instructor: Leon Lanzbom email: lanzbom@yahoo.com website: lanzbom.org
"What lies behind us and what lies ahead of us are tiny matters compared to what lies within us." --Henry David Thoreau _____________________________________________ COURSE MATERIALS/TEXTS:
Required: Dreams and Inward Journeys, 7th edition. Marjorie Ford and Jon Ford; A Pocket Style Manual, Diana Hacker Dancing in Odessa, Ilya Kaminsky A paperback dictionary _____________________________________________
-Three essays in response to readings (750 words each). -Two in class "cataclysmic shakedown" essay exams (AKA Midterm and Final: (750 words each). -One "out-of-class" research paper (1500 words). -Five unannounced, in-class startle-response quizzes.
*A grade of "C"or better is required on the research paper to pass the course*
Startle-response quizzes and missing class: There will be 5 in-class Startle-Response quizzes, otherwise known as "check that you did the reading carefully and on time quizzes." You can expect these quizzes from time to time, and they will come unannounced throughout the semester. The quizzes will primarily focus on the reading assignments, providing me with a chance to see how well you are doing with the readings and documentation technique, though any area of the course may provide material for quizzes. The whole point of these quizzes is to help us work together, to convert what might be a boring classroom into a chaotic, unpredictable and exciting intellectual laboratory. *You must submit all essays, exams, and the research paper in order to pass this course.*
Grading of Assignments: Three essays 30.0% (50 pts. each = 150 pts.) two Cataclysmic Shakedowns 40.0% (100 pts. Each = 200 pts.) one research paper 20.0% = (100 pts.) five Startle-Response quizzes 10.0% (10 pts. each = 50 pts.)
(Percentages are approximations) 100.0% = 500 pts.
A 500-450 B 449-400 C 399-350
Credit: Grade of A, B, or C
D 349-300 F Below 300
English 120: spring 2010 Daily Menu
As you know, this class meets two days per week with an-at home Blackboard component. My goal is to keep you excited and enthusiastic about our work. And since my classes rely on dynamics, our syllabus is subject to change--to add or to subtract material---depending on how many hazy eyes I notice. Any changes will not only be announced in class, but will also be placed on our website.
Disclaimer: You may find the language, or the sexual or violent content of some of the material submitted or assigned in this class offensive. I generally do not censor class reading material. Please see me if you feel offended. I will offer alternatives for any assignment. Important: To get the most out of this class, we deeply depend on social dynamics and preparation. So, you must come into class having read and being ready to discuss the readings assigned for that day. If you are not ready to discuss our readings, please do not show up to class. Yes, it's that important! Week One: Monday January 25-Wednesday Januray 27 Discovering ourselves through writing and reading
Introduction to course, syllabus, and books
Film: Un Chien Andalou This classic film by Luis Bunuel and Salvador Dali, circa 1928, was made to attract the attention of the Avant Garde movement. These two mad artists wanted to create a film whose "only rule was very simple: no idea or image that might lend itself to rational explanation of any kind would be accepted." Bunuel took stones to the premiere to toss at the critics. But something more bizarre than the film itself happened. The critics and bourgeoisie loved it! Bunuel and Dali were puzzled.
Bunuel wrote: "What can I do about the people who adore all that is new, even when it goes against their deepest convictions, or about the insincere, corrupt press, and the inane herd that saw beauty or poetry in something which was basically no more than a desperate impassioned call for murder?"
"A movie like this is a tonic. It assaults old and unconscious habits of movie going. It is disturbing, frustrating, maddening. It seems without purpose (and yet how much purpose, really, is there in seeing most of the movies we attend?). There is wry humor in it, and a cheerful willingness to offend." - Roger Ebert
First quiz assignment: Due: Wed. 2/27 Draw what you view to be the most memorable or confusing image from Dali and Bunuel's UN CHIEN ANDALOU.If you can't draw, consider pictures or illustrations to represent your image.You may use anything you'd like as a medium, pen, pencil, colored pencil, photos,paper, wood, a shoebox.It's up to you.
Now, on another piece of paper, using MLA format, type short half to one page that describes your rationale and/or speculates upon the complexities of the particular image you selected, offering three points of observation (your plan of development) and a thesis.To make your details jump off the page, you should use as many strong verbs and colorful nouns as possible.Keep away from dull, life-robbing "to be" verbs (linking verbs): be, is, am, was, were, been. Most important: You must show me you can use MLA format!I am grading you more on format than on ideas.Your ideas will introduce you to me, but your format will show me that you can write on a college level.Good Luck!
February 5Last Day to Add Semester-Length Classes; Last Day to Drop Semester-Length Classes Without a "W"; Last Day to Receive a Refund for Semester-Length Classes
The Narrative Essay: Discovering your hidden "Bear Cage," or where did these bars come from? Due 2/22 The narrative essay asks us to think and write about ourselves, to explain how our experiences lead to some important realization or conclusion about our lives. Through the narrative essay, we have the chance to record our experiences as the supporting evidence to substantiate our thesis. Remember, we are writing an essay not a story, so stick to the essay guidelines, which you will find in your packet. Also, use at least one of our readings as a works cited.
From the book, Aesthetics of Change, by Bradford P. Keeney, we learn a story about the Denver Zoo's acquisition of a polar bear:
They built a temporary cage for the bear until its naturalistic environment could be constructed. The cage was just wide enough that the bear could walk several steps in one direction, whirl around, and take several steps in the opposite direction, back and forth. When the bear's environment was finally constructed and the cage removed, the bear continued to walk back and forth within the old punctuation. (48)
The bear was only supposed to stay in his cage for several weeks, but, while building his new environment, set backs occurred. So instead of a few weeks, the bear spent several months in his tiny cage, being able to walk only three steps from end to end. When the bear was finally set free in his new environment, out of habit, he continued to walk three steps to the right, whirl around and walk three steps to the left. Even when he was free of his physical borders, he "framed" himself in imaginary borders.
For first essay, you will have to look inside yourself and discover your invisible bear cage, your imaginary borders. What imaginary borders, if any, surround you? Could some invisible cage be holding you back from your full potential? Is it possible to break down those borders? How could this be done? Who might you use for help?
Week Three: Monday 2/8
What We See When We Write
Bring in first paragraph, rough draft of bear-cage essay.
Virginia Woolf, "Professions for Women" 25
Frederick Douglass, "Learning to Read and Write" 31
Motoko Rich: "Literacy Debate: Online" 58
________________________________________
Week Three: Wed 2/10
Steven Holtzman, "Don't Look Back" 48
Hacker: Read MLA section
Week Four:Monday 2/15
No class President's Day
___________________________________
Wed. 2/17
Bring in rough draft of entire bear-cage paper.
bell hooks, "Writing Autobiography" 75
Judith Ortiz Cofer, "Silent Dancing" 81
Lab: continue Essay 1
Essay #2: "Still Life" Description Essay: Due: to be announced in class. due 3/22
For this, your first piece of word art, your first essay in English 120, you will describe your favorite meal. You will then write a 750 word essay that describes the image of this food, offering three points of observation and a thesis. But here, you are going to use your five senses to paint the most wonderful specific details in words, sight, smell, taste, touch, and maybe even hearing. To make your words as vivid as possible, use strong verbs and colorful nouns. The kinds of words that appeal to the reader's senses. Keep away from the "to be" verbs (be, is, are, was, were, been, being).
Here is an example of description with almost no appeal to the senses: My mother has brown hair.
Here is an example rich in description: My mother's hair reminds me of the soft brown leaves of fall.
You may even want to take your essay a step further. Make believe that you are one of the ingredients in your favorite meal and comment on the other ingredients that surround you. Tell me what the french fries look like and smell like from the hamburger's point of view! Or make believe you're a fly, or maybe a person from another country who has never seen this kind of food before. You get the idea, right?
Download your Descriptive essay packet HERE This packet must be filled out and handed in with your essay
Monday 2.22 Theatre 360 Movie: See hard copy syllabus
Wed 2.24 Alberto Alvaro Rios: "Nani" Poem 101 Saira Shah: "the Story Tellers Daughter" 90
Lab work on Essay 2 _____________________________________
Cinderella-Genesis myth download. Click pick for your group questions (To be answered during your presentation).
Why is your family different from other families?You will offer at least two direct quotes from outside sources on families, using MLA citing for this paper.You can use any of our readings, such as "Mother Tongue," or anything else that comes to mind.
If you are having a difficult time finding book references, consider Internet sources, but only those with a .org, .edu, or .gov.If you happen to find a great .com site, run it by me.
Also, try putting words like "family definitions" in Google and see what come out.There is some great information waiting to be found.
You will be given a compare or contrast packet, and this packet must be filled out and handed in with your finished essay and your drafts.
Mechanics and Grammar Review Articles: a, an, the These three little words are all the articles in the English Language.
Articles are like little adjectives that point to nouns.
________________________________
Nouns: common and proper
Common Nouns can be counted and can have an article in front of them.
Proper Nouns are usually capatilized and can be longer than one word. Also, the clues that work for common nouns do not work for proper nouns. You can't say the New Yorks, or I'm going to New Yorks.
Personal Pronouns
1) Personal pronouns are defined as words that name persons or things. 2) Personal pronouns do not follow articles and do not form plurals by adding s as many nouns do.
You will write pron. over personal pronouns.
Verbs Most verbs show action.
Verbs will fit into the following sentences: I will___________________. Yesterday I _____________________. I have ___________________.
Some verbs don't show action. These are linking verbs: am, is, are, were, be, being, been, become, seem. Linking verbs will tell you something about the subject of the sentence.
The chihuahua is yappy. Is here tells you something about the subject, the "chihuahua."
The subject is your key to finding the verb. Find out what the sentence says about the subject, and you'll find the verb.
Can you put I, you, he, she, it, or they, in front of the potential verb? If you can, you have your verb.
A helping verb appears before the main verb.
The teacher and I have worked hard. A helping verb acts as the buddy of the main verb and gives a sentence its mood, voice, aspect, and tense. Imagine the main verb as the action center, the Boss Tanaka, of a sentence with the helping verb as Boss Tanaka's dweeby assistant, always tweeking the action.
Some helping verbs can stand alone and act as a main verb. The linking verbs, such as be, been, being, am, are, is, was, were and helping verbs such as do, does, did, have, had, and has can all stand alone. Other helping verbs work with a main verb: may, might, must, could, should, would, can, shall, and will.
You would do well to memorize these verb, especially the "to be" verbs:
do
has
may
should
shall
ought
does
have
might
would
will
did
had
must
could
can
to be verb
is
am
are
was
were
be
being
been
Contractions, interrogatives, adjectives, adverbs, and modification:
Contractions
Two parts of speech in one word.
Contractions are built out of pronouns and linking verbs.
You + are = you're
She + will = she'll
Interrogative Sentences
An interrogative sentence asks a question.
A sentence that asks a question separates the helping verb from the main verb.
Did Crandall run into the shack?
Did = helping verb
Run = main verb
Adjectives
Many adjectives have antonyms:
Big/small
Tall/short
Happy/sad
Adjectives will make sense between articles and nouns that are places, persons, or objects.
The tiny lake
The happy boy
A red thermos
Many adjectives are found to the left of nouns.This is not always the case because they can also be found to the right of linking verbs.
Memorize this: Adjectives will answer one or more of the following questions.
Which_____________?
What kind of_____________?
How many______________?
Adverbs
Adverbs often deal with time.
Adverbs can be moved to another place in the sentence.
Adverbs often end in 'ly
Memorize this: Adverbs will answer the following questions:
When?
How?
Where?
To what extent?
Why?
Won't is a contraction of will not.Not is an adverb for will. It answers "how" or "to what extent" you will do something in the contraction "won't."
Modification
Adjectives modify nouns or pronouns.
Adverbs modify or describe verbs, adjectives, or other adverbs.
The road runner ran very quickly. In this sentence, very and quickly are both adverbs, with the word very modifying quickly.
Adverbs not and very almost always modify the words they are next to.
Simple Sentences A simple sentence is built of a single subject-verb unit.
Ron runs. The chicken flew the coop. The unicycle has been riden by several sad circus clowns.
Yet, a simple sentence can have more than one subject or verb.
multiple subjects: Ron and Aryeh run. The chicken and the rooster flew the coop. The unicycle and the ostrich have been riden by several sad circus clowns.
multiple verbs: Ron runs and trips. The chicken flew and buzzed the coop. The unicycle has been stolen and riden by several sad circus clowns.
We can even have multiple subjects and verbs: The unicycle and the pogo stick and the Schwinn Airdyne had been stolen, ridden, and returned by several sad circus clowns.
Compound Sentences A compound sentence is built out of two or more simple sentences.
These are two complete sentences with a subject and verb hooked up together, and they are usually connected by a comma plus a word to join the two sentences.
The joining words are called coordinating conjunctions because they coordinate the two sentences.
the coordinating conjuncions: and, but, for, nor, or, so, yet.
Carl opened the door, and the ants made their break to freedom. Lois loves to go shopping at Sacks, but Superman can never find anything to match his costume there. Billy loved his asparagus garden, for he was not your average boy.
You see? Each of the above can be separated into two sentences, but the coordinating conjunction coordinates them together.
Consider the coordinating conjunction as the camp councilor of the word world. The words and, but, for, nor, or, so, and yet, are always trying to hook their sentence campers together. There will usually be something in common between the first sentence and the second sentence. In other words, the ideas of both sentences should be related.
Complex sentences:
A complex sentence is made up of a sentence with a complete thought and a statement of an incomplete thought (one that begins with a dependent word).
We are talking about an dependent clause and an independent clause hooked up together.
Remember: an independent clause tells a complete thought; a dependent clause tells an incomplete thought.
Here's an example of a dependent clause:
When I get those P.F. Flyers...
Do you feel the tension in the above dependent clause. It's incomplete. It needs more, more, MORE!
When I get those P.F. Flyers, I'll be the most popular kid in school.
A dependent clause begins with a dependent word. Let's look at a few.
Dependent words:
After Although As Because Before Even though How
If In order that Since That Unless Until What
When, Where Whether Which While Who Whose
When do we use complex sentences?
When we want to emphasize one idea over another.
Before I left the house, I fed my pet cockatiel.
What we want to emphasize here is this guy fed Cessna. I fed my pet cockatiel is a complete thought.
Before I left the house is subordinated to the complete thought.
This technique of giving one thought more emphasis than another is called subordination.
With subordination, the part of the sentence starting with the dependent word or the subordinator will always be the less emphasized part of the sentence.
But if you want to emphasize leaving the house you would write:
After I fed my pet Cockatiel, I left the house.
Do you see how the use of the the word after causes the first half of the sentence to emphasize I left the house? Read it again. This is important stuff and will give your writing a tremendous boost.
It depends on what you're trying to express. If you want I left the house as the emphasis of the sentence, you would leave that clause independent.
But, like all the grammar we've learned in this class, it depends on context.
Check out the context in the following sentence:
After I fed my pet cockatiel, I left the house. But when I got to my office, I realized I had forgotten my keys for the third time this week.
And in this one:
Before I left the house, I fed my pet cockatiel. Cockatiels are very picky eaters, and if Cessna does not find a piece of mango in her birdseed, she gets into a huff.
Can you feel the difference between the above two sentences? One emphasizes the forgetting of the keys; the other emphasizes the feeding of Cessna, the cockatiel
A very important point to remember is to make the last part of your sentence the emphatic part. Emphasize your main thought at end of your sentence and pick up that thought in the beginning of your next sentence.
On Subjects and Verbs Words that come between subjects and verbs should be handled with care. Take this sentence for example:
The pie for the guests is not as tasty as I thought.
The subject pie is singular, so the verbmust be singular as well. We must use the verb is for the verb and subject to agree. The words,for the guests, which come between the subject and the verb, do not affect agreement. Don't be fooled by the object of a preposition--learn what a prepositional phrase is. By identifying the prepositional phrase, you can avoid subject-verb agreement problems.
Remember this rule: the subject will never be found in a prepositional phrase.
A Little Bit about Prepositions Let's see if we can make some sense out of this prepositional phrase business. Look at the following sentence:
The hamburger with the double order of french fries (is/are) not as tasty as I thought.
The subject hamburger is singular, so the verbmust be singular as well. We must use the verb is for the verb and subject to agree even though it feels wrong. The prepsositional phrase, with the double order of french fries, which comes between the subject and the verb, does not affect agreement.
Prepositional phrases are real trouble makers. Don't be fooled by the object of a preposition--learn what a prepositional phrase is. By identifying the prepositional phrase, you can avoid subject-verb agreement problems.
The hamburger with the double order of french fries is not as tasty as I thought. A preposition is usually a word that will show position or time. Imagine a bird flying toward a tree. Anything that bird can do to the tree will be a preposition: in the tree, the tree, aroundthrough the tree, over the tree, under the tree, at the tree, along the tree, from the tree, onto the tree, etc.
As far as time goes: at noon, during the siesta, in the fall, until tomorrow etc.
There are other prepositions that do not fit in these catagories: the words for, of, or like are examples. So watch out for these guys, especially the word of. You might try placing parentheses around the prepositional phrase, reading the sentence without the phrase. This way, you'll be sure of the subject.
The taste of peaches has/have always attracted me. The taste (of peaches) has always attracted me.
A prepositional phrase is a prepostion and the noun that follows it plus any modifiers that might find their way in between. The noun that follows the preposition is called the "object" of the preposition.
Prepostion + noun "at home": at= preposition / home=noun (the word "home" is the object of preposition)
Preposition + modifier(s) + noun "in the old car": in=preposition/the= article/old=modifier(adjective)/ car=noun ("car"=object of hte preposition)
Let's repeat the rule: The subject will never be found in a prepositional phrase.
Indefinite Pronouns
Indefinite pronouns always take singular verbs.
one anyone everyone someone
nobody anybody everybody somebody
nothing anything each either neither
Everyone in the line screams (not scream) for their money back. Nobody, out of thousands of volunteers, twists (not twist) the way she does. Each of the students has (not have) a beautiful sandwich for lunch.
Verbs must agree with subject no matter their placement in a sentence:
Near my closet hides Chris Ware. *here the famous illustrated novelist, Chris Ware, is the subject; the verb he comes after must be singular.
Near my closet hide Chris Ware and Quimby the Mouse. *here we use a plural verb because we have a plural subject: Chris Ware and Quimby the Mouse.
Interrogatives are sentences with different verb placement:
Where are those sea anemones? *the word anemones is the subject here, so we must use the plural verb are.
Watch your subject-verb placement with sentences that begin with the words there, here, who, which, what, and where.
Compound Subjects
When the word and joins subjects a plural verb should be used:
Chris Ware and Quimby the Mouse are a demanding couple. Esther and Haman are the life of the party.
When subjects are joined by or or nor or contain either. . .or, neither. . .nor. the verb agrees with the subject closest to the verb:
After the last incident, neither Cha Cha nor her cousin eats BBQ. Neither the barista nor her helpers make a decent soy mocha latte extra hot no whip.
Finish English 120 Begin English 110 Below instructor: Leon Lanzbom email: lanzbom@yahoo.com
Cuyamaca College: English 110 fall 2007: August 20- October 12
Class materials: Textbook: Langan, John. College Writing Skills with Readings 7th ed. CD�s or Key or Disks to take home lab work Yellow, Blue, and Pink Highlighting Pens
As you know, this class meets two days per week for eight weeks. That means we fit a semester�s worth of classes into eight weeks--a lot of work in a short amount of time. So, to stay excited and enthusiastic, we must add empahsis to the dynamic. Therefore, the syllabus you are about to read will change, depending on how many hazy eyes I notice. Fear not, any changes will not only be announced in class, but will also be placed on our website.
TTh 8:00-10:50 K114 TTh 11:00-11:50 L208
Disclaimer: You may find the language, or the sexual or violent content of some of the material submitted or assigned in this class offensive. I generally do not censor class reading material. Please see me if you feel offended. I will offer alternatives for any assignment.
ASSIGNMENT REVIEW
� Four essays in response to topics and readings (500 words each). � Two in class �cataclysmic shakedown� essay exams (AKA Midterm and Final: 500 words each). � One �out-of-class� 5 page research paper�please note topic exceptions on your hard-copy handout. � Five unannounced, in-class startle-response quizzes (one lowest score dropped).
*A grade of �C� or better is required on the research paper to pass the course.*
Startle-response quizzes and missing class: There will be 5 in-class Startle-Response quizzes, otherwise known as "check that you did the reading carefully and on time quizzes." You can expect these quizzes from time to time, and they will come unannounced throughout the semester. The quizzes will primarily focus on the reading assignments, providing me with a chance to see how well you are doing with the readings and documentation technique, though any area of the course may provide material for quizzes. The whole point of these quizzes is to help us work together, to convert what might be a boring classroom into a chaotic, unpredictable and exciting intellectual laboratory.
*You must submit all essays, exams, and the research paper in order to pass this course.*
GRADING OF ASSIGNMENTS
four essays: 20.0% (25 pts. each = 100 pts.) two Cataclysmic Shakedowns: 40.0% (100 pts. Each = 200 pts.) one five-page research paper: 40.0% ( = 150 pts.) five Startle-Response quizzes: 10.0% (10 pts. each = 50 pts.) (Percentages are approximations): 100.0% = 500 pts.
__________________________________
A 500�450 B 449�400 C 399�350
Credit: Grade of A, B, or C
D 349�300 F Below 300
__________________________________
CLASS POLICIES Due Dates: To receive full credit for an assignment (homework, essay, or journal) you must turn it in when assignment is requested. Assignments not handed in at that time are late. (Five minutes late is late!) Absence is never an excuse for lateness. Late is late is late. Points will be subtracted from an assignment for every class that passes without the assignment being handed in.
I do not accept late work. One more time: I do not accept late work. Missing an assignment will result in zero points for that assignment. No quizzes or other in-class journal assignments may be made up without prior arrangements made with me. I do not accept emailed assignments.
Highlighting: To help you structure your essays, I will require you to highlight all of your assigned writing in the following way: Yellow: Thesis statement (including reiteration in the concluding paragraph) Pink: Topic sentence of every paragraph. Blue: Transitions
English 110: fall 2007, Daily Menu
Week 1:
Tuesday 8/21 Introduction to class Intro to me prewriting and outlining: short review Freewriting: Dream List Homework: See Thursday 8/23: Read whatever is due on that day.
Lab: familiarize yourself with the lab. Manuscript form: how to set your papers up in MLA format __________________
Thursday 8/23 Come into class having read and reviewed the following:
Langan: Chapter One, �An Introduction to writing� and do all exercises. ==>Please pay close attention to the �The Hazards of Moviegoing.� Langan: Familiarize yourself with CH 2 Read: How to Make It in College 734-39 Answer questions on 739-43
In class: read and work through Chapters 1 & 2 and Chapter 3 if time allows
Click here for "English Works" five paragraph essay example. Clickhere for Bertrand Russell's, "Three Passions," another great essay.
Homework for next class: Continue reading through Chapter 2 and 3 Read CH: 8 Description:
Lab Paper #1: Description: Write a two page essay describing your favorite food. As you write, pay close attention to your senses, smell, sight, taste, touch.
*Bring in rough draft on Tuesday 8.28.
Paper One: Description: Describe, using all the senses, your favorite food. (see below)
Paper One: Description For this, your first piece of English 110 word art, you will describe your favorite food. You will write an essay that describes the image of this food, offering your thesis sentence and three points of observation. You are going to use your five senses to paint the most wonderful specific details in words. To make your words as vivid as possible, use strong verbs and colorful nouns, words that appeal to the reader�s senses. Keep away from the �to be� verbs (be, is, are, was, were, been, being). Here is an example of description with almost no appeal to the senses: My mother has brown hair.
Here is an example rich in description: My mother�s hair reminds me of the soft, brown leaves of fall.
You may even want to take your essay a step further. Make believe that you are one of the ingredients in your favorite meal and comment on the other ingredients that surround you. Tell me what french fries look like and smell like from a hamburger's point of view! Or make believe you're a person from another country who has never seen this kind of food before. You get the idea, right
Week 2 Tuesday 8.28 You absolutely must have your book today. Do not show up to class without your book.
Come into class having read and reviewed the following: Read 106-107, �Using Parallelism� in CH 5 Read CH7 �Introduction to Essay Development� Capital Letters: CH 35: 537-543 Numbers and Abbreviations CH 36: 545-47 Subjects and Verbs: CH23 450-54
Bring in rough draft of essay 1 for class readings and editing
Lab: continue work on Description essay _____________
Thursday 8.30
Catch up anything we missed Langan: Chapter 24 fragments avoiding slang p. 547 Langan: Finish chapter 3, begin CH4 and CH 5
Cause and Effect 264
Assign Essay #2: cause and effect Over the weekend, read the following: Cause and Effect Essay p.264; �Three Passions� by Bertrand Russell, 641; �Taming the Anger Monster,� Ann Davidson, 272, and �The Joys of an Old Car,� 265. Look at these essays through the lens of �Cause and Effect.� Many actions do not occur without causes, and a given action can have a many effects, good or bad. Write about an incident, an accident, a break-up, a book, a movie, that had a powerful effect on you.
8.31: Last day to add a class. Also, last day to drop semester length classes without �W� appearing on transcript. Last day to receive a refund for semester length classes. _________________________________ Week 3
Tuesday 9.4 Langan: chapter 25: avoiding run-ons p. 470-81 Continue chapters 4 and 5 Ch 39 commas Bring in draft of essay 2 for reading and editing
Lab : Work on essay 2
___________________________________
Thursday 9.6 Essay 2 due on my desk as soon as you walk into class
Review and catch up
Un Chien Andalou This classic film by Luis Bu�uel and Salvador Dali, circa 1928, was made to attract the attention of the Avant Garde movement. These two mad artists wanted to create a film whose "only rule was very simple: no idea or image that might lend itself to rational explanation of any kind would be accepted." Bu�uel took stones to the premiere to toss at the critics. But something more bizarre than the film itself happened. The critics and bourgeoisie loved it! Bu�uel and Dali were puzzled.
Bu�uel wrote: "What can I do about the people who adore all that is new, even when it goes against their deepest convictions, or about the insincere, corrupt press, and the inane herd that saw beauty or poetry in something which was basically no more than a desperate impassioned call for murder?"
"A movie like this is a tonic. It assaults old and unconscious habits of movie going. It is disturbing, frustrating, maddening. It seems without purpose (and yet how much purpose, really, is there in seeing most of the movies we attend?). There is wry humor in it, and a cheerful willingness to offend." - Roger Ebert
Please note! This film may have subject matter that some students believe offensive. Please see me, and I will offer you an alternative assignment.
The Argument Paragraph. Paragraph #3: Arguing for or against Un Chien Andalou--due next Thursday 9.13
Draw what you view to be the most memorable or confusing image from Dali and Bu�uel's UN CHIEN ANDALOU. On another piece of paper taped to that drawing, write a paragraph that describes your rationale and/or speculates upon the complexities of the particular image you selected, offering a topic sentence three points of observation. Tell the reader what makes the scene "weird" or different. Is this art? Is it cinema? Is there a story?
Remember argue like a dynamic college student, looking at the who, what, where, when, and why.
Final Essay Assignment What is Art?
The pressure is on! You will write a five-paragraph essay with at least two (2) works cited. The topic for this paper will be �What is Art?� You�re thesis will be your argument for art. Why is art different from math? What is beauty? Can art really be defined? Your Thesis is not only argumentative, but is also �surprising� or �risky� and responds to assignment clearly. Your essay�s purpose must be clear and show a strong plan of development and originality and all material will be on target in support of your thesis. You will make one point (your thesis) and sticks to it throughout your essay.
I will hand out a list of �suggested� artists, photographers, and writers for your research. Of course, there are others, but you will have to speak to me if you want to use anyone else, and we will extend our list. The sooner you develop an idea the sooner you can begin on your paper.
Week 4 Tuesday 9.11 Continue and catch up from Thur Ch 27, Subject Verb Agreement. Review Ch,37,�Apostrophe,� 38, �Quotation Marks, 43, �Effective Word Choice,� and 40, �Other Punctuation Marks.�
Bring in essay 3 for reading editing If we have not done them yet, do exercises on 98-104 (organizing time).
Thursday 9.13 Essay 3 due on my desk Continue from Tuesday. Clean up all lose ends. Ch 29: Pronoun Agreement: Ch 30 Pronoun types: Ch 31
__________________ Week 5 Tuesday 9.18
CH 31: Adjectives and Adverbs Ch 32: Misplaced modifiers CH 33: Dangling Modifiers Review anything missed: Catch up _____________________
Thursday 9.20 Cataclysmic Shakedown #1
Essay 4: Compare and Contrast Assign essay #4: Magritte/Stevens compare/contrast
Read 287-308: Focus on "Born to be Different" 298, and "A Vote for McDonalds," and "Studying then and Now," on pages 290-92
What you must do for Essay 4 R�n� Magritte, Ce�i n'est pas une pipe (1926)
Magritte's painting of a pipe, combined with the painted words "This is not a pipe," calls into question visual representation itself. What is painted on canvas is not actually a pipe, but a depiction of a pipe. The words, which is as much a part of the painting as the pipe, serve to point up the differences between a real pipe and the image of a real pipe.
Magritte�s painting speaks to our preconceived notions of art: What is art? What is illustration? What do words mean?
Important here is the distinction between reality and the representation. In saying that an image resembles reality, one assumes the ontological superiority of the latter. The philosopher, Foucault, writes that with the painted representation of the pipe the original pipe, which the painting is based open, is transformed into something else; the original and the proxy are "like one another without any of them being able to claim the privileged status of model for the rest."
For your next essay, you are going to compare OR contrast Magritte's painting, This Is Not a Pipe, to Wallace Steven's poem, "Anecdote of the Jar." Find the similarities or the differences, or both, and in two pages express your findings. We have images here, one a jar, one a pipe, each representing other notions. Both are a facade or doorway that takes us to new perceptions, presumptions, and understandings. We are working with two different mediums of communication that reach far beyond the pen and the pallet.
Do not freak out! What is the difference between a car and a truck. They are both used for transportation and have many similarities, but they are two different ways of getting someplace. Apply similar thinking to the poem and the painting.
Anecdote of the Jar by Wallace Stevens
I placed a jar in Tennessee, And round it was, upon a hill. It made the slovenly wilderness Surround that hill. The wilderness rose up to it, And sprawled around, no longer wild. The jar was round upon the ground And tall and of a port in air. It took dominion everywhere. The jar was gray and bare. It did not give of bird or bush, Like nothing else in Tennessee.
Week 6 Tuesday 9.25 CH 6 four bases Bring in your rough drafts final paper: workshop
Lab: begin compare Contrast Essay 4 ______________
Thursday 9.27 Final paper workshop Review _____________________________________________ Week 7
Tuesday 10.2 Final paper workshops
Thursday 10.4 Hand in Final paper
This Quiet Dust was Gentlemen and Ladies --Emily Dickinson
This quiet dust was gentlemen and ladies And lads and girls; Was laughter and ability and sighing, And frocks and curls;
This passive place a summer's nimble mansion, Where bloom and bees Fulfilled their oriental circuit, Then ceased like these. ____________________ Week 8 Tuesday 10.9 Individualized meetings Review for final
Thursday 10.11 This is it, Cataclysmic Shakedown #2
English 120: spring 2010 Daily Menu
Week Four: Monday 2/15 
A simple sentence is built of a single subject-verb unit.
These are two complete sentences with a subject and verb hooked up together, and they are usually connected by a comma plus a word to join the two sentences.
When we want to emphasize one idea over another. 
Indefinite Pronouns
Compound Subjects
"What lies behind us and what lies ahead of us are tiny matters compared to what lies within us."
was very simple: no idea or image that might lend itself to rational explanation of any kind would be accepted." Bunuel took stones to the premiere to toss at the critics. But something more bizarre than the film itself happened. The critics and bourgeoisie loved it! Bunuel and Dali were puzzled.
Adverbs
Startle-response quizzes and missing class: There will be 5 in-class Startle-Response quizzes, otherwise known as "check that you did the reading carefully and on time quizzes." You can expect these quizzes from time to time, and they will come unannounced throughout the semester. The quizzes will primarily focus on the reading assignments, providing me with a chance to see how well you are doing with the readings and documentation technique, though any area of the course may provide material for quizzes. The whole point of these quizzes is to help us work together, to convert what might be a boring classroom into a chaotic, unpredictable and exciting intellectual laboratory. 
four essays: 20.0% (25 pts. each = 100 pts.)
