Zobel Eng 1A Fall 2008, CR

English 1A, Fall 2008

Health and Physical Cultures Theme
Analytical Reading and Writing (4 units)
Course # 021498: MWF 8:30-9:50 AD 107
Course # 021499: MWF 10-11:20 AD 107
Primary Goal: The primary goal and purpose of this class is to improve your
writing and your awareness of your own writing processes so that you are able
to produce the best documents possible in an academic environment.
Contact Information:
Instructor: Gregory Zobel
Voicemail: 476-4100 x3144—If you need to contact me, using gmail is the best way.
Email: greg-zobel@redwoods.edu; gz7comp@gmail.com; see email protocol, pg 5)
Office Hours: by appointment
Mailbox: Humanities and Communications Office (Forum 200)
Course Materials:
a. Thumb drive
b. Active email account
c. Bedford Handbook, 7th Edition, by Diana Hacker with CompClass access
d. Notebook, paper, pens, manila folder(s)
e. Register at CompClass; this will be on a separate hand out and we will do it during
lab
f. Register at TurnItIn.com. Class ID: 2348671; Password is: CREng1a
g. Go to and bookmark the class blog: http://zobelcrfall2008.blogspot.com/
h. Go to and bookmark the reading download site:
http://www.4shared.com/dir/8751844/2fb9ecec/sharing.html [The easiest way here is
to go to the class blog and click on the link in the top right corner.] The password,
which is case sensitive, is: CashAndCarry23.
i. Focus and Self-Discipline: this is an intensive reading and writing course that
requires your active participation. If you fall behind or attempt to take shortcuts, it
will show in your work and in your grade. So, use FOCUS and DISCIPLINE to plan
ahead; do work wisely, and you will reap the rewards of a solid understanding of
composition and a good grade.
Essential Online Element: CompClass
We will use CompClass instead of BlackBoard. We will sign up with CompClass in the first
two weeks while we are using the computer lab. This is an essential part of the class. It is a
vital part of the work we will be doing in class.
READ THIS PART CAREFULLY!
All of your readings are available at CompClass and at the download site. You must print out the
readings and have them with you in class. There is NO excuse for not having your readings with
you in class.
On the following days, we will meet in LRC 103: The Multipurpose Room
I suggest you cross out the days once we have been in the lab…
Monday -- 9/22; 10/6; 10/20; 11/3; 11/17; 12/1
Wednesday -- 8/27; 9/3; 9/10; 9/17; 9/24; 10/1; 10/8; 10/15; 10/22; 10/29; 11/5; 11/12; 11/19; 12/3
Friday—9/5
Yes, these should be entered in your calendar or datebook.

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Course Overview:
What it says in CR Catalogue: A transfer-level course in critical reading and reasoned writing. Students analyze
issues and claims presented in visual, oral, or written arguments and write analytical and argumentative essays based on
those issues. Research and source-based writing, employing correct MLA documentation, is required. Prerequisite:
ENGL 150.
What it means for you: This class is a writing workshop in which we will work together to discover our individual
writing processes and learn how to write confidently and competently. Class time will consist of some lecture,
discussion, group work, and in-class writing. Much of your work will need to be word processed, so be prepared to use
your computer skills or ask for help if needed.
Course Learning Outcomes:
• Identify and evaluate the issue, claim, and major supporting arguments in a variety of non-fiction texts.
• Write unified, well-developed, logical, coherent, and convincing analytical or argumentative essays.
• Recognize and use a variety of rhetorical strategies appropriate for the purpose and audiences of the essay.
• Formulate and defend a stance in response to issues and claims presented in visual, written, or oral arguments.
• Support claims effectively with relevant, thoughtful, and sufficient evidence drawn as appropriate from written texts
and from the writer's own experience and knowledge.
• Integrate and correctly cite the ideas of others through paraphrase, summary, and quotation into an essay that expresses
the writer's own voice, position, and analysis.
• Locate data or other information appropriate for a specific need, from a variety of print and electronic sources,
including online subscription databases.
• Craft effective sentences of varying structure and type to clarify the meaning, relationship, and importance of ideas.
• Recognize and eliminate significant errors in grammar, usage, and punctuation through careful editing and
proofreading.
Course Themes:
• Writing Process
• Revision and editing
• Rational argument
• Audience and purpose
• Analytical reading
• Legitimacy of multiple points of view
• Source-based writing
• habits of mind that characterize successful college students
Course Requirements
Be prepared to spend two or three hours working out of class for each hour you are in class. This
work will be reading, writing, researching, thinking, and collaborating with your peers. Hoping to pull
things out of a hat at the last moment instead of actually doing work will not result in success.
The course is broken down into four distinct sections. Each section has a grade associated with it.
Most of these grades are given C/NC. If these assignments are turned in incomplete, do not follow
directions, or are clearly not done, no credit will be given. Note: this is an all or nothing system. The first
three sections end by turning in working portfolios. The last section ends by turning in your final portfolio.
1. Section 1: Letters & Summary
2. Section 2: Collaborative Writing of a Propaganda Analysis and a Rhetorical Analysis
3. Section 3: Two Papers: A Genre Analysis and a Research Paper
4. Section 4: Revising for Portfolio
All of our writing serves two purposes. First, to achieve our goal—see the top of the syllabus.
Second, to assemble a portfolio of 14 pages of quality writing that demonstrate sustained analysis, supported
argument, and critical thinking. The portfolio is comprised of a cover letter and two to four pieces of non-
fiction writing. There is much, much more information about the portfolio, and we will discuss it thoroughly
throughout the term.
All portfolios are due on the specific dates, and no exceptions are granted unless severe illness or
incident as supported by proper documentation. If you are going to be gone, then you MUST have someone
else deliver it to me at the start of class or earlier. Again, portfolios are due at the start of class—walking in
20 minutes late with a portfolio will cost you your grade.

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No late work is accepted without an exceptionally good reason and documentation which supports
that reason. This means if you are ill, be prepared to provide me with a doctor's note.
If you miss quizzes, they may not be made up unless you have a note which documents your
sickness or significant reason for absence. Quizzes are given at the start of class. If you are late to class and
miss the quiz, you are out of luck. You must hand in the quiz on time with everyone else.
AGAIN: Expect to spend two to three hours OUTSIDE of CLASS in addition to all the writing we do
in class. No late work is accepted.

Major Due Dates

Working Portfolio 1: M 9/15 Working Portfolio 2: M 10/6 Working Portfolio 3: M 11/10
Assessment Portfolio: Monday, Dec 8
The ten content and ten writing process quizzes will be given on unannounced dates throughout the
term. As an unofficial suggestion, expect quizzes to happen the day of or after the readings, and be quite sure
that most of the quizzes will take place at the start of the term. Grammar quizzes will take place on the same
day or day after we review readings on grammar.
Deadline and Make-Up Policies
As noted above, no work can be made up without proper documentation. If you are late to class or
miss a quiz, there’s no second shot. If you miss turning in your portfolio, there is not second shot.
The Assessment Portfolio
The assessment portfolio is 20% of your grade. All final drafts in the assessment portfolio must also
be submitted to Turn It In.com. If you do not present passing, C-level work for the assessment portfolio,
you will receive a zero, that is an F, that is NO CREDIT, for that part of your grade.

The Working Portfolio

The working portfolio is an essential part of the writing process. The WP is a collection of all of
your work that has gone into creating your final product or writing. The WP demonstrates the evolution of
your text and the changes which have taken place thus far. Additionally, the WP is a huge amount of your
grade. The three WPs in this class are worth half of your grade.
At the start of each section, you will receive a handout for that section’s WP. It will have a checklist
and criteria for all of the items that need to be in the WP. Make sure that all of the items in the WP meet the
criteria, or you will not receive credit.
Every assignment has at least three stages, and in the WP there need to be at least three stages shown.
These are the SFD (shitty first draft—we’ll be reading about that), revised draft, and third draft. On the WP
handout, there will be a word count listed. You need to be within that word count. If not, your assignment
will not count.
Grading Policy and/or Criteria
A total of 100 points may be earned in this class. The number of points is equal to the percentage of
your grade. Thus, I encourage you to track the points on the grade handout you earn so that you know exactly
where you are.
A= 96-100% A=93-95 A- = 90-92 B+ =87-89 B = 83-86 B- = 80-82
C+ = 77-79 C = 70-76 D = 60-69 F = 0-59

Your grade is broken down thus:

Working Portfolio 1: 10% C/NC Working Portfolio 2: 15% C/NC Working Portfolio 3: 20% C/NC
Final Portfolio: 20% graded Quizzes on Writing Process: 10% C/NC
Quizzes on Content Readings: 10% C/NC Grammar Quizzes: 10% Attendance/Participation: 5%
Scoring Working Portfolios and Credit/No Credit Assignments
On C/NC assignments, the assignments must meet ALL of the criteria for the paper. These criteria
will be clearly laid out in a checklist format. When you put your working portfolio together, make sure that
the items are in the exact order as the checklist and that each of the assignments meets the criteria on the
checklist. If they do, they will receive full credit for the assignment. If they are missing one element, then
they are NO credit. No exceptions. Be sure that you include all the elements required and review the list

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several times.

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Scoring Quizzes
On quizzes, CREDIT is given for scores 7/10 and higher. Thus, a score of 6 earns a zero.
Extra credit opportunities
There are no extra credit opportunities.
You are not required to attend any outside activities. Some activities may be suggested or
encouraged, but they will only be to provide additional ideas for writing and/or materials for class
discussion. If you do not attend, it will not count against you in any way.
Attendance:
1-2 absences, no questions asked; 3-4 absences lose 2% of attendance/participation grade; 5
absences, lose 4% of attendance participation grade; 6 absences, fail the whole course.
If there is chronic tardiness, disruptiveness, or underpreparedness to an extreme, it will result in a
failing grade for the course.
Deadlines and Makeup Policy:
This class moves quickly and involves a lot of work, work that I expect to be turned in on time, and
obtaining information missed as a result of an absence is always your responsibility. All papers and
assignments are due on time, no exceptions. “No exceptions” means you are still required to get
your work in if you are absent, have car trouble, printer problems, family issues, etc. “On time”
means hard copies in my hands at time of collection—not after class, not via email, and certainly
not dropped off in my mailbox.
Academic Dishonesty and Classroom Behavior:
Plagiarism takes a variety of forms and includes downloading papers from an on-line paper
service, to incorrectly (even inadvertently) citing sources used in research papers, to handing in
another’s homework as one’s own. A complete discussion of plagiarism will take place in class.
To help detect plagiarism, CR uses turnitin.com—for each of your essays, you will be required to
upload your work to the site, and I will receive an originality report. This is a requirement of the
English Department, not an option, and essays will not receive credit until they have been
successfully submitted. More details and instructions will be given in class.
In addition to being academically honest, students will be expected to behave in class
according to CR’s Student Code of Conduct Standards, which occurs on pages 159-160 of CR’s
2007-2008 Catalogue.
The English Department's Statement on Academic Integrity:
"Learning how to read critically, think logically, and write clearly are important goals of a college
education. Writing assignments in humanities courses are designed to develop these skills by
engaging students in thoughtful analysis of important issues. Plagiarism--using others words or
ideas without attribution--circumvents that process and cheats the student of the opportunity to hone
these skills. Plagiarism is a form of intellectual dishonesty and is subject to both academic and
disciplinary action at College of the Redwoods."
Campus Resources:
Writing Center: Enrolling in English 152 will allow you full access to the Writing Center,
including consultants, texts, internet, word-processing, and printing. Please consult English 152
handout for more information. As English 1A is very demanding, I strongly encourage enrolling in
English 152 as a way to help ensure your success.
Academic Support Center: Located in the LRC, the ASC can also assist you by providing free
tutoring via drop-in and by appointment, workshops on essay writing, and private study rooms by
drop-in and reservation.
Disabled Student Programs and Services: If you have a documented disability and would like to
discuss accommodations, please contact me as soon as possible. Our campus (DSPS) can assist you
with the accommodation process.

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Additional Syllabus Notes and General Information:

Quizzes
Quizzes are given to ensure that material was read and to test that your grasp of the information in
the readings. Two kinds of quizzes are given. The first kind is on the readings about writings. These
readings present useful and practical tools and guidance on how to write strong academic papers for college.
They are essential in helping you develop your writing skills as well as your awareness of your own writing
skills. Only by focusing on your skills and abilities will you be able to develop to your full potential as a
writer, thinker, college student, and citizen.
Quizzes are not meant to be comprehensive. Some of them will focus on details, but these will be
important details which drive and reflect the content. I do my best to write quizzes which do not focus on
irrelevant details or generate questions in order to sucker punch your self-image. If you have read the
articles, annotated them intelligently, and reviewed the material and the main points several times, then you
will breeze through the quizzes with grace and ease.
Recognize that quizzes CANNOT BE MADE UP. If you miss class and a quiz, then you have
automatically lost 1 percentage point of your grade. That is it--end of story.
Analysis Defined
When I talk about analysis, I mean writing which is: claim driven: explicit/implicit; has sustained
support; and has a sense of audience beyond the writer.
Offensive Materials
If there is offensive that is explicit or offensive, I will indicate that with a clear warning.
Email Protocol:
When you send me an email, be sure to do five things.
• First, always include your First and Last name.
• Second, always include the TIME your class meets.
• Third, make sure your subject line is brief, specific, and clear.
• Fourth, write in clear and complete sentences.
• Fifth, do not address me as dude.
Email as Documentation:
A lot of problems arise in communications because people remember conversations differently. He
said/She said is usually a case of “I remember/You remember”—but people rarely remember the same things.
In order to save everyone time, effort, and stress, do not expect me to remember all the details of our
conversations. I work with 100+ students. This is not personal; this is merely the way my memory operates.
Thus, if we talk about a variation in rules, policy, or some assignment, I will probably ask you to email me a
summary of our conversation. Doing this makes sure that it is documented and recorded in both of our
emails. It also reminds me of our conversation and preserves peace, calm, and civility in dialogue.
I save all of my emails. I suggest you do the same. Email is an exceptional form of documentation,
and learning to do this will save you time and stress in the future.
Punctuality
I take attendance within the first five minutes of class. If you arrive after that, you are still counted
as absent. However, it behooves you to remain in order to take any potential quizzes or to get a conference
or feedback on workshop days.
Electronic Devices
During class, all electronic devices should be turned OFF. This means your cell phones, games,
PDAs, etc. If you bring your laptop or PDA to class to take notes, by all means do so. But be sure to let me
know. If it becomes obvious that the use of laptops or PDAs is disruptive to the class--i.e. you watching a
Youtube video during class--it is at my discretion to disallow use of said devices.
Surveillance
No recording of audio or video is permitted in this class without my express permission. If you feel
the urge to record in order to facilitate your learning, speak to me privately or contact me via email.
Questioning & Authority
This class is taught at a university, and you are taking this class for a grade. I give out grades, so

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there are power dynamics in our relationship. No one can deny that. Unfortunately, many people do not
know how to live, learn, or teach well in relationships like this. Other people resent it. Until academia
changes, this relationship will remain what it is. I see this as neither good or bad; rather, this situation is
simply status quo.
In order to facilitate your learning, improve my teaching, and enhance our time together, I encourage
you to ask questions. My caveat: ask questions in a meaningful and respectful fashion. I will answer you in
the same fashion. If I determine that you are quibbling for sport or asking questions merely to be difficult, I
will speak to you privately and discourage that sort of engagement.
Please remember that while we are all in class, it is a time for everyone to have the opportunity and
chance to learn, participate, and ask questions. Thus, while personal interests and tangents can be fun, it is
important to remain focused on the learning and materials at hand. As such, if conversations stray, I can and
will redirect the dialogue back to learning. Do not take this personally.

Zobel’s Feedback on Your Papers

All of my feedback to you about your papers will be given verbally and in person. We can and will
conference in class, during office hours, and by appointment. This means I will not write on or provide
editing/revision comments on hard copy of your drafts or via email.
When we conference, be prepared by having three questions or three concerns about your paper. I
will discuss this more in class. Be sure that you have your conference form with you.
The key point to remember: ALL MY FEEDBACK IS VERBAL, so be sure to bring your draft,
pay close attention, confirm what you have heard, and take good notes.
Papers
In order to pass this class, you must submit a passing portfolio with 14 full pages of your writing.
The numerous class assignments are designed to help you generate plenty of drafts so that you can choose
your best material to hone, revise, and submit. On top of the three papers, there are two formal letters and
two collaborative writings.
Each and every stage of writing each piece is important. As such, the working portfolios will be
scored upon accurate completion of the assignment. If there are drafts missing, your paper will not receive
credit. In short, do the work--all of it--and turn it in on time.
A critical part of this process is receiving feedback from your peers, tutors, and from writing
instructors. If you are in 152, you already have scheduled time in the writing lab, and you will be able to
conference regularly with a writing instructor. Take advantage of this and use that time to fulfill the
conferencing requirements.
NOTE: Every paper MUST have at least two revisions and one conference form. The
conference form indicates that you had a conference with me, someone in the writing center, or
an instructor in the writing lab. No conference form=no credit.
A great deal of class time will be devoted to conferencing with individuals during class.
Additionally, I can and will conference with students during office hours. If you plan to wait until the last
moment and expect me to come to campus to conference with you outside of class time, then you are
confused. Let me clarify: there is plenty of time IN CLASS hours to conference.
Please remember that the ONLY feedback I give in class and during office hours is verbal
feedback. That is it. I will not write on your papers, I will not respond to email requests for feedback, and I
will not cover your papers with comments. Instead, we will meet, I will read your paper, and then I will
specifically address and answer up to three of your concerns. After that, you will write down the results of
the conference and how you intend to adjust your paper on the form. I will sign the form, and then you will
revise your paper.
Again, if there is no feedback form for your paper from me or a Writing Center consultant or
instructor, then it is NOT complete and you will receive NO credit. No exceptions, no whining.

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Academic Accommodations Policy

The Board of Trustees Policy No. 533 recognizes that no qualified student, on the basis of a disability, who
may be reasonably accommodated, be excluded from participation in, denied the benefits of, or otherwise be
subjected to discrimination under any academic, research, occupational training, housing, health insurance,
counseling, financial aid, athletics, recreations, transportation, other extracurricular or educational program
or activity provided by the District.

All students are encouraged to read the Student Code of Conduct Standards
http://www.redwoods.edu/catalog/0708access/Pols-Reg/studcode.htm)

You are accountable for reading and knowing the contents of the SCC.

***Portions of this syllabus were lifted entirely from Judith Hinman's and Nanette Voss' yllabus***

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