English 28 Intermediate Reading and Composition

Instructor: Karen Amano-Tompkins Fall 2017 Section 22569 MW 9:35-11:00 am Location: NEA 103 Office hours: M, T, W, Th 9:00-9:30 am, M, W 11:00 am-12:30 pm, Th 6:20-6:50 pm in NEA 254 Office phone: (310) 233-4219 Email: [email protected] OR [email protected] (Email is the best way to communicate with me outside of class!)

English 28 is the final preparatory course in composition and critical reading. Emphasis is placed on a review of grammar, mechanics, and paragraph writing. Student will write essays with various rhetorical patterns and will be introduced to research techniques. It is designed to assist the student in making the transition to English 101. Prerequisite: Completion of English 21 or 73 with a grade of CR or an appropriate placement test score. Student Learning Outcomes: Students who successfully complete English 28 will be able to 1. Apply critical reading skills to recognize thesis, audience, purpose and evidence in advanced pre-collegiate texts; 2. Demonstrate awareness of the writing process and an ability to critique one’s own work and the work of others with basic to intermediate skill; 3. Write a response to various modes of pre-collegiate level reading with logically constructed, well-supported, and edited essays that exhibit a critical analysis of those readings; 4. Produce sentences that are relatively free from grammatical errors, which display standard American English and an academic style; 5. Employ parenthetical citations, secondary source documentation, and MLA conventions at a basic skill level.

Students with Disabilities Students with disabilities, whether physical, learning, or psychological, who believe that they may need accommodations in this class, are encouraged to contact the staff at Special Programs & Services as soon as possible to ensure that such accommodations are implemented in a timely manner. Their phone number is 310-233-4620, and they are located in Cafeteria 108.

Required texts: (available at the campus bookstore) The Compact Reader: Short Essays by Method and Theme (10th Edition) by Jane E. Aaron – ISBN 978-1-4576-3297-6 The Little Seagull Handbook with Exercises (2nd edition) by Richard Bullock, Michal Brody, and Francine Weinberg – ISBN 978-0-393-93581-3 Ten Little Indians by Sherman Alexie – ISBN 0-8021-4117-0 You will need all of the above books to pass this class! Page 2 of 8 Bring your books, a notebook (or notebook paper), and a pen to every class meeting. You will also need to purchase two blue books for the midterm and the final exams.

Students who succeed in English 28 usually choose to **Read carefully!**  Make a serious commitment to succeeding in this class.  Come to class on time and prepared.  Get the required texts as soon as possible.  Do all the assignments, including readings, and keep up with the class schedule.  Participate in class discussions and activities.  Refrain from using their cell phones during class.  Let me know immediately if they experience a problem with the class or if other areas of their lives seriously interfere with their ability to do their class work.  Seek out all legitimate help with their course work, if you need it, including the Writing Lab, tutoring, campus librarians, your textbook, and me.  Maintain academic integrity by doing their own work. They do not plagiarize; they do not cheat. (See box on plagiarism below.)  Treat classmates and instructor with respect and consideration.  Recognize that real learning is difficult – it involves making mistakes and taking risks. If you are not willing to make these choices, you are not likely to pass this class! I will be happy to meet with you to discuss your work in this course. I encourage you to visit me during office hours, but if that is not convenient for you, we can make an appointment to meet at another time. All students are expected to abide by the Standards of Student Conduct detailed in the Course Catalog. Plagiarism can mean copying, word for word, all or part of something someone else has written and turning it in with your name on it. Plagiarism also includes using your own words to express someone else’s ideas without crediting the source of those ideas and reusing your own papers written for another class. Plagiarism is a very serious form of academic misconduct. It’s both lying and stealing, and it’s a waste of time for students and teachers. College and departmental policy on plagiarism will be strictly enforced: Any student caught plagiarizing will automatically receive a zero for that assignment, with no possibility of making it up, and may be subject to up to a formal reprimand and/or suspension. Cite your sources! Please retain all notes and drafts of your papers until grading for the course is completed.

Email: All email communications from the college (including those from your instructors) will be directed to your LACCD student email account, so you are strongly urged to check it regularly and/or have it forwarded to an email address you do check regularly.

Course site: http://mstompkinsblog.wordpress.com/ A reference Web site for this course is available at the URL above. The site primarily contains information that we cover in class, such as due dates and requirements for specific assignments. Occasionally, I will post links to online readings or other resources that may be useful to the class. Downloadable handouts will be available on the Downloadable Documents page, so if you miss or lose a class handout, you’ll be able to find it here. Page 3 of 8

Attendance/Tardiness Attendance in class is mandatory. This is the college policy. If a student is absent for more than the hours that a class meets per week, or if there is irregular attendance or a pattern of absences, the instructor has sufficient cause to drop a student from the class. For example, if a course meets 3 hours a week, then a student is allowed a maximum of 3 absences. Students who enter the class after the official starting time will be marked absent for that particular day. If a student is absent the first and/or second class meeting of the first week of the semester, then the student will be dropped from the class. If you are absent three classes in a row, I will assume you intend to drop the class. Electronic Communication Devices Policy According to Communications Division policy, electronic communication devices must remain off during class time. Exceptions may be considered by faculty consultation (i.e. family emergency). A first offense may result in the student being suspended from the class for one meeting. Repeated offenses may result in up to a 2-day suspension from the class pending a conference with the Vice President of Student Services.

Grading: Your final grade in this class will be computed as follows. Essays (3) 45% 450 points (150 points each) Outlines, drafts, etc. 10% 100 Midterm Exam 11% 110 A = 90% 900-1000 points Reading Analysis Presentations 6% 60 (30 points each) B = 80% 800-899 Homework & in-class work 14% 140 C = 70% 700-799 Quizzes (3) 3% 30 (10 points each) D = 60% 600-699 Final Exam 7% 70 F = 50% 0-599 Participation 4% _40 points Total 100% 1000 points In order to receive a passing grade of a C or better in the class, students must turn in all three essays AND earn an average grade percentage of 70% or higher on the three essays. No late assignments will be accepted, unless an extension has been arranged with the instructor in advance. Papers may not be submitted by email except by special permission, and when permitted, it is the student’s responsibility to make sure that the paper is received and readable. Revising: You may revise one or both of the first two essays and resubmit your work for re-grading. Your grade may be raised a maximum of 10 percentage points. However, to improve your grade, you will need to do more than correct grammatical errors and reword or reorder a few phrases. Revision means a new vision; it means looking at your work with fresh eyes and reconsidering the content, focus, and organization of your essay. It may involve rethinking, as well as rewriting. Revised essays are due within one week of receiving your original essay back and must be accompanied by your original graded essay and a cover letter explaining what changes you made and why. Late essays may not be resubmitted for regarding. Please do not revise and resubmit essays that receive a score of 90% or higher. Los Angeles Harbor College Mission Statement Los Angeles Harbor College promotes access and student success through associate and transfer degrees, certificates, economic and workforce development, and basic skills instruction. Our Page 4 of 8 educational programs and support services meet the needs of diverse communities as measured by campus institutional learning outcomes. Page 5 of 8 Grade Tracker for English 28 Assignment Points possible points earned Homework – weeks 1-2 (3 x 4)+(6 x 2) points = 24 Quiz 1 10 Outline 1 10 Draft 1 10 Homework – weeks 3-4 (2 x 4)+(8 x 2) points = 24 Essay 1 150 Quiz 2 10 Reading Analysis Presentation 1 30 Prewriting for in-class essay 10 Homework – weeks 5-7 (3 x 4)+(13 x 2) points = 38 Midterm exam - grammar 50 Midterm exam – in-class essay 60 Evidence list 2 10 Outline 2 10 Quiz 3 10 Homework – weeks 9-10 (3 x 4)+(4 x 2) points = 20 Draft 2 10 Essay 2 150 Homework – weeks 11-12 (1 x 4)+(5 x 2) points = 14 Reading Analysis Presentation 2 30 Evidence List for Essay 3 10 Works Cited page for Essay 3 10 Outline 3 10 Draft 3 10 Homework – weeks 13-15 (5 x 4)+(2 x 2) points = 24 Essay 3 150 Participation 40 Final exam 70 TOTAL 1000 To calculate your grade at any point in the term, divide your total points earned by the total points possible. A = 90-100% B = 80-89% C = 70-79% D = 60-69% F = 0-59% Page 6 of 8 Schedule of Topics and Assignments (subject to change) Date Lesson Homework & class preparation to complete before class Quizzes, exams, Topic(s) CR = The Compact Reader – Seagull = Little Seagull Handbook and major ***IMPORTANT: For exercises from Little Seagull assignments Handbook, turn in answers to odd-numbered questions only. Answers to even-numbered questions can be found in the back of the book. *** Week 1 Mon. Introduction Diagnostic writing 8/28 Wed. Reading Read CR – Chapter 1: Reading, pp. 3-14 Diagnostic 8/30 Critically Online article TO BE ANNOUNCED IN CLASS grammar test Written homework: One paragraph summary + thesis Week 2 Mon. NO CLASS – LABOR DAY HOLIDAY 9/4 Wed. Essay Read CR – Chapter 2: Developing an Essay, pp. 16-30 9/6 Structure “Sixteen” by Charlie Spence, pp. 349-353 & Writing Written homework: CR - Meaning questions 1-3, p. 353 Process Seagull: Elements of a Sentence, pp. 252-253 Written homework: Seagull – S-1a Exercise 1, pp. 356-357; Ex. 2, pp. 357- 358; & Ex. 3, p. 358 ***IMPORTANT: For exercises from Little Seagull Handbook, turn in answers to odd-numbered questions only. Answers to even-numbered questions can be found in the back of the book. *** Week 3 Mon. Read CR – Chapter 3: Revising, pp. 31-41 9/11 “I Was an Anchor Baby” by Marie Myung-Ok Lee, pp. 368-371 Written homework: CR - Meaning questions 1-3, p. 371 Seagull: Clauses and Phrases, pp. 254-255 Written homework: Seagull – Ex. S-1b, p. 359; Ex. S-1c, p. 360; & Ex. S-1b-c, p. 361 **Last day to drop classes without a fee or a “W” is Sept. 10 Wed. Description Read CR – Chapter 6: Description, pp. 91-6 Outline of 9/13 “Desert Dance” by Marta K. Taylor, pp. 98-100 Essay 1 Seagull: Sentence Fragments, pp. 255-257 Written homework: Seagull - Ex. S-2a, p. 362 & Ex. S-2b, p. 363 Week 4 Mon. Read Ten Little Indians: “Do Not Go Gentle,” pp. 96-101 Quiz 1 on essay 9/18 Written homework: Reading questions (handout) structure, Seagull: Comma Splices, Fused Sentences, pp. 358-359 writing process, Written homework: Ex. S-3a, p. 364 & Ex. S-3b, p. 365 and thesis statements Page 7 of 8

Wed. Editing Read CR – Editing, pp. 42-57 Draft of Essay 1 9/20 Seagull: Subject-verb agreement, pp. 272-276 Written homework: S-5 Ex. 1, pp. 374-5 & Ex. 2, p. 375 Week 5 Mon. Ten Little Indians: “The Search Engine,” pp. 1-27 (Part 1) (Reading Analysis 9/25 Written homework: Reading questions (handout) Presentati Literary Seagull: Pronouns, pp. 277-282 on 1) Analysis Written homework: Ex. S-6a, p. 376 & Ex. S-6b, p. 377 Wed. Seagull: Commas, pp. 324-327 Essay 1 due 9/27 Written homework: Ex. P-1a-b, p. 404; Ex. P-1c, p. 405; & Ex. P-1d, p. 406 Week 6 Mon. Ten Little Indians: “The Search Engine,” pp. 28-53 (Part 2) (Reading Analysis 10/2 Written homework: Reading questions (handout) Presentation 1) Literary Analysis Seagull: Commas, pp. 327-330; Semicolons, pp. 330-331 Written homework: Ex. P-1e-i, p. 407; Ex. P-1j, p. 408; & Ex. P-2, p. 409 Wed. Read Ten Little Indians: “Flight Patterns,” pp. 102-123 Quiz 2 on 10/4 Written homework: Reading questions (handout) gram Seagull: End punctuation, pp. 331-333; Quotation Marks, mar pp. 333-337 (Reading Analysis Written homework: Ex. P-3, p. 410; Ex. P-4a, pp. 411- Presen 412; Ex. P-4e, p. 413; & Ex. P-4f, p. 414 tation 1)

Week 7 Mon. Grammar Seagull: Apostrophes, pp. 337-340; Colons, pp. 341-342 10/9 Review Written homework: Ex. P-5a, p. 415; Ex. P-5d, p. 416; & Ex. P-6a, p. 417 Grammar review for midterm exam Wed. Grammar Midterm exam, 10/11 Midterm Study grammar for midterm! part 1 - grammar Week 8 Mon. Writing In- Read “Darkness at Noon” by Harold Krents (handout) 10/16 Class Essays Written homework: Reading questions Read “Writing Essays for Exams” (online) http://owl.english.purdue.edu/owl/resource/737/1 Wed. Writing Written homework: Prewriting for in-class essay Midterm exam, 10/18 Midterm part 2 – in-class essay Week 9 Mon. Literary Read Ten Little Indians: “What You Pawn I Will Redeem,” (Reading Analysis 10/23 Analysis pp. 169-194 Presen Page 8 of 8

Written homework: Reading questions (handout) tation Seagull: Capitalization, pp. 347-349 & Italics, pp. 349-351 1) Written homework: Ex P-8, pp. 420 & Ex. P-9, p. 421

Week 9 Wed. Read Ten Little Indians: “Whatever Happened to Frank (Reading Analysis 10/25 Snake Church,” pp. 195-222 (Part 1) Presen Written homework: Reading questions (handout) tation 1) Evidence list for Essay 2 Week 10 Mon. Read Ten Little Indians: “Whatever Happened to Frank (Reading Analysis 10/30 Literary Snake Church,” pp. 222-243 (Part 2) Presen Analysis Written homework: Reading questions (handout) tation 1) Outline of Essay 2 Wed. Read CR: Documenting Sources in MLA Style (In-Text Quiz 3 on Ten 11/1 Citations), pp. 394-397 Little Indians Seagull: Numbers, pp. 353-354 & Parallelism, pp. 282-285; Written homework: Ex. P-11, p. 423 & Ex. S-7, p. 380 Week 11 Mon. Argument Seagull: Adjectives and Adverbs, pp. 308-311 Draft of Essay 2 11/6 and Written HW: Ex. L-7a, pp. 393-394; Ex. L-7b, pp. 394- Persuasion 395; & Ex. L-7c, pp. 395-396 Wed. Read CR – Argument and Persuasion, pp. 326-335 11/8 Seagull: Active & Passive Voice, p. 267 & Shifts, pp. 287-8 Written homework: Ex. S-4d, p. 371 & Ex. S-9, p. 383 Week 12 Mon. Research In-class reading for Essay 3 to be distributed in class: Essay 2 11/13 “The Meaning of U.S. Citizenship” by Los Angeles Times Editorial Board (http://www.latimes.com/nation/la-ed- citizenship-part-1-20141005-story.html ) In-class: Reading questions Wed. LIBRARY ORIENTATION 11/15 **Last day to drop classes with a “W” is Nov. 19 Week 13 Mon. Using Read CR: Developing an Argumentative and Persuasive (Reading Analysis 11/20 Sources to Essay, pp. 336-341 Presentation 2) Support an “My Life as an Undocumented Immigrant” (Part 1 – to “… Argument It seemed like all the time in the world.”) by Jose Antonio Vargas, New York Times http://www.nytimes.com/2011/06/26/magazine/my-life-as- an-undocumented-immigrant.html (link on course site) Written homework: Reading questions (handout) Seagull: Coordination, Subordination, pp. 285-287 Page 9 of 8 Written homework: Ex. S-8, p. 381; Ex. S-8b, p. 381-382 Page 10 of 8

Wed. Read “My Life as an Undocumented Immigrant” (Part 2 – Evidence list for 11/22 from “My summer in Washington was exhilarating” to Essay 3 end) by Jose Antonio Vargas, New York Times http://www.nytimes.com/2011/06/26/magazine/my-life-as- (Reading Analysis an-undocumented-immigrant.html (link on course site) Presentatio Written homework: Reading questions (handout) n 2) Read CR: Working with Sources, pp. 384-394 Week 14 Mon. Read “Why U.S. Citizenship Matters” by Times Editorial Works Cited Page 11/27 Documenting Board, Los Angeles Times for Essay 3 Sources in MLA Style http://www.latimes.com/nation/la-ed-citizenship-part-2- (Reading Analysis 20141019-story.html (link on course site) Presentation 2) Written homework: Reading questions (handout) Wed. Read “Fewer Migrants Mean More Benefits” by Mark Outline of Essay 3 11/29 Krikorian, Los Angeles Times (Reading Analysis http://www.latimes.com/news/la-oe-krikorian24sep24- Presentation 2) story.html (link on course site) Written homework: Reading questions (handout) Week 15 Mon. Read “Think of Undocumented Immigrants as Parents, Not (Reading Analysis 12/4 Problems” by Roberto Suro and Marcelo M. Suárez-Orozco, Presentation 2) New York Times (link on course site) http://www.nytimes.com/2015/04/27/opinion/parents-first- undocumented-second.html Written homework: Reading questions (handout) Wed. Final Review Review for Final Exam Draft of Essay 3 12/6 Finals Week Mon. Essay 3 due 12/11 Final Exam 10:30 am – 12:30

Contact information for a few reliable classmates

______Name Phone Email

______Name Phone Email

______Name Phone Email