Hi all!
A couple of you mentioned starting blogs or posting things--be sure to EMAIL me the link to your blog so I can put it up, and anything you want me to post on our blog email to me as an attachment with "POST TO BLOG" in the subject line. Thanks. Also, be sure to read Chris Darby's story "The Sunshine Monster" below...
I left a few copies of the handout "Coming Into Language" in my mailbox in Rm 313 for those of you who weren't in class. Please have it read for class on Thursday along with "Adjectives" in Sin and Syntax.
Journal #2: A Place
We've done a lot with people watching, now let's switch to places. Think of a place that you are very familiar with--it could be someplace you go now, a place from childhood, a place you go when you need to get away. It can be in nature or urban. A house. A van. A place you go to in your imagination. Put yourself in that place and describe it. What's the weather like? What time of day is it? What are the sounds, smells, tastes and sights of the place? How do you feel there? Are you alone? Who else is there? What happens in this place? Feel free to make something happen there if you like. Write for 10 minutes.
Tuesday, June 8, 2010
"The Sunshine Monster" by Chris Darby
Once upon a time, there was a student named Tyrone Biggems. Tyrone was considered the new kid on the block. During his first day of school, he became friends with everyone and everyone enjoyed his presents. The day seemed to be going well until he walked into her classroom.
There was nothing but sunshine, flowers and pretty rainbows with her. She is the kindest and sweetest teacher you’ll ever know. When forced to face her it feels as if she’s slowly sucking away any and all happy emotions you may have right out of your body. As Tyrone entered her classroom he noticed how every student looked as if their spirits were taken from them. The sight of this reminded Tyrone of a horror movie he seen three weeks before, where everyone was flesh eating zombies looking for brains.
After quietly working, Tyrone finished his first day project and raised his hand. As the sunshine monster approached, Tyrone saw how drained of spirit everyone became as she passed by, “are you done Mr. Biggems”, she asked sweetly. Her sweet talking makes you feel like a little kid who just got a blue ribbon for a crappie finger painting. Tyrone for sure believed that she must of done sum psychedelic drugs back in her time which made her this way.
As the day came to a close, Tyron realized that the happier someone is the sadder you may become depending on how you deal with it. Although she wasn’t necessarily a monster, the thought of her happiness made everyone fear her. Therefore, she will always be known as the Sunshine Monster.
There was nothing but sunshine, flowers and pretty rainbows with her. She is the kindest and sweetest teacher you’ll ever know. When forced to face her it feels as if she’s slowly sucking away any and all happy emotions you may have right out of your body. As Tyrone entered her classroom he noticed how every student looked as if their spirits were taken from them. The sight of this reminded Tyrone of a horror movie he seen three weeks before, where everyone was flesh eating zombies looking for brains.
After quietly working, Tyrone finished his first day project and raised his hand. As the sunshine monster approached, Tyrone saw how drained of spirit everyone became as she passed by, “are you done Mr. Biggems”, she asked sweetly. Her sweet talking makes you feel like a little kid who just got a blue ribbon for a crappie finger painting. Tyrone for sure believed that she must of done sum psychedelic drugs back in her time which made her this way.
As the day came to a close, Tyron realized that the happier someone is the sadder you may become depending on how you deal with it. Although she wasn’t necessarily a monster, the thought of her happiness made everyone fear her. Therefore, she will always be known as the Sunshine Monster.
Thursday, June 3, 2010
June 3, 2010
Be sure to read Tammy Solis' Creative Monster story below, and check out her new blog! Way to go, Tammy!
Link to "The Things They Carried" by Tim O'Brian, for those of you who don't have the book yet:
Please see your syllabus for a complete description of the Descriptive Assignment due on Tuesday.
Journal #1: Character Sketch
(This is the first prompt that should be in your journal.)
In class we paired up. On your own, you should find a stranger, maybe a classmate, maybe a stranger on the bus, etc. The idea is to "sketch" the person with words. Basically you are going to describe them, but focus on the particulars, on the details, on what about them makes them stand out as an individual. Don't just say they are wearing shoes, but what KIND of shoes? What is unique about them? And then take your observations a step further: by just looking at the details, what kind of person might they be? What might they do in their spare time? What might they be thinking about right now...?
The idea is not to be "right," as you will probably in fact be wrong. The idea is to create a character out of them, invent them, make it all up and use your imagination.
Write for 10 minutes in your journal.
Link to "The Things They Carried" by Tim O'Brian, for those of you who don't have the book yet:
Please see your syllabus for a complete description of the Descriptive Assignment due on Tuesday.
Journal #1: Character Sketch
(This is the first prompt that should be in your journal.)
In class we paired up. On your own, you should find a stranger, maybe a classmate, maybe a stranger on the bus, etc. The idea is to "sketch" the person with words. Basically you are going to describe them, but focus on the particulars, on the details, on what about them makes them stand out as an individual. Don't just say they are wearing shoes, but what KIND of shoes? What is unique about them? And then take your observations a step further: by just looking at the details, what kind of person might they be? What might they do in their spare time? What might they be thinking about right now...?
The idea is not to be "right," as you will probably in fact be wrong. The idea is to create a character out of them, invent them, make it all up and use your imagination.
Write for 10 minutes in your journal.
"Creative Monster" by Tammy Solis
Long ago when I was a young child in the third grade, I had suffered a learning disability. I would have to move to the back of the classroom with a teacher assistant to learn how to read. That very same teacher assistant had told me “her two year old granddaughter had read better than me”. That had made me feel at that moment, horrible, stupid, and dumb, I wanted to cry; I wanted to run away, I never wanted to go back to school. I never wanted to pick up a book and read again. Reading and writing was very challenging for me.
I went on with my life remembering that person, sitting at the table beside me. I was trying to read “dick and Jane” I remember that old smelly book. I remember the bold black font and red lettering in that book. Most of all I remember trying to sound out the words in that book. I was unable to sound out the words. Everything looked foreign to me. I could not understand what I was doing wrong. I could remember, not knowing what was expected of me, or what I was supposed to do. I could not understand why, I was unable to read like the other girls and boys in my class. It was the longest thirty minutes I ever had, sitting next to that teacher assistant in reading class. I could feel her frustration in her voice. The whole situation was uncomfortable experience. I could remember it was hard for me to learn until I wanted to learn, I needed to learn to survive.
Little after that my family and I stated to attending church and having bible study in our home we had to read aloud in front of the whole group. Eventually I learned how to read at a fifth grade level, just enough to get through school I was a student who was passed on grade to grade. I eventually dropped out of high school in the twelfth grade. Because of a disability, I have ADHD (attention deficit hyperactivity disorder). I kept on reading I started with newspaper, I eventually was able to read to my two toddlers. I wanted to be a good role model to my two girls. I started to study for the G.E.D. test. My reading skills increased. I later received my G.E.D.
Now at thirty- seven years old, single mother of three, I have to keep up with my children. I am currently a student at Metropolitan State of Denver. I have all ways had an interest in Higher Education. I wanted to graduate from college with degrees, in U. S. A. Government, and Law. I am currently working on a degree in criminal justice. I have all ways like being in school. I have a passion for knowledge and education. I have strength and weakness in some academic subjects. I can overcome all weakness by working and studying harder. With my personality nothing can keep me from achieving my dreams or the goals, I set forth myself.
I may remember what that teacher assistant had told me, as if it was just today. It had bothered me for a long time that someone in that authority would say such hurtful words to a child with a disability, and showed such frustration. All that is all behind me now; I am a better reader now, than a writer. However, I am working on my writing skills; I am attending English and math at Community College of Denver. I have a grade point average of three point one four for spring two thousand and ten. I am working on a four point zero this summer semester of two thousand and ten. If it was not for that teacher assistant to be little me the way she did, I would have not have been as motivated as I am today to receive a college degree. I have a goal that I will achieve by graduating and receiving a degree in law.
Now that I put my thoughts and feelings about that teacher assistant on paper, I can move past those old feelings I have for reading. I have noticed if I am interested, in what I am reading I can finish a book. I have never completed a book, until last semester in history. I enjoy reading about things that I am interested in now, other than textbooks I have to read for school. I have a strong belief that I can do whatever I want and I can achieve any desire I have.
I went on with my life remembering that person, sitting at the table beside me. I was trying to read “dick and Jane” I remember that old smelly book. I remember the bold black font and red lettering in that book. Most of all I remember trying to sound out the words in that book. I was unable to sound out the words. Everything looked foreign to me. I could not understand what I was doing wrong. I could remember, not knowing what was expected of me, or what I was supposed to do. I could not understand why, I was unable to read like the other girls and boys in my class. It was the longest thirty minutes I ever had, sitting next to that teacher assistant in reading class. I could feel her frustration in her voice. The whole situation was uncomfortable experience. I could remember it was hard for me to learn until I wanted to learn, I needed to learn to survive.
Little after that my family and I stated to attending church and having bible study in our home we had to read aloud in front of the whole group. Eventually I learned how to read at a fifth grade level, just enough to get through school I was a student who was passed on grade to grade. I eventually dropped out of high school in the twelfth grade. Because of a disability, I have ADHD (attention deficit hyperactivity disorder). I kept on reading I started with newspaper, I eventually was able to read to my two toddlers. I wanted to be a good role model to my two girls. I started to study for the G.E.D. test. My reading skills increased. I later received my G.E.D.
Now at thirty- seven years old, single mother of three, I have to keep up with my children. I am currently a student at Metropolitan State of Denver. I have all ways had an interest in Higher Education. I wanted to graduate from college with degrees, in U. S. A. Government, and Law. I am currently working on a degree in criminal justice. I have all ways like being in school. I have a passion for knowledge and education. I have strength and weakness in some academic subjects. I can overcome all weakness by working and studying harder. With my personality nothing can keep me from achieving my dreams or the goals, I set forth myself.
I may remember what that teacher assistant had told me, as if it was just today. It had bothered me for a long time that someone in that authority would say such hurtful words to a child with a disability, and showed such frustration. All that is all behind me now; I am a better reader now, than a writer. However, I am working on my writing skills; I am attending English and math at Community College of Denver. I have a grade point average of three point one four for spring two thousand and ten. I am working on a four point zero this summer semester of two thousand and ten. If it was not for that teacher assistant to be little me the way she did, I would have not have been as motivated as I am today to receive a college degree. I have a goal that I will achieve by graduating and receiving a degree in law.
Now that I put my thoughts and feelings about that teacher assistant on paper, I can move past those old feelings I have for reading. I have noticed if I am interested, in what I am reading I can finish a book. I have never completed a book, until last semester in history. I enjoy reading about things that I am interested in now, other than textbooks I have to read for school. I have a strong belief that I can do whatever I want and I can achieve any desire I have.
Tuesday, June 1, 2010
June 1, 2010
Welcome Classes!
Handouts from today:
Ten Things You Need to Stop Misspelling
Links to the readings for next time (in case you still don't have your Reader for Writers books). Please note we're reading TWO different essays about moths:
"The Death of a Moth" by Annie Dillard
I can't find a link to the full essay, but here is a link to an excerpt: Click here
You will need to read the full text before class, however. Perhaps ask a classmate to photocopy their book (it's only 3 pages).
I also found a weird home movie version of it: Watch video here
"Death of The Moth" by Virginia Wolfe
Writing Assignment: Creative Monsters
At some point in our writing we were given a potentially damaging message. For example, maybe in 2nd grade Mrs. Thompson said that you were a horrible speller, or Mr. Jones said your handwriting was atrocious or Ms. Dillon said you would never be able to write. It could have been a teacher, a parent, another adult or even a peer. Regardless, these messages stay with us. Your writing prompt: Write out the story of one of these “Creative Monsters.” Describe the person, the situation, the setting, what happened, how it made you feel, and how it ended. Try and arrange it like a story, with a beginning, middle, and end. Tell it with enthusiasm and color, as if you were telling a story to one of your friends over dinner. If you want an extra challenge (good for you!)trying beginning the story "Once upon a time" and see what happens. Try to fill one page.
Please revise and bring these typed to our next class with the proper heading (see syllabus for heading instructions.) You may label them Creative Monster Stories.
Handouts from today:
Ten Things You Need to Stop Misspelling
Links to the readings for next time (in case you still don't have your Reader for Writers books). Please note we're reading TWO different essays about moths:
"The Death of a Moth" by Annie Dillard
I can't find a link to the full essay, but here is a link to an excerpt: Click here
You will need to read the full text before class, however. Perhaps ask a classmate to photocopy their book (it's only 3 pages).
I also found a weird home movie version of it: Watch video here
"Death of The Moth" by Virginia Wolfe
Writing Assignment: Creative Monsters
At some point in our writing we were given a potentially damaging message. For example, maybe in 2nd grade Mrs. Thompson said that you were a horrible speller, or Mr. Jones said your handwriting was atrocious or Ms. Dillon said you would never be able to write. It could have been a teacher, a parent, another adult or even a peer. Regardless, these messages stay with us. Your writing prompt: Write out the story of one of these “Creative Monsters.” Describe the person, the situation, the setting, what happened, how it made you feel, and how it ended. Try and arrange it like a story, with a beginning, middle, and end. Tell it with enthusiasm and color, as if you were telling a story to one of your friends over dinner. If you want an extra challenge (good for you!)trying beginning the story "Once upon a time" and see what happens. Try to fill one page.
Please revise and bring these typed to our next class with the proper heading (see syllabus for heading instructions.) You may label them Creative Monster Stories.
Summer 090 Syllabus
Here's the syllabus. Sorry if the formatting got messed up!
ENG 090--002 (3 credits) Basic Composition
Summer, 2010
Instructor: Nancy Stohlman
Class Meets Tuesdays/Thursdays
Instructor’s Office: South Classroom Room 230
Instructor’s Mailbox: South Classroom Room 313
Instructor’s email: nancystohlman@gmail.com
Class blog: www.profstohlman.blogspot.com
Office Hours: 2:30-3:30 Tuesdays and Thursdays or by appointment
COMMUNITY COLLEGE OF DENVER
Center for Educational Advancement
Prerequisites: “C” or better in ENG 060 or ACCUPLACER score of 70-94
or a C or better in ESL 053
Co-requisite: AAA 099: Enhanced Learning Support 1 credit
Educational Case Manager: Rosie Sanchez
Help with advising, financial aid, academic and related personal issues
Office: SO 312 E
Phone: (303) 556-2790
Email: rosie.sanchez@ccd.edu
Email for appointment or stop by her office
**If you have no experience typing, you may want to sign up for a 1-credit computer keyboarding class this semester, BTE 100
Required Course Materials:
A Reader for Writers, 2nd Developmental English
Sin and Syntax, Constance Hale
One 8.5x11 spiral-bound notebook that will be periodically turned in for review
Additional handouts provided
Recommended:
A paperback college-level dictionary
A paperback college-level thesaurus
Course Description
This course emphasizes both critical thinking and creative writing as students explore writing for diverse purposes and audiences. Students will develop skills required for college-level writing while reviewing paragraph structure and focusing on essay development, storytelling and an increased comfort and ease with language.
Course Objectives and Classroom Methods
To make you a better writer, of course! Specifically by the end of the semester I want you to have an increased knowledge in: grammar, descriptive and metaphoric language, clichés, story arcs, points of view, essay structure, intro and conclusions, vocabulary, topic sentences, dialogue, revision and workshopping, voice, sentence structure, rhythm, and most importantly—learning to trust yourself as a writer.
Kinds of Writing we’ll be doing:
Free-Writing
Description
Narration
Expository
Persuasive
Drafts
Critiquing
Revisions
Bibliography
Process/Self-Assessment Essay
Final Portfolio
SAVE ALL WRITING DONE FOR THIS CLASS; THIS INCLUDES PREWRITING, DRAFTS OF ESSAYS, WRITE NOW ENTRIES, READER RESPONSE ENTRIES, AND ALL OTHER WRITTEN WORK. This will affect your final grade.
Your journal will consist mostly of in-class exercises and other handwritten work. It will be turned in for review 2 times during the semester.
There will be 5 major assignments:
Descriptive Essay
Narrative Essay
Expository Essay
Persuasive Essay
Final Portfolio
Each of these assignments will be preceded by prompts, rough drafts and in-class workshopping, so don’t panic!
Evaluation Methods and Class Management
To complete this course successfully you must finish all work with a C or better, turn your work in on time and in the proper format, conform to class attendance policies, and participate regularly in class.
Late Work: Work that is one class period late will be docked 50% of possible points. Late work that is more than one class period late will not be accepted. If you are unable to attend class, you may turn in work to me by email no later than the end of your scheduled class time on the day it is due to receive full credit.
Absolutely no texting or cell phone use during class. I will ask you to leave. If you must take a call, inform me of this before class and exit quietly to take your call.
Attendance
Attendance is crucial for your learning, since much of our work will be done in class. You will be allowed two absences that won’t affect your grade. However, I will deduct 5 points from your final grade starting with your third absence. This means that you can do everything else in class but still fail the class if you do not show up. I repeat: You can turn in all assignments and still fail the class if you have too many absences. So make sure to show up.
Students will be held responsible for any and all information missed due to absence, including assignments. I suggest that you exchange contact information with one or two other students in the class in case you miss a class and need to know what you have missed. Also please consult the Class Blog, as I will post changes to the syllabus and writing prompts there. I reserve the right to change the assignment dates and/or descriptions at any time during the semester. I will always announce any changes in class, so it is the student’s responsibility to keep informed of any changes.
In keeping with CCD’s Attendance Policy: “Faculty may give a failing grade to any student who has a 15% or greater absence from a course, starting from the first class meeting.”
Tardy Policy: While sometimes being late is unavoidable, tardiness is disruptive to the class and should be avoided. Three tardies (more than 10 minutes) will equal one absence.
Grading
Final Portfolio 18 points
Journal 12 points
Assignments 10 points
Essays 40 points
Attendance/ Participation 10 points
Writing Center/Lab 8 points
Blog Posting 2 points
_____________________________
Total Possible 100 points
(Instructor may award 5 bonus points to any student showing exceptional effort)
Instructor may offer bonus assignments at her discretion.
A: 90-100
B: 80-90
C: 70-80
D: 60-70
F: 59 or lower
Essay Formatting
Each time you submit a final essay, all previous brainstorming, outlining, and early drafts must also be submitted with the final draft. Drafts, final drafts, and essays must be turned in typed. THIS MEANS everything but your notebook needs to be turned in TYPED. No exceptions.
All work should be double-spaced, 1-inch margins, 12 point font Times New Roman. Please put page numbers if more than one page (either top or bottom). All work should be formatted as follows and given a title:
Name
Date
English 090-002, T/Th 8:00-10:00
Nancy Stohlman
Assignment (i.e. Descriptive Paragraph First Draft, Narrative Essay Final Draft, etc.)
Class Blog
www.profstohlman.blogspot.com
I will update the class blog with specifics of the day, daily prompts, any changes to syllabus or reminders, announcements, etc. The class blog is NOT a substitute for the syllabus, however, so you will need to consult your syllabus for your daily assignments. Please consult the blog (or another student) if you missed class and need to know what you missed.
Everyone must post one piece of writing done in this class to the class blog. In order to post, please send your work to my email at nancystohlman@gmail.com and put in the subject line: Please Post to Blog. Make sure your name is on you paper, of course. Keep in mind that I will not edit your paper for you but will post it as is, so make sure it’s ready before you post. You may post multiple times, but only once is required. Email your post to me no later than July 29.
Final Portfolio
Your final portfolio will be an 8-10 page polished compilation of the work you’ve been doing this semester plus a Process/Self-Assessment Essay. You’ll have a chance to workshop it with a colleague, but this portfolio should be error-free. I’ll expect you to use all formatting guidelines. Also, I’ll expect that each piece will have been revised again since I saw it last—I will be able to tell! Think of this as a final art exhibit of your work. Details when we get closer.
Plagiarism
Plagiarism is literary theft of another author’s ideas and/or exact words, without giving proper credit to the source in both the text of your essay and on the Works Cited sheet. This rule is true of direct quotes, paraphrases, and summaries. Plagiarism is a serious ethical offense and may be grounds for the student’s failure in this class. Cheating of any kind will get you kicked out of my class and possibly expelled.
Writing Center
All ENG 090 students must attend Writing Center sessions based on the requirements in the Daily Calendar. If you cannot attend the Writing Center to have a tutor advise you on them before turning them in to me, you may use the OWL to submit papers on line. This requires planning ahead since the return time is 48 hours. Owl.ccd.edu
AAA 099 requirements: 25 hours in the Academic Support Center Labs
Please take advantage of the FREE tutors in the Writing Lab—students who take that kind of initiative always turn in stronger work and get higher grades.
Tentative Course Schedule and Weekly Assignments:
(subject to change)
**Every day we will do in-class exercises—you will need a spiral-bound notebook for just this class. Please bring your readings for the day and spiral notebooks to every class.
Week One: Introductions. Descriptive Writing
Tuesday, 6/1: Introductions, Syllabus, Course Objectives
In-class writing: Creative Monsters
Discussion: Ten Things to Stop Misspelling
*Thursday, 6/3: Turn in Creative Monster prompt in correct formatting (see above).
Journal #1: Descriptive
(please have your spiral notebooks)
Discussion: “Death of A Moth” by Annie Dillard
“Death of The Moth” by Virginia Wolfe
Discussion: Sensory Description
Take Home Descriptive Prompt: Sit in a public place for 5-10 minutes with your journal, just watching. Then write for 10 minutes describing in great detail what you saw, witnessed, etc. Think about using strong nouns and sensory description. OR Focus on one sense.
Week Two: Descriptive Writing
Tuesday, 6/8: DUE: Descriptive Prompt in correct formatting
“The Things They Carried” by Tim O’Brien
Chapter 1 “Nouns” from Sin and Syntax
Discussion: Nouns in Description (Self-Editing)
Thesaurus
Proper vs. common
Journal #2: Descriptive
*Thursday, 6/10: Discussion: “Coming into Language” by Jimmy Santiago Baca
“FF pieces?”
“Adjectives” from Sin and Syntax
Metaphoric Language
Journal #3: Descriptive
Week Three: Descriptive Writing/Narrative Writing
Tuesday, 6/15: Due: Descriptive Rough Draft with four copies
“Shitty First Drafts” from Bird by Bird by Anne Lamott
Discussion of workshopping
In-class workshopping
All class workshopping
Journal #4: Descriptive
Thursday, 6/17: DUE: Descriptive Essay with all rough drafts
Discussion of Narrative Writing
Discussion: “Rawlings” by William Haywood Henderson
Other narratives TBA
Journal #5: Narrative
Discussion: Story Arc, Beginnings, Middles Endings
Week Four: Narrative Writing
Tuesday, 6/22: Discussion: “Verbs” from Sin and Syntax
“Salvation” by Langston Hughes
“The Monkey Garden” by Sandra Cisneros
Journal #6: Narrative
Discussion—Paragraphs (maybe switch with above?)
Discussion: Voice
Take Home Narrative Prompt: Eavesdrop for at least 5 minutes on someone else’s conversation, either in public or not. Then attempt to write the entire conversation verbatim, but making sure to use the “voice” of the people speaking. OR ask someone to tell you their story and write it down in their voice.
Thursday, 6/24: DUE: Narrative Prompt in proper formatting
“A Homemade Education” by Malcolm X
“The Toughest Indian in the World” by Sherman Alexie
“Pronouns” in Sin and Syntax
Journal #7: Narrative
Discussion—Voice/POV
Week Five: Narrative Writing/Expository Writing
Tuesday, 6/29: Due: Rough Draft Narrative Essay with four copies
Journal #8: Narrative
Class Workshop
In-class workshop: Discussion: Radical Revision
“Someone to Read Your Drafts” by Anne Lamott
In class handouts: Verb Tenses
*Thursday, 7/1: Narrative Essay Due with all attachments
Journals Due
Discussion of Expository Writing
Journal #9: Expository
In class handouts: “Why I Write” by Joan Didion
“Morning Pages” by Julia Cameron
Mid-Term evaluations/discussion
Week Six: Expository Writing
Tuesday, 7/6: Discussion: “Adverbs” in Sin and Syntax
“I Want a Wife” by Judy Brady
“On Dumpster Diving” by Lars Eighner
Discussion: Lead Sentences
Journal #10: Expository
Take Home Expository Prompt: Read at least one newspaper article, paying attention to the style of journalistic writing: straight expository information answering the questions who, what, when, where, and how. Note the "lead" sentence format: who, what, when, where, and how all answered in the first sentence. Write a newspaper article about some event in your life this week or something you witness (I prefer something that just happened rather than something from the past). Give it a headline, lead sentence, etc. One page.
Thursday, 7/8: Turn in Expository Prompt in Proper Formatting
Journal #11: Expository
“I Just Wanna Be Average” by Mike Rose
“Politics and the English Language” by George Orwell
Discussion: Cliches and handout “How to slay a cliché”
Week Seven: Expository Writing/Persuasive Writing
*Tuesday, 7/13: Due: Rough Draft Expository with four copies
“I Have a Dream” by Martin Luther King, Jr.
“Just Walk On By” by Brent Staples
Journal #12: Expository
Discussion: Rhythm/Sentence Fragments
In-class Workshop
All class workshop
Thursday, 7/15: Final Expository Essay Due with all attachments
Discussion of Persuasive Writing
“The Smurfette Principle” by Katha Politt
“Thoughts Interrupted” by Amy Joyce
Journal #13: Persuasive
Discussion: Five Paragraph Essays
Week Eight: Persuasive Writing/Satire
Tuesday, 7/20: Discussion “Are the Homeless Crazy?” by Johathan Kozol, p. 154-157
“Hers; Provider” by Alice Hoffman
“Gay Marriages” by Elizabeth Armstrong
Journal #14: Persuasive
Discussion: Intro and Conclusions/semi-colons
Take Home Persuasive Prompt: Either listen in on or begin a controversial discussion. Then write a Point/Counterpoint. OR write a review of anything: a meal you ate, a movie you rented, a date you went on, an event you attended. The purpose here is to have a strong opinion and let that come through.
*Thursday, 7/22: Persuasive Prompt in proper formatting
Discussion of “A Modest Proposal” by Jonathan Swift (handout)
Journal #15: Persuasive
Discussion--Satire
Week Nine: Persuasive Writing/Final Portfolios
Tuesday, 7/27: Due: Persuasive Rough Draft with four copies
In class workshop
Journal #16: Process
Thursday: 7/29: DUE: Final Draft Persuasive Essay with all attachments
All Extra Credit Due
Discussion of Final Portfolio
Journal #17: Process
Reading: “On Writing” by Stephen King (handout)
Discussion: Reading
Week Ten: Final Portfolios/Wrap-Up
Tuesday, 8/3: DUE: Rough Draft Portfolio with 1 copy (partners will be assigned)
DUE: Journals
In-class Portfolio workshopping
Journal #18
Thursday, 8/5:
Final Portfolios Due 8/5 by 4:00 pm MST
Extra Credit:
(All extra credit must be received by instructor no later than July 29, 2010)
• Create Your Own Blog—2 points
Two points extra credit will be given to anyone who starts their own blog as a result of this class and makes at least three posts of their own writing throughout the semester. In order to receive credit, please email me with the link to your blog by July 29.
• Attend a Literary Event and Write a Response—2 points
Two points extra credit will be given to anyone attending a literary event around town and then writing a one-page response to the event. The response should be written in the same format and with the same attention to detail as you would any other homework assignment. Below is a list of possible ongoing literary events, but if you find others not listed here, or one-time-events, please check with me first to make sure it will count. Papers must be received no later than July 29.
Here are two events that I will be part of:
Saturday, June 12th, 7-9
“Size Matters” Flash Reading Series and Release Party for Fast Forward: The Mix Tape
Bardo’s Coffeeshop
238 South Broadway
Denver, CO 80209
(303) 629-8331
www.bardocoffee.com
Thursday, June 17th, 7:30
The Gypsy House Reading Series
Gypsy House Cafe
1279 Marion St
Denver, CO 80218-2296
(303) 830-1112
And here are some ongoing events:
Mondays
1st & LAST Mondays
SlamNuba – open mic & slam feat. members of the Cafe Nuba Slam Team + DJ CaveM
doors 7:30pm – $5 – All-Ages
@Crossroads Theatre, 26th & Welton in Denver’s Five Points
Tuesdays
2nd & 4th Tuesdays
Minor Disturbance Youth Series & Slam – feat. writing wksps & performances
7:30pm – Free (donations welcome) – Youth (ages 12-19)
@Flobots.org Community Space, 27th & Larimer, Denver
&
1st & 3rd Tuesdays
Justiz Speech Open Mic
7:00pm – 11:00pm | Free | All-Ages
@Gypsy House Cafe, 13th & Marion St. Denver
Wednesdays
Last Wednesday of the Month
“Poet As Muse” – feat. spoken-word, live visual art, hookah & good vibes
7:30pm – Free – All-Ages
@Gypsy House Cafe, 13th & Marion St. Denver
&
DejaVu – spoken word mic feat. local & national poets for the “grown & sexy”
Every Wednesday | 9:00pm – 21+
@Twisted Olive at Northfield Stapleton, 8270 Northfields Blvd, Unit 1480 Denver
&
Every Wednesday
“She Said” Interactive Mic
9:00pm – 12:30am | 21+ | LGBTQ-Powered
@ Her Bar, E. Colfax & Pearl, Denver
Fridays
2nd Fridays
Cafe Cultura – Latino & Indigenous inspired spoken-word, music & live art
7:30pm – Free – All-Ages/Youth-Powered
@LaAcademia, 9th & Galapego
Saturdays
1st & 3rd Saturdays
The SpeakOut Poetry Getaway – urban word, community issues & poetry
doors: 8:00pm/show 9:00pm – $5 – All-Ages
@Sam’s BBQ, 435 So. Cherry, Glendale, CO
Sundays
Mercury Slam – spoken-word and slam w/ feat. local & national poets
Every Sunday | 7:30pm – $5 suggested donation – All-Ages/Youth-Powered
@Mercury Cafe, 21st & California St. Denver
Important dates:
Last day to drop and receive a refund for 15-week classes is
Last day to drop the class with a W is
Grades available to students:
Student Code of Conduct and Academic Integrity Admission to the Community College of Denver implies that you agree to respect the rights of others and observe moral and civil laws. Interference with the normal processes of education in the classroom or elsewhere on the campus will be regarded as unacceptable conduct, warranting suspension or dismissal. Complete Student Code of Conduct is at this web site: http://www.ccd.edu/search.aspx?WebID=63204&&View=0&Search=student%20code%20of%20conduct
Americans with Disabilities Act Students with a documented disability who need reasonable accommodations to achieve course objectives should notify the instructor and apply for services at the Center for Persons with Disabilities within the first week of classes. NOTE: All students who identify themselves to faculty as having a disability or suspect that they have a disability should be encouraged to contact the Director of the Center for Persons with Disabilities (CPD), Room 134, South Classroom Building, 1st Floor. Faculty is not obligated to provide accommodations without proper notification from the Center for Persons with Disabilities Office. You may also contact CPD staff by telephone to make an appointment: (303) 556-3300.
More information is available at http://www.ccd.edu/Disabilities/Disabilities.aspx
Grade of Incomplete
Incomplete: An "I" indicates that the course objectives are not yet fulfilled. It is the responsibility of the student to request, if needed, the assignment of an incomplete grade. The instructor's decision to authorize or not authorize an incomplete grade is final. The student must have completed 75% of the class with a C or better, and must complete the rest of the work with the same instructor. Arrangement for the completion of the course must be made with the instructor prior to the assignment of the "I" grade. This agreement must be written on a Contract for Incomplete Grade Form. The instructor may allow up to one full semester for the student to complete missing requirements. "I" grades not changed by the end of the following semester will automatically become failing grades (F).
Grade of SP You can receive an SP grade only if you
• attended the full term (missing no more than 5 classes and completing all 15 hours of lab work)
• have shown satisfactory progress by completing all assigned course work
• but have not yet mastered the skills that will give you the opportunity to be successful in the next class in the sequence.
If the SP grade is received, you must complete the course within the next 15 week semester, or the grade will change to NC (no credit). If the SP grade is received, you may attend the same course the following semester (without registering or paying again for the course) with the same instructor or a different instructor (with her/his permission). You must show the instructor the proper paperwork (from the instructor who graded you SP) to be allowed into the class. If you earn a C or better at the completion of the course, the instructor will submit a grade change to change the SP to a C or better. Then you will be allowed to register for the next course in the sequence. A D, F, AW, I, or SP will not allow you to enter the next course in the sequence.
Keep Track of Your Grade
Creative Monster Prompt:____________(2)
Descriptive Prompt: _____________ (2)
Descriptive Essay _____________ (10)
Narrative Prompt: _____________ (2)
First Half Journal: _____________ (6)
Narrative Essay: _____________ (10)
Expository Prompt: ______________(2)
Expository Essay: ______________(10)
Argumentative Prompt:_____________ (2)
Argumentative Essay:_______________(10)
Second Half Journal ______________ (6)
Blog Posting _______________ (2)
25 Lab Hours: _______________(8)
Portfolio: ________________(18)
Participation: ________________ (10)
______________________________________________________________________________
Total: _______________ (100)
Absences: ______________ (Subtract 5 points for every absence after first two)
____________________________________________________
Grand Total: _______________ (100)
ENG 090--002 (3 credits) Basic Composition
Summer, 2010
Instructor: Nancy Stohlman
Class Meets Tuesdays/Thursdays
Instructor’s Office: South Classroom Room 230
Instructor’s Mailbox: South Classroom Room 313
Instructor’s email: nancystohlman@gmail.com
Class blog: www.profstohlman.blogspot.com
Office Hours: 2:30-3:30 Tuesdays and Thursdays or by appointment
COMMUNITY COLLEGE OF DENVER
Center for Educational Advancement
Prerequisites: “C” or better in ENG 060 or ACCUPLACER score of 70-94
or a C or better in ESL 053
Co-requisite: AAA 099: Enhanced Learning Support 1 credit
Educational Case Manager: Rosie Sanchez
Help with advising, financial aid, academic and related personal issues
Office: SO 312 E
Phone: (303) 556-2790
Email: rosie.sanchez@ccd.edu
Email for appointment or stop by her office
**If you have no experience typing, you may want to sign up for a 1-credit computer keyboarding class this semester, BTE 100
Required Course Materials:
A Reader for Writers, 2nd Developmental English
Sin and Syntax, Constance Hale
One 8.5x11 spiral-bound notebook that will be periodically turned in for review
Additional handouts provided
Recommended:
A paperback college-level dictionary
A paperback college-level thesaurus
Course Description
This course emphasizes both critical thinking and creative writing as students explore writing for diverse purposes and audiences. Students will develop skills required for college-level writing while reviewing paragraph structure and focusing on essay development, storytelling and an increased comfort and ease with language.
Course Objectives and Classroom Methods
To make you a better writer, of course! Specifically by the end of the semester I want you to have an increased knowledge in: grammar, descriptive and metaphoric language, clichés, story arcs, points of view, essay structure, intro and conclusions, vocabulary, topic sentences, dialogue, revision and workshopping, voice, sentence structure, rhythm, and most importantly—learning to trust yourself as a writer.
Kinds of Writing we’ll be doing:
Free-Writing
Description
Narration
Expository
Persuasive
Drafts
Critiquing
Revisions
Bibliography
Process/Self-Assessment Essay
Final Portfolio
SAVE ALL WRITING DONE FOR THIS CLASS; THIS INCLUDES PREWRITING, DRAFTS OF ESSAYS, WRITE NOW ENTRIES, READER RESPONSE ENTRIES, AND ALL OTHER WRITTEN WORK. This will affect your final grade.
Your journal will consist mostly of in-class exercises and other handwritten work. It will be turned in for review 2 times during the semester.
There will be 5 major assignments:
Descriptive Essay
Narrative Essay
Expository Essay
Persuasive Essay
Final Portfolio
Each of these assignments will be preceded by prompts, rough drafts and in-class workshopping, so don’t panic!
Evaluation Methods and Class Management
To complete this course successfully you must finish all work with a C or better, turn your work in on time and in the proper format, conform to class attendance policies, and participate regularly in class.
Late Work: Work that is one class period late will be docked 50% of possible points. Late work that is more than one class period late will not be accepted. If you are unable to attend class, you may turn in work to me by email no later than the end of your scheduled class time on the day it is due to receive full credit.
Absolutely no texting or cell phone use during class. I will ask you to leave. If you must take a call, inform me of this before class and exit quietly to take your call.
Attendance
Attendance is crucial for your learning, since much of our work will be done in class. You will be allowed two absences that won’t affect your grade. However, I will deduct 5 points from your final grade starting with your third absence. This means that you can do everything else in class but still fail the class if you do not show up. I repeat: You can turn in all assignments and still fail the class if you have too many absences. So make sure to show up.
Students will be held responsible for any and all information missed due to absence, including assignments. I suggest that you exchange contact information with one or two other students in the class in case you miss a class and need to know what you have missed. Also please consult the Class Blog, as I will post changes to the syllabus and writing prompts there. I reserve the right to change the assignment dates and/or descriptions at any time during the semester. I will always announce any changes in class, so it is the student’s responsibility to keep informed of any changes.
In keeping with CCD’s Attendance Policy: “Faculty may give a failing grade to any student who has a 15% or greater absence from a course, starting from the first class meeting.”
Tardy Policy: While sometimes being late is unavoidable, tardiness is disruptive to the class and should be avoided. Three tardies (more than 10 minutes) will equal one absence.
Grading
Final Portfolio 18 points
Journal 12 points
Assignments 10 points
Essays 40 points
Attendance/ Participation 10 points
Writing Center/Lab 8 points
Blog Posting 2 points
_____________________________
Total Possible 100 points
(Instructor may award 5 bonus points to any student showing exceptional effort)
Instructor may offer bonus assignments at her discretion.
A: 90-100
B: 80-90
C: 70-80
D: 60-70
F: 59 or lower
Essay Formatting
Each time you submit a final essay, all previous brainstorming, outlining, and early drafts must also be submitted with the final draft. Drafts, final drafts, and essays must be turned in typed. THIS MEANS everything but your notebook needs to be turned in TYPED. No exceptions.
All work should be double-spaced, 1-inch margins, 12 point font Times New Roman. Please put page numbers if more than one page (either top or bottom). All work should be formatted as follows and given a title:
Name
Date
English 090-002, T/Th 8:00-10:00
Nancy Stohlman
Assignment (i.e. Descriptive Paragraph First Draft, Narrative Essay Final Draft, etc.)
Class Blog
www.profstohlman.blogspot.com
I will update the class blog with specifics of the day, daily prompts, any changes to syllabus or reminders, announcements, etc. The class blog is NOT a substitute for the syllabus, however, so you will need to consult your syllabus for your daily assignments. Please consult the blog (or another student) if you missed class and need to know what you missed.
Everyone must post one piece of writing done in this class to the class blog. In order to post, please send your work to my email at nancystohlman@gmail.com and put in the subject line: Please Post to Blog. Make sure your name is on you paper, of course. Keep in mind that I will not edit your paper for you but will post it as is, so make sure it’s ready before you post. You may post multiple times, but only once is required. Email your post to me no later than July 29.
Final Portfolio
Your final portfolio will be an 8-10 page polished compilation of the work you’ve been doing this semester plus a Process/Self-Assessment Essay. You’ll have a chance to workshop it with a colleague, but this portfolio should be error-free. I’ll expect you to use all formatting guidelines. Also, I’ll expect that each piece will have been revised again since I saw it last—I will be able to tell! Think of this as a final art exhibit of your work. Details when we get closer.
Plagiarism
Plagiarism is literary theft of another author’s ideas and/or exact words, without giving proper credit to the source in both the text of your essay and on the Works Cited sheet. This rule is true of direct quotes, paraphrases, and summaries. Plagiarism is a serious ethical offense and may be grounds for the student’s failure in this class. Cheating of any kind will get you kicked out of my class and possibly expelled.
Writing Center
All ENG 090 students must attend Writing Center sessions based on the requirements in the Daily Calendar. If you cannot attend the Writing Center to have a tutor advise you on them before turning them in to me, you may use the OWL to submit papers on line. This requires planning ahead since the return time is 48 hours. Owl.ccd.edu
AAA 099 requirements: 25 hours in the Academic Support Center Labs
Please take advantage of the FREE tutors in the Writing Lab—students who take that kind of initiative always turn in stronger work and get higher grades.
Tentative Course Schedule and Weekly Assignments:
(subject to change)
**Every day we will do in-class exercises—you will need a spiral-bound notebook for just this class. Please bring your readings for the day and spiral notebooks to every class.
Week One: Introductions. Descriptive Writing
Tuesday, 6/1: Introductions, Syllabus, Course Objectives
In-class writing: Creative Monsters
Discussion: Ten Things to Stop Misspelling
*Thursday, 6/3: Turn in Creative Monster prompt in correct formatting (see above).
Journal #1: Descriptive
(please have your spiral notebooks)
Discussion: “Death of A Moth” by Annie Dillard
“Death of The Moth” by Virginia Wolfe
Discussion: Sensory Description
Take Home Descriptive Prompt: Sit in a public place for 5-10 minutes with your journal, just watching. Then write for 10 minutes describing in great detail what you saw, witnessed, etc. Think about using strong nouns and sensory description. OR Focus on one sense.
Week Two: Descriptive Writing
Tuesday, 6/8: DUE: Descriptive Prompt in correct formatting
“The Things They Carried” by Tim O’Brien
Chapter 1 “Nouns” from Sin and Syntax
Discussion: Nouns in Description (Self-Editing)
Thesaurus
Proper vs. common
Journal #2: Descriptive
*Thursday, 6/10: Discussion: “Coming into Language” by Jimmy Santiago Baca
“FF pieces?”
“Adjectives” from Sin and Syntax
Metaphoric Language
Journal #3: Descriptive
Week Three: Descriptive Writing/Narrative Writing
Tuesday, 6/15: Due: Descriptive Rough Draft with four copies
“Shitty First Drafts” from Bird by Bird by Anne Lamott
Discussion of workshopping
In-class workshopping
All class workshopping
Journal #4: Descriptive
Thursday, 6/17: DUE: Descriptive Essay with all rough drafts
Discussion of Narrative Writing
Discussion: “Rawlings” by William Haywood Henderson
Other narratives TBA
Journal #5: Narrative
Discussion: Story Arc, Beginnings, Middles Endings
Week Four: Narrative Writing
Tuesday, 6/22: Discussion: “Verbs” from Sin and Syntax
“Salvation” by Langston Hughes
“The Monkey Garden” by Sandra Cisneros
Journal #6: Narrative
Discussion—Paragraphs (maybe switch with above?)
Discussion: Voice
Take Home Narrative Prompt: Eavesdrop for at least 5 minutes on someone else’s conversation, either in public or not. Then attempt to write the entire conversation verbatim, but making sure to use the “voice” of the people speaking. OR ask someone to tell you their story and write it down in their voice.
Thursday, 6/24: DUE: Narrative Prompt in proper formatting
“A Homemade Education” by Malcolm X
“The Toughest Indian in the World” by Sherman Alexie
“Pronouns” in Sin and Syntax
Journal #7: Narrative
Discussion—Voice/POV
Week Five: Narrative Writing/Expository Writing
Tuesday, 6/29: Due: Rough Draft Narrative Essay with four copies
Journal #8: Narrative
Class Workshop
In-class workshop: Discussion: Radical Revision
“Someone to Read Your Drafts” by Anne Lamott
In class handouts: Verb Tenses
*Thursday, 7/1: Narrative Essay Due with all attachments
Journals Due
Discussion of Expository Writing
Journal #9: Expository
In class handouts: “Why I Write” by Joan Didion
“Morning Pages” by Julia Cameron
Mid-Term evaluations/discussion
Week Six: Expository Writing
Tuesday, 7/6: Discussion: “Adverbs” in Sin and Syntax
“I Want a Wife” by Judy Brady
“On Dumpster Diving” by Lars Eighner
Discussion: Lead Sentences
Journal #10: Expository
Take Home Expository Prompt: Read at least one newspaper article, paying attention to the style of journalistic writing: straight expository information answering the questions who, what, when, where, and how. Note the "lead" sentence format: who, what, when, where, and how all answered in the first sentence. Write a newspaper article about some event in your life this week or something you witness (I prefer something that just happened rather than something from the past). Give it a headline, lead sentence, etc. One page.
Thursday, 7/8: Turn in Expository Prompt in Proper Formatting
Journal #11: Expository
“I Just Wanna Be Average” by Mike Rose
“Politics and the English Language” by George Orwell
Discussion: Cliches and handout “How to slay a cliché”
Week Seven: Expository Writing/Persuasive Writing
*Tuesday, 7/13: Due: Rough Draft Expository with four copies
“I Have a Dream” by Martin Luther King, Jr.
“Just Walk On By” by Brent Staples
Journal #12: Expository
Discussion: Rhythm/Sentence Fragments
In-class Workshop
All class workshop
Thursday, 7/15: Final Expository Essay Due with all attachments
Discussion of Persuasive Writing
“The Smurfette Principle” by Katha Politt
“Thoughts Interrupted” by Amy Joyce
Journal #13: Persuasive
Discussion: Five Paragraph Essays
Week Eight: Persuasive Writing/Satire
Tuesday, 7/20: Discussion “Are the Homeless Crazy?” by Johathan Kozol, p. 154-157
“Hers; Provider” by Alice Hoffman
“Gay Marriages” by Elizabeth Armstrong
Journal #14: Persuasive
Discussion: Intro and Conclusions/semi-colons
Take Home Persuasive Prompt: Either listen in on or begin a controversial discussion. Then write a Point/Counterpoint. OR write a review of anything: a meal you ate, a movie you rented, a date you went on, an event you attended. The purpose here is to have a strong opinion and let that come through.
*Thursday, 7/22: Persuasive Prompt in proper formatting
Discussion of “A Modest Proposal” by Jonathan Swift (handout)
Journal #15: Persuasive
Discussion--Satire
Week Nine: Persuasive Writing/Final Portfolios
Tuesday, 7/27: Due: Persuasive Rough Draft with four copies
In class workshop
Journal #16: Process
Thursday: 7/29: DUE: Final Draft Persuasive Essay with all attachments
All Extra Credit Due
Discussion of Final Portfolio
Journal #17: Process
Reading: “On Writing” by Stephen King (handout)
Discussion: Reading
Week Ten: Final Portfolios/Wrap-Up
Tuesday, 8/3: DUE: Rough Draft Portfolio with 1 copy (partners will be assigned)
DUE: Journals
In-class Portfolio workshopping
Journal #18
Thursday, 8/5:
Final Portfolios Due 8/5 by 4:00 pm MST
Extra Credit:
(All extra credit must be received by instructor no later than July 29, 2010)
• Create Your Own Blog—2 points
Two points extra credit will be given to anyone who starts their own blog as a result of this class and makes at least three posts of their own writing throughout the semester. In order to receive credit, please email me with the link to your blog by July 29.
• Attend a Literary Event and Write a Response—2 points
Two points extra credit will be given to anyone attending a literary event around town and then writing a one-page response to the event. The response should be written in the same format and with the same attention to detail as you would any other homework assignment. Below is a list of possible ongoing literary events, but if you find others not listed here, or one-time-events, please check with me first to make sure it will count. Papers must be received no later than July 29.
Here are two events that I will be part of:
Saturday, June 12th, 7-9
“Size Matters” Flash Reading Series and Release Party for Fast Forward: The Mix Tape
Bardo’s Coffeeshop
238 South Broadway
Denver, CO 80209
(303) 629-8331
www.bardocoffee.com
Thursday, June 17th, 7:30
The Gypsy House Reading Series
Gypsy House Cafe
1279 Marion St
Denver, CO 80218-2296
(303) 830-1112
And here are some ongoing events:
Mondays
1st & LAST Mondays
SlamNuba – open mic & slam feat. members of the Cafe Nuba Slam Team + DJ CaveM
doors 7:30pm – $5 – All-Ages
@Crossroads Theatre, 26th & Welton in Denver’s Five Points
Tuesdays
2nd & 4th Tuesdays
Minor Disturbance Youth Series & Slam – feat. writing wksps & performances
7:30pm – Free (donations welcome) – Youth (ages 12-19)
@Flobots.org Community Space, 27th & Larimer, Denver
&
1st & 3rd Tuesdays
Justiz Speech Open Mic
7:00pm – 11:00pm | Free | All-Ages
@Gypsy House Cafe, 13th & Marion St. Denver
Wednesdays
Last Wednesday of the Month
“Poet As Muse” – feat. spoken-word, live visual art, hookah & good vibes
7:30pm – Free – All-Ages
@Gypsy House Cafe, 13th & Marion St. Denver
&
DejaVu – spoken word mic feat. local & national poets for the “grown & sexy”
Every Wednesday | 9:00pm – 21+
@Twisted Olive at Northfield Stapleton, 8270 Northfields Blvd, Unit 1480 Denver
&
Every Wednesday
“She Said” Interactive Mic
9:00pm – 12:30am | 21+ | LGBTQ-Powered
@ Her Bar, E. Colfax & Pearl, Denver
Fridays
2nd Fridays
Cafe Cultura – Latino & Indigenous inspired spoken-word, music & live art
7:30pm – Free – All-Ages/Youth-Powered
@LaAcademia, 9th & Galapego
Saturdays
1st & 3rd Saturdays
The SpeakOut Poetry Getaway – urban word, community issues & poetry
doors: 8:00pm/show 9:00pm – $5 – All-Ages
@Sam’s BBQ, 435 So. Cherry, Glendale, CO
Sundays
Mercury Slam – spoken-word and slam w/ feat. local & national poets
Every Sunday | 7:30pm – $5 suggested donation – All-Ages/Youth-Powered
@Mercury Cafe, 21st & California St. Denver
Important dates:
Last day to drop and receive a refund for 15-week classes is
Last day to drop the class with a W is
Grades available to students:
Student Code of Conduct and Academic Integrity Admission to the Community College of Denver implies that you agree to respect the rights of others and observe moral and civil laws. Interference with the normal processes of education in the classroom or elsewhere on the campus will be regarded as unacceptable conduct, warranting suspension or dismissal. Complete Student Code of Conduct is at this web site: http://www.ccd.edu/search.aspx?WebID=63204&&View=0&Search=student%20code%20of%20conduct
Americans with Disabilities Act Students with a documented disability who need reasonable accommodations to achieve course objectives should notify the instructor and apply for services at the Center for Persons with Disabilities within the first week of classes. NOTE: All students who identify themselves to faculty as having a disability or suspect that they have a disability should be encouraged to contact the Director of the Center for Persons with Disabilities (CPD), Room 134, South Classroom Building, 1st Floor. Faculty is not obligated to provide accommodations without proper notification from the Center for Persons with Disabilities Office. You may also contact CPD staff by telephone to make an appointment: (303) 556-3300.
More information is available at http://www.ccd.edu/Disabilities/Disabilities.aspx
Grade of Incomplete
Incomplete: An "I" indicates that the course objectives are not yet fulfilled. It is the responsibility of the student to request, if needed, the assignment of an incomplete grade. The instructor's decision to authorize or not authorize an incomplete grade is final. The student must have completed 75% of the class with a C or better, and must complete the rest of the work with the same instructor. Arrangement for the completion of the course must be made with the instructor prior to the assignment of the "I" grade. This agreement must be written on a Contract for Incomplete Grade Form. The instructor may allow up to one full semester for the student to complete missing requirements. "I" grades not changed by the end of the following semester will automatically become failing grades (F).
Grade of SP You can receive an SP grade only if you
• attended the full term (missing no more than 5 classes and completing all 15 hours of lab work)
• have shown satisfactory progress by completing all assigned course work
• but have not yet mastered the skills that will give you the opportunity to be successful in the next class in the sequence.
If the SP grade is received, you must complete the course within the next 15 week semester, or the grade will change to NC (no credit). If the SP grade is received, you may attend the same course the following semester (without registering or paying again for the course) with the same instructor or a different instructor (with her/his permission). You must show the instructor the proper paperwork (from the instructor who graded you SP) to be allowed into the class. If you earn a C or better at the completion of the course, the instructor will submit a grade change to change the SP to a C or better. Then you will be allowed to register for the next course in the sequence. A D, F, AW, I, or SP will not allow you to enter the next course in the sequence.
Keep Track of Your Grade
Creative Monster Prompt:____________(2)
Descriptive Prompt: _____________ (2)
Descriptive Essay _____________ (10)
Narrative Prompt: _____________ (2)
First Half Journal: _____________ (6)
Narrative Essay: _____________ (10)
Expository Prompt: ______________(2)
Expository Essay: ______________(10)
Argumentative Prompt:_____________ (2)
Argumentative Essay:_______________(10)
Second Half Journal ______________ (6)
Blog Posting _______________ (2)
25 Lab Hours: _______________(8)
Portfolio: ________________(18)
Participation: ________________ (10)
______________________________________________________________________________
Total: _______________ (100)
Absences: ______________ (Subtract 5 points for every absence after first two)
____________________________________________________
Grand Total: _______________ (100)
Tuesday, May 4, 2010
Reading List
Here's our reading list compiled from all my 090 classes this year...get reading! (I copied straight from your lists, so there could be misspellings)
Nancy Stohlman's Spring 090 Classes
(Student's name in parenthesis)
090-009
The Physic of Impossible—(Dai Tran)
The Autobiography of Malcolm X—(Ryan Rhoades)
Stephen King novels—(Portia Trujillo)
A Bend in the Road by Nicholas Sparks—(Morgan Speichinger)
The Diary of Anne Frank—(Stephanie Lovato)
I Hope They Serve Beer in Hell—(Stephanie Lovato)
Todd Richards—P3—(Cody Brewster)
Rich Dad, Poor Dad by Robert Kiosky—(Richard Brown)
Divine Revelations of Hell—Ann Baxton—(Richard Brown)
Daniel Goiness—(Collin Ball)
The Lovely Bones
Night
The Outsiders
A Child Called It
My Bloody Life by Raymurda Sanchez
Man’s Search for Meaning
Harry Potter 1-7—(Alessandra Buttiglione)
Tenderness—(Patricia Tafoya)
090-011
The Art of War by Sun Tzy
The Great Pretender by Millenia Black
God Don’t Like Ugly by Mary Monroe
Maneater by Noire and Mary B. Morrison
www.stumbleupon.com
The Earth Chronicles by Zacharia Zitchin
Rule By Secrecy by Jim Maars
Beltold Apple Horse by William Cooper
The Twilight Series
Midnight
Across Your Message in 30 Seconds
On the Road—Jack Kerouac
True Lies
The Audacity of Hope
The Giver
The Kite Runner
090-017
On the Road by Jack Kerouac
Pawn of Prophecy by David Eddings
Thunderbolt Kid—Bill Bryson
Nickel and Dimed—Barbara Ehrenreich
Survivor or any book by Chuck Palahniuk
Art of War by Sun Tzu
Sin in the Second City by Karen Abbot
Singularity by William Sleator
Galapagos
Langoliers—Stephen King
1984 by George Orwell
THX-1138
Brazil
Doubt by Anthony Browder—(Brandon Ramsey)
Fist, Stick, Knife, Gun—(Gary Molock)
Interstellar Pig—William Sleator—(Jason Torbet)
La Vida Loca: Gang Days in L.A.—(Jason Torbet)
The 16th Round—(Nathan Levey)
Love in the Time of Cholera—Gabriel Garcia Marquez—(Denisse Basurto)
090-024
The Perks of Being a Wallflower—(Landon Gallegos)
Fear and Loathing in Las Vegas by Hunter S. Thompson—(Landon Gallegos)
A Child Called It—(Monika Ulrick)
A Long Way Down—(Ciarra Torrez)
Chronicles of Death Foretold—(Uziel Garcia)
The Prince—Niccolo Machiavelli—(Raul Esparza)
The Longest Day—(Raul Esparza)
The Hatchet—(Raul Esparza)
The Art of Racing in the Rain—(Diane Gugel)
The Tao of Physics
Your Brain on Music
Anything by David Sederis
Celestine Prophecy—(Aaron Maynes)
Pendragon—(Aaron Maynes)
Christopher Pike—(Aaron Maynes)
Lost World
48 Laws of Power
80/20 Principle
The Art of Seduction
Behold a Pale Horse by William Cooper
Reposition Yourself by T.D. Jakes
The Biography of Angela Davis
The Art of War by Sun Tzu
Rich Dad, Poor Dad
Nancy Stohlman’s Picks
Fiction:
Lolita—Vladamir Nabokov (twisted but his use of language is stunning)
For Whom the Bell Tolls—Ernest Hemingway (set during Spanish Civil War)
One Hundred Years of Solitude—Gabriel Garcia Marquez (magical realism)
The Lover—Margarite Duras
The Pink Institution—Selah Saterstrom (weird but cutting edge)
1984—George Orwell (for those of you who like Science Fiction)
Tropic of Cancer—Henry Miller (vulgar, often funny)
Gazelle—Rikki Ducornet (young girl coming of age in Egypt)
Beloved—Toni Morrison (awesome, disturbing, deals with issues of slavery)
Huckleberry Finn—Mark Twain (not just for kids, trust me)
Unbearable Lightness of Being—Milan Kundera (insightful, particularly about relationships)
On the Road—Jack Kerouac (the original road trip book)
Fear and Loathing in Las Vegas—Hunter S. Thompson
Breakfast at Tiffany’s—Truman Capote (different than the movie)
Frankenstein—Mary Shelley (you have to read the originals—totally different than movies)
Dracula—Bram Stoker (for those of you who like the modern day vampires)
The Last Bongo Sunset—Les Plesko
Nonfiction:
Coyotes—Ted Conover (awesome—he goes undercover to cross the border illegally with the Mexicans)
The Art of Happiness—Dalai Lama (for those of you who like interpersonal/self-help—this is the best!)
In The Shadow Of Man—Jane Goodall (the first of her books working with chimps in Africa)
The Diary of Anne Frank—Anne Frank (if you haven’t read, you should)
Books by Nancy Stohlman:
Searching For Suzi: A Flash Novel (2009)
Fast Forward: The Mix Tape (due out June 2010)
Fast Forward: A Collection of Flash Fiction Vols I and II
Live From Palestine (2003)
Nancy Stohlman's Spring 090 Classes
(Student's name in parenthesis)
090-009
The Physic of Impossible—(Dai Tran)
The Autobiography of Malcolm X—(Ryan Rhoades)
Stephen King novels—(Portia Trujillo)
A Bend in the Road by Nicholas Sparks—(Morgan Speichinger)
The Diary of Anne Frank—(Stephanie Lovato)
I Hope They Serve Beer in Hell—(Stephanie Lovato)
Todd Richards—P3—(Cody Brewster)
Rich Dad, Poor Dad by Robert Kiosky—(Richard Brown)
Divine Revelations of Hell—Ann Baxton—(Richard Brown)
Daniel Goiness—(Collin Ball)
The Lovely Bones
Night
The Outsiders
A Child Called It
My Bloody Life by Raymurda Sanchez
Man’s Search for Meaning
Harry Potter 1-7—(Alessandra Buttiglione)
Tenderness—(Patricia Tafoya)
090-011
The Art of War by Sun Tzy
The Great Pretender by Millenia Black
God Don’t Like Ugly by Mary Monroe
Maneater by Noire and Mary B. Morrison
www.stumbleupon.com
The Earth Chronicles by Zacharia Zitchin
Rule By Secrecy by Jim Maars
Beltold Apple Horse by William Cooper
The Twilight Series
Midnight
Across Your Message in 30 Seconds
On the Road—Jack Kerouac
True Lies
The Audacity of Hope
The Giver
The Kite Runner
090-017
On the Road by Jack Kerouac
Pawn of Prophecy by David Eddings
Thunderbolt Kid—Bill Bryson
Nickel and Dimed—Barbara Ehrenreich
Survivor or any book by Chuck Palahniuk
Art of War by Sun Tzu
Sin in the Second City by Karen Abbot
Singularity by William Sleator
Galapagos
Langoliers—Stephen King
1984 by George Orwell
THX-1138
Brazil
Doubt by Anthony Browder—(Brandon Ramsey)
Fist, Stick, Knife, Gun—(Gary Molock)
Interstellar Pig—William Sleator—(Jason Torbet)
La Vida Loca: Gang Days in L.A.—(Jason Torbet)
The 16th Round—(Nathan Levey)
Love in the Time of Cholera—Gabriel Garcia Marquez—(Denisse Basurto)
090-024
The Perks of Being a Wallflower—(Landon Gallegos)
Fear and Loathing in Las Vegas by Hunter S. Thompson—(Landon Gallegos)
A Child Called It—(Monika Ulrick)
A Long Way Down—(Ciarra Torrez)
Chronicles of Death Foretold—(Uziel Garcia)
The Prince—Niccolo Machiavelli—(Raul Esparza)
The Longest Day—(Raul Esparza)
The Hatchet—(Raul Esparza)
The Art of Racing in the Rain—(Diane Gugel)
The Tao of Physics
Your Brain on Music
Anything by David Sederis
Celestine Prophecy—(Aaron Maynes)
Pendragon—(Aaron Maynes)
Christopher Pike—(Aaron Maynes)
Lost World
48 Laws of Power
80/20 Principle
The Art of Seduction
Behold a Pale Horse by William Cooper
Reposition Yourself by T.D. Jakes
The Biography of Angela Davis
The Art of War by Sun Tzu
Rich Dad, Poor Dad
Nancy Stohlman’s Picks
Fiction:
Lolita—Vladamir Nabokov (twisted but his use of language is stunning)
For Whom the Bell Tolls—Ernest Hemingway (set during Spanish Civil War)
One Hundred Years of Solitude—Gabriel Garcia Marquez (magical realism)
The Lover—Margarite Duras
The Pink Institution—Selah Saterstrom (weird but cutting edge)
1984—George Orwell (for those of you who like Science Fiction)
Tropic of Cancer—Henry Miller (vulgar, often funny)
Gazelle—Rikki Ducornet (young girl coming of age in Egypt)
Beloved—Toni Morrison (awesome, disturbing, deals with issues of slavery)
Huckleberry Finn—Mark Twain (not just for kids, trust me)
Unbearable Lightness of Being—Milan Kundera (insightful, particularly about relationships)
On the Road—Jack Kerouac (the original road trip book)
Fear and Loathing in Las Vegas—Hunter S. Thompson
Breakfast at Tiffany’s—Truman Capote (different than the movie)
Frankenstein—Mary Shelley (you have to read the originals—totally different than movies)
Dracula—Bram Stoker (for those of you who like the modern day vampires)
The Last Bongo Sunset—Les Plesko
Nonfiction:
Coyotes—Ted Conover (awesome—he goes undercover to cross the border illegally with the Mexicans)
The Art of Happiness—Dalai Lama (for those of you who like interpersonal/self-help—this is the best!)
In The Shadow Of Man—Jane Goodall (the first of her books working with chimps in Africa)
The Diary of Anne Frank—Anne Frank (if you haven’t read, you should)
Books by Nancy Stohlman:
Searching For Suzi: A Flash Novel (2009)
Fast Forward: The Mix Tape (due out June 2010)
Fast Forward: A Collection of Flash Fiction Vols I and II
Live From Palestine (2003)
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