as to whether she/he was successful. (The essay will be due Monday February 28, 2011;three pages, MLA format). Continue critique of AQWF.
Week 5---February 23 (February 21 is a Holiday: do not come to class)
Class: Continued discussion of Chpt. 2 “Critical Reading and Critique.” Task #2: determine your agreement with the writer in arguing his/her thesis - clarity - logic - achievement of purpose - consistency with your assumptions (which must be stated) - lecture & discussion of Critical Reading and Critique methods. Apply these theories to reading you have done since the class began. Examine Eric Ralston’s essay (68) and determine the extent to which he includes his own assumptions about the world. Writing and choosing theses---components and narrowing them down - Discussion of methods of introductions - discussion of methods of writing conclusions.
Homework: Begin scoping out a research paper topic, using the skills you’re learning in the Lab. Be prepared to email a subject choice by March 9th.; the Instructor may give you some advice on the choice. Begin reading Chpt. 3 “Introductions, Theses and Conclusions.” Continue writing your Critique essay, which is due on Wednesday, February 28. 2011.
Week 6---February 28
Class: Turn in critique of AQWF. Discussion of student topics, theses selections and methods. Definitions of a thesis. Problem of too narrow or too broad a thesis. Components of a thesis. (This is preparation for the student research paper, which will be due the last day of lectures, Thursday, May 13, 2011). Student feedback on searches of interest. Possible in-class brainstorming session to help those who are having difficulty with thesis selection. Discussion of Introduction methods, student method preferences - caution about using introductory quotes. Discussion of conclusions - their importance - how to write them: subject’s significance; call for research (with caveat); solution recommendations; anecdote; quotation; question; speculation; caveats (do not change or modify your thesis in the conclusion; do not repeat your thesis in the same or similar language as that in the introduction). In-class Journal entry from Book of Questions/Un-Journaling.
Homework: Continue reading Chpt. 3, “Introductions, Theses and Conclusions”; continue researching your final paper. Type up Book of Questions response for next class. THIS ENDS THE FIRST INCREMENT OF INSTRUCTION; AN UPDATED COURSE CALENDAR WILL FOLLOW OHLONE COLLEGE POLICY ON ACADEMIC INTEGRITY What is Academic Dishonesty? Academic dishonesty occurs when a student attempts to show possession of a level of knowledge or skill which he or she does not possess. The two most common kinds of academic dishonesty are “Cheating” and “Plagiarism.” Cheating is the act of obtaining or attempting to obtain credit for academic work through the use of dishonest, deceptive, or fraudulent means. Plagiarism is representing the work of someone else as your own and submitting it to fulfill academic requirements. It is your responsibility to know what constitutes academic dishonesty. If you are unclear about a specific situation, speak to your instructor. The following list exemplifies some of the activities defined as academic dishonesty. Cheating Copying, in part or in whole, from someone else’s test. Submitting work presented previously in another course, if contrary to the rules of either course. Altering or interfering with grading. Using or consulting, during an examination, any sources of materials not authorized by the instructor. Committing other acts which defraud or misrepresent. Plagiarism Incorporating the ideas, words, sentences, paragraphs, or parts of another person’s writings, without giving appropriate credit, and representing the product as your own work. Representing another’s artistic/scholarly works (such as musical compositions, computer programs, photographs, paintings, drawings, or sculptures) as your own. Submitting a paper purchased from a research or term paper service. Other Specific Examples of Academic Dishonesty Purposely allowing another student to copy from your paper during a test. Giving your homework, term paper, or other academic work to another student to plagiarize. Having another person submit any work in your name. Lying to an instructor or university official to improve your grade. Altering a graded work after it has been returned, then submitting the work for egarding. Removing tests from the classroom without the approval of the instructor. Stealing tests. Having a typist correct work for spelling or grammar, if contrary to the rules of the course. Forging signatures on drop/add slips or other college documents. Consequences of Academic Dishonesty Academic and/or administrative sanctions may be applied in cases of academic dishonesty. Depending on the seriousness of the infraction, you may: Receive a failing grade on the test, paper, or exam; Have your course grade lowered, or possibly fail the course; Under the standards of student conduct a student may receive a: Warning Reprimand Probation Suspension Expulsion The Vice President of Student Development maintains a record of students who have engaged in academic dishonesty. This information is used to identify and discipline students who have been reported for academic dishonesty more than once.
Ohlone College English 101A
This course focuses on reading and writing of expository and argumentative works and introduction to research skills and documentation to develop students’ ability to think critically and advocate ideas forcefully and accurately. Students will increase practical fluency by developing sentence, paragraph, thesis, and essay writing skills.
English 101A: Reading & Written Composition
“How can I know what I think till I see what I say?”
E. M. Forster
“You couldn’t have gotten me out of my books with a wedge…months passed without me even thinking about being imprisoned…up to then, I had never been so truly free in my life.”
Malcolm X
“Belief is not evidence of truth.”
Unknown
Class English 101A-15 e-mail (Best): sigh.dragonfly@gmail.com
048090 Voice Mail: (510)857-6722 (I will try to check messages twice daily will respond by email).
Anthony Pino
Spring Semester 2010
Newark Campus
Room: FC-2207
Mondays & Wednesdays 3:30 PM- 5:05 PM
Hygiene: The community around you is concerned about recent outbreaks of contagious diseases. Please do not come to class if you are sick. Also, take all needed precautions such as coughing and sneezing into your handkerchiefs, sleeves or coats and not into your hands. Avoid contact if you think you or a classmate may be infected. Bring Purell or other sanitizing gels or disinfecting wipes to class and use them. I will complement these efforts by bringing in some additional sanitizing products.
The English Learning Center (ELC) complements this course by providing you with assistance in writing. It also provides testing services for the Lab piece of this course. The laboratory testing feature is mandatory; you will NOT pass this course if you do not take the Lab. You should also use the ELC for writing assistance, especially if the instructor recommends it.
COURSE TEXTS
Required for Class: Behrens and Rosen, Writing and Reading Across the Curriculum, 10th ed. (required) Novels: All Quiet on the Western Front, Erich Maria Remarque and The House on Mango Street, Sandra Cisneros.
Recommended for Class: Any sound style guide, such as Trimble‘s Writing With Style, 2nd ed. or others suggested by the instructor; or strong familiarity with the Online Writers’ Guide (Purdue University) (OWL), the Duke University Libraries Writing Studio and LEO (Literacy Education Online (St. Cloud State). Handouts provided in class.
STUDENT LEARNING OUTCOMES
The students will:
· apply critical thinking skills to become more careful readers and more effective writers
· identify the structure of a college-level essay
· practice expository modes of writing
· duplicate and complete basic research skills
· perform basic research techniques in several writing assignments
STUDENT ASSESSMENT
Students write six major essays (a minimum of 8,000 words for the semester) where they demonstrate the ability to write logically, concisely, and creatively through expository and argumentative works. In-class writing assignments are included. If students do not complete one of the major writing assignments (they receive a “0” score), they probably will not pass the class.
Students read works from the texts that are designed to highlight various stylistic devices and to encourage critical thinking. Students check their comprehension abilities through announced and pop quizzes, class discussions, group work, and journals. Students are expected to participate in all class activities.
No extra credit work is provided.
Students are expected to bring their assigned texts to class daily and to be prepared to discuss that material in a respectful, courteous manner.
Private conversations and texting are saved for out-of-class time.
Pagers and cellular phones are turned off during class.
The student is responsible for attending class regularly. Much of the preparatory work for the assignments occurs during class time. Students who miss four or more class days will probably not receive course credit.
A student is expected to be in class on time. Consistent tardiness will result in unexcused absences (three tardies=one unexcused absence).
MISSING CLASS IS NOT AN EXCUSE FOR COMING UNPREPARED OR FOR NOT DOING WORK. A student who misses class is responsible for finding out what s/he needs to do for class/homework in order not to fall behind. Getting the email address of at least two “study buddies” is required. Students must respect the privacy and space of each study buddy, and not cause any stress or distress to these class partners.
Students should contact the instructor ahead of time or on the day of an absence; this absence, if legitimate, will not count against the student. Only students who notify the instructor of an absence will be allowed to turn in missed assignments. Otherwise, late assignments will not be collected and graded. The instructor is on campus in the mornings. The instructor will not receive emails or voice mail messages left in the afternoon or evening until the next day.
EVALUATION
Grading is based on the number of points accumulated during the semester. These points will be converted into percentages (which follow the standard scale of 100-90% A, 89-80% B, 79-70% C, 69-60% D, 59-0% F) and then into letter grades. The final grade breakdown follows:
In-class Book of Questions Responses 50 points
Other in-class responses 50 points
Journals (optional) 50 points
Lab exercises 20 points
Outside essays 150 points
Research papers a point summary equal to 25% of total
Points from all other assignments
Keep all your course work for the entire semester. Keep all your course work for the entire semester. Keep all your course work for the entire semester.
ENROLLMENT
Adding the class (with the instructor’s permission) will be done by the instructor through Web Advisor. Students take the responsibility to withdraw from the course if they feel they are unable to complete the course or if they stop attending class. The student should be aware of the final withdrawal date on Friday, April 22, 2011. Failure to properly drop the class may result in a failing grade.
DEADLINES
Please meet all deadlines. Specific homework assignments are given in class and are not listed on the syllabus. Essays are due at the beginning of class. No make-up quizzes or exams will be given. No late homework will be collected. No late essays will be accepted.
WRITTEN WORK
English 101A students are expected to use the MLA style when writing any formal essay. An example of this style will be given to students prior to the first out-of-class writing assignment. All out-of-class papers must be typed or word-processed in order to receive credit. Emailed essays are not accepted—printed versions only. No rewrites are allowed for any writing assignment. Journals and class work are acceptable handwritten.
JOURNALS
Throughout the semester, students will keep a journal in which they respond to specific readings. A journal entry needs to be type-written and reflective. It must have the student’s name and date at the top and include the word “Journal.” Journal entries are to be three to five paragraphs in length. I expect them to be intelligently-written, but I can accept informal language.
PLAGIARISM
The Ohlone College policy on Academic Integrity clearly explains unacceptable behavior. This policy includes cheating and copying directly from someone else’s work without using the proper citation. These offenses will result in failing grades (Zero (0) points). The student’s name and offense will be reported to the Vice President of Student Development.
LAB WORK
Meeting lab deadlines and completing assignments are the students’ responsibilities. Lab activities build research skills and focus on the writing process. The assignments in the lab comprise 25% of the course grade and include the preliminary steps for the research papers. More information on the lab program will be given during the first weeks of class; the student should keep this info packet throughout the semester since it provides the details of the lab assignments. Students should remember to save all of their returned scores.
WEEKLY SCHEDULE
(please allow for changes as needed)
Week 1---January 24, 2011 Class: Introduction to course - introductions to each other - introductions to methods of class presentation - readings - journal entries - compositions - art - film - the Book of the Month Club - The Book of Questions/Un-journaling - the importance of the Lab - Intro to Writing and Reading Across the Curriculum - words/phrases to avoid - samples of style guides. Deceased words.
Discussion & WRAC: the importance of engaged reading - the nature & importance of summaries & how to write them - Summary is a brief restatement of a passage in your own words - Summary is the critical thinking skill on which most academic writing builds - Plagiarism - discussion of expository essay, “The Future of Love” - inductive versus deductive writing - the personal essay: “Dreams of Patagonia.” Expository essays are summarized by restating the central idea or theme, and linking that to significant details and supporting ideas - be as brief as possible - avoid repetition - Read “Coming to an Awareness of Language” by Malcolm X. Discuss essay to summarize. Narrative or personal essays are summarized very briefly, in a paragraph, synopsize the personal account describe characters, relationship to events and the importance of events and characters.
Homework: Begin reading WRAC, Chpt. 1, “Summary and Paraphrase”; skim through the “Anthology of Essays” beginning page 239. See what might interest you to write a three-page (or more) essay on using summary techniques and using the MLA format. Begin pre-writing a chosen essay (due Wednesday, February 8). Review “Coming to an Awareness of Language.” Begin reading All Quiet on the Western Front (AQWF)
(Note: September 6 is a HOLIDAY---No Class)
Week 2---January 31, 2011
Class: Continued discussion of summary/paraphrase writing - practice writing. Discussion of “Coming to an Awareness of Language.” In-class Journal assignment #1 re: “Language.”
Homework: Finish reading WRAC, Chpt. 1, “Quotations,” “Paraphrase” and “Plagiarism”; Continue reading AQWF. Think about themes, scenes, observations, symbols and philosophic statements that are memorable and worth discussing in two weeks. Consider whether this is an important work---why?
Week 3---February 7, 2011
Class: Submit Summary and Paraphrase essay. Continued discussion of “Quotations,” “Paraphrase” and “Plagiarism”; discussion of art piece. Write Journal entry on art piece. Take home and type up for submission next class.
Homework: Finish reading “All Quiet on the Western Front”; begin reading WRAC, Chpt. 2, “Critical Reading and Critique.” Pay attention to the textual formalities of student writing (how they paginate, how they arrange their Works Cited pages, how they quote and paraphrase (parenthetical citations), how and where they place their class information, how and where they state the subject). Type up Journal on art piece.
Week 4---February 14, 2011
Class: Submit Journal entry. Feedback on essays - Discussion of “All Quiet on the Western Front” (AQWF) - discussion of Chpt. 2. Define Critique as a formalized critical reading of a passage - writer must illuminate conclusions such as “great,” “brilliant,” “fascinating.” Task #1: determine a writer’s success in achieving his/her purpose for writing (information, persuasion, entertainment) - determine writer’s success in piece - example of informational writing “Making the Pitch in Print Advertising” (675) - criteria for effective informational writing (accuracy, significance, fair interpretation); persuasive writing deductive technique - assertion of a thesis, a position wherein reasonable people can disagree which is an organizing principle - expectation of clearly defined terms - fair use of information - logical argument free of fallacies (define) - example: “We Are Not Created Equal in Every Way” (54) - example of entertainment writing Avatar (discussion). Begin in-class writing of a critique of AQWF (NMT 3 pages), to be completed at home and typed up and turned in March 2.
Homework: Continue reading WRAC Chpt. 2, “Critical Reading and Critique. Choose an essay from the Anthology (beginning on page 239) and begin prewriting a critique, which will employ critical reading and critique methods discussed in Chapter 2. Read about both critique tasks (writer‘s success in achieving his/her purpose and your evaluation as to whether she/he was successful. (The essay will be due Monday February 28, 2011; three pages, MLA format). Continue critique of AQWF.
Week 5---February 23 (February 21 is a Holiday: do not come to class)
Class: Continued discussion of Chpt. 2 “Critical Reading and Critique.” Task #2: determine your agreement with the writer in arguing his/her thesis - clarity - logic - achievement of purpose - consistency with your assumptions (which must be stated) - lecture & discussion of Critical Reading and Critique methods. Apply these theories to reading you have done since the class began. Examine Eric Ralston’s essay (68) and determine the extent to which he includes his own assumptions about the world. Writing and choosing theses---components and narrowing them down - Discussion of methods of introductions - discussion of methods of writing conclusions.
Homework: Begin scoping out a research paper topic, using the skills you’re learning in the Lab. Be prepared to email a subject choice by March 9th.; the Instructor may give you some advice on the choice. Begin reading Chpt. 3 “Introductions, Theses and Conclusions.” Continue writing your Critique essay, which is due on Wednesday, February 28. 2011.
Week 6---February 28
Class: Turn in critique of AQWF. Discussion of student topics, theses selections and methods. Definitions of a thesis. Problem of too narrow or too broad a thesis. Components of a thesis. (This is preparation for the student research paper, which will be due the last day of lectures, Thursday, May 13, 2011). Student feedback on searches of interest. Possible in-class brainstorming session to help those who are having difficulty with thesis selection. Discussion of Introduction methods, student method preferences - caution about using introductory quotes. Discussion of conclusions - their importance - how to write them: subject’s significance; call for research (with caveat); solution recommendations; anecdote; quotation; question; speculation; caveats (do not change or modify your thesis in the conclusion; do not repeat your thesis in the same or similar language as that in the introduction). In-class Journal entry from Book of Questions/Un-Journaling.
Homework: Continue reading Chpt. 3, “Introductions, Theses and Conclusions”; continue researching your final paper. Type up Book of Questions response for next class.
THIS ENDS THE FIRST INCREMENT OF INSTRUCTION;
AN UPDATED COURSE CALENDAR WILL FOLLOW
OHLONE COLLEGE
POLICY ON ACADEMIC INTEGRITY
What is Academic Dishonesty?
Academic dishonesty occurs when a student attempts to show possession of a level of knowledge or skill which he or she does not possess. The two most common kinds of academic dishonesty are “Cheating” and “Plagiarism.” Cheating is the act of obtaining or attempting to obtain credit for academic work through the use of dishonest, deceptive, or fraudulent means. Plagiarism is representing the work of someone else as your own and submitting it to fulfill academic requirements.
It is your responsibility to know what constitutes academic dishonesty. If you are unclear about a specific situation, speak to your instructor. The following list exemplifies some of the activities defined as academic dishonesty.
Cheating
Copying, in part or in whole, from someone else’s test.
Submitting work presented previously in another course, if contrary to the rules of either course.
Altering or interfering with grading.
Using or consulting, during an examination, any sources of materials not authorized by the instructor.
Committing other acts which defraud or misrepresent.
Plagiarism
Incorporating the ideas, words, sentences, paragraphs, or parts of another person’s writings, without giving appropriate credit, and representing the product as your own work.
Representing another’s artistic/scholarly works (such as musical compositions, computer programs, photographs, paintings, drawings, or sculptures) as your own.
Submitting a paper purchased from a research or term paper service.
Other Specific Examples of Academic Dishonesty
Purposely allowing another student to copy from your paper during a test.
Giving your homework, term paper, or other academic work to another student to plagiarize.
Having another person submit any work in your name.
Lying to an instructor or university official to improve your grade.
Altering a graded work after it has been returned, then submitting the work for egarding.
Removing tests from the classroom without the approval of the instructor.
Stealing tests.
Having a typist correct work for spelling or grammar, if contrary to the rules of the course.
Forging signatures on drop/add slips or other college documents.
Consequences of Academic Dishonesty
Academic and/or administrative sanctions may be applied in cases of academic dishonesty.
Depending on the seriousness of the infraction, you may:
Receive a failing grade on the test, paper, or exam;
Have your course grade lowered, or possibly fail the course;
Under the standards of student conduct a student may receive a:
Warning
Reprimand
Probation
Suspension
Expulsion
The Vice President of Student Development maintains a record of students who have engaged in academic dishonesty. This information is used to identify and discipline students who have been reported for academic dishonesty more than once.
Ohlone College English 101A
This course focuses on reading and writing of expository and argumentative works and introduction to research skills and documentation to develop students’ ability to think critically and advocate ideas forcefully and accurately. Students will increase practical fluency by developing sentence, paragraph, thesis, and essay writing skills.