ENGLISH
RWA: INTEGRATED
READING AND WRITING
Instructor: Erica Brenes
Class Time:
T 8-11:10AM, Th 8-8:50AM
Class
Location: Hum 309
Office
Hours: MW 11-12, T 11:30-12:30
Office
Location: HUM 321P
Lab Time: Th
9-11:10AM
Lab Location:
Hum 313
Dear Puente 32,
First things first, I’d like to start our relationship off with
a letter, a direct line of communication between you and me. For the next year, we are going to share a classroom, a cohort, a
number of academic goals, and many, many memories, and all of that will stem
from this one on one connection.
We will begin our
journey reading
non-fiction essays about struggle, race, identity, success, and the pursuit of
education before eventually moving on to thought provoking, opinion pieces that
confront the larger issues that face the modern intellectual; undoubtedly,
these readings will be challenging. They will introduce theory, mature topics,
and, at times, unanswerable questions, but along the way, like the scholars we
are, we will discuss, analyze, and write our way towards a deeper
understanding.
Best of all, we will do this together as a supportive,
encouraging familia. Accomplishing our objectives and finishing the semester
with 100% retention will require great effort. It will require asking for help,
reaching out to resources around campus, and leaning on one another. It will
also require treating each other with respect and empathy while always revering
the classroom as a place of acceptance and growth.
Our class, our syllabus,
our assignments, our readings, and even our textbook were crafted with you in
mind; this semester was made for passionate learners who are committed to
growth and who are eager to engage intellectually, culturally, and
linguistically on a personal and collaborative level with our course material.
I have spent the summer anticipating the curiosity and energy you and your
fellow cohort members will bring with you to the classroom this year; I’ve been
daydreaming about the big questions you’ll ask and the deep connections you’ll
draw and how you’ll evolve as readers, writers, and critical thinkers.
Saludos,
Erica
Course Description and Goals:
This course
is designed to improve
general reading and thinking abilities through increasing the following
skills: comprehension, vocabulary, reading speed, and study and
test-taking techniques. Special emphasis will be placed on analysis of
multi-paragraph reading passages.
My Teaching
Principles:
On our best days together, our classroom will be buzzing with:
·
Everyone actively working,
·
Students surprised by how much they
already knew,
·
Culturally relevant texts and themes
and students building personal bridges and connections to what we read,
·
Every student feeling like they’re
being treated as a “whole” person,
·
A sense of community,
·
High level conversation and ideas
about issues that concern us directly.
Student Learning
Outcomes*: Upon completion of this
course, students will:
1.
Demonstrate
literal and inferential comprehension of nonfiction works,
2.
Read
a college-level text and develop an analytical response that demonstrates college-readiness,
3.
Write
a multi-paragraph thesis-driven expository essay that has undergone revision
and demonstrates readiness for college-level writing.
4.
Students
will format an essay according to MLA guidelines and will parenthetically cite
sources according to MLA guidelines.
*Each assignment described below is
designed to fulfill one of the aforementioned Student Learning Outcomes.
Required Texts:
The
Puente Reader (TPR)
Quintero,
Isabel. Gabi, a Girl in Pieces. (GABI)
Readings
will also be scanned onto our course website: ECCPuente@blogspot.com (BLOG)
Required Items:
3
large blue books,
100
index cards,
2
keyrings.
Assignments:
Participation (5%):
Come to class. Come prepared. Your
contribution is important. 1
Note:
Without activating and regularly accessing your El Camino College email, being
prepared will be difficult, so please check your mail regularly for updates,
notices, and reminders.
Reading
Quizzes (10%): These are exactly
what they sound like. You will have at least one quiz a week to keep you
motivated with our assigned reading. If you do not understand something you’ve
read for homework, visit the reading center, the Puente tutor, or my office
hours to ensure your success on the coming quiz. Note: Your lowest score will
be dropped; tardiness and absences result in an automatic zero on the quiz.1
Blue
Book Journaling & Workbook Homework (15%): Often
during the semester, you will be asked to respond to our assigned readings with
brief, personal essays in your “Blue Book Journal.” Sometimes, they will take
the form of single paragraphs; other times, I may ask you for a brief,
multi-paragraph essay. These assignments are due the same morning its
accompanying reading is due, and I expect them to be done thoughtfully and
carefully despite their seemingly casual and personal nature—it’s best to
remind yourself that these checks are worth the same amount as a more
traditional essay. When done well, these writing opportunities serve as a “check-in”
moment for you and I to discuss your evolution as a writer and scholar. Throughout
the semester, I will randomly collect your book, check its progress for credit,
and provide feedback. Consequently, you will need to bring it to class every
day and be careful to not misplace it. (1-2
pgs each) 1, 2, 3, 4
(Essay
1) In-Class Essay: Success and Failure (15%): Early on in the semester, you will be asked to demonstrate what you have
learned about the writing process, paragraph organization, and essay structure.
This low-stakes (5%) in-class exam will help us see where you need improvement;
it will test not only your writing skills but also how you respond to nonfiction;
because it is a “read and respond” essay, doing well will test your reading
comprehension as well as your composition skills. The remaining 10% of the
grade be determined by your revision. To help you along, you will be given a revision
sheet to complete, comments from your familia, assistance from our writing
tutors, and notes and comments from me. (2-3 pages) In-Class Exam Day: 09.14 2nd Draft & Revision Chart Due:
9.26 1, 2, 3, 4
(Essay
2) Auto-ethnography: Culture and Classroom (15%): For the first paper, you contemplated factors that
lead to success and those that lead to failure. We talked about mindset, proven
academic strategy, and the unfortunate obstacles facing students like Kashawn
Campbell. For this essay, we will turn our writer’s eye inward. Similar to a
narrative essay you may have written before, an auto-ethnography blends
research, secondary reading, interview, and self-reflection as a genre made
specifically for critical observation; the topic of this essay will be academic
experience. (3-4 pages) Prewriting Due: 10.05, Outline and Thesis
Due: 10.12 “Beginner’s Draft”: 10.19 “Final Draft” Due: 10.21 @ 5pm
(Turnitin.com) 3
(Essay
3) Exemplification: Gabi, A Girl in Pieces (15%): You
will be asked to construct a thesis that explains, clarifies, and examines
Isabel Quintero’s nonfiction inspired novel, Gabi: A Girl in Pieces. Throughout the essay, you will pull direct
support from the novel as evidence for your argument. Prompts will be provided,
and you will have to understand the novel and the writing process to craft a
strong essay. The assignment should help you begin to master combining concrete
detail and commentary into strategically organized paragraphs. Note: the novel
relies heavily on an understanding of culture and identity, and the readings
proceeding the novel will help you practice the skills you’ll need. (3-4 pgs) Quote Practice Due: , Thesis
& Outline Due: , Final Draft Due: 2,3,4
“Blue Book” Revision (10%): Near the end of the semester, a much stronger writer
than in the beginning, you will be asked to revisit your two favorite pieces
from our “Blue Book Journal;” you’ll edit, enhance, and expand that assignment
and accompany it with a self-constructed creative addition. Make sure you’re
comfortable sharing this finish product aloud; presentation is part of the
grade—Don’t worry though, the Gallery Walk is typically a favorite for most
students J. (4 pages, 1-2 pages each) Due: 12/13 3
(Essay
4 & 5) Capstone Project: Argumentation, Persuasion, & Research (20%): This
final a multi-page, thesis driven research essay will begin with a second
in-class essay. You will choose one of three contentious topics, perform a
timed reading, write an on-demand, prompt based in-class blue book essay on that
subject, and then receive criticism and feedback (5%). Then, you will be given time to evolve that draft into a
final, revised essay, in which you craft a balanced and convincing argument
using research to defend your stance that is provable, contestable, specific,
and worded in a crystal clear way. (6-7
pgs) (Watch out! Lots of little
deadlines here, and missing any will hurt your grade!) In-Class Essay Day: , Thesis & Matrix Due: , Conference with Outline
& Introductory Paragraph:, “Beginner’s [Revised] Draft”:, “Yes, Another
Draft”: 12/15, “Final Draft”: Due on Turnitin.com by 5pm, 12/16 1,2,3,4
 |
Classroom
Policies:
·
Late Work: Each day a paper is
late, 10% will be taken from its grade. Late work cannot be revised.
·
Office Hours:
You are required to visit my office hours at least once during
the semester.
·
Attendance: Students
have 4 personal days for which they owe me no explanation. On the 5th
absence, however, they will be dropped from the course. This is a campus
policy, not mine, which means I cannot be flexible. Please keep in mind: 3
tardies equal an absence, and leaving 30 minutes early or coming 30 minutes
late also equals an absence.
·
Books: Becoming a more mature reader is a huge component of
our course, and doing so requires annotating and paying close attention when
you read; consequently, you must bring a copy of our daily reading. For
example, if I have assigned an essay from the blog, you must have the reading printed
out or have a computer or document reader ready. A phone does not count.
·
Student Resources: Your success is my number one priority, and I’m not
alone in that objective; El Camino College supports you and has provided a
number of resources to help you along. Please reach out and use our campus resources
as often as possible. Great help can be found at places like the Reading
Success Center (East Library Basement E-36), The RISE Center, The Writing
Center (H122), or the LRC (West Wing, Library).
·
Revision: If you are interested
in revising an essay or improving your grade through extra work and more
practice, I urge you to visit me in office hours and make your case. Whatever
the issue is, I feel confident we can fix it, but I can’t help if you won’t
ask.
·
Extra Credit: Visiting the Writing Center three times or more OR
attending three or more workshops at the Reading Success Center will earn you a
3% overall grade bump!
·
Plagiarism: On our course website,
you will find ECC’s detailed plagiarism policy, but for now, do not cheat!
Do not copy!
· Please
sign up for Remind. @Puente32 to
81010
ALL
OTHER CAMPUS POLICIES ARE WRITTEN IN DETAIL ON THE WEBSITE:
ECCPuente@blogspot.com
 |
Agenda:
WEEK 1: Welcome to Puente,
Phase 1!
08.29: Happy 1st Day of Class!
Welcome. J
08.31: Before class on the 31st, you have 3 homework
assignments to complete:
1.
Email me using your preferred address with a brief introduction of yourself. List
some of your interests and ask me at least one thoughtful question about the
semester ahead of us!
2.
Buy The Puente Reader and bring it to class.
3.
Buy 1 large Blue Book and decorate it! I’d like to see you use your creativity,
so there aren’t many rules, but your name must be written on the front, and
somewhere on the journal, you need to include a picture of yourself. (You will
eventually need 2 more blue books. Just FYI.)
WEEK 2: Building a Foundation
as Writers and Students
09.05: TPR: Section III 5-12, BLOG: “If
The Dog Ate Your Homework”
09.07: BLOG: “10,000 Hours” “What Drives
Success?” “Chinese Mothers”
WEEK 3: Success, College
Writing, and You!
09.12: TPR: Ch. 3 (Complete all exercises,
thinking of your upcoming in-class essay)
09.14: Essay
1: In-Class Exam
WEEK 4: Mastering Revision and
the Full Length Essay
09.18: BLOG: “You Can Do It, Baby,” “The
Fringe Benefits” (Blue Book Journal
writing)
09.21: No reading due! Just come ready to
workshop!
WEEK 5: Changing Topics… From
Success to Personal Story, Identity, and Who We Really Are
09.26: Essay
1: Revision Due, BLOG: “What’s in a Name?” & “Indian Education”
·
Note: This is a big day. A revised essay and
two challenging readings. Prepare accordingly.
09.28: TPE: Chapter 4, Section I: Narrative, BLOG: “Always Running”
(Stop Before the Poem), “Aria”
WEEK 6: The Power of Autobiographical
Narrative
10.03: BLOG: “The Story of My Body,” “Girl,”
“The Myth of the Latin Woman”
10.05: Essay
2: Pre-Writing Due, BLOG: “I
Am Joaquin,” “Where I come from is like”
10.07 by 5pm: Email me your mentor reflection
10.07 by 5pm: Email me your mentor reflection
WEEK 7: Critical Thinking, You,
Me, and Everyone We Know
10.10: Essay 2: Outline Due (The Handout Given Out on 10/05, See the homepage), "Where I Am From Poem"
10.12: Essay 2: Beginner’s Draft
10.14: Essay 2: Final Draft Due by 5pm,
Turnitin.com
WEEK 8: Cultural Analysis, Identity, and Composition
10.17: BLOG: “If You are What
You Eat,” “Rice,” “Tortillas”
10.19: BLOG:
“Public Space,” “Whistling Vivaldi”
WEEK 9: Let’s Meet Our Novel!
10.24: TPR: Ch. 5 (Stop @ “Readings,” but don’t
forget “Post Reading Questions”), Ch. 4, Sec. III
10.26: Gabi
WEEK 10: Being Inspired Writers
by Being Diligent Readers
10.31: Gabi
11.02: Gabi (Up to Feb 4), Dia De Los Muertos Poem, Final Draft Due
WEEK 11: Understanding and Analyzing
11.07: Gabi (up to April 17), Found Poem Due, Final Draft
11.10: Gabi (Finish),
Thesis & Outline Due
11. 11: Essay
3 Due on Turnitin.com @ 5pm
WEEK 12: Building and Defending Opinions!
11.14: BLOG: “Letter from Birmingham,” TPR:
Chapter 4, Section 4
11.16: TPE:
Read the Last 3 Articles, start with “The Price of Blackness” (Write a Blue
Book Response)
Week 13: What is Argumentation?
11.21: Essay
4: In-Class Essay
11.23: Happy
Thanksgiving! No Class!
WEEK 14: Argue With Passion and
Great Writing.
11.28: No homework; we’re doing plenty in
class!
11.30: Essay
4: Thesis Due & Matrix Due
WEEK 15: Interdependence as a
Way to Success!
12.04-06: Conferencing
in Office (Outline & Intro Paragraph
Due @ Meeting)
12.07: Essay 4: Beginner’s Draft Due
WEEK 16: Finish Strong, Bluebirds!
12.12: Bluebook
Revision Due
12.14: Draft Day! Bring notes in. It’s the
last opportunity to meet with me, the tutors, and your familia!
12.15: Turn in the final draft of your Argumentation Paper by 5pm to Turnitin.com
NOTE: The instructor reserves the right to
make changes in the schedule if necessary.
Furthermore: Continuing
on in this course after receiving the syllabus demonstrates your agreement to
abide by its provisions. You are responsible for knowing and understanding the
contents of this syllabus and following its policies.
In that regard, if you have a documented disability or any other
issue you’d like to discuss with me, please do so as soon as possible.
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