Greetings...
Wednesday, May 9th is our last class session for the semester. Please bring your Grade Worksheet and all graded work to class.
If you have not revised an out of class essay yet, and you wish to revise out of class essay 3...OR...if you are working on a second or third revision of out of class essay 1 or 2...THE DEADLINE FOR THOSE REVISIONS IS FRIDAY, MAY 18th. NO EXCEPTIONS.
HOW TO SUBMIT A REVISION:
a. follow the procedures on how to submit a revision that are in the course outline.
b. turn in revision to my faculty mailbox in the English Dept, in Calaveras.
c. once you have turned in the revision please email me and let me know that it is there.
Monday, May 7, 2012
Wednesday, May 2, 2012
Wednesday, May 2nd, 9 pm
Greetings,
first, for those in section 15, it has been brought to my attention that the hard copy of the course outline was missing the last two weeks of the semester. It was posted in its entirety on the blog way back in January, but here it is again. Sorry for the inconvenience.
Week Fifteen (May 7 and 9)
LAST WEEK OF CLASSES
Video surprise (Monday)
Grade Worksheet Match-up (Wed.)
Week Sixteen (May 12-18)
Finals Week
There is no formal final exam in this class.
Second, for all three sections, please note that on Wednesday you will need to bring all your graded work along with your Grade Worksheet filled out. I posted a revised Worksheet on the blog a few weeks ago in case you did not notice it yet. It has Quiz 6 listed and the adjusted total points for the semester.
Third, thank you everyone for the VERY helpful feedback concerning the course during class today. I am truly grateful for your comments, suggestions and constructive criticism.
Have a very safe and wonderful weekend. See you on Monday.
first, for those in section 15, it has been brought to my attention that the hard copy of the course outline was missing the last two weeks of the semester. It was posted in its entirety on the blog way back in January, but here it is again. Sorry for the inconvenience.
Week Fifteen (May 7 and 9)
LAST WEEK OF CLASSES
Video surprise (Monday)
Grade Worksheet Match-up (Wed.)
Week Sixteen (May 12-18)
Finals Week
There is no formal final exam in this class.
Second, for all three sections, please note that on Wednesday you will need to bring all your graded work along with your Grade Worksheet filled out. I posted a revised Worksheet on the blog a few weeks ago in case you did not notice it yet. It has Quiz 6 listed and the adjusted total points for the semester.
Third, thank you everyone for the VERY helpful feedback concerning the course during class today. I am truly grateful for your comments, suggestions and constructive criticism.
Have a very safe and wonderful weekend. See you on Monday.
Sunday, April 22, 2012
Sunday, April 22, 2012
Hello,
I hope you have been able to enjoy some of the amazing spring weather this weekend.
Below is an updated Grade Worksheet that has the corrections for the possible points earned on in-class essays.
Name:______________________________English 20, Spring 2012, Section _______
POINTS EARNED Your Worksheet--------1750 points possible
OUT OF CLASS ESSAYS—600 pts.
Essay 1 (200 points)_____ Essay 2 (200 points)_____Essay 3(200 points) _____
IN-CLASS ESSAYS—400 pts.
Essay 1 (200 points) ______
Essay 2 (200 points) ______
IN-CLASS WRITING RESPONSES—300 pts.
#1 (50 points)_____
#2 (50 points)_____
#3 (50) points)_____
#4 (50) points)_____
#5 (50 points) ______
#6 (50 points) ______
IN-CLASS GROUP WORK (200 pts.)
Each session is worth 50 pts.
Group Work 1 _____ Group Work 2 _____ Group Work 3 _____ Group Work 4_____
QUIZZES (these quizzes may not always be “announced” and they cannot be made up. 50 pts ea.) (250 pts. total) Please record each quiz and your score below.
Quiz 1_____ Quiz 2_____ Quiz 3_____ Quiz 4_____ Quiz 5_____
How to assess your grade earned: Divide the points you earn by 1750 to find the percentage.
Then see chart below.
100-94=A
93-90=A-
89-84=B+
83-80=B
79-74=B-
73-70=C+
69-64=C
63-60=C-
59-54=D
53-0=F
I hope you have been able to enjoy some of the amazing spring weather this weekend.
Below is an updated Grade Worksheet that has the corrections for the possible points earned on in-class essays.
Name:______________________________English 20, Spring 2012, Section _______
POINTS EARNED Your Worksheet--------1750 points possible
OUT OF CLASS ESSAYS—600 pts.
Essay 1 (200 points)_____ Essay 2 (200 points)_____Essay 3(200 points) _____
IN-CLASS ESSAYS—400 pts.
Essay 1 (200 points) ______
Essay 2 (200 points) ______
IN-CLASS WRITING RESPONSES—300 pts.
#1 (50 points)_____
#2 (50 points)_____
#3 (50) points)_____
#4 (50) points)_____
#5 (50 points) ______
#6 (50 points) ______
IN-CLASS GROUP WORK (200 pts.)
Each session is worth 50 pts.
Group Work 1 _____ Group Work 2 _____ Group Work 3 _____ Group Work 4_____
QUIZZES (these quizzes may not always be “announced” and they cannot be made up. 50 pts ea.) (250 pts. total) Please record each quiz and your score below.
Quiz 1_____ Quiz 2_____ Quiz 3_____ Quiz 4_____ Quiz 5_____
How to assess your grade earned: Divide the points you earn by 1750 to find the percentage.
Then see chart below.
100-94=A
93-90=A-
89-84=B+
83-80=B
79-74=B-
73-70=C+
69-64=C
63-60=C-
59-54=D
53-0=F
Monday, April 16, 2012
2nd post for today, Monday, April 16, 2012
Hello, below is another example of a very strong student essay in response to out of class essay prompt #3.
Professor Fraga
English 20, Summer
9 August 2011
The Art of Tough Love
If you have ever viewed a beautiful piece of art, you know that there is something almost majestic about it that makes the viewer want to know more. An artist must possess a certain level of skill to produce something magical which keeps the audience begging for more. The trouble with being a great artist is that you cannot go back and fix a brush stroke once it has been painted. Try as you may to erase the lines on a paper, you can still see the mistake. In the series Breaking Bad, this seems to be Jesse Pinkman’s problem. As much as he would like to go back and change his past, he never can, and this shapes the person that he has become as a young adult. On the exterior, Jesse may seem like a worthless, uneducated criminal, but beneath the surface he is still a boy who feels inadequate, searching for the affection he never received from his parents.
Jesse may try to act like a tough guy, but underneath the surface he is truly terrified, which actually drives him further into the drug trade. His fear becomes obvious in a number of ways, such as his reluctance to sell massive quantities of methamphetamines and his anxiety over speaking to Tuco about cutting a deal. It seems as though he is not only afraid of the legal consequences of his actions, but of the social repercussions as well. Jesse fears speaking up for himself because he is afraid of losing “friends” and having others view him in an unfavorable light. This is why he allows others to make choices for him, just as he did when he smoked meth with two men in his living room who threatened to leave if he did not.
This insecurity is perhaps one of the largest motivators of Pinkman’s behavior throughout the first season of Breaking Bad. Jesse wants everyone to believe that he is confident and capable of facing things on his own. It is necessary for him to act tough and play the role of the typical gangster to fit in with the community where he sells meth. Even his voicemail greeting testifies to the fact that he wants to adapt to this role, but it is evident that he is out of character. His lack of confidence is also demonstrated in his failure to make important decisions concerning his relationship with Walter and their drug operation. For instance, he did not want to decide how to dispose of the bodies once he and Walt had killed Emilio and Crazy Eight. Jesse goes along with the plan though he is completely apprehensive and pretends to let things roll off his back as if they are merely a consequence of being a meth cooker.
At times it seems he is overwhelmed with the anxiety that has formed as a result of his partnership with Walt, but he continues to wear a façade, not only because it helps him as a drug dealer; it also helps him cope with the emotional insecurities that he has as a result of past relationships. Much of this stems from the complicated relationship that he has with his family, who now appears distant and standoffish. It seems as though Jesse has always felt the pressure to please his parents, but has never felt like he was good enough. Through the interactions of his mother and father with Jake, his younger brother, it becomes obvious that the Pinkmans have high expectations of their children. They talk about academic achievements, positive feedback during his musical performances, and maintaining religious or moral standards. Jake’s room is also adorned with numerous trophies, suggesting that he is extremely involved and that he generally meets the high standards that his parents have set for him. Jesse’s failure to meet these expectations as a child has made him feel insufficient and has further driven a wedge between him and the remaining family members.
Though Jesse feels inadequate and knows his parents are displeased with his current actions, he still yearns to be a part of the family. He feels as though he can somehow compensate for his wrong-doings and what he was unable to accomplish in the past. For example, he voluntarily participates in household chores that most children would complain about, such as setting the table for the family dinner. Later, while chatting with his brother, he says that they should hang out more often and that if he ever needed advice then Jake could come to him. He wants to be a part of the Pinkman family again, but his parents’ lack of trust in him causes them to push him away. During Jesse’s conversation with his little brother, Mrs. Pinkman suggests to her husband that they should check his arm for needle marks. They also assume that the marijuana joint that their maid found was Jesse’s, again showing their lack of trust in him.
The incident where the marijuana joint is found in the Pinkman home also shows how much Jesse cares for his family despite the fact that they continue to push him away. Though Jesse could have easily told his parents that the weed was his brother’s, he took the rap for the situation because he views his sibling as still having the potential to fulfill his goals and aspirations. It also shows that he does not want to tarnish Jake’s reputation, although he may not be the perfect child that his parents believe he is. Then, when his brother thanked him and asked for the joint, Jesse threw it to the ground and crushed it. This shows that he was still attempting to set the example for his younger brother; he doesn’t want Jake to go down the same path that he did.
The episode where Jesse interacts with his family also reveals a number of other important aspects about his character, which explains why he may be in his current predicament. While rummaging through a chest in his old bedroom, we see that he was actually quite a talented artist. He saved several drawings, but based on the conversation that his parents had with Jake in the kitchen and the fact that they are not on display for guests to see, one could deduce that this type of artistic interest was not fostered by his parents. They seem rather conservative, showing appreciation for more traditional, “respected” hobbies such as Jake’s training on the oboe and piccolo. For this reason, it may be assumed that Jesse did not get the type of positive attention or feedback from his family to further progress his creative skills. Currently, he still seems to be stuck in this same pattern; if he cannot attain the positive affirmations from the people around him, then he must settle for any attention.
Jesse also settles when it comes to finding the type of care and compassion he wants from others. This may be because he has learned to keep people at a distance in the same fashion his parents have become detached from him. In fact, the only type of relationships Jesse has formed with women is of a sexual nature. First, we see a naked woman throwing him his clothes from the second floor of a house. Later, we find him fooling around with a prostitute in a cheap motel room. It seems as though he purposely seeks relationships where he can remain emotionally disengaged. Ironically, he also maintains alliances with people that do not genuinely care for him either, such as the customers that he smokes meth with at his aunt’s house. Conclusively, Jesse wants deep, meaningful relationships, but keeps everyone at a distance for fear of being hurt.
The only person that has broken through this barrier is Walt, who acts as a sort of authoritative, fatherly figure to Jesse. As their friendship develops, their interactions become more than strictly business-related. Most notably was the incident in the desert where Walt becomes unable to finish cooking the meth because of the severity of his reaction to chemotherapy. Jesse notices his radiation spot and tells Walt that he should have told him he has cancer. He also gives him advice on dealing with the side effects of his treatment based on what his aunt suffered during the course of her chemotherapy. Not only does he care for Walt’s health, but he shows compassion for other human beings prior to this interaction with his cooking partner. For example, he told Walt to “think of it as doing him a favor” when he was assigned with the task of killing Crazy Eight because he was obviously suffering from respiratory issues among other injuries after the explosion in their recreational vehicle. This demonstrates that although he may pretend to neglect other people’s emotions, Jesse truly does care for others and desires more than superficial kinships.
Another sign that shows Jesse’s longing for meaningful relationships is his reaction or coping mechanism when he feels as though someone has let him down. One of his main responses to disappointment or failure is sarcasm. By being sarcastic he is able to say the things he really feels without letting others see that he is truly hurt. We see this several times throughout the series, especially in his exchanges with Walt. Perhaps this is most obvious when he finds out that Walt went behind his back to arrange a deal with Tuco. This hurts Jesse because he thought they would mutually make decisions concerning their business, and more importantly because Walt willingly established a relationship with the individual that just put him in the hospital. His snide, derisive comments about Walt’s relationship with Tuco and their meeting in the junkyard are a reflection of his dissatisfaction.
Jesse’s sarcastic mannerisms are a way of protecting himself from feeling disappointment in others, but it may also serve as a defense mechanism for being disappointed in himself. In the past he felt defeated because he did not meet the standards set by his family, which may be why Jesse fails to see that he does still have potential; however, he is lacking motivation and direction. He never received positive feedback from his parents for his artistic abilities, so he has identified a means of finding them elsewhere. By selling drugs, he has found a group of people that keep returning to see him because they are pleased with the product he is creating. This has also become his creative outlet, which is why he is so adamant in his argument with Walt that cooking meth is an art form, not just chemistry. Walt encourages him and shows confidence in him, saying that Jesse can produce the last batch on his own after he becomes dizzy in their drug lab. This reinforcement makes Jesse believe that he does have potential, but his success in the drug game further perpetuates his addiction to the business.
While it is true that Jesse could continue to be successful as a methamphetamine cook, he is definitely intelligent enough to find lucrative work elsewhere. This is something that he struggles with internally, as he seems to question his own intelligence and standards. He believes he is capable of finding a legitimate job, but when he runs into his old friend Badger, he is quickly convinced that it would be more profitable to partner with this man and cook meth again. Still, his ability to recall the names of the beakers, flasks, and other chemistry equipment shows that he is a fast learner. Walter even stated from the very first episode that Jesse could have performed much better in his class if he had only applied himself. Others see that he is bright and resourceful, yet he still questions his own abilities.
Initially, Jesse may appear to be a low-life, drug-dealing failure, but he has an enormous amount of potential within himself to be something greater. He needs a group of supportive individuals to help draw this potential out of him in order to become successful outside of the methamphetamine business. The only people that have ever shown interest in him and encouraged his talents in the past were people within this business, so he continues to thrive off of this feedback. Still he keeps everyone at a distance, hiding his pain, just as he did when he put make-up on his face to cover the black eye he received from Emilio. From his nostalgic moment in the bedroom where he explores the contents of his old toy chest, to the scene in the desert where he shows that he cares about Walt, Jesse’s true character is revealed to us slowly, just like in a great painting. Though his parents never fostered his artistic abilities as a child, Jesse is still an artist today, painting the picture that everything is okay while he keeps his true self inside.
Professor Fraga
English 20, Summer
9 August 2011
The Art of Tough Love
If you have ever viewed a beautiful piece of art, you know that there is something almost majestic about it that makes the viewer want to know more. An artist must possess a certain level of skill to produce something magical which keeps the audience begging for more. The trouble with being a great artist is that you cannot go back and fix a brush stroke once it has been painted. Try as you may to erase the lines on a paper, you can still see the mistake. In the series Breaking Bad, this seems to be Jesse Pinkman’s problem. As much as he would like to go back and change his past, he never can, and this shapes the person that he has become as a young adult. On the exterior, Jesse may seem like a worthless, uneducated criminal, but beneath the surface he is still a boy who feels inadequate, searching for the affection he never received from his parents.
Jesse may try to act like a tough guy, but underneath the surface he is truly terrified, which actually drives him further into the drug trade. His fear becomes obvious in a number of ways, such as his reluctance to sell massive quantities of methamphetamines and his anxiety over speaking to Tuco about cutting a deal. It seems as though he is not only afraid of the legal consequences of his actions, but of the social repercussions as well. Jesse fears speaking up for himself because he is afraid of losing “friends” and having others view him in an unfavorable light. This is why he allows others to make choices for him, just as he did when he smoked meth with two men in his living room who threatened to leave if he did not.
This insecurity is perhaps one of the largest motivators of Pinkman’s behavior throughout the first season of Breaking Bad. Jesse wants everyone to believe that he is confident and capable of facing things on his own. It is necessary for him to act tough and play the role of the typical gangster to fit in with the community where he sells meth. Even his voicemail greeting testifies to the fact that he wants to adapt to this role, but it is evident that he is out of character. His lack of confidence is also demonstrated in his failure to make important decisions concerning his relationship with Walter and their drug operation. For instance, he did not want to decide how to dispose of the bodies once he and Walt had killed Emilio and Crazy Eight. Jesse goes along with the plan though he is completely apprehensive and pretends to let things roll off his back as if they are merely a consequence of being a meth cooker.
At times it seems he is overwhelmed with the anxiety that has formed as a result of his partnership with Walt, but he continues to wear a façade, not only because it helps him as a drug dealer; it also helps him cope with the emotional insecurities that he has as a result of past relationships. Much of this stems from the complicated relationship that he has with his family, who now appears distant and standoffish. It seems as though Jesse has always felt the pressure to please his parents, but has never felt like he was good enough. Through the interactions of his mother and father with Jake, his younger brother, it becomes obvious that the Pinkmans have high expectations of their children. They talk about academic achievements, positive feedback during his musical performances, and maintaining religious or moral standards. Jake’s room is also adorned with numerous trophies, suggesting that he is extremely involved and that he generally meets the high standards that his parents have set for him. Jesse’s failure to meet these expectations as a child has made him feel insufficient and has further driven a wedge between him and the remaining family members.
Though Jesse feels inadequate and knows his parents are displeased with his current actions, he still yearns to be a part of the family. He feels as though he can somehow compensate for his wrong-doings and what he was unable to accomplish in the past. For example, he voluntarily participates in household chores that most children would complain about, such as setting the table for the family dinner. Later, while chatting with his brother, he says that they should hang out more often and that if he ever needed advice then Jake could come to him. He wants to be a part of the Pinkman family again, but his parents’ lack of trust in him causes them to push him away. During Jesse’s conversation with his little brother, Mrs. Pinkman suggests to her husband that they should check his arm for needle marks. They also assume that the marijuana joint that their maid found was Jesse’s, again showing their lack of trust in him.
The incident where the marijuana joint is found in the Pinkman home also shows how much Jesse cares for his family despite the fact that they continue to push him away. Though Jesse could have easily told his parents that the weed was his brother’s, he took the rap for the situation because he views his sibling as still having the potential to fulfill his goals and aspirations. It also shows that he does not want to tarnish Jake’s reputation, although he may not be the perfect child that his parents believe he is. Then, when his brother thanked him and asked for the joint, Jesse threw it to the ground and crushed it. This shows that he was still attempting to set the example for his younger brother; he doesn’t want Jake to go down the same path that he did.
The episode where Jesse interacts with his family also reveals a number of other important aspects about his character, which explains why he may be in his current predicament. While rummaging through a chest in his old bedroom, we see that he was actually quite a talented artist. He saved several drawings, but based on the conversation that his parents had with Jake in the kitchen and the fact that they are not on display for guests to see, one could deduce that this type of artistic interest was not fostered by his parents. They seem rather conservative, showing appreciation for more traditional, “respected” hobbies such as Jake’s training on the oboe and piccolo. For this reason, it may be assumed that Jesse did not get the type of positive attention or feedback from his family to further progress his creative skills. Currently, he still seems to be stuck in this same pattern; if he cannot attain the positive affirmations from the people around him, then he must settle for any attention.
Jesse also settles when it comes to finding the type of care and compassion he wants from others. This may be because he has learned to keep people at a distance in the same fashion his parents have become detached from him. In fact, the only type of relationships Jesse has formed with women is of a sexual nature. First, we see a naked woman throwing him his clothes from the second floor of a house. Later, we find him fooling around with a prostitute in a cheap motel room. It seems as though he purposely seeks relationships where he can remain emotionally disengaged. Ironically, he also maintains alliances with people that do not genuinely care for him either, such as the customers that he smokes meth with at his aunt’s house. Conclusively, Jesse wants deep, meaningful relationships, but keeps everyone at a distance for fear of being hurt.
The only person that has broken through this barrier is Walt, who acts as a sort of authoritative, fatherly figure to Jesse. As their friendship develops, their interactions become more than strictly business-related. Most notably was the incident in the desert where Walt becomes unable to finish cooking the meth because of the severity of his reaction to chemotherapy. Jesse notices his radiation spot and tells Walt that he should have told him he has cancer. He also gives him advice on dealing with the side effects of his treatment based on what his aunt suffered during the course of her chemotherapy. Not only does he care for Walt’s health, but he shows compassion for other human beings prior to this interaction with his cooking partner. For example, he told Walt to “think of it as doing him a favor” when he was assigned with the task of killing Crazy Eight because he was obviously suffering from respiratory issues among other injuries after the explosion in their recreational vehicle. This demonstrates that although he may pretend to neglect other people’s emotions, Jesse truly does care for others and desires more than superficial kinships.
Another sign that shows Jesse’s longing for meaningful relationships is his reaction or coping mechanism when he feels as though someone has let him down. One of his main responses to disappointment or failure is sarcasm. By being sarcastic he is able to say the things he really feels without letting others see that he is truly hurt. We see this several times throughout the series, especially in his exchanges with Walt. Perhaps this is most obvious when he finds out that Walt went behind his back to arrange a deal with Tuco. This hurts Jesse because he thought they would mutually make decisions concerning their business, and more importantly because Walt willingly established a relationship with the individual that just put him in the hospital. His snide, derisive comments about Walt’s relationship with Tuco and their meeting in the junkyard are a reflection of his dissatisfaction.
Jesse’s sarcastic mannerisms are a way of protecting himself from feeling disappointment in others, but it may also serve as a defense mechanism for being disappointed in himself. In the past he felt defeated because he did not meet the standards set by his family, which may be why Jesse fails to see that he does still have potential; however, he is lacking motivation and direction. He never received positive feedback from his parents for his artistic abilities, so he has identified a means of finding them elsewhere. By selling drugs, he has found a group of people that keep returning to see him because they are pleased with the product he is creating. This has also become his creative outlet, which is why he is so adamant in his argument with Walt that cooking meth is an art form, not just chemistry. Walt encourages him and shows confidence in him, saying that Jesse can produce the last batch on his own after he becomes dizzy in their drug lab. This reinforcement makes Jesse believe that he does have potential, but his success in the drug game further perpetuates his addiction to the business.
While it is true that Jesse could continue to be successful as a methamphetamine cook, he is definitely intelligent enough to find lucrative work elsewhere. This is something that he struggles with internally, as he seems to question his own intelligence and standards. He believes he is capable of finding a legitimate job, but when he runs into his old friend Badger, he is quickly convinced that it would be more profitable to partner with this man and cook meth again. Still, his ability to recall the names of the beakers, flasks, and other chemistry equipment shows that he is a fast learner. Walter even stated from the very first episode that Jesse could have performed much better in his class if he had only applied himself. Others see that he is bright and resourceful, yet he still questions his own abilities.
Initially, Jesse may appear to be a low-life, drug-dealing failure, but he has an enormous amount of potential within himself to be something greater. He needs a group of supportive individuals to help draw this potential out of him in order to become successful outside of the methamphetamine business. The only people that have ever shown interest in him and encouraged his talents in the past were people within this business, so he continues to thrive off of this feedback. Still he keeps everyone at a distance, hiding his pain, just as he did when he put make-up on his face to cover the black eye he received from Emilio. From his nostalgic moment in the bedroom where he explores the contents of his old toy chest, to the scene in the desert where he shows that he cares about Walt, Jesse’s true character is revealed to us slowly, just like in a great painting. Though his parents never fostered his artistic abilities as a child, Jesse is still an artist today, painting the picture that everything is okay while he keeps his true self inside.
Monday, April 16, noon
Greetings...
A few things...
below you will find the assignment for packet 8.
"Breaking Bad: Season 1 Review by Sean Amitin
http://tv.ign.com/articles/860/860933p1.html
Also, for those students wishing to revise out of class essay 2, the first revision is due on Monday, April 23rd. Be sure to include the original essay with my commentary and follow the instructions on the course outline as to how to submit. (highlight all changes and additions on the revision, etc.)
Finally,for sections 1 and 6, remember that this Friday, April 20th, is the day off I promised you at the beginning of the semester. For section 15, that day off is next week, Wednesday, April 25th.
A few things...
below you will find the assignment for packet 8.
"Breaking Bad: Season 1 Review by Sean Amitin
http://tv.ign.com/articles/860/860933p1.html
Also, for those students wishing to revise out of class essay 2, the first revision is due on Monday, April 23rd. Be sure to include the original essay with my commentary and follow the instructions on the course outline as to how to submit. (highlight all changes and additions on the revision, etc.)
Finally,for sections 1 and 6, remember that this Friday, April 20th, is the day off I promised you at the beginning of the semester. For section 15, that day off is next week, Wednesday, April 25th.
Wednesday, April 11, 2012
Wednesday evening, April 11
Hello,
I do apologize for mis-numbering the reading packets recently...it was just brought to my attention that I assigned TWO Packet 7's...one last week and one this week.
To be clear, the most recent Packet 7 that I posted for this week (the TED Talk video and the one reading) is the CORRECT packet for this week. Sections 1 and 6: please make note of this and come prepared to class on Friday having watched the video and read the article.
Another reminder for Sections 1 and 6 for Friday--remember to bring your Breaking Bad Character Journal.
Lastly, below you will find a copy of the Out of Class Essay 3 assignment. For those who missed class, I also distributed sample student essays.
English 20, Spring 2012—Section 15—Instructor: C. Fraga
Out of Class Essay Assignment #3 (200 points)
Assigned: Monday, April 9 (section 15) and Wednesday, April 11 (sections 1 & 6)
Optional Rough Draft Due: no later than Monday, April 23 (section 15) and Wednesday, April 25 (sections 1 & 6)
Due: Monday, April 30
Requirements:
• MLA format
• If you utilize any outside sources (not required) you must follow MLA format for in- text citations, Works Cited page, etc.
At the very least, you must have a Works Cited page that lists Season 1 of Breaking Bad.
• Attach Character Study Journal (all 7 entries) to back of essay when submitting.
Before we began viewing the first season of Breaking Bad, I assigned a Character Study Journal. You were to select a character to focus on more carefully than others and to record observations of him or her as the episodes unfolded. However, as we have discussed, your first few journal entries might just be observations recorded regarding plot and regarding several different characters.
This Character Study Journal will now be a valuable source as you write your last out of class essay for this course.
Assignment:
Write an in-depth character analysis of one of the characters in the first season of Breaking Bad.
Your essay must include the following:
• Assertion(s) about your character
• Evidence from the episodes that support your assertions (how did you come to the conclusion(s) you did regarding this character?)
Your supportive evidence might include but is not limited to:
• what others observe/say (or don’t observe/say) about the character—either directly or in private
• the actions of the character in particular situations
• the reactions/responses of the character in particular situations
• what drives this character
• what terrifies this character
• what pleases this character
• what does this character long for
• what does this character need
Your thesis must be assertive…it is YOUR opinion as a viewer of these episodes.
Whether or not you LIKE or DISLIKE this character is not an issue in this essay.
Whether you LIKE or DISLIKE the series is also not an issue in this essay.
Proving to the reader that this character has the attributes (good, bad, layered, shallow) that you assert he or she has is your goal.
Keep in mind that your reading audience HAS viewed each of the seven episodes so avoid writing extensive summaries of each episode.
Your thesis might read something like this:
Once Walter learns of his terminal cancer and begins cooking meth, he appears very unstable and irresponsible; however, his behavior truly represents a very determined, loving, highly intelligent and moral father and husband.
or…
Marie is a very insecure and lonely woman who is unhappy and uncomfortable living in the shadows of her power-driven DEA husband and her happily married and very bright sister, Skylar.
I do apologize for mis-numbering the reading packets recently...it was just brought to my attention that I assigned TWO Packet 7's...one last week and one this week.
To be clear, the most recent Packet 7 that I posted for this week (the TED Talk video and the one reading) is the CORRECT packet for this week. Sections 1 and 6: please make note of this and come prepared to class on Friday having watched the video and read the article.
Another reminder for Sections 1 and 6 for Friday--remember to bring your Breaking Bad Character Journal.
Lastly, below you will find a copy of the Out of Class Essay 3 assignment. For those who missed class, I also distributed sample student essays.
English 20, Spring 2012—Section 15—Instructor: C. Fraga
Out of Class Essay Assignment #3 (200 points)
Assigned: Monday, April 9 (section 15) and Wednesday, April 11 (sections 1 & 6)
Optional Rough Draft Due: no later than Monday, April 23 (section 15) and Wednesday, April 25 (sections 1 & 6)
Due: Monday, April 30
Requirements:
• MLA format
• If you utilize any outside sources (not required) you must follow MLA format for in- text citations, Works Cited page, etc.
At the very least, you must have a Works Cited page that lists Season 1 of Breaking Bad.
• Attach Character Study Journal (all 7 entries) to back of essay when submitting.
Before we began viewing the first season of Breaking Bad, I assigned a Character Study Journal. You were to select a character to focus on more carefully than others and to record observations of him or her as the episodes unfolded. However, as we have discussed, your first few journal entries might just be observations recorded regarding plot and regarding several different characters.
This Character Study Journal will now be a valuable source as you write your last out of class essay for this course.
Assignment:
Write an in-depth character analysis of one of the characters in the first season of Breaking Bad.
Your essay must include the following:
• Assertion(s) about your character
• Evidence from the episodes that support your assertions (how did you come to the conclusion(s) you did regarding this character?)
Your supportive evidence might include but is not limited to:
• what others observe/say (or don’t observe/say) about the character—either directly or in private
• the actions of the character in particular situations
• the reactions/responses of the character in particular situations
• what drives this character
• what terrifies this character
• what pleases this character
• what does this character long for
• what does this character need
Your thesis must be assertive…it is YOUR opinion as a viewer of these episodes.
Whether or not you LIKE or DISLIKE this character is not an issue in this essay.
Whether you LIKE or DISLIKE the series is also not an issue in this essay.
Proving to the reader that this character has the attributes (good, bad, layered, shallow) that you assert he or she has is your goal.
Keep in mind that your reading audience HAS viewed each of the seven episodes so avoid writing extensive summaries of each episode.
Your thesis might read something like this:
Once Walter learns of his terminal cancer and begins cooking meth, he appears very unstable and irresponsible; however, his behavior truly represents a very determined, loving, highly intelligent and moral father and husband.
or…
Marie is a very insecure and lonely woman who is unhappy and uncomfortable living in the shadows of her power-driven DEA husband and her happily married and very bright sister, Skylar.
Monday, April 9, 2012
Monday evening, April 9, 2012
Good evening, just a quick reminder to please bring your Breaking Bad Character Journal to class on Wednesday. It may come in handy when discussing the series and preparing to write Essay 3.
Sunday, April 8, 2012
Sunday, April 8, 2012, mid-afternoon
Packet #7 Assignment (one article and one video):
http://blogs.alternet.org/speakeasy/2010/04/19/human-trafficking-mixing-up-views-on-immigration-to-the-united-states/
http://www.ted.com/talks/sunitha_krishnan_tedindia.html
http://blogs.alternet.org/speakeasy/2010/04/19/human-trafficking-mixing-up-views-on-immigration-to-the-united-states/
http://www.ted.com/talks/sunitha_krishnan_tedindia.html
Friday, March 30, 2012
Friday, March 30, 2012
Greetings...
Three items below...the first two I mentioned in class on Wednesday; the last item is your assignment for Packet # 7.
1. Mandatory: Due on Monday, April 2nd, typed.
Do not put your name on this. Simply title it: Musings on Immigration.
Then list what comes to mind when you think about or hear the word, "immigration."
It can be a list of words, phrases, or sentences. It can be written in paragraph form. It can be a personal story. There is no wrong way to complete this and no minimum word requirement. It is worth 25 points toward the 50 points possible for Group #3 in a few weeks. And again, please do not put your name on this assignment.
2. Optional: Due on Monday, April 2nd, typed.
It is worth up to 5 additional points toward your out of class essay #2 final score.
Assignment: Research the background of the two authors of the readings in Packet #6 and based on what you discover, how and why does their background affect your response to the readings, specifically.
3. Packet #7 Assignment:
"Immigration Problem could be Solving Itself"
http://www.usatoday.com/news/opinion/editorials/2011-07-14-Immigration-problem-could-be-solving-itself_n.htm
"States' Immigration Laws Work"
http://www.usatoday.com/news/opinion/editorials/2011-07-14-States-immigration-laws-work_n.htm
Three items below...the first two I mentioned in class on Wednesday; the last item is your assignment for Packet # 7.
1. Mandatory: Due on Monday, April 2nd, typed.
Do not put your name on this. Simply title it: Musings on Immigration.
Then list what comes to mind when you think about or hear the word, "immigration."
It can be a list of words, phrases, or sentences. It can be written in paragraph form. It can be a personal story. There is no wrong way to complete this and no minimum word requirement. It is worth 25 points toward the 50 points possible for Group #3 in a few weeks. And again, please do not put your name on this assignment.
2. Optional: Due on Monday, April 2nd, typed.
It is worth up to 5 additional points toward your out of class essay #2 final score.
Assignment: Research the background of the two authors of the readings in Packet #6 and based on what you discover, how and why does their background affect your response to the readings, specifically.
3. Packet #7 Assignment:
"Immigration Problem could be Solving Itself"
http://www.usatoday.com/news/opinion/editorials/2011-07-14-Immigration-problem-could-be-solving-itself_n.htm
"States' Immigration Laws Work"
http://www.usatoday.com/news/opinion/editorials/2011-07-14-States-immigration-laws-work_n.htm
Thursday, March 22, 2012
Thursday, March 22nd, 2012
Greetings,
I do hope you are thoroughly enjoying your spring recess!
As all of you know, unless you did not attend class during the week before spring recess, I have to cancel class on Monday, March 26th. Reading Packet #6 is due to be read on Monday, so obviously the due date has been moved to Wednesday.
For sections 1 and 6:
Come prepared to discuss Packet 6 on Wednesday. We will also review WPJ procedures. The mock WPJ in class essay 2 will be moved to Monday, April 2nd.
For section 15:
Come prepared to discuss Packet 6 on Wednesday. We will also review WPJ procedures. The mock WPJ in class essay 2 will be moved to Monday, April 2nd.
READING PACKET #6 ASSIGNMENT:
"The Case for Arizona's Immigration Law"
http://www.npr.org/templates/story/story.php?storyId=126529117&ps=rs
"Obama Seeks to Woo Latinos with Immigration Push"
http://www.npr.org/templates/story/story.php?storyId=126543609
I do hope you are thoroughly enjoying your spring recess!
As all of you know, unless you did not attend class during the week before spring recess, I have to cancel class on Monday, March 26th. Reading Packet #6 is due to be read on Monday, so obviously the due date has been moved to Wednesday.
For sections 1 and 6:
Come prepared to discuss Packet 6 on Wednesday. We will also review WPJ procedures. The mock WPJ in class essay 2 will be moved to Monday, April 2nd.
For section 15:
Come prepared to discuss Packet 6 on Wednesday. We will also review WPJ procedures. The mock WPJ in class essay 2 will be moved to Monday, April 2nd.
READING PACKET #6 ASSIGNMENT:
"The Case for Arizona's Immigration Law"
http://www.npr.org/templates/story/story.php?storyId=126529117&ps=rs
"Obama Seeks to Woo Latinos with Immigration Push"
http://www.npr.org/templates/story/story.php?storyId=126543609
Saturday, March 10, 2012
Saturday, March 10th, 2012
Greetings,
Below you will find the link to Packet #5. As your course outline indicates, this is due to be read by Wednesday.
The reading focuses on the issue of immigration. As with health care, it is considered a very "hot" topic for many. It does not rear its head in Breaking Bad specifically in this first season, but it is an issue in the shadows, especially where Hank is concerned.
Have a wonderful weekend and a safe one.
READING PACKET #5
"What are the Solutions to Illegal Immigration in America? Pros and Cons"
http://immigration.procon.org/view.resource.php?resourceID=000842
Below you will find the link to Packet #5. As your course outline indicates, this is due to be read by Wednesday.
The reading focuses on the issue of immigration. As with health care, it is considered a very "hot" topic for many. It does not rear its head in Breaking Bad specifically in this first season, but it is an issue in the shadows, especially where Hank is concerned.
Have a wonderful weekend and a safe one.
READING PACKET #5
"What are the Solutions to Illegal Immigration in America? Pros and Cons"
http://immigration.procon.org/view.resource.php?resourceID=000842
Tuesday, March 6, 2012
Tuesday, March 6, 2012--830 pm
Greetings,
just a few reminders...
1. For section 1--if you choose to revise out of class essay 1, the first revision is due this Friday, March 9th.
2. For sections 6 and 15--if you choose to revise out of class essay 1, the first revision is due on Monday, March 12th.
FOR ANYONE SUBMITTING A REVISION, please remember to attach the original version that has my comments to the revised version. ALSO, please highlight all changes and additions on the revised version.
just a few reminders...
1. For section 1--if you choose to revise out of class essay 1, the first revision is due this Friday, March 9th.
2. For sections 6 and 15--if you choose to revise out of class essay 1, the first revision is due on Monday, March 12th.
FOR ANYONE SUBMITTING A REVISION, please remember to attach the original version that has my comments to the revised version. ALSO, please highlight all changes and additions on the revised version.
Friday, March 2, 2012
Friday, March 2, 2012
Greetings, below is the assignment for Packet 4, due to be completed by Monday, the 5th.
This packet consists of one video to view.
http://www.ted.com/talks/abraham_verghese_a_doctor_s_touch.html
Have a wonderful and safe weekend.
This packet consists of one video to view.
http://www.ted.com/talks/abraham_verghese_a_doctor_s_touch.html
Have a wonderful and safe weekend.
Monday, February 27, 2012
Monday, Feb 27th, 2012
Greetings,
below you will find the following:
1. Out of Class Essay Assignment #2 (assigned in class today)
(if you missed class be sure to check with a fellow classmate for notes)
2. A document titled "How to Critically Read an Essay." Please print this document and bring to class on Wednesday. (this is only for sections 1 and 6; section 15 students already have a copy which was distributed in class today)
3. Reminders about the In Class Essay #1 this week (Wednesday for section 15; Friday for sections 1 & 6)
English 20, Spring 2012---Sections 1, 6 & 15---C. Fraga
Date assigned: Monday, February 27
Rough draft (optional): due no later than Wed. April 4
(for those in Section 15, you will need to submit your rough draft by Monday, April 2; you MAY submit on the 4th, but you will have to pick up the draft on Friday, the 6th at my office)
Final draft due: Monday, April 9
(you have five weeks to research and write this essay)
Details:
1. MLA format
2. At least 4 outside sources on your Works Cited page
3. Please, no Wikipedia
4. No formulaic, 5 paragraph essay
OUT OF CLASS ESSAY ASSIGNMENT #2
Among many things, the series Breaking Bad focuses on the family entity and what happens when something quite extraordinary occurs—how do members of the family cope, adjust, and/or “deal” with the event/situation? (In the case of this series, obviously it is Walter’s cancer that is the ‘event’).
I am not referring to the everyday “bumps in the road” that occur for all families. Instead, I am asking you to consider the family unit when faced with an especially challenging situation. These situations could include but are not limited to:
• death
• birth
• infidelity
• serious injury
• dementia
• serious illness
• divorce
• unemployment
• new employment
• moving to a new home/state/area/country
• the return of a war veteran
• moving BACK home after initially moving OUT
• alcoholism
• drug abuse
Select ONE situation that you are most interested in exploring. You will conduct research (and possibly personal interviews, if possible) in order to write an essay that offers the reader background on the topic and makes an assertion about what elements impact a family in the most challenging of ways and supports it logically and interestingly.
Your thesis might read something like this:
When a family member develops dementia, the challenges are often devastating, yet the disease definitely impacts family members more than the dementia patient.
Or…
When a couple divorces, it most certainly impacts the children still living at home; however, it is the older children who have already moved away that are most affected by the split.
**************************
How to Critically Read an Essay
Educated adults exist in a delusional state, thinking we can read.
In a most basic sense, we can.
However, odds are, some of us cannot read, at least not as well as we would like.
Too many college students are capable of only some types of reading and that becomes painfully clear when they read a difficult text and must respond critically about it.
Intelligence and a keen memory are excellent traits and most students have learned to read in a certain way that is only useful for extracting information. Thus, students are often fairly well skilled in providing summary.
However, the act of reading to extract information and to read critically are vastly different!
The current educational system in American primary schools (and many colleges) heavily emphasizes the first type of reading and de-emphasizes the latter.
In many ways, THIS MAKES SENSE.
Reading to extract information allows a student to absorb the raw materials of factual information as quickly as possible. It is a type of reading we all must engage in frequently. However, each type of reading calls for different mental habits. If we do not learn to adjust from one type of reading to another when necessary, we cripple our intellectual abilities to read critically.
DIFFERENCES BETWEEN READING TO EXTRACT INFORMATION AND READING CRITICALLY.
1. They have different goals. When students read to extract information, usually they seek facts and presume the source is accurate. No argument is required. On the other hand, when students read critically, they try to determine the quality of the argument. The reader must be open-minded and skeptical all at once, constantly adjusting the degree of personal belief in relation to the quality of the essay’s argument.
2. They require different types of discipline. If students read to learn raw data, the most efficient way to learn is repetition. If students read critically, the most effective technique may be to break the essay up into logical subdivisions and analyze each section’s argument, to restate the argument in other words, and then to expand upon or question the findings.
3. They require different mental activity. If a student reads to gain information, a certain degree of absorption, memorization and passivity is necessary. If a student is engaged in reading critically, that student must be active!!! He or she must be prepared to pre-read the essay, then read it closely for content, and re-read it if it isn’t clear how the author is reaching the conclusion in the argument.
4. They create different results. Passive reading to absorb information can create a student who (if not precisely well read) has read a great many books. It creates what many call “book-smarts.” However, critical reading involves original, innovative thinking.
5. They differ in the degree of understanding they require. Reading for information is more basic, and reading critically is the more advanced of the two because only critical reading equates with full understanding.
ULTIMATELY, WHAT WE WANT IS THE CONSCIOUS CONTROL OF OUR READING SKILLS, SO WE CAN MOVE BACK AND FORTH AMIDST THE VARIOUS TYPES OF READING.
FIVE GENERAL STAGES OF READING
1. Pre-Reading—examining the text and preparing to read it effectively (5 minutes)
2. Interpretive Reading—understanding what the author argues, what the author concludes, and exactly how he or she reached that conclusion.
3. Critical Reading—questioning, examining and expanding upon what the author says with your own arguments. Skeptical reading does not mean doubting everything your read.
4. Synoptic Reading—putting the author’s argument in a larger context by considering a synopsis of that reading or argument in conjunction with synopses of other readings or arguments.
5. Post-Reading—ensuring that you won’t forget your new insights.
*************************
IN CLASS ESSAY #1--Reminders
1. Bring a blue or green book to class.
2. Bring any notes you have taken so far while watching Breaking Bad.
3. You will have the entire class session to plan and write your essay.
below you will find the following:
1. Out of Class Essay Assignment #2 (assigned in class today)
(if you missed class be sure to check with a fellow classmate for notes)
2. A document titled "How to Critically Read an Essay." Please print this document and bring to class on Wednesday. (this is only for sections 1 and 6; section 15 students already have a copy which was distributed in class today)
3. Reminders about the In Class Essay #1 this week (Wednesday for section 15; Friday for sections 1 & 6)
English 20, Spring 2012---Sections 1, 6 & 15---C. Fraga
Date assigned: Monday, February 27
Rough draft (optional): due no later than Wed. April 4
(for those in Section 15, you will need to submit your rough draft by Monday, April 2; you MAY submit on the 4th, but you will have to pick up the draft on Friday, the 6th at my office)
Final draft due: Monday, April 9
(you have five weeks to research and write this essay)
Details:
1. MLA format
2. At least 4 outside sources on your Works Cited page
3. Please, no Wikipedia
4. No formulaic, 5 paragraph essay
OUT OF CLASS ESSAY ASSIGNMENT #2
Among many things, the series Breaking Bad focuses on the family entity and what happens when something quite extraordinary occurs—how do members of the family cope, adjust, and/or “deal” with the event/situation? (In the case of this series, obviously it is Walter’s cancer that is the ‘event’).
I am not referring to the everyday “bumps in the road” that occur for all families. Instead, I am asking you to consider the family unit when faced with an especially challenging situation. These situations could include but are not limited to:
• death
• birth
• infidelity
• serious injury
• dementia
• serious illness
• divorce
• unemployment
• new employment
• moving to a new home/state/area/country
• the return of a war veteran
• moving BACK home after initially moving OUT
• alcoholism
• drug abuse
Select ONE situation that you are most interested in exploring. You will conduct research (and possibly personal interviews, if possible) in order to write an essay that offers the reader background on the topic and makes an assertion about what elements impact a family in the most challenging of ways and supports it logically and interestingly.
Your thesis might read something like this:
When a family member develops dementia, the challenges are often devastating, yet the disease definitely impacts family members more than the dementia patient.
Or…
When a couple divorces, it most certainly impacts the children still living at home; however, it is the older children who have already moved away that are most affected by the split.
**************************
How to Critically Read an Essay
Educated adults exist in a delusional state, thinking we can read.
In a most basic sense, we can.
However, odds are, some of us cannot read, at least not as well as we would like.
Too many college students are capable of only some types of reading and that becomes painfully clear when they read a difficult text and must respond critically about it.
Intelligence and a keen memory are excellent traits and most students have learned to read in a certain way that is only useful for extracting information. Thus, students are often fairly well skilled in providing summary.
However, the act of reading to extract information and to read critically are vastly different!
The current educational system in American primary schools (and many colleges) heavily emphasizes the first type of reading and de-emphasizes the latter.
In many ways, THIS MAKES SENSE.
Reading to extract information allows a student to absorb the raw materials of factual information as quickly as possible. It is a type of reading we all must engage in frequently. However, each type of reading calls for different mental habits. If we do not learn to adjust from one type of reading to another when necessary, we cripple our intellectual abilities to read critically.
DIFFERENCES BETWEEN READING TO EXTRACT INFORMATION AND READING CRITICALLY.
1. They have different goals. When students read to extract information, usually they seek facts and presume the source is accurate. No argument is required. On the other hand, when students read critically, they try to determine the quality of the argument. The reader must be open-minded and skeptical all at once, constantly adjusting the degree of personal belief in relation to the quality of the essay’s argument.
2. They require different types of discipline. If students read to learn raw data, the most efficient way to learn is repetition. If students read critically, the most effective technique may be to break the essay up into logical subdivisions and analyze each section’s argument, to restate the argument in other words, and then to expand upon or question the findings.
3. They require different mental activity. If a student reads to gain information, a certain degree of absorption, memorization and passivity is necessary. If a student is engaged in reading critically, that student must be active!!! He or she must be prepared to pre-read the essay, then read it closely for content, and re-read it if it isn’t clear how the author is reaching the conclusion in the argument.
4. They create different results. Passive reading to absorb information can create a student who (if not precisely well read) has read a great many books. It creates what many call “book-smarts.” However, critical reading involves original, innovative thinking.
5. They differ in the degree of understanding they require. Reading for information is more basic, and reading critically is the more advanced of the two because only critical reading equates with full understanding.
ULTIMATELY, WHAT WE WANT IS THE CONSCIOUS CONTROL OF OUR READING SKILLS, SO WE CAN MOVE BACK AND FORTH AMIDST THE VARIOUS TYPES OF READING.
FIVE GENERAL STAGES OF READING
1. Pre-Reading—examining the text and preparing to read it effectively (5 minutes)
2. Interpretive Reading—understanding what the author argues, what the author concludes, and exactly how he or she reached that conclusion.
3. Critical Reading—questioning, examining and expanding upon what the author says with your own arguments. Skeptical reading does not mean doubting everything your read.
4. Synoptic Reading—putting the author’s argument in a larger context by considering a synopsis of that reading or argument in conjunction with synopses of other readings or arguments.
5. Post-Reading—ensuring that you won’t forget your new insights.
*************************
IN CLASS ESSAY #1--Reminders
1. Bring a blue or green book to class.
2. Bring any notes you have taken so far while watching Breaking Bad.
3. You will have the entire class session to plan and write your essay.
Tuesday, February 21, 2012
Tuesday evening, Feb. 21st, 2012
Greetings,
just a short note...
if you submitted (section 15) or are planning to submit (sections 1 and 6) a rough draft for out of class essay 1, please attach the rough draft with my commentary to the final draft when submitting. Thank you!
just a short note...
if you submitted (section 15) or are planning to submit (sections 1 and 6) a rough draft for out of class essay 1, please attach the rough draft with my commentary to the final draft when submitting. Thank you!
Wednesday, February 15, 2012
Wednesday, Feb. 15th, 930 pm
Greetings,
READING PACKET #3 (due to be read on Wednesday, Feb. 22nd.
The issue of health care certainly rears its head in the Breaking Bad episodes. It seems fitting that the series features an ordinary high school chemistry teacher whose health care benefits do not cover his treatments for lung cancer. He is desperate to get money for his treatments and to leave money for his family in the event of his death.
"Middle Class Struggling with Health Care Costs, Report Finds"
http://www.post-gazette.com/pg/10077/1043764-84.stm
"Why Does Health Care Cost so Much?"
http://www.newamerica.net/node/8920
Just a quick note...
When you are accessing these two required readings please make a note that the article titled
"Middle class struggling with health care costs, report finds" is the one I want you to read. It is an article by David Templeton from the Pittsburgh Post-Gazette. It is the link I gave you, but just in case you notice another listing when you google this title, it may be the entire PDF of the report. I do not want you to read the entire report, just the article ABOUT the report.
Monday, February 6, 2012
Monday evening, February 6, 2012
Good evening.
As promised, below you will find the following:
1. a copy of Out of Class Essay #1 assignment, distributed in class today. (reminder: if you missed class today, you are responsible for getting notes from a classmate--the assignment does not have EVERY detail and requirement.)
2. a partial list of transition words and phrases to utilize when transitioning from one paragraph to the next in essay writing
3. Packet #2 Assignment
4. On line sites for accessing proper MLA documentation rules and regulations.
*************************
English 20, Sections 1, 6, & 15
Spring 2012
Catherine Fraga, Instructor
Out of Class Essay Assignment #1—200 points possible—VOICES AGAINST CONFORMITY
• Assigned: Monday, Feb. 6th
• Rough Draft Due (OPTIONAL), typed & double spaced, no later than: Monday, February 20 (for section 15) AND Wednesday, Feb. 22 (for sections 1 & 6)
• Final Draft Due: Monday, Feb. 27, typed & double spaced
***Note that you have three weeks to research and write this essay. Your final draft should reflect this.
Let’s take a closer look at the issue of conformity/non-conformity.
The most interesting, focused and articulate essays I receive from students are ones where the students select their own specific topic and are genuinely intrigued by the topic.
For this essay, you will research and write about one person who is/was considered a non-conformist in his/her field of interest. Consider the possibility that the person deemed a non-conformist may not, in your opinion, actually BE a non-conformist. So your essay could support or disprove the label given by the majority of society.
This topic allows for a wealth of flexibility and choice.
Your focus will be on a person working in an area (and time period in history) that you are most interested in: photography; art; literature; politics; film; music; fashion; science; mathematics; education; or ???
To get a better idea of some possibilities, and for purpose of illustration, let’s look at some examples of topics within in the time period of the 1950s in America.
Premise: Many in the 1950s worked diligently for the comfort and conformity displayed on such TV shows as “Father Knows Best” and “Leave it to Beaver.” But regardless of the affluence of the new American middle class, there was still poverty, racism and alienation in America rarely depicted on TV.
Dozens of people rejected societal norms through their artwork, creativity and lifestyle. They used words, art, film and music to rebel against the cookie-cutter mentality of the established power structure and mass-marketed culture.
Many writers during this time period (referred to as the Beat Generation) adamantly refused to submit to the conformity of the 1950s. (these writers included Jack Kerouac, Allen Ginsberg, Diane Di Prima, Sloan Wilson, J.D. Salinger, William Burroughs, and others)
Likewise, many artists during this time period adamantly refused to submit to the conformity of the 1950s. (these artists included Willem De Kooning, Hans Hoffman, Mark Rothko, Jackson Pollock, Clement Greenberg, and others)
Also, according to an Internet article on Conformity in U.S. History: “While the 1950s silver screen lit up mostly with the typical Hollywood fare of Westerns and romances, a handful of films shocked audiences by uncovering the dark side of America’s youth.”
Many filmmakers of this time period adamantly refused to submit to the conformity of the 1950s. (these films include The Wild One; Blackboard Jungle; Rebel without a Cause, etc)
No matter what non conformist you select to research, your essay must contain the following:
• your working definition of a non-conformist (in order to frame and set up your argument)
• a brief history of the country’s mood during this time period;
• background and details about the non-conformist you will focus on;
• how his/her work challenged the status quo;
• the impact of his/her work on others in the same field and on society;
• and the repercussions and influence felt today or what you predict WILL be the repercussions in the future.
Your essay will be both informative and analytical: your thesis will “prove” the person’s influence, or not, on people’s lives, then and now.
Things to Consider:
This is NOT an essay in which you write an in depth analysis of the literature, film, music, etc. of the time period you are focused on. To do that, you would need to carefully read, view, or listen to the work or material at great length.
Instead, you are conducting research to discover the mood of the country and the status quo during a particular time period——why and how a person’s work was considered non conformist—and how their work influenced those living then…and now.
Your thesis might read something like this:
Although 1950s America appeared to be almost unrealistically content, many visual artists at this time, particularly Jackson Pollack, successfully combated the blissful charade by using innovative methods and themes in his work.
A BRIEF LIST OF TOPIC SUGGESTIONS:
Mahatma Ghandi George Carlin
Martin Luther King, Jr. John Cassavetes
Eminem Yves St. Laurent
Georgia O’Keefe Abby Hoffman
Galileo Galilei John Lennon
Emma Goldman David Mamet
Janis Joplin Jim Morrison
Johnny Cash Ralph Nader
Steve Jobs Joan of Arc
Nelson Mandela Che Guevara
Karl Marx Bill Gates
Dr. Jack Kevorkian James Dean
Quentin Crisp Henry David Thoreau
Ayn Rand Elvis Presley
Carl Jung
Carl Sagan
Alexandr Solzhenitsyn
************************************
English 20, C. Fraga-------------------Examples of Transitional Words & Phrases
Illustration
Thus, for example, for instance, namely, to illustrate, in other words, in particular, specifically, such as.
Contrast
On the contrary, contrarily, notwithstanding, but, however, nevertheless, in spite of, in contrast, yet, on one hand, on the other hand, rather, or, nor, conversely, at the same time, while this may be true.
Addition
And, in addition to, furthermore, moreover, besides, than, too, also, both-and, another, equally important, first, second, etc., again, further, last, finally, not only-but also, as well as, in the second place, next, likewise, similarly, in fact, as a result, consequently, in the same way, for example, for instance, however, thus, therefore, otherwise.
Time
After, afterward, before, then, once, next, last, at last, at length, first, second, etc., at first, formerly, rarely, usually, another, finally, soon, meanwhile, at the same time, for a minute, hour, day, etc., during the morning, day, week, etc., most important, later, ordinarily, to begin with, afterwards, generally, in order to, subsequently, previously, in the meantime, immediately, eventually, concurrently, simultaneously.
Space
At the left, at the right, in the center, on the side, along the edge, on top, below, beneath, under, around, above, over, straight ahead, at the top, at the bottom, surrounding, opposite, at the rear, at the front, in front of, beside, behind, next to, nearby, in the distance, beyond, in the forefront, in the foreground, within sight, out of sight, across, under, nearer, adjacent, in the background.
Concession
Although, at any rate, at least, still, though, even though, granted that, while it may be true, in spite of, of course.
Similarity or Comparison
Similarly, likewise, in like fashion, in like manner, analogous to.
Emphasis
Above all, indeed, truly, of course, certainly, surely, in fact, really, in truth, again, besides, also, furthermore, in addition.
Details
Specifically, especially, in particular, to explain, to list, to enumerate, in detail, namely, including.
Examples
For example, for instance, to illustrate, thus, in other words, as an illustration, in particular.
Consequence or Result
So that, with the result that, thus, consequently, hence, accordingly, for this reason, therefore, so, because, since, due to, as a result, in other words, then.
Summary
Therefore, finally, consequently, thus, in short, in conclusion, in brief, as a result, accordingly.
Suggestion
For this purpose, to this end, with this in mind, with this purpose in mind, therefore.
***********************
PACKET #2 ASSIGNMENT:
As your syllabus indicates, Packet 2 is due to be completed by Monday, Feb. 13th FOR ALL THREE SECTIONS.
THE PACKET CONSISTS OF TWO ITEMS--
The first required reading is actually an audio--a 4 minute and 50 second interview that was recorded on National Public Radio in June of 2010.
1.) "Tackling America's Drug Addiction"
http://www.npr.org/templates/story/story.php?storyId=127937271
2.) "Confessions of a Mom (and a Former Teen Pothead)
http://www.npr.org/blogs/tellmemore/2010/10/19/130677774/confessions-from-a-mom-and-former-teen-pot-head
WO ITEMS--
***************************
Here are two very reputable sites online to locate MLA documentation guidelines:
Purdue Online Writing Lab
http://owl.english.purdue.edu/owl/resource/747/01/
EasyBib
http://www.easybib.com/
Hope this is helpful!
Thursday, February 2, 2012
Thursday afternoon, February 2, 2012
Greetings and Happy Groundhog Day...:)
Below you will find the two items that comprise Packet #1. One is an essay and one is a video.
Obviously, it is best to have the essay in hand on the day it is due. You may want to take notes while you view the video.
For Section 15, these are due to be completed by Monday, February 6th.
For Sections 1 and 6, these are due to be completed by Wednesday, February 8th.
REMINDER: Section 15, bring your Handbook to class on Wednesday, the 8th.
REMINDER: Sections 1 & 6, bring your Handbook to class on Friday, February 10th.
PACKET #1:
"Sweet land of...Conformity?"
By Claude Fischer
http://www.boston.com/bostonglobe/ideas/articles/2010/06/06/sweet_land_of_conformity/
AND....
"A. J. Jacobs' Year of Living Biblically"
http://www.ted.com/talks/lang/en/a_j_jacobs_year_of_living_biblically.html
(Have a wonderful weekend, be safe. Sections 1 and 6, see you tomorrow.)
Below you will find the two items that comprise Packet #1. One is an essay and one is a video.
Obviously, it is best to have the essay in hand on the day it is due. You may want to take notes while you view the video.
For Section 15, these are due to be completed by Monday, February 6th.
For Sections 1 and 6, these are due to be completed by Wednesday, February 8th.
REMINDER: Section 15, bring your Handbook to class on Wednesday, the 8th.
REMINDER: Sections 1 & 6, bring your Handbook to class on Friday, February 10th.
PACKET #1:
"Sweet land of...Conformity?"
By Claude Fischer
http://www.boston.com/bostonglobe/ideas/articles/2010/06/06/sweet_land_of_conformity/
AND....
"A. J. Jacobs' Year of Living Biblically"
http://www.ted.com/talks/lang/en/a_j_jacobs_year_of_living_biblically.html
(Have a wonderful weekend, be safe. Sections 1 and 6, see you tomorrow.)
Wednesday, January 25, 2012
Wednesday afternoon, January 25, 2012
Hello,
Below you will find two thing:
1. A copy of the handout from today's class session regarding unacceptable errors.
2. A follow up to the Character Journal assignment discussed in class today.
UNACCEPTABLE ERRORS
In English 20, students should already be very proficient in word usage. We do not have time for grammar lessons. (I will, however, provide short ‘mini’ lessons when I feel they are warranted.) The following errors that are commonly made on student papers are considered unacceptable.
For out of class essays, each unacceptable error takes ten points off your final earned grade. You may correct unacceptable errors and receive the points back if you choose to revise. In class essays that have unacceptable errors CAN always be corrected to earn back the points lost.
1. there – place Put it over there.
2. their – possessive pronoun That is their car.
3. they’re – contraction of they are They’re going with us.
4. your – possessive pronoun Your dinner is ready.
5. you’re – contraction of you are You’re not ready.
6. it’s – contraction of it is It’s a sunny day.
7. its – possessive pronoun The dog wagged its tail.
8. a lot – always two words I liked it a lot.
9. to – a preposition or part of an
infinitive I like to proofread my essays carefully.
10. too – an intensifier, or also That is too much. I will go too.
11. two – a number Give me two folders.
12. In today’s society Instead use “Today” or “In America” or “Now” etc
13. right(s)/write(s)/rite(s) rights are a set of beliefs or values in which a person feels entitled: His rights were read to him before he was arrested for stalking Dave Matthews. Writes is a verb indicating action taken with a pen, pencil or computers to convey a message: Michelle writes love letters to Dave Matthews in her sleep. Rites are a series of steps or events which lead an individual from one phase in life to the next, or a series of traditions that should be followed: The initiate began his rite of passage ceremony at the age of thirteen.
14. definitely/defiantly This error USUALLY occurs when a writer relies solely on spell-check. You really must learn to become the final editor of your work. Definitely is an adverb and it means without a doubt. Mary will definitely miss the Dave Matthews Band concert. Defiantly means to show defiance. She was in a defiant mood. It is an adjective. Or it could be used as an adverb. She was defiantly rude and sullen towards the professor.
15. On your Works Cited page: you MUST center and type at the top the heading just as it is here: Works Cited. NOT ALL CAPS, NOT BOLDED, NOT UNDERLINED, NOT MISSPELLED, NOT IN A DIFFERENT SIZED FONT, ETC.
***********************************************************************
An accumulation of the following errors can affect your grade, but not one error, ten points down. The number depends on how serious the error is, and how often you make it. Some do not slow up the reader as much as others.
• Misuse of the word “you”. You must actually mean the reader when you use the word “you”.
• Avoid use of contractions in formal expository writing. (can’t, shouldn’t, didn’t, etc.)
• Agreement of subject and verb. Both must be either singular or plural.
• Fragmented sentences, comma splices and run-ons. Be sure to proofread your papers carefully before turning them in.
You will not pass English 20 if you cannot write an intelligent sentence in correct English.
*****************************************************
Following up on our discussion in class today:
WHILE YOU ARE WATCHING BREAKING BAD, ESPECIALLY AFTER YOU HAVE DECIDED WHICH CHARACTER YOU WILL FOLLOW MORE CLOSELY PERHAPS THAN ANY OTHER, I SUGGEST YOU THINK ABOUT OR RECORD THE FOLLOWING OBSERVATIONS:
• What does this character do (and not do) and why?
• What do others think about your character? And how do you know?
• What motivates your character to do what he/she does?
• What influences this character to do what he/she does?
• What was your first impression of this character and does it change as you view new episodes? Why or why not? In which ways?
• What are this character’s goals, dreams, desires, needs? How do you know?
• Do you like this character? Why or why not?
• Is this character a believable one, a genuine one? Why or why not?
Sunday, January 22, 2012
Sunday afternoon, January 22, 2012
Welcome to Spring Semester, 2012.
This blog is exclusively for students enrolled in all three of my sections of English 20 this semester:
Section 1, 8 am, MWF
Section 6, 9 am, MWF
Section 15, 130 pm, MW
Below you will find copies of the two course outlines--
one for sections 1 and 6 -- and another for section 15.
In case you misplace your hard copy of the course outline and the Grade Worksheet, you will always have access to this blog for reference and/or to print out another hard copy.
FOR SECTIONS 1 AND 6:
English 20, College Composition II
Sacramento State University, Spring 2012
Section 1, MWF, 8-850 am, Douglass Hall 214
Section 6, MWF, 9-950 am, Calaveras Hall 141
Instructor: Catherine Fraga
Office Phone: 278-5743 (please do NOT leave a voice mail message)
Email: sacto1954@gmail.com (BEST way to reach me)
Office Hours: in CLV 149 -- MWF, noon– 1:00 PM, or by appointment
COURSE DESCRIPTION (FROM CSUS CATALOG): ADVANCED WRITING THAT BUILDS UPON THE CRITICAL THINKING, READING, AND WRITING PROCESSES INTRODUCED IN ENGL 1A AND ENGL 2. EMPHASIZES RHETORICAL AWARENESS BY EXPLORING READING AND WRITING WITHIN DIVERSE ACADEMIC CONTEXTS WITH A FOCUS ON THE SITUATIONAL NATURE OF THE STANDARDS, VALUES, HABITS, CONVENTIONS, AND PRODUCTS OF COMPOSITION. STUDENTS WILL RESEARCH AND ANALYZE DIFFERENT DISCIPLINARY GENRES, PURPOSES, AND AUDIENCES WITH THE GOALS OF UNDERSTANDING HOW TO APPROPRIATELY SHAPE THEIR WRITING FOR DIFFERENT READERS AND DEMONSTRATING THIS UNDERSTANDING THROUGH VARIOUS WRITTEN PRODUCTS. NOTE: WRITING REQUIREMENT: A MINIMUM OF 5,000 WORDS. PREREQUISITE: COMPLETION OF ENGL 1A AND ENGL 2 OR EQUIVALENT WITH A C- OR BETTER; SOPHOMORE STANDING (MUST HAVE COMPLETED 30 UNITS PRIOR TO REGISTRATION). UNITS: 3.0.
Required Texts:
• Sacramento State Student Writing Handbook, 1st edition
(NOT available in the bookstore; please purchase it at FedEx, 5600 J Street)
OR it is available at no cost online at:
http://www.csus.edu/wac/WAC/Students/CSUS_Writing_Handbook.pdf
Required Materials:
• stapler
• lined notebook paper, standard size 8 ½” x 11”, clean edge (not torn from notebook)
• access to a computer and printer (very important!)
• Breaking Bad, Season 1 (DVD) – seven episodes total.
Classroom Policies:
1. Attendance is very important in this class. Classroom discussions prepare students for all writing assignments, and your fellow students and I need your input in order to make this class more complete and enjoyable. I do not take attendance, and absences don’t “technically” count towards the grade you earn. However, ultimately, if you miss class, you may miss a quiz, group work, in class writing, a journal, etc. which really does end up impacting your earned grade because this work CAN NOT BE MADE UP.
2. About being tardy for class: It seems that over the last few years, tardiness has REALLY escalated and become problematic in my classes. I am not sure why, but I do know that most of my colleagues deduct a percentage of the earned grade for tardiness. It is really annoying and disruptive, both to me and the rest of the class, when students enter the class late—we only meet for 50 minutes three times a week, and I begin class immediately. In the “real world”, there is even less tolerance for lateness. Plan ahead. I realize things can happen beyond your control, but looking for parking is not a good excuse. If I see that tardiness is becoming excessive, I may have to ask you to drop the class.
3. YOU MUST TYPE AND DOUBLE SPACE ALL OUT OF CLASS WORK. Work must be in 12 pt. font, Times New Roman, black ink, MLA format.
4. In all fairness to other students, I do not accept late work. If you are ill, please arrange for another student to turn it in for you. Period.
5. After the due date, a late essay loses 10 points for every day it’s late, including weekends. NOT submitting an out of class essay is NOT an option. The English dept. requires that you write an approximate number of words in this course. The out of class essays provide a large part of the word count requirement.
6. You’re responsible for finding out what you missed if you are absent. I will provide you with a class roster for your convenience.
7. My policy on EXTRA CREDIT is…I do not believe in extra credit. In short, “real” life outside the university does not operate on the extra credit option. You earn the grade you receive. It really is a fairness issue.
8. ABOUT REVISIONS: you have the option to revise ONE of your three out of class essays. If you choose to revise, you must submit the revision with the original within one week of receiving the graded essay back. No exceptions. An essay with unacceptable errors might be an essay you choose to revise.
A note on classroom etiquette:
If you feel you cannot survive each class session without the use of your cell phone, iPod, or laptop computer, please do not enroll in this class. Simply, it is the highest degree of rudeness and disrespect. If I see you busy texting, etc. I will not hesitate to ask you to leave until you finish your crucial business. I plan to give you my full attention and I expect the same from all my students.
EXCEPTION: you MAY access your laptop IF it is during an open note quiz or writing response -- and the material is available on line. HOWEVER, please realize that you are responsible for reading the material before attending class. There will not be enough time to read the assignment AND complete a quiz or a writing response.
HOW YOUR GRADE IS EARNED:
Attached to this course outline is your Grade Worksheet. At no time in the semester should you be puzzled about your grade. Please keep ALL returned & graded work until the very end of the semester. NOTE: quizzes are NOT always scheduled. Come to class prepared with the assigned reading assignments completed on the day they are due to be read.
Refer to pages 3 and 4 in the Handbook to fully understand how your writing will be evaluated.
ABOUT THIS COURSE…
I have designed a very different and I hope interesting and provocative set of themes for discussion and critical thinking/writing for the semester. The core of the course from which these themes/ideas will spring is the first season of the television series, Breaking Bad. It won the TCA (Television Critics Association) Award for Outstanding Drama on Television. It has also been honored with a few Emmys as well. The series just completed its 4th season.
On your own, you will view all seven episodes of Season 1 as well as read a wealth of material connected either directly or indirectly to some of its themes. This series poses so many intriguing questions about morals, family values/responsibilities, the line between good and evil, the war on drugs, greed, health care and so much more, including a comparison between current television vs. film viewing. In short, we will examine and expand on several issues connected with the overall term of “breaking bad”—straying from the path of morality, of legality, of conformity towards something deemed unacceptable by the majority of society. In fact, the origin of the term is American Southwest, a slang phrase meaning to challenge conventions, to defy authority, to skirt the edges of the law.
Here is an excerpt from a review of the series:
“It’s difficult to fathom a more dangerous and enthralling piece of television than Breaking Bad, the AMC drama that is quietly redefining the creative and content limits of primetime.”
--Ray Richmond, The Hollywood Reporter, March 4, 2009
I do not utilize SacCT. This class has a blog and it is vital that you check it on a regular basis, even on weekends, for important information, including reading assignments and other information pertinent to the course. Please bookmark it on your computer for easy, quick access.
www.English20Spring2012Fraga.blogspot.com
Class Schedule:
(Please note: This schedule is subject to change at a moment’s notice. Please bring this schedule, your textbook and appropriate handouts to every class session. ALSO…not every quiz, group discussion, lecture, activity is listed on this class schedule. Simply, that would be impossible. The pace of the class is not always predictable…if you attend class, follow the course outline and read the blog, you will stay current.)
Week One (1/23-1/27)
Introduction to the Course (course theme explained) (Mon.)
Course Outline Distributed (handout) (Mon.)
Unacceptable Errors (handout) (Wednesday)
Assign: Character Study Journal (Wednesday)
Discuss Television Viewing vs. Film Viewing (Friday)
Week Two (1/30-2/3)
In class writing response #1 (Monday)
Watch first two episodes of Season 1, Breaking Bad (Wed.)
Discuss conformity/non-conformity (Friday)
Week Three (2/6-2/10)
Assign: Out of class essay #1 (Monday)
Complete Reading Packet 1 (Wed)
Skim first 27 pages and read pages 28 thru 46 in Handbook (Friday)
Week Four (2/13-2/17)
Complete Reading Packet #2 (Monday)
In class writing response #2 (Monday)
Watch third episode of Breaking Bad (Wed.)
Group Work #1 (Friday)
Week Five (2/20-2/24)
Watch 4th episode of Breaking Bad (Monday)
In class writing response #3 (Monday)
Read Packet #3 (Wednesday)
Group Work #2 (Friday)
Week Six (2/27-3/2)
Out of class essay #1 due today (Monday)
Out of class essay #2 assigned today (Monday)
Watch episode 5 of Breaking Bad (Wednesday)
In class essay #1—please remember to bring a green (or blue) book to class today (Friday)
Week Seven (3/5-3/9)
Read Packet #4 (Monday)
In class writing response #4 (Wednesday)
Watch 6th episode of Breaking Bad (Friday)
Week Eight (3/12-3/16)
In class writing response #5 (Monday)
Read Packet #5 (Wednesday)
1st (of 2) Editing and Proofreading Workshop (Friday)
MARCH 19-23--SPRING RECESS—NO CLASSES—CAMPUS CLOSED
Enjoy the week off and be safe.
Week Nine (3/26-3/30)
Read Packet #6 (Monday)
Discuss Procedures and Details for Taking the WPJ exam (Monday)
In class essay #2 (Wednesday) remember to bring blue or green book today.
Cesar Chavez Birthday—no class—campus closed (Friday)
Week Ten (4/2-4/6)
Watch 7th (and final) episode of Breaking Bad (Monday)
Read Packet #7 (Wednesday)
Arrive in class having read one of the four sections in Part III of the Handbook: Writing Across the Curriculum at Sacramento State. Select the section that “fits” your major field of study. If you have not yet declared a major, select the one that BEST fits what you THINK your major will be. (Your choices are: Natural Sciences and Math; Social Sciences; Arts and Humanities; or Business and Professional Communications.)
(Friday)
Week Eleven (4/9-4/13)
Out of class essay #2 due today (Monday)
Out of class essay #3 assigned today (Wednesday)
Read Packet #7 (Friday)
Week Twelve (4/16-4/20)
Group Work #3 (Monday)
Read Packet #8 (Wednesday)
In class writing response #6 (Wednesday)
A Day to Work on Essay 3 (Friday)
Week Thirteen (4/23-4/27)
2nd (of 2) Workshop on Editing and Proofreading (Monday & Wednesday)
Week Fourteen (4/30-5/4)
Out of class essay #3 due today (Monday)
Class Evaluation (Wednesday)
Group Work #4 (Friday)
Week Fifteen (5/7-5/11)
LAST WEEK OF CLASSES
Video surprise (Monday)
Grade Worksheet Match-up (Wednesday)
Week Sixteen (5/12-5/18)
Finals Week
There is no final given for this class.
************************************************************
Name:______________________________English 20, Spring 2012 POINTS EARNED--Your Worksheet--------1550 points possible
OUT OF CLASS ESSAYS—600 pts.
Essay 1 (200 points)_____ Essay 2 (200 points)_____Essay 3(200 points) _____
IN-CLASS ESSAYS—200 pts.
Essay 1 (100 points) ______
Essay 2 (100 points) ______
IN-CLASS WRITING RESPONSES—300 pts.
#1 (50 points)_____
#2 (50 points)_____
#3 (50) points)_____
#4 (50) points)_____
#5 (50 points) ______
#6 (50 points) ______
IN-CLASS GROUP WORK (200 pts.)
Each session is worth 50 pts.
Group Work 1 _____ Group Work 2 _____ Group Work 3 _____ Group Work 4_____
QUIZZES (these quizzes may not always be “announced” and they cannot be made up. 50 pts ea.) (250 pts. total) Please record each quiz and your score below.
Quiz 1_____ Quiz 2_____ Quiz 3_____ Quiz 4_____ Quiz 5_____
How to assess your grade earned: Divide the points you earn by 1550 to find the percentage. Then see chart below.
100-94=A
93-90=A-
89-84=B+
79-74=B-
73-70=C+
69-64=C
63-60=C-
59-54=D
53-0=F
*******************************************************************
FOR SECTION 15:
English 20, College Composition II
Sacramento State University, Spring 2012
Section 15, MW, 1:30-2:45 pm, Calaveras Hall 134
Instructor: Catherine Fraga
Office Phone: 278-5743 (please do NOT leave a voice mail message)
Email: sacto1954@gmail.com (BEST way to reach me)
Office Hours: in CLV 149 -- MWF, 12-1 pm, or by appointment
COURSE DESCRIPTION (FROM CSUS CATALOG): ADVANCED WRITING THAT BUILDS UPON THE CRITICAL THINKING, READING, AND WRITING PROCESSES INTRODUCED IN ENGL 1A AND ENGL 2. EMPHASIZES RHETORICAL AWARENESS BY EXPLORING READING AND WRITING WITHIN DIVERSE ACADEMIC CONTEXTS WITH A FOCUS ON THE SITUATIONAL NATURE OF THE STANDARDS, VALUES, HABITS, CONVENTIONS, AND PRODUCTS OF COMPOSITION. STUDENTS WILL RESEARCH AND ANALYZE DIFFERENT DISCIPLINARY GENRES, PURPOSES, AND AUDIENCES WITH THE GOALS OF UNDERSTANDING HOW TO APPROPRIATELY SHAPE THEIR WRITING FOR DIFFERENT READERS AND DEMONSTRATING THIS UNDERSTANDING THROUGH VARIOUS WRITTEN PRODUCTS. NOTE: WRITING REQUIREMENT: A MINIMUM OF 5,000 WORDS. PREREQUISITE: COMPLETION OF ENGL 1A AND ENGL 2 OR EQUIVALENT WITH A C- OR BETTER; SOPHOMORE STANDING (MUST HAVE COMPLETED 30 UNITS PRIOR TO REGISTRATION). UNITS: 3.0.
Required Texts:
• Sacramento State Student Writing Handbook, 1st edition
(NOT available in the bookstore; please purchase it at FedEx, 5600 J Street)
OR it is available at no cost online at:
http://www.csus.edu/wac/WAC/Students/CSUS_Writing_Handbook.pdf
Required Materials:
• stapler
• lined notebook paper, standard size 8 ½” x 11”, clean edge (not torn from notebook)
• access to a computer and printer (very important!)
• Breaking Bad, Season 1 (DVD) – seven episodes total.
Classroom Policies:
1. Attendance is very important in this class. Classroom discussions prepare students for all writing assignments, and your fellow students and I need your input in order to make this class more complete and enjoyable. I do not take attendance, and absences don’t “technically” count towards the grade you earn. However, ultimately, if you miss class, you may miss a quiz, group work, in class writing, a journal, etc. which really does end up impacting your earned grade because this work CAN NOT BE MADE UP.
2. About being tardy for class: It seems that over the last few years, tardiness has REALLY escalated and become problematic. I am not sure why, but I do know that most of my colleagues deduct a percentage of the earned grade for tardiness. It is really annoying and disruptive, both to me and the rest of the class, when students enter the class late—we only meet for 75 minutes, twice a week, and I begin class immediately. In the “real world,” there is even less tolerance for lateness. Plan ahead. I realize things can happen beyond your control, but looking for parking is not a good excuse. If I see that tardiness is becoming excessive, I may ask you to drop the class.
3. YOU MUST TYPE AND DOUBLE SPACE ALL OUT OF CLASS WORK. Work must be in 12 pt. font, Times New Roman, black ink, MLA format.
4. In all fairness to other students, I do not accept late work except for out of class essays (see #5 below.) If you are ill, please arrange for another student, friend, or relative to turn it in for you. Period.
5. After the due date, a late essay loses 10 points for every day it’s late, including weekends. NOT submitting an out of class essay is NOT an option. The English dept. requires that you write an approximate number of words in this course. The out of class essays provide a large part of the word count requirement.
6. You’re responsible for finding out what you missed if you are absent. When you miss class you will ALWAYS miss something “important.” I will provide you with a class roster for your convenience.
7. My policy on EXTRA CREDIT is…I do not believe in extra credit. In short, “real” life outside the university does not operate on the extra credit option. You earn the grade you receive. It really is a fairness issue.
8. ABOUT REVISIONS: you have the option to revise ONE of your three out of class essays. If you choose to revise, you must submit the revision with the original within one week of receiving the graded essay back. ALL CHANGES MUST BE CLEARLY HIGHLIGHTED ON THE REVISED DRAFT. No exceptions. An essay with unacceptable errors might be an essay you choose to revise.
A note on classroom etiquette:
If you feel you cannot survive each class session without the use of your cell phone, iPod, iPad, laptop computer or any other similar device, please do not enroll in this class. Simply, it is the highest degree of rudeness and disrespect. If I see you busy texting, etc. I will not hesitate to ask you to leave until you finish your crucial business. I plan to give you my full attention and I expect the same from all my students. EXCEPTION: you MAY access your laptop IF it is during an open note quiz or writing response -- and the material is available on line. HOWEVER, please realize that you are responsible for reading the material before attending class. There will not be enough time to read the assignment AND complete a quiz or a writing response.
HOW YOUR GRADE IS EARNED:
Attached to this course outline is your Grade Worksheet. At no time in the semester should you be puzzled about your grade. Please keep ALL returned & graded work until the very end of the semester. NOTE: quizzes are NOT always scheduled. Come to class prepared with the assigned reading assignments completed on the day they are due to be read.
Refer to pages 3 and 4 in the Handbook to fully understand how your writing will be evaluated.
ABOUT THIS COURSE…
I have designed a very different and I hope interesting and provocative set of themes for discussion and critical thinking/writing for the semester. The core of the course from which these themes/ideas will spring is the first season of the television series, Breaking Bad. It recently won the TCA (Television Critics Association) Award for Outstanding Drama on Television. It has also been honored with a few Emmys as well. The series just completed its 4th season.
You are required to view all seven episodes of Season 1 as well as read a wealth of material connected either directly or indirectly to some of its themes. We will be using these materials as fodder for writing.
This series poses so many intriguing questions about morals, family values/responsibilities, the line between good and evil, the war on drugs, greed, health care and so much more, including a comparison between current television vs. film viewing.
In short, we will examine and expand on several issues connected with the overall term of “breaking bad”—straying from the path of morality, of legality, of conformity towards something deemed unacceptable by the majority of society. In fact, the origin of the term is American Southwest, a slang phrase meaning to challenge conventions, to defy authority, to skirt the edges of the law.
Here is an excerpt from a review of the series:
“It’s difficult to fathom a more dangerous and enthralling piece of television than Breaking Bad, the AMC drama that is quietly redefining the creative and content limits of primetime.”
--Ray Richmond, The Hollywood Reporter
I do not utilize SacCT. This class has a blog and it is vital that you check it on a regular basis, even on weekends, for important information, including reading assignments and other information pertinent to the course. Please bookmark it on your computer for easy, quick access.
www.English20Spring2012Fraga.blogspot.com
Class Schedule:
(Please note: This schedule is subject to change at a moment’s notice. Please bring this schedule, your textbook and appropriate handouts to every class session. ALSO…not every quiz, group discussion, lecture, activity is listed on this class schedule. Simply, that would be impossible. The pace of the class is not always predictable…if you attend class, follow the course outline and read the blog, you will stay current.)
Week One (Jan 23 and 25)
Introduction to the Course (course theme explained) (Mon.)
Course Outline Distributed (handout) (Mon.)
Unacceptable Errors (handout) (Wed.)
Assign: Character Study Journal (Wed.)
Week Two (Jan 30 and Feb. 1)
Television vs. Film Viewing—in class discussion (Mon.)
In class writing response #1 (Mon.)
Watch first two episodes of Breaking Bad (Wed.)
Week Three (Feb 6 and 8)
Assign: Out of class essay #1 (Mon.)
Discuss conformity/non-conformity (Mon.)
Complete Reading Packet 1 (Mon.)
Skim first 27 pages and read pages 28 thru 48 in Handbook (Wed.)
Week Four (Feb 13 and 15)
Complete Packet #2 (Monday)
In class writing response #2 (Monday)
Watch third episode of Breaking Bad (Wed.)
Group Work #1 (Wed.)
Week Five (Feb 20 and 22)
Watch fourth episode of Breaking Bad (Mon.)
In class writing response #3 (Monday)
Read Packet #3 (Wednesday)
Group Work #2 (Wednesday)
Week Six (Feb 27 and 29)
Out of class essay #1 due today (Mon.)
Out of class essay #2 assigned today (Mon.)
Watch episode 5 of Breaking Bad (Monday)
In class essay #1—please remember to bring a green (or blue book) to class today (Wednesday)
Week Seven (March 5 and 7)
Read Packet #4 (Mon.)
In class writing response #4 (Wed.)
Week Eight (March 12 and 14)
Watch 6th episode of Breaking Bad (Monday)
1st (of 2) Editing and Proofreading Workshop (Monday)
In class writing response #5 (Wednesday)
Read Packet #5 (Wednesday)
MARCH 19-23--SPRING RECESS—CAMPUS CLOSED
Enjoy the week off and be safe.
Week Nine (March 26 and 28)
Read Packet #6 (Monday)
Discuss Procedures & Details for Taking the WPJ exam (Monday)
In class essay #2 (Wednesday)—remember to bring blue or green book today
Week Ten (Apr 2 and 4)
Watch 7th (and final) episode of Breaking Bad (Monday)
Arrive in class having read one of the four sections in Part III of the Handbook: Writing Across the Curriculum at Sacramento State. Select the section that “fits” your major field of study. If you have not yet declared a major, select the one that BEST fits what you THINK your major will be. (Your choices are: Natural Sciences and Math; Social Sciences; Arts and Humanities; or Business and Professional Communications.)
(Wednesday)
Week Eleven (Apr 9 and 11)
Out of class essay #2 due today (Monday)
Out of class essay #3 assigned today (Monday)
Read packet # 7 (Wed.)
Week Twelve (Apr 16 and 18)
Group Work #3 (Monday)
Read Packet #8 (Wed.)
In class writing response # 6 (Wed.)
Week Thirteen (Apr 23 and 25)
2nd Workshop on Editing and Proofreading (Monday)
A Day to Work on Essay 3 (Wednesday)
Week Fourteen (Apr 30 and May 2)
Out of class essay #3 due today (Monday)
Class evaluation (Monday)
Group Work #4 (Wed.)
Week Fifteen (May 7 and 9)
LAST WEEK OF CLASSES
Video surprise (Monday)
Grade Worksheet Match-up (Wed.)
Week Sixteen (May 12-18)
Finals Week
There is no formal final exam in this class.
****************************************************
Name:______________________________English 20, Spring 2012 POINTS EARNED--Your Worksheet--------1550 points possible
OUT OF CLASS ESSAYS—600 pts.
Essay 1 (200 points)_____ Essay 2 (200 points)_____Essay 3(200 points) _____
IN-CLASS ESSAYS—200 pts.
Essay 1 (100 points) ______
Essay 2 (100 points) ______
IN-CLASS WRITING RESPONSES—300 pts.
#1 (50 points)_____
#2 (50 points)_____
#3 (50) points)_____
#4 (50) points)_____
#5 (50 points) ______
#6 (50 points) ______
IN-CLASS GROUP WORK (200 pts.)
Each session is worth 50 pts.
Group Work 1 _____ Group Work 2 _____ Group Work 3 _____ Group Work 4_____
QUIZZES (these quizzes may not always be “announced” and they cannot be made up. 50 pts ea.) (250 pts. total) Please record each quiz and your score below.
Quiz 1_____ Quiz 2_____ Quiz 3_____ Quiz 4_____ Quiz 5_____
How to assess your grade earned: Divide the points you earn by 1550 to find the percentage. Then see chart below.
100-94=A
93-90=A-
89-84=B+
79-74=B-
73-70=C+
69-64=C
63-60=C-
59-54=D
53-0=F
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