"More money is put into prisons than into schools. That, in itself, is the description of a nation bent on suicide. I mean, what is more precious to us than our own children? We are going to build a lot more prisons if we do not deal with the schools and their inequalities." -Jonathan Kozol
"Prejudices, it is well known, are most difficult to eradicate from the heart whose soil has never been loosened or fertilized by education; they grow there, firm as weeds among rocks." –Charlotte Bronte
"Children have never been very good at listening to their elders, but they have never failed to imitate them." –James Baldwin
"Establishing lasting peace is the work of education; all politics can do is keep us out of war." –Maria Montessori
“Education is the most powerful weapon which you can use to change the world.” –Nelson Mandela
“Leaders are more powerful role models when they learn than when they teach.” -Rosabeth Moss Baker
“If the rich and all the church people should send their children to public schools they would feel bound to concentrate their money on improving these school until they met the highest ideals” –Susan B. Anthony
“Why should society feel responsible only for the education of children and not for the education of all adults of every age?” Erich Fromm
“The mind is not a vessel to be filled, but a fire to be kindled.” – Plutarch
“Education is the progressive discovery of our own ignorance.” Will Durant
“The beautiful thing about learning is that no one can take it away from you.” B.B. King
“Education is what remains when one has forgotten everything one has learned in school.” Albert Einstein
“I suppose it is because nearly all children go to school nowadays, and have things arranged for them, that they seem so forlornly unable to produce their own ideas.” –Agatha Christie
“Everybody gets so much information all day long that they lose their common sense.” Gertrude Stein
“Study without desire spoils the memory, and it retains nothing that it takes in.” Leonardo DaVinci
“Education is the ability to listen to almost anything without losing your temper of self-confidence.” Robert Frost
2/9: Typed Thesis and Plan due for Peer Review (bring 2 copies)
2/11: Draft due for Peer Review (bring 2 copies)
2/18: Final Draft due at the beginning of class
Your purpose in this paper is to state and explain an idea based on a topic given below. You should first explore the topic, using some of the methods discussed in your Penguin Handbook. Your exploration should lead to a working thesis and a tentative plan for developing the thesis. Bring two typed copies of your thesis and plan to class on 2/9. After we review these plans in class, you will write a first draft. Bring two typed copies of your first draft to class on 2/11. The final draft, revised in light of the advice you get from your peers and your own careful review, is due on 2/18.
What I’m looking for:
Length 900-1200 words (3-5 pages)
Independent intellectual effort and thoughtfulness
A clear and wel1-focused thesis that is specific and interesting
A clear scheme of organization: introduction, body paragraphs, and conclusion
Unified paragraphs with topic sentences and strong transitions between paragraphs
Backing up your ideas with examples from the text
Quotes that are integrated in way that demonstrates close, thoughtful reading
Skillfully constructed sentences
Evidence of reflection and revision
Choose one of the following topics:
1.How would Lao-Tzu critique the society in which you live? What would he recommend to you as worthwhile behavior and what would he condemn? Base your answers on an analysis of the advice Lao-Tzu gives in the Tao- te Ching. Would you find it possible to argue against his critique and maintain a worthwhile and virtuous path for yourself?
2.What form of government would Machiavelli feel is most stable and desirable? Base your answers on an analysis of the recommendations Machiavelli gives his prince. Consider his views of individuals in society and their roles and responsibilities in regard to the prince. What governments of today might satisfy Machiavelli’s demands for the way a state should operate?
3.Compare Lao-Tzu’s view of human nature with Machiavelli’s. Consider how this view shapes the ultimate purpose of government, the obligation of the leader to the people being led, and what seems to be the main work of the state. Which view do you favor? Why?
4.Compare the advice of Machiavelli or Lao-Tzu with the behavior/politics of a leader – past, present, or fictional – who you think exhibits the qualities described by Lao-Tzu or Machiavelli (pick one). Be sure to back up your argument with examples from both the text and the behavior/policies of the leader you describe. (Note: by “fictional” I mean a character from a story, not a leader who you have invented for the purpose of this essay).
Start Date: 26-JAN-09
End Date: 23-MAY-09
Last Date to add class: 08-FEB-09
Last Date to drop with a refund: 07-FEB-09
Last Date to drop without a "W": 08 FEB 2009
Last Date to drop with a "W": 27 MAR 2009
Census Date: 02/09/09
Final Exam: 05/18/092:00-4:00 pm
REQUIRED TEXTS
Faigley, Lester. The Brief Penguin Handbook.
Jacobus, Lee A. ed. World of Ideas
Book-length work tba
REQUIRED TEXTS FOR English 120
English 120: College Research Skills
A BRIEF EXPLANATION OF ENGLISH 120: COLLEGE RESEARCH SKILLS (CRN 58967)
English 120 is a one-unit, credit/no-credit class designed to introduce you to the research skills needed for college courses. It is a co-requisite with English 110. The two courses are graded separately (that is, you can pass one and not other). English 120 is CSU and UC transferable. More about English 120 can be found in the first few pages of the English 120 handbook.
COURSE DESCRIPTION & GOALS:
English 110 is designed to help you develop your critical thinking skills so that you will become more active readers, more persuasive writers, and more informed (and useful) citizens. In this media and information-driven age, the ability to evaluate and synthesize facts and opinions is more important than ever.
The focus of the class is the development of strong reading, writing, and researching skills. Practice makes one become a stronger reader and writer, and you will a lot of opportunity to practice in this course. You will write long and short analytical essays, in-class timed essays, and a research paper.
This course will also help you to develop your own strategies and techniques for approaching every stage of the writing process, for both in-class and out-of-class essays.
STUDENT LEARNING OUTCOMES FOR ENGLISH 110:
Analyze college-level texts by identifying and evaluating main ideas, audience, purpose, organization, strength of evidence, and rhetorical strategies.
Write coherent, thesis-driven academic prose that is grammatically and syntactically sound.
Gather, evaluate, and synthesize sources in a correctly documented research paper.
Apply knowledge of writing as a process that includes revision.
GRADING (subject to change)
Essay 1 (3-4 pages or 900-1200 words) 10%
Essay 2 (3-4 pages or 900-1200 words) 10%
Essay 3 (3-4 pages or 900-1200 words) 10%
Essay 4 (in-class , about 3 pages or 900 words) 10%
Essay 5 (short research, 5 pages or 1500 words) 5%
Essay 6 (7-8 pages or 2100-2400 words) 20%
Essay 7 (final exam, about 3 pages or 900 words each) 10%
Except for in-class writing, all work you turn in should be typed (double-spaced with one inch margins and standard 12-pt font) and stapled. Your pages should be numbered. Please proofread! You do not need a title page: just put your name, the course name, my name, and the date in the upper left corner, and center the title above your text. Final papers need a title, drafts do not. I will subtract points from your final grade if your essay does not conform to these format specifications. Also, be sure to keep an extra copy of all of your work: if for some reason I do not have your paper after you have turned it in, it is your responsibility to provide me with another copy. Descriptions of specific assignments will be handed out in class. LATE PAPER POLICY: I will accept one late paper, but you must turn it in before the next paper is due. A paper is considered late if it is not printed and stapled at the beginning of class on the day that it is due. Please note that late papers are always subject to grade reduction.
Attendance is required. Much of the coursework will be done in class and cannot be made up.Because of this, good attendance is essential. I will allow two unexcused absence. A third absence requires documentation: a doctor’s note or a letter from a funeral director in the case of a death in the family. Absences will lower your participation grade, and students with more than three absences will be dropped from the class. Frequent or excessive tardiness will also result in a lower attendance grade and may count as an absence. I won’t quantify or negotiate whether a late arrival is or isn’t an absence. I think everyone knows what qualifies as “frequent” or “excessive” tardiness. This is the protocol I appreciate for late arrivals: come into the class, say to the class “sorry I am late,” and take your seat.
Come to class prepared. Do the assigned reading and writing on time. Your class participation grade is a combination of attendance and a subjective measurement of how prepared you are and how eagerly you participate in conversation. I cannot discuss how you are doing for participation; you should have a pretty good idea just by reviewing your attendance record, how prepared you have been (instructors always know who has done the reading, and how much of it), and how much you have contributed. Note: I understand that some folks are shy. I won’t force anyone to talk. If this is an issue for you, please come see me during office hours so that your grade isn’t adversely affected.
A note about plagiarism: DO NOT DO IT! If you ever use another writer’s words or ideas, be sure to give him/her credit.
A note about DSPS (Disabled Student Programs & Services) Department: SBCC students with disabilities who are requesting accommodation should use the following SBCC procedure: contact the DSPS office in SS160 (x2364), submit documentation of your disability to the DSPS office, communicate with a DSPS specialist regarding options for services and accommodations, and reach written accommodation agreement not only with the DSPS specialist but also your instructor. SBCC requests you complete this process at least ten working days before your accommodation is needed, in order to allow DSPS staff and SBCC instructors time to provide your accommodation.
COURSE ETTIQUETTE: High standards of conduct and courtesy are expected (naturally)
Whoever has the floor should have your attention.
Don’t pack up early. It’s just plain rude.
Texting, web-surfing, and/or napping in class is also rude. If you do any of this during class, you will be counted as absent.
We will consider some fairly difficult and controversial material in the class, and I want to be sure that everyone feels free to express their opinions without fear of censure. Students and instructors are expected to be respectful of one another, to avoid inappropriate or abusive language, and to be kind and polite.
If you send an e-mail, be sure to include a greeting and closing, to use complete sentences, and correct grammar and spelling.
Please come to my office hours or make an appointment with me if you have questions or concerns about the class, a grade, or an assignment. I often prepare my materials in the moments before class, and therefore it is difficult for me to give you my undivided attention. Because class time is valuable, I cannot discuss issues related only to an individual student during class.
If you have a question that is not related to the current topic of discussion, consider bringing it to me in office hours or waiting for a more appropriate time to ask your question. If you are worried that you will forget your question, write it down.
OTHER THINGS
Since I often send updates via email, I expect you to check your sbcc pipeline e-mail daily. I will also be using pipeline to post a copy of this syllabus, copies of course assignments, and calendar updates.
If you wish to appeal a grade that you have received on a paper, you can return it to me along with a written statement detailing the nature of your grievance. You have one week from the day I return your paper to initiate an appeal.
If you miss class, it is your responsibility to consult with a classmate or the course website to check for missed work.
COURSE CALENDAR
*Be sure to read the introductory materials included with the readings in A World of Ideas
WEEK ONE
1/26 Introduction to the Course and Course Policies
HW: Read “Evaluating Ideas: An Introduction to Critical Reading” WI
Read “Critical Reading and Viewing” Ch. 6 PH
1/28 Diagnostic essay written in class
HW: Read “Thoughts from the Tao-te Ching” (Lao-tzu) WI
Write responses to “questions for critical reading” WI
WEEK TWO
2/2Diagnostic essay returned
HW: Read “The Qualities of the Prince” (Machiavelli) WI
Write responses to “questions for critical reading” WI
2/4Paper 1 Assigned
HW: Read “Planning and Drafting” Ch. 3 PH
Write one page freewrite about one of the paper topics
