mharnett.weebly.com€¦ · Web viewCheck the site for announcements, class notes, and other materials that I will post for your information and reference, including updates of

ENGL 101H, Dr. Harnett Fall, 2018 MW Syllabus, page 1

English 101H: Honors Freshman CompositionMichael C. Harnett, Ph. D., Professor of English, Humanities,

and Educational PsychologyScholars Program Director

#1396 MW 10:45 AM - 12:10 PM in SV 234Supplemental Instruction (starting Week 2): M 10:45-11:15, 11:15-11:45, 11:45-12:15 with Annie Agazaryan, and MW 12:30-1:00 and 1:00-1:30 with Ayesha Mosaddeq. See below for SI requirements and information.Office: LB 216 Phone: (818) 240-1000, extension 5699. Website: http://mharnett.weebly.com/ Check the site for announcements, class notes, and other materials that I will post for your information and reference, including updates of this syllabus, which you need to consult very frequently and regularly. Email: [email protected] Backup Email: [email protected] Email for all Scholars questions and issues: [email protected] (accessible by Inessa Yesayan, Scholars Program Assistant, and forwards to me).Office Hours: M 8:00-10:30 AM; TuTh 8:00-9:00; W 9:00-10:30 AM; Tu 1:30-2:30; W 1:30-2:30 (except for Academic Affairs meetings, typically on the third Wednesday of each month). See me for other times. Feel free to contact me regularly for feedback and advice. I respond to every email and call. If you don’t hear back from me when you contact me, try again, since emails and calls are sometimes misdirected or missed.Please Note: Because of extensive work and family commitments, among other issues, I cannot guarantee that I will be able to reply to email and messages after 9:00 PM and on weekends, so please plan accordingly. But on the other hand, I make myself as available as possible so that I can do my best for you as you progress through the course’s challenges. The best way for me to help you with your writing is to meet you in person. Come to my office hours. I will make every effort to meet with you. Call or text me on my cell phone, too.GCC Educational Philosophy: “As a public institution founded to serve the community in a variety of ways, Glendale Community College is dedicated to the education of its students as productive individuals and responsible citizens in a changing world. It extends a range of educational opportunities to all who can profit from its offerings. Its students, teachers, and administrators join in the task of developing and improving curricula which will best meet the personal, academic, and vocational needs of each individual. It furnishes both general and specialized education designed to help each student reach the maximum development of his or her full potential. The College subscribes to the principle that each person has worth, integrity, and dignity and that each can grow in the attainment of intellectual curiosity, creativity, appreciations, and moral and spiritual values. [emphasis added] Students have the opportunity to explore the humanities, the pure sciences and technology, and various career interests. This philosophy is intrinsic to the development of the purpose and programs of Glendale Community College.” (Title 5, Section 55805; Accreditation Standard II. A. 3)GCC English 101H Catalog Statement: ENGL 101H is a foundation course in critical reading and writing skills required of those students intending to transfer to a university. Through their reading and discussion of selected prose works, students learn to identify problems, examine possible solutions, recognize unstated assumptions and values, appraise evidence, evaluate arguments, draw inferences, and test conclusions. Through their writing, students learn to analyze, synthesize, organize information logically, and propose original ideas. Students also receive instruction in research and MLA documentation and are required to complete a fully documented research paper. The honors course will be enhanced in one or more of the following ways: 1. accelerated standards of reading levels, emphasizing primary sources; 2. accelerated standards of critical thinking including critical writing and problem-centered research. Lecture 3 hours.


Prerequisite: Placement is based on a composite of test scores and academic background or satisfactory completion of ENGL 120 or ESL 151 or equivalent. Transfer Credit: CSU, UC, USCCourse Entry Expectations

Skills Level Ranges: Reading 6; Writing 6; Listening/Speaking 6; Math 1Prior to enrolling in this course, the student should be able to:1. organize and write thesis-based essays2. use detailed examples, facts, logical explanations, and other appropriate support

for thesis statements3. critically analyze selected prose works dealing with important contemporary

issues4. summarize, analyze, and synthesize information, express and apply standards for

judgment, compare and contrast, and evaluate evidence in order to form and state reasoned opinions

5. gather and organize information through library research6. demonstrate a command of grammar, diction, syntax, and mechanics sufficient for

college level work as specified by the English 120 rubric.Course Exit Standards

Upon successful completion of the required coursework, the student will be able to:1. read critically and write critical, thesis-based essays from the rhetorical

perspective of example, comparison/contrast, analysis, definition, and argument2. organize, develop, and revise original writing using appropriate tone, style, and

semantics;3. understand induction and deduction, evaluate claims and assumptions, identify

logical fallacies, and present reasoned arguments;4. analyze, synthesize, distinguish fact from opinion or belief, seek credible sources,

and reach logical conclusions;5. examine values, identify bias and prejudice, and objectively summarize the views

of others;6. prepare a research paper using proper documentation and format.

Glendale Community CollegeStudent Learning Outcomes (SLO) for English 101

Descriptions of GCC Institutional Learning Outcomes (Core Competencies) available on request.Student Learning Outcome Reading: Critically read materials from a variety of perspectives in order to draw logical interpretive conclusions based on textual evidence. Assessment Method: Research Essay Core Competencies 1a, 1b, 4a, 4b, 4c, 4e Student Learning Outcome Writing: Write thesis-based essays that demonstrate critical thinking skills through a variety of rhetorical and analytical strategies appropriate to the academic context, and that incorporate appropriate tone, style, evidence, and semantics. Assessment Method: Research Essay Core Competencies 4a, 4b, 4c, 4e Student Learning Outcome Research: Prepare an essay organizing, synthesizing evaluating, and applying research materials, employing quotation, paraphrase, and summary as effective means of support and using proper documentation and format. Assessment Method: Research Essay Core Competencies 3a, 3b, 3c, 3d My Approach: The goal of this course is for you to learn to write effective academic essays, something that depends largely upon your motivation. That’s where I come in, to engage your curiosity and willingness to work hard so that you do your best; my ongoing research in motivation and education addresses that fascinating and fundamental challenge. We know that we do well, even at very difficult things, when we feel comfortable, can concentrate, and are interested in what we are doing—when we enjoy it! I think that’s the kind of environment that a teacher should create and maintain, and I work hard to design engaging classroom activities and absorbing writing assignments. Thus, although the course is not easy and the grading standards are rigorous, I believe that with sustained effort on


your part, plus support from me in a positive class environment, you will succeed.Time You Need for this Class: a rough average of 2 hours outside of class for every 1 hour in class, often a considerable amount longer. This will vary, depending on your reading, note-taking, and writing levels and efficiency. But be aware that this course tends to demand a substantial amount of time and effort outside of class—often a lot more than expected—in order for you to succeed in it.

Required Texts: Bok, Sissela. Exploring Happiness: From Aristotle to Brain Science. Yale UP, 2010.

ISBN: 9780300178104.Bryson, Bill. A Walk in the Woods: Rediscovering America on the Appalachian Trail.

Anchor Books, 2015. ISBN: 9781101970881 (2015 ed.) 9780307279460 (2006 ed.); earlier editions starting from 1998 are available.

Please Note: Other readings will be assigned, available either online or as handouts.

Recommended: A Writer’s Reference (latest edition) or another college grammar and writing handbook showing the latest MLA formats; the Purdue OWL MLA guides are available online for free. Also have make use of a college-level dictionary (online is fine, but choose carefully), and some way, such as GoogleDocs, or some kind of file-saving device, for backups in and out of class. In class, SAVE YOUR WORK as you go to prevent complete loss of files, especially on in-class essays. GoogleDocs in class is fine.Grading: Note that 90% of the course grade is based on the formal writing assignments, while the other 10% comes from your effort and engagement in the class, though of course, that effort and engagement fundamentally shape your grades. I use grade points on each assignment, weighted as shown by the percentages below, to calculate the course grade: A = 4.0, A- = 3.7, B+ = 3.3, B = 3.0, B- = 2.7, C+ = 2.3, C = 2.0, C- = 1.7, D+ = 1.3, D = 1.0, D- = 0.7, F = 0.0.5 Essays (in and out of class) 60%Research Paper (SLO—see above) 15%Final Exam 15%Attendance & Participation*: 3 Library Workshops, 5 or more SI’s, Homework, In-Class Exercises & Quizzes, Involvement in Discussions, Attentiveness, Preparation, other kinds of Participation.*See below for guidelines of active participation.

10%

Grading Standards: This course follows the University of California Entry Level Writing Standards, adapted for grading here at GCC, and keeping in mind the Entry Expectations, Exit Standards, and Student Learning Outcomes shown above.

An A paper commands attention because of its insightful development and mature style. It presents a cogent response to the text, elaborating that response with well-chosen examples and persuasive reasoning. The A paper shows that its writer can usually choose words aptly, use sophisticated sentences effectively, and observe the


conventions of written English.A B paper is clearly competent. It presents a thoughtful response to the text, elaborating that response with appropriate examples and sensible reasoning. A B paper typically has a less fluent and complex style than an A paper, but does show that its writer can usually choose words accurately, vary sentences effectively, and observe the conventions of written English.A C paper is satisfactory, sometimes marginally so. It presents an adequate response to the text, elaborating that response with sufficient examples and acceptable reasoning. Just as these examples and this reasoning will ordinarily be less developed than those in B papers, so will the C paper's style be less effective. Nevertheless, a C paper shows that its writer can usually choose words of sufficient precision, control sentences of reasonable variety, and observe the conventions of written English.A D paper is unsatisfactory in one or more of the following ways. It may respond to the text illogically; it may lack coherent structure or elaboration with examples; it may reflect an incomplete understanding of the text or the topic. Its prose is usually characterized by at least one of the following: frequently imprecise word choice; little sentence variety; occasional major errors in grammar and usage, or frequent minor errors.An F paper shows serious weaknesses, ordinarily of several kinds. It frequently presents a simplistic, inappropriate, or incoherent response to the text, one that may suggest some significant misunderstanding of the text or the topic. Its prose is usually characterized by at least one of the following: simplistic or inaccurate word choice; monotonous or fragmented sentence structure; many repeated errors in grammar and usage.An F paper may also suggest severe difficulties in reading and writing conventional English. It may disregard the topic's demands, or it may lack any appropriate pattern of structure or development. It may be inappropriately brief. It often has a pervasive pattern of errors in word choice, sentence structure, grammar, and usage.Along with these grading standards, complete and proper documentation of all sources (books, articles, and any other sources that you use in any way) is required and fundamental to the success of any paper. For this course, follow MLA (8th ed.) citation and documentation format, as well as MLA format for document design and presentation. Academic Honesty is expected (see policy below).

Attendance/Absence Policy: The GCC attendance policy states that students are expected to attend all class meetings. Attendance is a factor of the Participation grade. There are no excused absences at GCC, other than documented medical or personal emergencies—verified by a responsible doctor or official, in writing on his or her official stationery. You may be dropped if you miss the first class meeting or if you miss more than 6 class hours total. After the drop deadline, too many absences, that is, more than a week of classes in a row, or more than 6 hours missed, prevent passing the class. For this reason, it is absolutely imperative that you not only attend consistently, but also communicate with me just as consistently. Having said all of these warnings, let me know immediately when you have a problem, and we can work things out. See the Makeup Policy below. Partial Attendance: If you arrive in class after the beginning time, or if you leave early, you are subject to being marked as Partially Attending for that day. For a twice a week class, two Partial Attendance marks count as one Absence. Having necessary books and materials in class is also part of the Attendance grade, and not being prepared counts against the Attendance grade, too. Lack of in-class attentiveness and involvement can also demote daily marks to Partial Attendance.

Dropping the Course: If you must drop this course, do so through the Admissions and Records Office by the drop deadline: September 8, 2018 without a mark of “W,” November 17, 2o18 with a mark of W. Before you decide to do this or not, I encourage you to see me so that we both are sure about what can be done. At any rate, avoid a failing grade that results from quitting the course without officially dropping it. I’d rather see you complete it, of course. I do make a practice


of dropping students who have stopped attending by the drop deadline, to protect their GPAs.Completing Major Assignments/Late Policy: All assignments must be completed by the assigned due dates to be on time. All essays, the Research Paper, and all other work turned in later than the start of class on the due date are subject to being counted late. The very steep default penalty for late major assignments is one full grade reduction per day late—a penalty designed to be a deterrent to late work! This penalty is automatically imposed unless I hear from you.Make-Up Policy: All work missed due to excused, documented absences may be made up. You may, and should, hand in missed assignments for partial credit. If at all possible, contact me immediately when you know you’ll be absent to arrange for the making up of work beforehand. If you are sick or otherwise have an unexpected absence, see me or contact me ASAP to avoid the default late policy described above. For excused, documented absences (see Attendance/Absence Policy above), we will arrange for you to make up the work with no penalty. For other absences, we’ll make some kind of arrangement so that work may be turned in late (usually half credit for quizzes or daily work, and a reduced grade for major assignments; penalties will be decided on a case-by-case basis), and I will prepare a make-up in-class essay that is different from the original but equivalent. You’ll write the make-up in-class essay in one of my other classes (see me about that) or the Assessment Center (SV 365, x5329 or 5332; get me the proctoring form that they will need). All make-up work will need to be completed within a week of your return, unless we make another arrangement. As with all aspects of the course, communication with me is key.Supplemental Instruction (SI ): This year, I have selected two outstanding students of great character and dedication who took my ENGL 101H and 102H courses, as our SI leaders for ENGL 101H: Annie Agazaryan and Ayesha Mosaddeq. The intention and goal of the SI’s is to provide valuable additional support for your writing, in the interest of your success. The SI’s count toward your Participation Grade. Attend at least 5, 1 every 3 weeks, to remain in good standing with your Participation throughout the course. Attend the SI’s regularly rather than all at the end for the best benefit both your writing as you proceed through the course and your grade, including the effort that is central to the Participation grade. The goal, once again, is for you to expand your thinking and enhance your writing improvement through this additional contact beyond the classroom time and consultations with me. We will provide the maximum availability for you to be supported. See me if you have a verified conflict with the SI meeting time once it is set; you will need to show evidence of conflicts. We will have to arrange some kind of alternative way for you to complete the SI requirement.Library Research Workshops: I require that you attend at least 3 of the GCC Library’s research workshops in the first half of the semester. A schedule is available on the Library’s website at http://secure.glendale.edu/library/allworkshops.asp, and you sign up for them online. Sign up in the first few weeks of the semester, since the workshops begin by the third week, and they tend to fill up later on; it’s your responsibility to arrange to take them as well as to show up to them. Also, you will need to know the skills taught in the workshops in order to do the Research Paper most effectively. For that reason, I ask that you complete your Workshop attendance before the Research Paper begins. Workshop attendance also counts toward the Participation grade.***Participation: First of all, the Participation grade is based on your attendance in class, SI’s, Library Workshops, and other kinds of involvement, such as office consultations. Participation is not about logging hours but making an effort to learn and improve. You will be evaluated for your involvement in the class and your contributions to it. This involvement and contribution can come in many forms:


bringing texts and required materials to class; completing all assignments both in and out of class; asking questions, and responding to questions raised in class; offering ideas in class discussions; engaging fully in both whole-class and small-group activities; meeting individually with me (in class and in the office or via email); showing willingness to read or share written work; and the many other kinds of attentive, helpful, and respectful behaviors that are expected in the college classroom. Obviously, distracted (and distracting) behaviors, such as conversations, phoning, texting, social network site use, game playing, internet browsing, etc., detract from your participation, and from your Participation grade. This Participation grade is the product of all of your attendance to class and Library Workshops, and SI’s, plus the quality of your active engagement in them. At the end of the semester, you receive an A in Participation for active and attentive behaviors in the ways listed just above. By contrast, all distracted and/or distracting behaviors, such as those listed above, result in a lower Participation grade; in particular, if a student is off-task during class, workshops, or SI’s, I look at the active and productive instances compared to any and all notations of off-task behavior as well as absences, late arrivals, and early exits from class, and judge the Participation grade on that basis. It’s worth 10% of the course grade, which can make a difference. Continued problems result in increasingly dire grade penalties and consequences, up to being dropped from the class or course failure. Instead of these undesirable results, simply do your best to be involved in the class at all times. Be well aware of this throughout the semester. My belief is that your engagement in the class will help your success in it.Conduct: As a part of your Participation, and in general, I expect everyone to adhere to the GCC Administrative Regulation 5500, Standards of Student Conduct, Section C (Prohibited Conduct), which are available on the GCC Homepage: Board of Trustees→Board Policies and Administrative Regulations→BP & AR Chapter 5: Student Services→AR 5500 Standards of Student Conduct, Procedural Guidelines and Disciplinary Action. The class, office, and campus in general must be an environment that allows everyone to concentrate and feel comfortable. You are expected to act professionally and collegially, showing respect for others. Disruptions, intimidation, profanity, and other forms of disrespect are not tolerated. Included in the expected conduct policy are some requirements about cell phone and computer use:

Use of Technology in Class : I start with the assumption that you are here to focus and learn about the ideas and skills emphasized for this class. You may use a laptop, tablet, or phone, for instance, to facilitate those learning processes, but clearly not for browsing, games, texting, emailing, chatting, etc.--in other words, for things not about this class while you are in each class meeting. On a very practical level, using technology for off-task purposes distracts yourself and others in class. Also, your participation grade depends directly on your attention during class, which I monitor and record, as noted in the Participation policy above. Academic Honesty: This course adheres to the official GCC Academic Honesty Policy, available on the GCC homepage under Final Exam Schedule. This policy focuses on plagiarism and other problems, including giving or receiving help or information and claiming it as your own. One of the most common problems on papers comes when passages from online sources are copied and pasted without quotation marks or citations of the sources. In general, we assume that you take responsibility for doing your own work, and that you understand the difference between collaboration and cheating. In essays, documentation solves such problems, as does showing me drafts of out-of-class essays if you have any doubts about the use of source material. If you do cheat, the assignment in question is given a failing grade without the opportunity for revision. In addition, the case will be referred to the appropriate administrators, who may decide to take even more drastic action, which includes expulsion from GCC. This is too much of a risk! I


routinely check papers for plagiarism, and make efforts to prevent over-collaboration or unauthorized Internet use during in-class essays. Faculty Lateness or Absence Policy: While I do not anticipate missing any classes or being late to class, emergencies, illnesses, and other unplanned issues do occur. For instance, a major factor for me is the ongoing and increasing health issues that my mom is facing, so I may need to go to help and attend to them. If I know about an absence in advance, I will email you all at your GCC student address (which you must use to comply with FERPA regulations). I will let you know about assignments to do for the next class there and in class notes that I will post on the website as well. A note from Instructional Services should be posted on the classroom door to announce a class cancellation or late arrival.

If I am not there at class time, and no information has been posted on the classroom door or on the GCC Website under Classes Cancelled Today, please wait 15 minutes and then do one or more of these things for more information and guidance: Contact me directly at (626) 372-2326 (please use my number judiciously). Check my website. Contact the English Division Office (LB 215) at (818) 240-1000 x5606. Contact Instructional Services (AD 145) at x5904.Special Needs: Official Statement: “All students with disabilities requiring accommodations are responsible for making arrangements in a timely manner through the Center for Students with Disabilities.” If you have any special needs, such as those addressed by the Disabled Student Center or High-Tech Center, please feel free to discuss them with me early in the course so that you can file the necessary paperwork. If you qualify, we can make arrangements to allow you more time on in-class assignments, for example.Readings: The readings introduce and investigate the concepts and issues that form the basis for the Essays. You should approach them as material with which to work, as opposed to some kind of indoctrination by me. Don’t assume that you must love the readings or agree with them, since they are meant more to be subject-matter from which you can derive your own insights and opinions, depending on the writing assignments involved. Also, this is more of a research and writing course than an English course, so the readings may be drawn from any area and address any topic. Some of these readings are lengthy and challenging, so allow sufficient time to read and annotate them carefully; at any rate, complete all assigned readings before each class session. In-class activities give you opportunities to share your responses to these readings. The class meetings are always designed with the intention of preparing you for the assignment that the readings involve, so being prepared for each class by completing assigned readings is essential to make the class meetings most helpful for you.Quizzes & Exercises: Be ready for a quiz or exercise during any class. Be sure to save all in-class exercises and other work in a folder, on a flash drive and/or emailed to yourself, for instance. You may share documents with me on GoogleDrive; if you do so, be sure to change the settings to allow anyone with the link to view documents. If there are problems sharing, you may use my [email protected] address. This in-class work counts toward your Participation grade, and I will check all work frequently, so you should have yours ready to be checked during and after every class. Exercises generally have oral and written components and may involve whole-group, small-group, or individual activities. All of these emphasize effort and learning more than performance. The main goals of these activities are to get you actively involved in the readings and topics, and to work on important aspects of academic writing, all in the interest of your success on each subsequent major assignment.Essays: You will be given specific assignment information for each of the Essays, some of which will be written outside of class and revised as time permits before the deadlines so as to reflect your very best extended efforts, and the others to be done completely in-class (not revised), to help you hone your skills at writing


efficiently in a set time period. For all of these essays, you will read the assigned selections, then in class the quizzes and exercises will begin your preparation for the eventual essays themselves. Each essay aims to develop your ability to organize and express your ideas in ways that suit various rhetorical modes and purposes, such as summary, critique, cause-and-effect analysis, synthesis, and argumentation. All of these essays ask you to utilize and cite quotes, summaries, and paraphrases from sources; thus they constitute practice in research writing. The In-Class Essays will generally be about 750-1000 words in length, and the Out-of-Class Essays will usually be longer, about 1500 words or more; specific length requirements will be given on each assignment. Very soon in the course, I hope to convince you to write for quality over quantity: Focus on the essay’s thesis insight and development, rather than habitually preparing formulaic essays that are exactly five paragraphs long, that always begin, proceed, and end in the same way. Write as much as the topic demands, within the parameters of the assignment and writing situation. Now is the time to write according to the particular needs of the assignment and writing purpose that are given, recognizing that academic writing is all about coming up with deep insights on a topic and communicating them effectively to the audience.

Writing Out of Class: The papers assigned for you to write out of class, which include the Research Paper as well as some of the Essays, challenge you to think deeply and develop explanations and examples supporting your thesis very carefully and judiciously. The process of writing out of class usually begins with readings that we then work with in class, then you put together the organization and expression of your ideas in some kind of planning or outline, preliminary drafts, and painstaking revisions. Meet with me frequently for advice and feedback during this process as you build and refine your essay; the SI’s support your process as well, usually with opportunities to work on your essays in those sessions. As long as you are before the deadline for each assignment, you will be able to revise your work as many times as possible for a higher grade, following an approach known as Mastery Learning. This approach, which emphasizes fundamentals and practice as you continually learn more and more about your writing and yourself, allows you the opportunity to rise in competence toward your true writing potential through sustained effort. I aim to encourage you as strongly as I can to continue in your efforts to succeed.Feedback and Grading of Essays and Papers: As the primary source of support, come to my office while you are preparing the planning, drafting, and revising of your papers. These office visits are meant to help you with problems or questions that you may have about the successful preparation of your paper. If people are waiting, we will have to use a sign-in sheet and limit the consultations to a brief amount of time to be fair to everyone. Once you have handed in your assignment for a grade, I will grade the entire class set of them as quickly as I can. Since teaching a writing class, like writing itself, demands continual revision in order to improve, this year, I intend to follow a plan that has two main goals:

1. Efficient feedback to the entire class as quickly as possible.2. Encouragement and guidance to you, known as autonomy support in

motivation research, that allows you to build confidence as well as competence as academic readers, researchers, and writers.

So with these goals in mind, and given my time constraints with my duties as Scholars Director as well as my responsibilities to visit and help out my mom, among other factors, the challenge will be to make the most out of relatively brief consultations with me. Also, while I do strongly believe in Mastery Learning, I also am committed to helping you become increasingly independent as academic writers, rather than becoming too dependent on my feedback for all revisions; I seek to teach and encourage you to see what is needed for an essay increasingly on your own, which will serve you well as you continue your education and career preparation. So there will be limits and deadlines for revisions. Scholars and


other students who have successfully transferred to universities, and later to graduate and professional schools, have told me that this mastery and autonomy-support approach, in which you learn to plan, edit, and revise on your own with increasing confidence and sophistication, is an essential element of success at the highest levels. I have high expectations for your ability to move your academic writing competence, which includes motivation as well as skill, to optimal levels, and I will support you every step of the way.

A Note on In-Class Essays: Writing under time constraints in a computer lab or classroom is very challenging, but you need to learn to handle it. So, you will practice and enhance this important ability all through the semester. This will build your confidence, efficiency, and competence as a writer in general, and prepare you for any other timed, on-the-spot writing situations that you will encounter later in your college career and beyond. I also aim to show you, through the in class essays, how your writing in any situation can become increasingly efficient with practice.Research Paper: In the second half of the course, you will prepare and write a research paper on an approved topic based in some way on one of our class’ reading topics. As required by the GCC English Division, this argumentative paper will use at least 6 research sources (1 of which must be theoretical or philosophical and 1 that must be scholarly) and will be at least 2000 words (8-10 pages) in length, with emphasis on the development of logical and valid thesis support and documentation. There is a specific organizational format that I will require as well. More information about the Research Paper will follow. The key is to keep up with each stage of the research assignment.First-Day Assignment: Please be aware that you are expected to have completed readings prior to the first class meeting, just as all assignments are due by the dates listed on the syllabus and class notes. These readings are posted on my website at http://mharnett.weebly.com/. In class on the first day, you will write a Diagnostic Essay based on these readings as well as your own experiences. See me if you have missed the first class in order to arrange your completion of this assignment. The Diagnostic Essay is graded, but the grade does not count other than to verify placement and to indicate the likelihood of your success as well as writing areas for you to improve.A Personal Note: I’ve been teaching since 1986, since 1997 at GCC, and I truly enjoy working with students like you to help you become excellent academic writers. I want you to see this as part of something much bigger than a required class. As I plan and develop this class as your professor, I keep in mind the student perspective—your challenges, needs, preferences, tendencies, and other factors. I also work continually on making the class more effective, emphasizing the powerful connection between motivation and the development of skills. Working on that idea, and developing ways to foster my own intrinsic motivation, I completed a Ph. D. in Educational Psychology while I was teaching full-time. My dissertation, which I finished in December, 2007, was a study of 6 English 101 classes here at GCC, looking at ways that humorous prewriting activities enhance motivation and, in turn, writing competence. This idea about motivation affecting competence forms the center of my approach to working with you in this class, and I am continuing my work on student motivation to learn all the time. I can show you my work anytime you’d like to see it. Please feel free to talk to me about it or anything else, since I aim to listen with care and help make things clearer for you as you face challenges and issues. In class and in Scholars, in all I do, my highest goal is to be of some help and support for you as we all go through all of life’s ups and downs, in the interest of encouraging and inspiring you to do your own great things.

I am so glad to have you in class and will help and support you all I can, in my roles as professor and Director of Scholars as you prepare for transfer and beyond. In fact, I focus most of my teaching approach on the crucial preparation for the demands of your university and career work that you’ll undertake. Consider


doing independent study and research projects with me or another faculty member, which will serve you well before transfer to be sure. I have great interest in creative writing (including poetry), and music (playing as well as listening), and my life is made complete by my athletic play: running, golf, basketball, hiking, tennis, bowling, and lots of other active and fun things. I’m always willing and ready to go on outings and adventures, to parks, museums, places to eat, and many other venues. I invite you to join me in that kind of informal context as well, since I would like to help remind everyone that our lives are what we make of them, and that school and work can, and should, be fun and fulfilling. Many fun things are challenging, and the way we handle all challenges shapes our quality of life.

English 101H MW Course Calendar (may change if necessary) Assignments must be completed by the listed dates. I strongly recommend starting as early as possible on assignments. Note that selected readings and topics will be announced later. On-time out-of-class essays may be revised a certain number of times, usually 3, up to an announced deadline. In-Class Essays are not revised.

Week Date Assignments Due In-Class Topics and Activities

1 M, 8/27

Complete Readings for Diagnostic Essay. See website.

Welcome and Introductions. Website: http://mharnett.weebly.com/ Course Overview & syllabus. Approaches to academic writing in college. Policies, including Attendance & Participation. SI Requirement & meeting day & time. Information about Library Research Workshops requirement. Preview of readings assigned in Bryson, A Walk in the Woods, for next time. Advice on active reading and efficient note taking. Discussion of readings. Diagnostic Essay (written in class; allow 45 minutes).

W, 8/29

Assignment Due: Read Bryson, A Walk in the Woods, Chapters 1-3 & take notes.

In Class: Quiz. Grammar. Essay processes. Summary writing: in-class exercises. Exercise: Division/ Classification essay writing. Hike Information.

● Set a Day & Time for a Hike as a Class! Tentative Date: Sat., 9/15, 7:00 AM in Monrovia Canyon Park. Related to Essay 2. Other Hikes to follow!

● We will attend the play A Christmas Carol toward the end of the semester: The date will be Friday, 11/30, 8:00 PM at A Noise Within Theatre.

2 M, 9/3

Labor Day Holiday: No class. GCC closed. Plan your reading of Bryson so that you finish easily. Note important examples and have an efficient way of locating them when needed for the essay.

W, 9/5

Assignment Due: Read Bryson, Chapters 4-7 and take notes of

In Class: Exercises and work on main ideas and


important examples. Read ahead as much as possible.

examples for summaries. Generalization and selection. Citing sources in text and in Works Cited. Editing and revision exercise. Essay 1 information.

3 M, 9/10

Assignment Due: Read Bryson, Chapters 8-10 & take notes of important examples. Read ahead if possible. Prepare notes and planning for Essay 1.

In Class: Write Essay 1 in class.Additional reading on The Biophilia Hypothesis assigned & posted in the main ENGL 101H page on my website.

W, 9/12

Assignment Due: Read Bryson, A Walk in the Woods, Chapter 11-13 & take notes. Read ahead if possible. Also read assigned additional reading (The Biophilia Hypothesis excerpts).

In Class: Quiz (Ch. 11-12). Discussion of main ideas. Exercise using notes from the book. Exercise and discussion involving The Biophilia Hypothesis reading. Essay 2 planning.

Sat.,9/15

HIKE in Monrovia Canyon Park!

4 M, 9/17 Assignment Due: Finish the book—Read Kellert (and Wilson at your option) in The Biophilia Hypothesis (PDF on the main ENGL 101H page). Read Bryson, Chapters 17-21 (14-16 are optional) and take notes. Write up notes from the hike to use for Essay 2.

In Class: Essay 1 returned. Exercises using notes involving all sources (Bryson, Wilson & Kellert, and your own experience in nature). Illustration writing. Essay 2 advice.

W, 9/19 Assignment Due: Write a detailed plan or draft of Essay 2. Remember to consult me whenever you can use feedback and advice on your work-in-progress.

In Class: More on Essay 2 planning, development of examples for illustration. Length vs. Depth.

5 M, 9/24 Assignment Due: Essay 2 full draft.

In Class: Discussion and exercises involving essay revision.

W, 9/26 Assignment Due: Essay 2 for a grade. This and all take-home assignments are due at the beginning of class. On-time essays are eligible for revision.

In Class: Background of Sissela Bok and introduction to Exploring Happiness and related topics. Discussion and writing exercises involving intrinsic motivation.

6 M, 10/1 Assignments Due: Read & annotate Bok, Exploring Happiness, Chapters 1-2. Work on Essay 2 revision.

In Class: Quiz, exercises, and discussion involving Chapters 1-2 of Bok. Exercises involving Bok, including concepts and examples. Essay 2 revision advice and discussion.

W, 10/3 Assignments Due: Read Bok, Chapter 3.

In Class: Quiz. Discussion and exercises involving


definitions and examples in Bok. Final Essay 2 revision checklist.

7 M, 10/8 Assignments Due: Essay 2 final revision due. Read Bok, Chapter 4 & 7 and take notes.

In Class: Exercises and discussion involving Bok and various perspectives on happiness. Major examples list for next time.

W, 10/10

Assignments Due: 1. Read Bok, Chapter 8. 2. Prepare a list of major examples from Bok, Chapters 1-4, 7-8. Make this plan as complete and useful for your thesis development as possible. Let it be a complete indication of your concept and supporting examples for the essay.

In Class: Quiz and discussion of Bok, Chapter 8. Planning exercises involving the essay’s insightful thesis, logic, supporting ideas and examples from Bok, development, & documentation.

8 M, 10/15

Assignment Due: Prepare notes for Essay 3.

In Class: Write Essay 3 in class. Essay 4 readings assigned.

W, 10/17

Assignment Due: Assigned Readings for Essay 4 (TBA).

In Class: Legal analysis exercises and discussion.

Guest: Yervant Hagopian.o Attend the 3 Library Workshops by now.o Have a Midsemester Conference with me.o Please note that the steps to prepare the Research Paper—Proposal, Works

Cited, Basic and Full Outlines, and Drafts all count toward your grade.o Work to complete the Research Paper planning and drafts early.

See me for advice and feedback about Research Paper topics and development of support.9 M,

10/22Assignment Due: More Legal Analysis Readings (TBA).

In Class: Quiz. Exercises and discussion involving preparation for Essay 4.

W, 10/24

Assignment Due: Prepare notes for Essay 4.

In Class: Write Essay 4 in class. Research Paper Assignment posted.

10 M, 10/29

Assignment Due: Select a topic for the Research Paper and work ahead on the RP process as much as possible.

In Class: Research Paper approaches. Required Organization. Planning and development of the thesis, sources, source use. Proposal, Annotated Works Cited, and Basic Plan information and assignment. RP Part 1 (Intro. and Literature Review) information and advice as you begin your draft in 3 parts.

W, 10/31

Assignments Due: Research Paper Proposal, Annotated Works Cited, and overall Basic Plan.

In Class: RP planning and Part 1 drafting ideas.

11 M, 11/5 Assignment Due: 1. RP Detailed Planning Due (follow the required

In Class: RP Part 2 (Analysis) information,


organization). You are committed to your topic as of today.2. Also, RP Part 1 (Intro and Literature Review) Due.

exercises, and advice. RP Part 3 (Observation and Conclusion) information, exercises, and advice. Presentations assignment information.

W, 11/7 Assignment Due: RP Part 2 (Analysis) Due.

In Class: Presentations. Exercise and Discussion involving RP development and revision.

M, 11/12: Veterans’ Day Holiday. GCC Closed. No Class. Continue to work on your Research Paper.12 W,

11/14Assignment Due: RP Part 3 (Observation and Conclusion) Due, included with the entire RP Draft. Revise RP Parts 1-2.

In Class: Presentations, continued. RP final revision checklist and workshop.

13 M, 11/19

Assignment Due: RP Final Revision Due.

In Class: Presentations, continued. Essay 5 Assignment Information, including readings for next time.

W, 11/21

Assignment Due: Read selected sources for Essay 5. Prepare notes on all sources for Essay 5 as assigned.

In Class: More discussion and writing exercises involving Essay 5. Preparing a pool of examples to use for the essay. Essay 5 Organization, Thesis, Concepts, Development of Support from Sources, Documentation of Sources, Depth, Clarity of Expression. Writing exercises.

Th, 11/22-Sun, 11/25: Thanksgiving Holiday. GCC Closed. Happy Thanksgiving to everyone!14 M,

11/26Assignment Due: Essay 5 full draft and your own revision.

In Class: Essay 5 discussion and activities and an assignment involving revision.

W, 11/28

Assignment Due: Essay 5 final revision due.

In Class: Essay 5 sharing/presentation activity. Final Exam Readings and Play overview.

See a performance of A Christmas Carol at A Noise Within Theatre in Pasadena. Date: Sunday, 12/2. Time: 2:00 PM.15 M, 12/3 Assignment Due: Readings for

Final (TBA).In Class: Quiz and/or Exercises involving readings.

Finals begin Wednesday, 12/5. Consult the Final Exam Schedule for all of your classes. Note possible changes in professors’ office hours, too, and also note that mine will be different. I will post them on the website main page, on the GCC Scholars Facebook page, and on my office door.16 M,

12/10,Assignment Due: Prepare for the Final Exam.

In Class: Final Exam.


9:10-11:30

mharnett.weebly.com€¦ · Web viewCheck the site for announcements, class notes, and other materials that I will post for your information and reference, including updates of

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