Second posting for Tuesday May 14th

Greetings, again,
as I complete the grading on your portfolios, I want to remind all of those who have NOT written all three out of class essays that you MUST WRITE AND SUBMIT ALL THREE OUT OF CLASS ESSAYS in order to pass this course. I have talked many times about this. The English dept. requires you to write an approximate number of words. Your three out of class essays constitute most of the writing for this semester. (see the excerpt from the syllabus below). Those few who have essays missing might need to start working on the missing essay. It will be due no later than the last day of Finals Week, next Friday.

NOT submitting an out of class essay is NOT an option. The English dept. requires that you write an approximate number of words in this course. The out of class essays provide a large part of the word count requirement.

Tuesday, May 14, 2013--4:45 pm

Greetings,

All students in both sections MUST attend class tomorrow.
If there is any reason why you cannot, you must contact me immediately.
It is of the utmost importance that you be present to receive your portfolio and to find out if you are passing the class or not. Some of you still have a lot of work to do to demonstrate your efforts this semester.

See you tomorrow!

Wednesday, May 8th, 2013

Greetings everyone,
A slight change of plans. I am not sure exactly what I was thinking when I told all of you that I would have all the portfolios graded and ready to return on Monday.

Alas, I also have 100 English 20 essays to grade by Monday. I really do not feel like I can give your portfolios the attention they deserve and have them for you on Monday.

So, with that said, let's not meet on Monday, but on Wednesday, May 15th. I will have the portfolios ready for you and that will also be our last class of the semester.

Have a wonderful and safe weekend.

Tuesday, May 8th, 2013

Hi,
I realize all of you know by now what goes into your portfolio, but just in case there are any last minute questions...here is the handout I distributed about the letter. And here is a quick re-cap from my instructions during class discussions.

In a soft cover binder, you will have five dividers sections.
Section 1=Portfolio Defense Letter
Section 2=Essay One, final draft and all revisions
Section 3=Essay Two, final draft and all revisions (no bib cards & notecards)
Section 4=Essay Three, final draft and all revisions
Section 5=Two representative assignments from English 10, Fall Semester

PORTFOLIO DEFENSE LETTER ASSIGNMENT—200 POINTS POSSIBLE

·      Assigned, Monday, April 22

·      Rough Draft due, Monday, May 6 (YOU MUST BRING TWO COPIES OF YOUR LETTER TO CLASS)

Unlike your three out of class essays, you must write, revise and edit this letter completely on your own.

The purpose of this letter is to convince me that you are ready to complete English 10/11 and move with confidence to the next required English class.  What have you learned about your strengths and weaknesses as a writer and reader?

This letter will also demonstrate that you can write an articulate, well developed essay/letter without my guidance and feedback.

Requirements:

·      Letter must be typed and double spaced.

·      Letter must be at LEAST three pages in length.

·      Letter must explain specifically how you met the goals set for this course (English 10 and 11). (One of the best ways to approach the goals is to consider your experiences and process writing and revising the three out of class writing assignments. You will also want to recall all the various activities and lessons that took place over both semesters)

·      Letter must be dated and addressed to me.

·      Letter must be signed by you.

Monday, May 6th, 2013

Greetings,
Just a few reminders that I announced in class today:
1. Your portfolio is due on Wednesday. I will bring a three-hole punch in case you need one, but you should have everything organized and ready to place in the portfolio.
2. Please bring your grade sheet with your grades filled in. You will be comparing it to my grade sheet so be sure to bring along all your graded work from this semester.
3. You will be completing the English dept. evaluation for this course.
4. You can, of course, revise any essay again before Wednesday and use that one for your final version in your portfolio.
See you on Wednesday.

Tuesday, April 30th, 2013--530 pm

Greetings,

For tomorrow's class, I will be meeting with each of you individually as I read and score your out of class essay #3. This way, at the end of class, you will leave with your graded essay and can utilize the weekend to revise if you wish.

As you wait to conference with me, you may want to use the class time to work on your Portfolio Defense Letter.

Tuesday evening, April 23, 2013--10 pm

Greetings,
Below you will find a copy of the official Portfolio Defense Letter assignment that was distributed and discussed briefly on Monday.

English 11, Spring 2013

PORTFOLIO DEFENSE LETTER ASSIGNMENT—200 POINTS POSSIBLE

·      Assigned, Monday, April 22

·      Rough Draft due, Monday, May 6 (YOU MUST BRING TWO COPIES OF YOUR LETTER TO CLASS)

Unlike your three out of class essays, you must write, revise and edit this letter completely on your own.

The purpose of this letter is to convince me that you are ready to complete English 10/11 and move with confidence to the next required English class.  What have you learned about your strengths and weaknesses as a writer and reader?

This letter will also demonstrate that you can write an articulate, well developed essay/letter without my guidance and feedback.

Requirements:

·      Letter must be typed and double spaced.

·      Letter must be at LEAST three pages in length.

·      Letter must explain specifically how you met the goals set for this course (English 10 and 11). (One of the best ways to approach the goals is to consider your experiences and process writing and revising the three out of class writing assignments. You will also want to recall all the various activities and lessons that took place over both semesters)

·      Letter must be dated and addressed to me.

·      Letter must be signed by you.

Monday, April 15, 2013--7:45 pm

Greetings,

Important Items and Reminders:

1. On Wednesday, please bring the sample student essay distributed in class today. Be sure you have reviewed the entire essay and have noted your observations. As you know, we just had time to discuss the first paragraph only.  I am posting a copy of this sample essay below for those who may have been absent today. If you WERE absent, you will need to get the list of specific issues to focus on while reading it from another student in class. Use your Class Contact List.

2. On Wednesday, you will be completing In Class Essay #2. You will have 50 minutes to complete the essay. Please remember to bring a green or blue book to class. If you have enough space to write the essay in the blue book you utilized for In Class Essay #1, you may certainly use it again.

3. To prepare for In Class Essay #2, please read the following article. You will want to read it a few times and make notes and/or annotate BEFORE YOU COME TO CLASS. You may refer to the article while you plan and write the essay.

"Writing in America: Banned in Tucson" by Luis J. Rodriguez

https://www.facebook.com/notes/california-gold-the-sacramento-valley-chapter-of-reforma/banned-in-tucson-luis-j-rodr%C3%ADguez-progressive-april-2012/292771537459843


***************************************************************

SAMPLE STUDENT ESSAY—ENGLISH 11—SPRING 2013

ESSAY #1 ASSIGNMENT

Life before the Internet

            What was life like before the internet? It was a time when most things were done by hands like writing and mailing out invitations to parties, baby showers and weddings.  Young students didn’t use the internet to help them on  homework, but they used actual hardcover textbooks.  Now, some people just create a quick event on a social networking site and invite just about everyone. It also became easier for students to plagiarize other people’s work.  Although the internet has made our everyday lives more convenient, it has caused people to become overly dependent on it.

            Before the internet became a big part of my life, I was always outdoors playing with the neighbor kids.  I played hide and seek, board games, tea party, and much more.  There were so many things to do that I would never get bored.  Since the internet became more in, I have been less active and more attached to the internet for entertainment.  People using up all their time using the net are unhealthy because they are more likely to not exercise, and they’re not able to interact with people face to face.  For an example, in South Korea, children are not willing to leave their room because they’re too busy playing online games.  These kids sometimes lose track of time and forget to rest and do stretches to loosen up muscles, which can lead them to their death.  It also became harder to focus in class when a teacher lectures.  Sometimes class lectures can be interesting, but I often “zone out” and crave for a different topic to be discussed.  As my attention span decreases, it is hard to stay focused on homework for even five minutes without constantly waiting to surf the Net for interesting news to gossip with friends.

            Many people make up excuses as to why they can’t finish their work on time.  According to the article, “Does the Internet Make you Dumber?”: “People who are continually distracted by emails, alerts, and other messages understand less than those who are able to concentrate”(223).  It seems easy to sit down and start doing homework until the phone starts vibrating.  Even taking an online class might tempt a person to check out other time draining sites which causes the person to either pull an all-nighter or rush through homework an hour before class. Usually, people who wait until the very last minute to do everything do not get much out of it; whereas, people who actually put all the distracting devices elsewhere to finish a piece of homework are able to understand the subject better.

            The internet provides many reliable sources to gather information that people take advantage of in order to save valuable time.  In fact, may wonder why money is being wasted on books if the Net has all the information. There was a time when my little sister was doing her English homework and she came upon a word she didn’t know the meaning of.  Instead of looking the word up from a dictionary, she typed the word onto Google for the definition.  Out of curiosity I asked, “Why as Google for all the answers when textbooks have all the information you need?”  Her only response was, “It’s faster than flipping through pages to look for a piece of information and I never really used a dictionary before.”  I find it sad that young children are starting to lose a simple skill such as using a dictionary.  Even though the internet does provided many trustworthy sites, it doesn’t mean a person should always trust information that is provided on the internet.  There are some sites that give false facts.  Anyone can easily post general news on the World Wide Web without any sources to back up their facts.  Textbooks are more reliable because writers need to find many sources on all the materials that are needed.  As technology starts advancing, it will be difficult to retain the practical skills that don’t involve any internet connection.

            Things that were once done by hand are slowly disappearing.  In the past, students who had to write essays, book reports, or research papers only had textbooks as a resourceful tool.  Information didn’t come pouring out of the books as fast as the internet.  According to “Your Brain on the Computer”: “Before the Computer Age, chess grandmasters used to study chess books before matches” (229).  People didn’t have to worry about books causing viruses or identities getting stolen.  Businessmen had to handwrite letters and take them to the post office.  It can take days for someone to receive a letter that was sent by mail instead of by email.  Love letters used to have more meaning but now people are cowards and hide behind a computer screen to send a loved on a message.  Friends met in person and not just on some random social networking site.  Sure the internet helps people get things done at a faster pace, like keeping in touch with long distant relatives and friends.  It takes boredom away with all the entertainment the Net provides.  Many people can watch free movies online instead of driving to Blockbuster to rent a good movie.  I’m sure some human beings don’t know how to read an actual map to get from one area to another without a GPS guiding the person the whole way.  Sometimes, it is better to take a break from these technologies and go explore the world.

            When I think about how reliant the future generation is becoming, the thought of it scares me.  What if all the technologies crash one day?  I fear many people would be lost without any devices in hand.

Second Posting--Sunday, April 14th

Hello, below is the reading due to be read for tomorrow. You will note when you are on the site that there is an audio component, around 26 minutes. You may want to listen to the audio and follow along as you read.

"Kyoto Prize Winner Explains the Benefits of LIving in a Diverse Society"

http://www.kpbs.org/news/2009/aug/19/kyoto-prize-winner-explains-benefits-living-divers/

Sunday, April 14th, 2013--noon

Hello,
I am attaching a copy of out of class essay assignment #3, which was assigned last Wednesday in class.

English 11, Spring 2013

C. Fraga

OUT OF CLASS ESSAY ASSIGNMENT #3 (200 points possible)

Assigned: Wednesday, April 10th

Optional Rough Draft Due: Wednesday, April 24

Final Draft Due: Wednesday, May 1

The readings in this chapter, “Between Cultures,” explore the many situations and issues connected with being a part of or being exposed to more than one culture. Some even describe it as having one foot in one culture, and the other placed firmly in another.

In this country, most specifically in California, we are daily exposed to a plethora of different cultural backgrounds. In fact, most of us probably take for granted the wealth of interesting, curious, rich and diverse people, language and ideas that surround us.

Prompt:

Write an essay in which you explain how and why being surrounded by a variety of different cultures impacts your life and makes it richer, more interesting.

You are not required to do any outside research for this essay. (In other words, no in text citations or Works Cited page, etc.)

I want you to focus on you and your experiences up to this moment in your life. What have been the most powerful influences, insights and/or lessons you have received from others who celebrate and honor another culture than yours? What is the value of living in such a diverse world, attending school at such a diverse campus?

YOUR ESSAY MUST BE:

·      DOUBLE SPACED

·      MLA SET-UP/FORMAT

·      TIMES NEW ROMAN FONT

·      EDITED CAREFULLY FOR CARELESS SENTENCE LEVEL ERRORS

IT MUST BE AT LEAST FOUR PAGES MINIMUM. I realize I am going against my own philosophy of no word or page requirement…but after reviewing the most recent research essays, I feel inclined to set some guidelines. J

Sunday, April 7th, 10:30 pm

Greetings,
the good news is...that I have all the research essays graded.
The NOT so great news is...
in the last hour I have developed a killer migraine. Ugh.
(hopefully it was not due to reading the research essays...hee.)
In fact, I am going to have my husband drive me to Urgent Care to get a shot...it appears it is going to be THAT kind of migraine.
I am so sorry!
Have a good and safe Monday and I will see you on Wednesday.

Monday, March 25th, 2013

Greetings,

I hope you are enjoying spring break so far.

You will notice on the syllabus that there is an assignment due on Wednesday, April 3rd, when you return to campus. You are to watch a TED Talk online. It is a video that runs a little less than 18 minutes. Please take notes as you watch since you will not have the time to view it in class. The link to the video is provided below.

"The Myth of the Gay Agenda"
http://www.ted.com/talks/lz_granderson_the_myth_of_the_gay_agenda.html

Also, as you already know, out of class essay #2 is due on April 3rd as well. Please be sure to review all the details about how to submit your essay.

See you on the 3rd!

Tuesday, March 19th--1 pm

Greetings,

A few reminders:

Tomorrow there is In Class Essay #1 and Quiz #4 on MLA Documentation.

Also, remember to bring your five sample bibliography cards and five sample notecards to class. I will be checking those while you are completing the essay and quiz. These sample cards will replace In Class Writing Response #3 and is worth 50 points.

2nd posting for Sunday, March 17th--5:30 pm

Hello again,
I just realized that I have not posted a copy of Out of Class Essay #2 here on the blog. So...here it is.

English 11, Spring 2012

OUT OF CLASS ESSAY ASSIGNMENT #2

Assigned: Wednesday, March 6

Optional Rough Draft Due (no later than) Monday, March 18 (Note Cards and Bibliography Cards are not required when submitting a rough draft).

Final Draft Due: Wednesday, April 3

Focus: Chapter 2: Between Perceptions (in our text, Between Worlds)

Readings Assigned in Between Worlds:

“If the Genes Fit” Dan Neil

“Black Men and Public Spaces” Brent Staples

“Discrimination at Large” Jennifer a. Coleman

“O.K., So I’m Fat” Neil Steinberg

“ ‘Diabesity,’ ” A Crisis in an Expanding Country” Jane E. Brody

“Bodily Harm” Pamela Erens

************************************************************************************

ESSAY TOPIC:  Discrimination

Select a group of people (that you are interested in learning more about) who experience discrimination.

Conduct research in order to discover why they are discriminated against and how it impacts their lives.

Your thesis (underlined) must be an assertion.

For example:

Overweight people have always faced discrimination, but today, when eating healthy is more emphasized than ever, fat people suffer the most from the hateful attitudes of society.

Possible Topics to Select:

obesity

extreme thinness

dwarfs

physical disability

mental disability

Latino/Latina

Asian

Caucasian

Gay/Lesbian/Transgender/Bisexual

Requirements:

·      Essay must be in MLA format (this includes in-text citations and a Works Cited page)

·      A minimum of five outside sources must be utilized in the essay. (one or more of these sources CAN be from the chapter readings listed above, but you do not HAVE to use any of them.)

·      You may not use Wikipedia for a primary resource.

·      Essay must be submitted in a large envelope with the following:

--Final Draft

--Rough Draft (s) with my comments (optional)

--Note Cards (4”x6”), banded or clipped together, in the order the material appears in the essay

--Bibliography Cards (3”x5”), banded or clipped together, in the order the material appears on the Works Cited page

THIS ESSAY IS WORTH A TOTAL OF 200 POINTS (100 points for content and organization; 100 points for MLA Documentation).

Sunday, March 17th--10 am

Hello,

here are the notes from the Group Work brainstorming last Wednesday on obesity.

What are the traits, habits and values we observe and or know about overweight people?

• comfortable
• lazy
• can be genetic
• insecure
• women may be more conscious of the issue
• hilarious
• in some countries, obesity is very accepted, and even encouraged
• eating for comfort
• embarrassed/shameful
• will commit to being on TV shows
• they get picked on
• they do not talk a lot
• they avoid eating in front of others
• difficult to find a partner for a serious relationship
• make fun of themselves
• sensitive
• eat unhealthily
• athletic
• slow
• obnoxious
• attract attention to themselves
• sweaty
• experience difficulty shopping
• get stared at
• sleep a  lot
• either really nice or mean and agressive
• high cholesterol
• become tired quickly
• unattractive
• unhappy/depressed
• afraid to fail/paranoid
• shy
• lie about how they feel about themselves
• less judgmental
• some would do anything to lose the weight
• joke about their weight
• bulimia/ anorexia
• scared to "face" the scale
• their condition may be genetic
• emotional eating
• more chances of health issues
• miserable

Wednesday, March 13, 2013--9:30 pm

Greetings,

Below you will find links to two articles that comprise the reading assignment due to be read on Monday. Be sure to either print out copies to bring to class, or bring an electronic device so you can gain access in class.

"How are Atheists Discriminated Against?"
http://atheism.about.com/od/attacksonatheism/p/AtheistBigotry.htm

"6 Outrageous Incidents of Discrimination against Non-Believers"
http://www.alternet.org/belief/6-outrageous-incidents-discrimination-against-nonbelievers
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A few reminders too:

1. Optional Rough Draft for Out of Class Essay #2 due on Monday
2. Remember to bring a blue or green book to class on Wednesday for our first In Class Essay.

Have a wonderful and safe weekend.

Sunday, March 10th--6 pm

Greetings,

I just finished a phone conversation with my mother. My dad has developed some complications from the surgery. I am heading down to the bay area in a few moments.

I apologize but I will have to cancel class tomorrow. I have never had to cancel two classes in a semester.....thank you so much for your understanding and patience.

I will definitely be in class on Wednesday. Writing Response #2 and Group Work #2 will both occur on Wednesday.

Monday, March 4, 2013--5 pm

Hello everyone,

thank you so much to those who wished my father well in his surgery this morning. It appears that all has gone well and he is recovering as expected so far.

Just a few reminders.

1. for those who showed up to class today because you had not read my posting from last Thursday about class being cancelled, I am so sorry for the inconvenience. However, at least now perhaps you will remember to stay more current on the blog.

2. when you submit Out of Class Essay 1 on Wednesday, be sure to include the planning as well. (we discussed a handout and you worked on the planning in class.) It is part of the assignment. Also, if you submitted a rough draft, please also submit that as well with my comments.

3. be sure to refer to the syllabus for the reading assignments due to be read Wednesday.

Be safe. See you Wednesday.

Thursday, Feb. 28th, 2013--8 pm

Hello everyone,

I just found out today that my father is having open heart surgery on Monday morning in Santa Rosa. I really want to be there with my mom and siblings. I apologize for the late notice.

This does mean, of course, that your out of class essay 1 is not due until Wednesday, March 6th.

So--I am canceling class on Monday, the 4th of March. I hope you understand!

See you on the 6th.

Tuesday, Feb. 19, 2013--around 5 pm

Hello,

Below are copies of the two handouts we discussed on Monday:
1. Sample essay of out of class essay assignment #1
2. Planning sample for out of class essay assignment #1

Also, a reminder:

Due tomorrow, Wednesday, Feb. 20th, is an annotated response to "The Twitter Explosion" by Paul Farhi. Please bring your copy that has been clearly annotated (highlighted, underlined and/or margin commentaries, etc.)
********************************

Elton Johanson

Prof. Fraga

English 11, Section 6

3 March 2012

Technology vs. Quality of Life

The following scene is very familiar to most people. Imagine sitting in a restaurant and observing the other patrons. Many diners most likely have their cell phone in hand, busy checking email, sending a text, or playing a game. Few diners are actually conversing with each other. The convenience of owning a cell phone cannot be argued; however, the cell phone also appears to be quite an addictive technological wonder that may be producing a society obsessed with this communicative device. The over-reliance on cell phones is beginning to seriously impact the overall quality and safety of our lives.

Of course, having access to a cell phone in an emergency situation is such a bonus. If one is involved in a car accident or in any situation where help is needed immediately, a cell phone can save a life. Additionally, there is an impressive amount of situations where a cell phone is very useful. Many cell phones today are equipped with a camera, a GPS (Global Positioning System), current weather reports, music, restaurant reviews and so many other devices.  However, are users becoming overly dependent on this handy piece of genius technology?

Since the phone is always with us, it is easy to be distracted. If we are able to read e-mail messages immediately, do we need to? If a text arrives from a friend, do we need to respond right away, even if it is a mundane message such as, “Hi, what are u up to?”  It is too easy to focus on responding to any and all messages instead of setting aside a particular time to catch up on correspondence. Inevitably we find ourselves taking twice as long to get through a homework assignment, or a load of laundry, or a shopping trip, merely because we have stopped numerous times to respond to a phone call, email, or text message on our phones.

I spend a lot of time on a college campus and I have seen first hand how distracting a cell phone can be to students while in the classroom. For some students, a fifty-minute class is just too long to go without checking for new emails or texts or tweets. In their article, “Your Brain on Computers,” computer experts Christopher Chabri and Daniel Simons believe that “the more different ways technology gives us to multitask, the more chances we have to succumb to an illusion of attention” (230). In other words, many students believe they are successfully processing the information from a lecture while checking their email, but realistically it is rare that anyone can multitask successfully or even satisfactorily. 

Besides for the cell phone causing users to be too distracted, communicating via the cell phone—texting, IM (Instant Messaging) and tweeting—allows people to interact indirectly and thus, more impersonally. Specifically, it means that we can communicate without ever talking face to face with someone. Inevitably, there will be misunderstandings between people face to face as well as via technology. However, the chances of information being misinterpreted and misguided is much higher when one cannot observe someone’s facial expressions, body language and tone of voice.  Los Angeles Times reporter, Meghan Daum, wonders if tweeters tweet because they really want to communicate with a very specific group of close friends, or because typing has replaced talking (234).  It is an issue to seriously ponder. From an early age, we begin to develop social skills in order to communicate and live with others in the most enjoyable and appropriate ways. Encountering a wide variety of personalities and sensibilities allows us to mature and deal with a wide berth of situations. When in person, one on one direct exchanges are severely  limited, we begin to naturally lose our abilities to interact comfortably with others.  It is more than unnerving to think that it will be commonplace to propose to a loved one via texting.

Our obsession with cell phones also steals away precious time. Essayist and fiction writer, Anne Lamott, reminds readers in her essay, “Time Lost and Found,” that “time is not free—that’s why it’s so precious and worth fighting for” (241). She is sympathetic to the quandary most of us find ourselves:  we are addicted to being busy. Cell phone users are too often convinced that they do not have enough time to get done what needs to get done. Yet they do not realize how much the phone steals their time. Lamott insists that we must make time for ourselves—quiet time—away from technology.  David Pogue, author of “Twitter? It’s What You Make It,” supports Lamott’s assertion. Pogue writes, “…Twitter. It may be powerful, useful, addictive and fascinating—but in the end, it’s still an Internet time drain” (238).

Even many high schoolers are expressing their irritation at friends’ inability to turn their cell phones off. Recently I was at a pizza parlour with my family and I noticed a group of about twelve teens at the next table. No one was on their cell phone. In fact, all their cell phones were in the middle of the table, as if they had decided to actually spend their time enjoying each others’ company and not constantly referring to their phone every six minutes.

Not only is the cell phone challenging the way we live, socialize and spend our time, but it also involves our safety, particularly while driving. Much research has been conducted about the increased dangers of cell phone use while driving. According to one study, conversing on a cell phone while driving makes one four times more likely to be involved in a crash (Froetscher 214). Of course, those who scoff at much of this research counter that there are many things that can distract a driver and cause an accident. However, talking on a cell phone is a very social kind of interaction and is quite different than the kind of exchange one might do with another passenger. Passengers in the car have the advantage of understanding firsthand, visually, the competing demands of the driver and conversation is often suppressed certain situations such as changing lanes, parallel parking, or avoiding a crash. Not responding during a cell phone conversation, however, can be interpreted as rude.  Even with the nation wide ban on the use of cellphones while driving enacted in 2009, approximately 4 out of 5 cell phone users “Make calls while driving and nearly 1 in 5 sends text messages…” (Levin 210)  These statistics clearly indicate that cell phone use is habitual and even with laws in place, people will find it extremely difficult to stop the habit, driving or not.  In fact, the CTIA (The Wireless Association) believes that driving and cell phone use is not something to be avoided. A senior official at CTIA states that while driving, “A sensible, a responsible and a brief phone call, we think, can be made and sometimes needs to be made, in order for life’s everyday challenges to be met (210).

If I had my choice between living now, in the 21^st century, with all the still emerging technologies at our fingertips, or living without them, there is no question that I would choose residing in the world of today. The positive results of technology far outweigh the negative. The opportunities available to obtain and share information with each other are exciting and in so many ways, bring us closer together as a global community. Yet with most things, there are also risks. The chance to become so reliant and addicted that we end up losing ourselves and risking the safety of others as well as ourselves, is a very real possibility. The warning signs are everywhere. We need only to care enough to pay attention.

******************

English 11

Sample Planning for Out of Class Essay #1

Topic:  Technology—Positive, Negative, Both

Choices: cell phones, texting, Twitter, Internet…(or combination of some or all)

Narrowed Topic:  Cell Phone Usage—mostly negative

Working Thesis:  The over-reliance on cell phones is beginning to seriously impact the overall quality and safety of our lives.

Working Title:  Technology vs. Quality of Life

Positive                                                            Negative

for emergencies                                                distracting (access to e-mail, texting,

directions (GPS, maps, etc.)                                                Twitter, games, music, etc.)

gives sense of security                                    eliminates need to actually talk directly

   (loved ones close)                                                weakens social skills

camera                                                            quality time drain

Introduction: 

open with a scene in a restaurant, diners using cell phones instead of talking to each other.  We are becoming obsessed.

Write about some of the very good, positive elements of owning a cell phone—to lead into how overly dependent we are becoming.

It is creating too much distraction.

--feel we have to answer right away

--tasks (homework, laundry, shopping, etc.)take longer because we are answering texts, etc.

Give a specific example of my observations of students distracted by cell phones in the classroom.

--even 50 minutes is too long to be without

--quote from “Your Brain on Computers” about mulit-tasking

--we think because we have all this access that we can handle it all and get other things done as well

It impacts how we interact with others. It is very impersonal and indirect

--when we do a face to face, less chance of misunderstandings

--Meghan Daum quote about if typing has replace talking

--if we don’t interact one on one, we lose our abilities to communicate comfortably and well and with articulation

It robs us of time. Time for ourselves. Time to think.

--Anne Lamott quote about time is not free and it is worth fighting for

--we think we do not have enough time, but we don’t realize how much time we waste with our tech devices

--quote from David Pogue about how cool Twitter is but how much of a time drain it is as well

Example of seeing high school kids at pizza parlour. Even teens are beginning to recognize that social time WITHOUT a cell phone in their hands is important.

It impacts our safety. Cell phones and driving don’t mix.

--Stats from  Froetscher’s article

--recognize many things can cause distractions for drivers, but cell phone usage is rather unique—different than conversing with a passenger

--Levin stats on how many cell phone users drive and call/talk

--Wireless Association does not want to admit that it is risky

Concluding Remarks:

Technology is a great thing for many many reasons.

But because we are humans, there is always the chance of addiction and overuse.

We need to pay attention to this….life priorities. The value and quality of life.

Sunday, February 17th, 2013--8:45 pm

Hello everyone,

I hope your weekend was an enjoyable one.
Just a quick reminder. Be sure to bring to class a copy of the article that is due to be read tomorrow.
I realize that seems fairly obvious, but I wanted to remind you just in case.
If you want, you can certainly access it in class on your laptop or other electronic device, but be sure you have read the article a few times and are familiar with the contents.

Also, it is best if you bring your textbook to class every class session.

See you tomorrow.

Sunday, Feb. 10th-- 8 pm

Hello,

I hope all of you have had a most enjoyable weekend!

I will make this announcement in class as well, but I felt it was important enough to also post on the blog.

If any work from now on is submitted without being STAPLED I will not accept it. Period. You will receive no credit for the assignment.

You have had PLENTY of time to purchase a stapler. Bring it to class. Every single time.

Your professors are not responsible for providing you with supplies.

Thank you. :)

Wednesday, February 4th, 2013--4:30 pm

Hello,

A note about the textbook.

For those students who do not have the textbook yet, you will need to order it as soon as possible from an online source. 

I did make it very very clear that we were going to be using the text for the entire course, both semesters. That is why the bookstore is not stocking the book anymore. It is a two semester text.

A few of you who found yourselves without a text last week, when the first reading assignments were given, contacted me and I was able to make copies of the readings for you.

It is VERY crucial that you communicate with me. Those students who JUST told me today, the second week  of classes, that they do not have the text, should have contacted me on the first day of class, when it was clear that reading assignments would be due immediately. OR, there are other options. You could have contacted another student in the class and arranged to get copies that way.

This afternoon before leaving campus, I made six copies of the two readings due for Wednesday. I placed all six in an envelope and it is on the bulletin board to the left of my office door, Calaveras 149.
They are on a first come, first serve basis. When they are gone, they are gone.

Bottom line, you need to come prepared to class. If you do not have the textbook, that means you cannot come prepared! And you need to figure out how to obtain the readings.

See you Wednesday.

Tuesday, January 29th, 2013--11:30 am

Hello,

below is information about the Portfolio. I hope this clears up any confusion you might have had. However, if you still have questions, be sure to ask them tomorrow in class.

Also, the quiz on the syllabus tomorrow may include questions about the Portfolio.

See you tomorrow.

PORTFOLIO INFORMATION

At the end of this semester, you will be submitting a portfolio in a soft cover binder.

It represents 50% of your earned grade. 800 points possible.

The portfolio will consist of the following five sections:

1.     Out of Class Essay 1 (final draft and all revisions)

2.     Out of Class Essay 2 (final draft and all revisions)

3.     Out of Class Essay 3 (final draft and all revisions)

4.     ***Portfolio Defense Letter (an explanation of how you have met the six learning goals for the course)

5.     Two samples of your best work from English 10/Fall Semester 2012

***The Portfolio Defense Letter assignment will be given later in the semester.

I will not ask to “see” your Portfolio until the due date noted on your syllabus.

Monday, January 28th, 5:45 pm

Hello and greetings. :)

Below you will find a copy of the course outline and Unacceptable Errors handouts that were distributed in class today. I have also included a copy of the Grade Worksheet. Please note the additions to the syllabus that I initially left out for Week 5

Stay tuned for more information to help clarify questions about the Portfolio. I will post that tomorrow on this blog. See you Wednesday!

English 11

Sacramento State University, Spring 2013

Section 4, MW, 12 noon-1:15 pm

Section 36, MW, 1:30-2:45 pm

Instructor: Catherine Fraga

Email: sacto1954@gmail.com (BEST way to reach me)

Office Hours: in CLV 149 -- MWF, 11-12 noon, or by appointment

www.StretchFraga.blogspot.com

English 11 (which is identical to English 1A) is a freshman writing course that offers students the opportunity to learn and develop the reading and writing skills that will be most useful to them during a four-year college program.  The course is designed to help students improve their ability to understand and critically judge reading material and to write an essay which has a single controlling idea and which is coherently developed using idiomatically and grammatically correct English.

The heart of the course is readings that require a range of narrative, analytical, reflective and research writing skills.

Required Texts:

Between Worlds: A Reader, Rhetoric, and Handbook, 7^th edition

By Susan Bachmann and Melinda Barth (Pearson Publishers)

Required Materials:

·      stapler

·      lined notebook paper, standard size 8 ½” x 11,”clean edge (not torn from notebook)

·      two blue (or green) books (either size is acceptable)

·      soft cover binder for Portfolio

·      FIVE index dividers for Portfolio

Classroom Policies:

1. Attendance is very important in this class. Classroom discussions prepare students for all writing assignments, and your fellow students and I need your input in order to make this class more complete and enjoyable. I do not take attendance, and absences don’t “technically” count towards the grade you earn. However, ultimately, if you miss class, you may miss a quiz, group work, in class writing, etc. which really does end up impacting your earned grade because this work CAN NOT BE MADE UP.

2. About being tardy for class: It seems that over the last few years, tardiness has REALLY escalated and become problematic in my classes. I am not sure why, but I do know that most of my colleagues deduct a percentage of the earned grade for tardiness. It is really annoying and disruptive, both to me and the rest of the class, when students enter the class late—we only meet for 75 minutes two times a week, and I begin class immediately. In the “real world”, there is even less tolerance for lateness. Plan ahead. I realize things can happen beyond your control, but looking for parking is not a good excuse. If I see that tardiness is becoming excessive, I will ask you to drop the class. PLEASE NOTE—I begin class exactly on time. If you arrive late and I have already distributed a quiz or writing response assignment, you will not be allowed to complete the assignment and will receive a zero.

3. YOU MUST TYPE AND DOUBLE SPACE ALL OUT OF CLASS WORK. Work must be in 12 pt. font, Times New Roman, black ink, MLA format.

4. In all fairness to other students, I do not accept late work. If you are ill, please arrange for another student to turn it in for you. Period.

5. Only out of class essay assignments can be submitted late, but there is a stiff penalty. After the due date, a late essay loses 10 points for every day it’s late, including weekends. NOT submitting an out of class essay is NOT an option. The English dept. requires that you write an approximate number of words in this course. The out of class essays provide a large part of the word count requirement.

6. You’re responsible for finding out what you missed if you are absent. I will provide you with a class roster for your convenience. Checking blog entries can also be helpful, but realize that I am not going to record for you everything that occurred during class.

7. My policy on EXTRA CREDIT is…I do not believe in extra credit. In short, “real” life outside the university does not operate on the extra credit option. You earn the grade you receive. It really is a fairness issue.

8. ABOUT REVISIONS: you have the option to revise any or all of your three out of class essays. If you choose to revise, you must submit the revision with the original within one week of receiving the graded essay back. In addition, you must highlight all changes and additions on the revised copy. No exceptions. YOU MAY REVISE ANY OF THE THREE OUT OF CLASS ESSAYS AS MANY TIMES AS YOU WISH, BUT THE FIRST REVISION MUST BE SUBMITTED WITHIN A WEEK AFTER IT IS RETURNED TO YOU.

9.  ABOUT ROUGH DRAFTS. You have the option to submit a rough draft for any out of class essay assignment. Due dates for rough drafts are noted on the course outline.

10. A note on classroom etiquette:

If you feel you cannot survive each class session without the use of your cell phone, iPod, laptop computer, iPad, etc. please do not enroll in this class. Simply, it is the highest degree of rudeness and disrespect. If I see you busy texting, etc. I will not hesitate to ask you to leave until you finish your crucial business. I plan to give you my full attention and I expect the same from all my students.

11. ABOUT PLAGIARISM: From the CSUS Policy Handbook:

“As stipulated in the California Code of Regulations, Section 41301, cheating or plagiarism in connection with an academic program at a campus may warrant expulsion, suspension, probation or a lesser sanction. Administrative action involving academic dishonesty at Sacramento State is the responsibility of the Student Conduct Officer in the Office of the Vice President for Student Affairs. Any administrative action taken by the Student Conduct Officer must be in accordance with the procedures set forth in Executive Order No. 970, Student Conduct Procedures for the California State University.”

Familiarize yourself with this website—everything you need to know about what constitutes plagiarism and the repercussions.

http://www.csus.edu/umanual/AcademicHonestyPolicyandProcedures.htm

12.   STUDENT ACCOMODATIONS AVAILABLE: Become informed about accommodations for test taking and other learning disabilities on this campus.  The following excerpt is from

http://www.csus.edu/SSWD/services/testing.html

Testing Services

Testing for Students with Disabilities

Students registered with Services to Students with Disabilities, (SSWD), are able to take exams in an environment free from distractions, with tools usually not available in the classroom. Some of the testing accommodations available to students are; readers and scribes, computer assisted and computer adaptive software, and wheelchair accessible and adjustable tables. Group room testing times are 12:30 PM on Monday, and 8:30 AM and 12:30 PM Tuesdays - Thursdays. Students arriving after 8:45 AM or 12:45 PM will not be admitted to the testing room. Testing Accommodation Instruction forms are to be completed by faculty and submitted with the exam. Exams should not be faxed or e-mailed.”

13. HOW YOUR GRADE IS EARNED:

Attached to this course outline is your Grade Worksheet. At no time in the semester should you be puzzled about your grade.

Please note that your Portfolio Grade counts for 50 percent of your overall course grade earned. The Portfolio consists of your three out of class essays as well as your Portfolio Defense Letter to me, where you will be using the goals set forth in this course to specifically explain how you have met these goals throughout both the Fall 2012 and Spring 2013 semesters. Please keep ALL returned & graded work until the very end of the semester.

NOTE: quizzes are NOT always scheduled. Come to class prepared with the assigned reading assignments completed on the day they are due to be read.

Class Schedule:

(Please note: This schedule is subject to change at a moment’s notice. Please bring this schedule, your textbook and appropriate handouts to every class session. ALSO…not every quiz, group discussion, lecture, or activity is listed on this class schedule. Simply, that would be impossible. The pace of the class is not always predictable…if you attend class, follow the course outline and read the blog, you will stay current.)

Week One (1/28-2/1)

Discuss syllabus, Portfolio requirements, and course goals (Mon.)

Discuss Unacceptable Errors handout (Mon.)

Read Chapter 5, Introduction: “Between Points of View,” pgs. 205-206 AND “Does the Internet Make you Smarter?” pgs. 218-221 AND “Does the Internet Make you Dumber?” pgs. 223-226. (Wed.)

Quiz on Course Syllabus (Wed.)

Week Two (2/4-2/8)

Discuss/Review—Preparing & Planning to Write an Essay (Mon.)

Read “Your Brain on Computers” pgs. 227-230 (Mon.)

Read “I Don’t Give a Tweet What You’re Doing” pgs. 232-234 AND “Twitter? It’s What you Make it” pgs. 235-238. (Wed.)

In Class Writing Response #1 (Wed.)

Week Three (2/11-2/15)

Read “Time Lost and Found” pgs. 239-242 (Mon.)

Out of Class Essay #1 assigned (Mon.)

Group Work #1 (Wed.)

Week Four (2/18-2/22)

Read “The Twitter Explosion” by Paul Farhi

http://www.ajr.org/article.asp?id=4756  (Mon.)

OPTIONAL rough draft of Out of Class Essay #1 due (Wed.)

Week Five (2/25-3/1)

Discussion & Review of Out of Class Essay #1 Rough Drafts (Mon.)

Read pgs. 328-344 on Revising an Essay (Wed.)

Week Six (3/4-3/8)

Final Draft of Out of Class Essay #1 due (Mon.)

Discuss Writing a Research Essay (Mon.)

Out of Class Essay #2 assigned (Wed.)

Read Chapter 2 Introduction—“Between Perceptions” pgs. 143-144 AND “If the Genes Fit” pgs. 161-163 AND “Black Men and Public Space” pgs. 164-168. (Wed.)

Week Seven (3/11-3/15)

In class Writing Response #2 (Mon.)

Read “Discrimination at Large” pgs. 175-178 AND “O.K., So I’m Fat” pgs. 179-180 (Mon.)

Group Work #2 (Wed.)

Read “Diabesity, A Crisis in an Expanding Country” pgs. 182-185 AND “Bodily Harm” pgs. 186-190 (Wed)

Week Eight (3/18-3/22)

OPTIONAL rough draft of Out of Class Essay #2 due (Mon.)

Read Assigned Packet (TBA) (Mon.)

In Class Essay #1 (Wed.)

Week Nine--MARCH 25-29

SPRING RECESS—NO CLASSES—CAMPUS CLOSED

Enjoy the week off and be safe.

Week Ten (4/1-4/5)

In Class Writing Response #3 (Mon.)

Watch TED Talk online (TBA) (Mon.)

Final Draft of Out of Class Essay #2 due (Wed.)

Week Eleven (4/8-4/12)

Read Introduction to Chapter 3: “Between Cultures” pgs. 98-99 AND “Living in Two Worlds” pgs. 99-101 AND “An Identity Reduced to a Burka” pgs. 113-116. (Mon.)

Out of Class Essay #3 assigned (Mon.)

Group Work #3 (Wed.)

Read “The Myth of the Latin Woman” pgs. 118-122 AND “Los Vendidos” pgs. 124-134 (Wed.)

Week Twelve (4/15-4/19)

Read Assigned Packet (TBA) (Mon.)

In Class Essay #2 (Wed.)

Week Thirteen (4/22-4/26)

Portfolio Letter (formally) assigned (Mon.)

In Class Writing Response #4 (Mon.)

OPTIONAL rough draft of Out of Class Essay #3 due (Wed.)

Week Fourteen (4/29-5/3)

Grammar/Sentence Structure Review (Mon.)

Final Draft of Out of Class Essay #3 due (Wed.)

Week Fifteen (5/6-5/10)

Bring rough draft of Portfolio Letter (two copies) to class (Mon.)

Completed Portfolios due today (WED.)

Week Sixteen (5/13-5/17)

LAST WEEK OF CLASSES

Portfolio Conferences Monday and Wednesday

Week Seventeen

Finals Week

There is no final given for this class.

************************************************************

 UNACCEPTABLE ERRORS

In English 11/1A, students should already be very proficient in word usage.  We do not have time for grammar lessons.  (I will, however, provide short ‘mini’ lessons when I feel they are warranted.)  The following errors that are commonly made on student papers are considered unacceptable.

For out of class essays, each unacceptable error takes ten points off your final earned grade. You may correct unacceptable errors and receive the points back if you choose to revise. In class essays that have unacceptable errors CAN always be corrected to earn back the points lost.

1.  there – place                                                Put it over there.

2.  their – possessive pronoun                        That is their car.

3.  they’re – contraction of they are                        They’re going with us.

4.  your – possessive pronoun                        Your dinner is ready.

5.  you’re – contraction of you are                        You’re not ready.

6.  it’s – contraction of it is                        It’s a sunny day.

7.  its – possessive pronoun                        The dog wagged its tail.

8.  a lot – always two words                        I liked it a lot.

9.  to – a preposition or part of an

      infinitive                                                I like to proofread my essays carefully.

10. too – an intensifier, or also                        That is too much.  I will go too.

11. two – a number                                    Give me two folders.

12. In today’s society            This phrase is grossly overused and very cliché. Instead use “Today” or “In America” or “Now” etc

13. right(s)/write(s)/rite(s)            rights are a set of beliefs or values in which a person feels entitled: His rights were read to him before he was arrested for stalking Dave Matthews. Writes is a verb indicating action taken with a pen, pencil or computers to convey a message: Michelle writes love letters to Dave Matthews in her sleep. Rites are a series of steps or events which lead an individual from one phase in life to the next, or a series of traditions that should be followed: The initiate began his rite of passage ceremony at the age of thirteen.

14. definitely/defiantly            This error USUALLY occurs when a writer relies solely on spell-check. You really must learn to become the final editor of your work. Definitely is an adverb and it means without a doubt. Mary will definitely miss the Dave Matthews Band concert. Defiantly means to show defiance. She was in a defiant mood. It is an adjective. Or it could be used as an adverb. She was defiantly rude and sullen towards the professor.

15. On your Works Cited page:            you MUST center and type at the top the heading just as it is here: Works Cited. NOT ALL CAPS, NOT BOLDED, NOT UNDERLINED, NOT MISSPELLED, NOT IN A DIFFERENT SIZED FONT, ETC.

16. woman/women            woman is used when you are referring to ONE female lady.

                                                            women is the plural of woman, meaning MORE THAN ONE lady

                                                            There are many women at the nail salon, but only one woman is shopping at the market next door.

***********************************************************************

An accumulation of the following errors will affect your grade, but not 10 points off for EACH error.  My evaluation of your work depends on how serious the error is, and how often you make it.  Some do not slow up the reader as much as others.

• Misuse of the word “you”.  You must actually mean the reader when you use the word “you”.

• Avoid use of contractions in formal expository writing. (can’t, shouldn’t, didn’t, etc.)

• Agreement of subject and verb.  Both must be either singular or plural.

• Fragmented sentences, comma splices and run-ons.  Be sure to proofread your papers carefully before turning them in.

You will not pass English 11/1A if you cannot write an intelligent sentence in correct English.

English 11, Spring 2013, Prof. Fraga

GRADE WORKSHEET-----1600 POINTS POSSIBLE

Quiz on Class Syllabus (50 pts.) _____

Unannounced Quizzes (200 pts.) (50 points each)

Quiz 1____(50 pts.) Quiz 2 _____(50 pts.) Quiz 3_____(50 pts.) Quiz 4_____(50 pts.)

In-Class Writing Responses (200 pts.) (50 points each)

#1 (50 pts.)____  #2 (50 pts.)_____ #3 (50 pts.)_____ #4 (50 pts.)_____

In Class Group Work (150 pts.) (50 points each)

Group Work 1 (50 pts.)_____Group Work 2 (50 pts.)_____Group Work 3 (50 pts.)_____

 In Class Essays (200 pts.) (100 points each)

In class essay #1 (100 pts.)_____In class essay #2 (100 pts.) _____

PORTFOLIO—50% OF CLASS GRADE EARNED (800 pts.)

Out of Class Essay 1_____(200 pts.)  Out of Class Essay 2_____(200 pts.) 

Out of Class Essay 3_____(200 pts.) Portfolio Defense Letter_____(200 pts.)

******************************************************************************

How to assess your grade earned: Divide the points you earn by 1600 to find the percentage. Then see chart below.

100-96=A

95-90=A-

89-85=B+

84-80=B

79-75=B-

74-71=C+

70-68=C

67-60=D

59-0=F

Examples:

1409 divided by 1600 = 88.0% = B+

1258 divided by 1600 = 78.6% = B-

1121 divided by 1600 = 70.0% = C