Pierce College—Spring 2017
English 28—
Intermediate Reading and Composition
Course Prerequisites
English 21 with a grade of “C” or better or appropriate skill level demonstrated
through the English placement process is required for enrollment in English 28.
Course Description and Objective
Course Section
This course introduces the student to the elements of
Number:
composition and critical reading. English 28 is
0714
designed to assist the student to make a successful
transition to English 101 by emphasizing grammar,
Class Meets:
sentence structure, paragraph writing, and essay
Tue and Thu
writing. Students will study the writing process and
2:15—3:40pm
rhetorical modes as they learn to develop well
Room JNPR 0804.
focused, coherent, and thought‐provoking essays in
preparation for college-level writing.
Instructor:
P.S. Rauch
Email:
rauchps@
piercecollege.edu
Drop In Hours in FO
1601:
Mon
3:50—6:00pm
Tue
11:00am—12:30pm
and
4:00—5:55pm
Student Learning Outcomes
By the end of the semester, students should be
capable of the following:
1. Writing unified, coherent essays with a clear thesis
statement and supporting paragraphs.
2. Writing essays demonstrating sustained clarity of
intention, awareness of audience, and various
writing techniques.
3. Understanding the audience’s stylistic needs by
using sentence variety, parallelism, appropriate
diction, and active voice.
4. Eliminating grammatical, mechanical, and
syntactical errors (i.e., fragments, run-ons,
comma splices, subject-verb agreement errors,
pronoun agreement errors, and pronoun shifts).
5. Analyzing written texts, such as essays (nonfiction) or short stories and novels (fiction) for
main point or theme, content, mode, style,
vocabulary, logic, and figurative language.
Required Textbooks
1. Patterns for College Writing: A Rhetorical Reader and Guide Brief Edition
with 2016 MLA Update, Kirszner. Bedford/St. Martin’s. isbn: 1319123988.
2. 40 Short Stories: A Portable Anthology Fifth Edition, Lawn. Bedford/St.
Martin’s. isbn: 1319035388.
3. Blood on the Forge by William Attaway, NYRB. isbn: 1590171349.
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Class Code of Conduct
In this class, we will treat each other with respect at all times, and this means
we will be collegial, courteous, and considerate to one another without
exception. All students are expected to approach course materials in an openminded and objective manner. Political, religious, and other personal belief
systems may not be used as an excuse for being exempted from activities,
discussions, and homework assignments or for being disrespectful or combative
of other people’s viewpoints. Each of our comments and questions are important
and will be treated with dignity. We may laugh with each other during the
semester, but we will never laugh at each other. We may disagree, but we won’t
insult each other. Prompt arrival, class participation, and full preparation are also
ways we are expected to show each other respect. Bring textbooks and syllabus
to every class meeting.
Required Work
Reading Journals, Quizzes, and Miscellaneous Classwork: These will foster
connections among reading comprehension, writing techniques, and analytical
strategies. Assignments will include multiple-choice quizzes on assigned
readings, written responses to readings and journal prompts, textbook exercises,
writing assignments, and group discussions of short stories, essays, rhetorical
modes. These assignments emphasize paragraph and essay development,
revision and editing skills, and critical thinking and reading skills. These may be
in-class and/or homework assignments. Journals will be written in and outside of
class as assigned. Quizzes will be taken in class and may be given at any time.
Formal Essay: This is a multi-paragraph writing assignment requiring students
demonstrate proficiency in formal conventions of academic writing, including
grammar, sentence structure, and mechanics. Each essay must have (1.) an
introduction stating the essay’s thesis, (2.) sufficient supporting paragraphs, and
(3.) a conclusion paragraph. MLA formatting and scholarly research are required.
Staple your essay.
Research Paper: This is a thesis-and-support, research based essay focusing on
William Attaway’s novel, Blood on the Forge, as a work of social criticism. While
everyone will write about the same novel, you will choose your own particular
topic, conduct your own research, and develop your own argument. Secondary
sources must be peer reviewed scholarly articles, and MLA formatting is
required. Staple your essay.
Midterm and Final Exam: These will include an in-class essay on assigned
readings as well as questions based on rules of grammar, sentence-structure,
and analytical concepts covered in class. You will write your responses in largesize Green Books (available at the student bookstore). Exams will be cumulative,
so hold onto notes, classwork, homework, quizzes, etc. to help you study. Bring
the textbook 40 Short Stories to both the midterm and final exam. You will be
required to quote from it in your essay.
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Group Projects/Essays: These two assignments promote collaborative learning
while emphasizing both paragraph structure and essay structure. Students work
in groups to plan, compose, and read to the class a unified and coherent thesisand-support essay. In addition to exposing students to varied ways of
approaching the writing process and the different ways people express their
ideas in writing, these projects also familiarize students with the structural
components of the academic essay necessary for well-developed, college-level
writing. Work on this project will be done in class and at home, in groups and
individually.
Peer Editing and Research Paper Proposal: This category emphasizes that
academic writing is a process. From planning and prewriting to final revisions
and editing, each step plays a fundamental role in developing well-written,
college-level essays. Peer editing requires we take an active role in the
community process of writing, and it helps us look at our own writing in different
ways. It strengthens revision skills by helping us see our own writing from
another’s perspective, and it strengthens writing skills by exposing us to new
ideas and new ways of explaining ideas.
The research paper proposal requires students engage in planning and
prewriting processes necessary for adequately developing a college-level
analysis. It will include a working title, tentative thesis, abstract, and working
bibliography to be submitted during student/instructor conference.
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Journals, Quizzes, and Misc. Classwork
15%
Two Group Projects/Essays
20%
Peer Editing and Research Proposal
15%
Formal Essay
10%
Midterm Exam
Course Grading Scale:
90 – 100%
A
80 – 89%
B
10%
70 – 79%
C
Research Paper
15%
60 – 69%
D
Final Exam
15%
59% - 0
F
Total
100%
At the completion of the course, I will resolve borderline grades by considering
the following elements: attitude toward peers and class in general, classwork
participation, and completion of assignments.
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Required Materials
1. Textbooks and syllabus at every class meeting.
2. Plenty of paper and pen or pencil at every class meeting.
3. Access to a computer with word-processing, printing, and Internet
capabilities (note: If you don’t have a computer at home, there is a
computer lab in our school library, and public libraries have free internet
access/word processing).
4. Two large-size Green Books (for midterm and final exam).
Attendance Policy: Absences, Tardiness, Leaving Early, and Dropping
Students are expected to attend every meeting, be in class on time, and
stay for the entire meeting of all courses for which they are registered. A
student absent for emergency reasons must inform the instructor of the
absence. An absence or missed class time does not relieve the student of
the responsibilities of the class.
Dropping the course is also the student’s responsibility. Students who
neglect class and do not drop risk failing the course. Any drops that occur after
Feb 20th will result in a W on the student's record, which will be included in the
determination of progress probation. Drops are not permitted beyond May 7th.
Email
Students are expected to check their Pierce College email accounts regularly. If
you need to contact me, use my Pierce email address. I will answer any
questions you may have to the best of my abilities. I have a 24-48 hour policy to
respond to your emails, and I may not answer emails on the weekend. (Please,
do not email an hour before class and expect an immediate response.). No
assignments are accepted by email - no exceptions unless prior
arrangements are made.
Late/Missing Assignments
All assignments must be submitted in person at the beginning of class on the
day they are due; otherwise, they are considered late or missing.
1.) Late classwork/homework assignments will not be accepted (No work
accepted via email). Note: If there are circumstances affecting your ability to
turn in your homework on time, please talk to me about it. I do grant
extensions for late homework if circumstances warrant it, but a repeated
need for extensions for late homework may not be granted.
2.) You must be present in class to write in class journals and take quizzes.
There are no makeup quizzes.
3.) You must be present in class for peer-editing exercises. Late peer-editing
drafts will not be accepted.
4.) Late final drafts will have five percent of their grade deducted per day,
starting on the due date. All late essays must be turned in to the instructor
during class hours, office hours, or, by arrangement, time stamped in my
mailbox. Please, do not email me late work.
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Academic Honesty
The faculty and administration of Pierce College are committed to the belief that
honesty and integrity are integral components of the academic process. The
College expects students to be honest and ethical at all times in their pursuit of
academic goals. Students who violate the code of academic conduct by which
Pierce College maintains its academic integrity will be dealt with in a manner
reflecting the seriousness of these violations.
Please, talk to me…
If you have questions, comments or concerns, please let me know. The
minute you feel confused, talk to me about it. If you are experiencing difficulties,
ask for help. I’m here to help you, and there are many resources on campus to
help you as well. Please do not suffer in silence. I am eager to help all students
participate and benefit from this class equally.
If you need special course adaptations or accommodations because of a
disability or you have special medical information to share, please speak
to me early in the semester. Special Services is available to facilitate
the reasonable accommodation process. The Special Services office is in
the new Student Services Building #4800, and the telephone number is
(818) 719-6430.
In Case of Emergency: When on campus, call (818) 710-4311 for immediate
response from the Campus Sheriff. Do not call 911, as this will result in a
substantial delay. Please program the Emergency Sheriff’s number into your cell
phone contacts.
Buddy System
Exchange contact information with a few classmates so that in case you miss a
class, you can get information you missed. You are responsible for knowing all
materials covered in class, even when you are absent.
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Reading Schedule and Due Dates (subject to change)
Week 1 (Tue 2/7 Thu 2/9)—
Introduction to Class and Course Overview.
Week 2 (Tue 2/14 Thu 2/16)—
40 Short Stories: “A Very Old Man with Enormous Wings” by Gabriel Garcia
Marquez (220-226, 510).
Patterns: Introduction to Part One “The Writing Process” (11-12),
Chapter 1 “Reading to Write: Becoming a Critical Reader” (13-28),
Chapter 2 “Invention” (29-49).
Week 3 (Tue 2/21 Thu 2/23)—
40 Short Stories: “Araby” by James Joyce (110-115, 513-514),
“A&P” by John Updike (227-233, 521).
Patterns: Chapter 3 “Arrangement” (51-64),
Chapter 4 “Drafting and Revising” (65-79),
Chapter 5 “Editing and Proofreading” (81-93).
aHandout: Formal Essay Prompt 2/21
aLibrary Visit / Research Workshop 2/23: Class meets in front of the
library reference desk. Attendance and prompt arrival is required.
Week 4 (Tue 2/28 Thu 3/2)—
40 Short Stories: “Hills Like White Elephants” by Ernest Hemingway (139143, 512-513).
Patterns: Chapter 10 “Cause and Effect” (249-264),
“The Movies That Rose from the Grave” by Max Brooks (278-282).
aFirst Group Project/Essay begins in class 2/28
Week 5 (Tue 3/7 Thu 3/9)—
40 Short Stories: “Young Goodman Brown” by Nathaniel Hawthorne (1-13,
511-512),
“Reading Short Stories Closely” (481-487),
“Writing about Short Stories” (489-501).
Patterns: Chapter 16 “Finding and Evaluating Sources” (529-534),
Chapter 17 “Integrating Sources and Avoiding Plagiarism” (535-544),
Chapter 18 “Documenting Sources: MLA” (545-566).
aFirst Group Project/Essay reading and hardcopy due 3/9
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Week 6 (Tue 3/14 Thu 3/16)—
40 Short Stories: “Where Are You Going, Where Have You Been?” by Joyce
Carol Oates (258-273, 517).
Patterns: Chapter 11 “Comparison and Contrast” (285-304).
aFirst Peer-Editing Exercise 3/16: Bring two (duplicate) copies of your
formal essay draft.
Week 7 (Tue 3/21 Thu 3/23)—
40 Short Stories: “The Hunger Artist” by Franz Kafka (116-124, 514).
Patterns: Chapter 8 “Exemplification” (173-186).
aFormal Essay due in class 3/23
Week 8 (Tue 3/28 Thu 3/30 OFF)—
40 Short Stories: “The Man to Send Rain Clouds” by Leslie Marmon Silko
(328-332, 520),
“The Lone Ranger and Tonto Fistfight in Heaven” by Sherman Alexie (363368, 503-504).
Patterns: Chapter 6 “Narration” (97-110),
“Shooting an Elephant” by George Orwell (123-131).
a Midterm Exam 3/28
Week 9 (Tue 4/4 Thu 4/6 Spring Break)—
Week 10 (Tue 4/11 Thu 4/13)—
40 Short Stories: “The Yellow Wallpaper” by Charlotte Perkins Gilman (7590, 510).
“The Story of an Hour” by Kate Chopin (56-58, 507).
Patterns: Chapter 7 “Description” (135-152).
Week 11 (Tue 4/18 Thu 4/20)—
40 Short Stories: “Battle Royal” by Ralph Ellison (152-165, 508-509).
Patterns: Chapter 12 “Classification and Division” (329-341),
“The Ways We Lie” by Stephanie Ericsson (358-367).
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Week 12 (Tue 4/25 Thu 4/27)—
Blood on the Forge: (1-77) Stop at the last full paragraph on 77.
Patterns: Chapter 13 “Definition” (371-382),
“I Want a Wife” by Judy Brady (386-389).
aSecond Group Project/Essay begins in class 4/25
aHandout: Research Paper Prompt 4/25
Week 13 (Tue 5/2 Thu 5/4)—
Blood on the Forge: (77-159).
Patterns: Chapter 14 “Argumentation” (401-425).
aSecond Group Project/Essay reading and hardcopy due 5/4
Week 14 (Tue 5/9 Thu 5/11)—
Blood on the Forge: (160-237) Be finished with the novel.
Patterns: Chapter 9 “Process” (211-226),
“My First Conk” by Malcolm X (229-233),
“Get It Right: Privatize Executions” by Arthur Miller (234-238).
Week 15 (Tue 5/16 Thu 5/18)—
aStudent/instructor Conference, Research-Paper Proposal due
Week 16 (Tue 5/23 Thu 5/25)—
40 Short Stories: “A Good Man Is Hard to Find” by Flannery O’Connor
(205-219, 517-518).
Patterns: Chapter 15 “Combining Patterns” (487-495),
“A Modest Proposal” by Jonathan Swift (516-524).
aSecond Peer-Editing Exercise 5/23: Bring two (duplicate) copies of
your research paper draft.
Week 17 (Tue 5/30)—
Final Exam begins at 2:15pm and ends at 4:15pm.
Research Paper due in class 5/30. Turn in research paper with Green
Book after exam.
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