Professor Wanda Sabir
ENG 5/ENG 211 Course codes: 21763/21777, Tuesday/Thursday 11:00 AM to 12:15 PM
Class Meetings: January 24-May 17
Location: Room A-202
Drop dates: February 4, Full-Term Credit Classes and Receive a Refund. Note: Short-term and open-entry classes must be dropped within three days of the first class meeting to receive a refund. Feb. 5 last day to add. Feb. 11 last day to file for Pass/No pass. Feb. 16 last day to drop w/out a W. Drop February 24, Full-Term Credit Classes Without “W” Appearing on Transcript; April 25 (w/W) and no refund.
Holidays: Feb. 6, 17-20; May 18, May 30; Spring Break: April 2-8 M-Su Spring Recess
Final Exam Week: May 19-25. We have no sitting final. Portfolios are due by May 25, 12 noon electronically. Last day of semester May 25. Class blog: http://sabirscoaenglish5.blogspot.com/
Syllabus for English 5/211: Critical Thinking in Reading and Writing
English 5/211, 3 semester units, about 6000 written words, develops the ability to analyze, criticize, and advocate ideas. Critical thinking looks at the relationship between language and logic, introduces rhetoric or persuasive writing and tools students can use to evaluate information based on facts, perceptions, assumptions, evidence, reasons, inferences, judgments, induction, deduction and conclusions. Vocabulary is introduced so that students have the proper tools to discuss faulty thinking or flaws in the reasoning process and name the more common fallacies.
This level composition assumes competency in prose writing and reading ability so that more attention can be devoted to ideas rather than to grammar and mechanics. Students who will most likely succeed in this course passed English 1A with a “B” or better.
We will look at the role of language and semantics in critical thinking, social communications and propaganda. Students will also look at the fundamentals of problem solving, including considering and evaluating alternative solutions and perspectives. We will write a series of four (4) – 2-4 page essays which are 1. Analytical, 2. Argumentative and 3. Comparative evaluative essays on pertinent topics around the themes explored in the texts. Each of the four essays will use the Classical or Aristotelian, the Rogerian and/or the Toulmin model of argument.
Topics will come from our texts, films, and discussions, current event topics, or historical issues with current relevance. Three essays will utilize one of the text books: Michelle Alexander's The New Jim Crow; Walter Mosley's The Tempest Tales; and Greg Neri’s Yummy: the Last Days of a Southside Shorty. Required in these essays will be inclusion of at least 1-2 scholarly articles on the topic and a works cited/bibliography page(s) which is not counted as part of the 2-4 pages. The fourth essay will be student choice based on a current issue of interest. The topic can be an argument or an analysis of an argument. All arguments will be presented orally and in written form.
Essays
We will start all the essays in class and have peer reviews; however, I expect the first draft to receive a passing grade. If this is not the case, I suggest said student enlist the support and assistance of a competent tutor.
If any paper does not receive a passing grade, said student will have to write an essay wherein he or she discusses in third person how the writer can correct the errors, and revise or rewrite the essay. These essays are due the following day or following class meeting.
Readings
We will read a book every 3-4 weeks, beginning with Yummy, then Mosley, ending with Alexander.
I like to use films as teaching aides, but given the tight schedule, we will probably only see clips of a few pertinent films. The film assignments will be cyber-assignments started in class. Cyber-assignments are turned in on-line and are about a 250 word fast draft. Each student needs to respond on-line to two other posts. Be respectful in your comments. Even though we are only meeting two hours and a half a week, students will have three hours of homework weekly, maybe more if one is a slow reader. We will try not to deviate from the schedule, as we have three books plus a textbook to get through, so don’t get behind (smile).
We will probably not complete any in-class essays, as there just isn’t enough time. Most essays will be submitted via Internet. Make sure you include the assignment and your name in the subject line. There will be one group project and presentation on logical fallacies (both inductive and deductive reasoning – one each) inspired by the texts or taken from the field of commercial art or politics. We will do this in class. Buy the books and start reading. The graphic novel is first.
The Plan
We will use the textbook: Writing Logically Thinking Critically, Sixth Edition, by Sheila Cooper and Rosemary Patton. It will give students theoretical basis to talk about the argument process. The book has exercises which we will complete in and outside of class meetings. Students are encouraged to develop study groups.
We will run the book chronologically:
Week 1: A Quick Guide to Integrating Research into Your Own Writing 210-214.
Practice pp: 210-214
Week 1-2: Chapters 1-2
Week 2-3: Chapters 2-3
Week 3-4: Chapters 3-4
Week 4-5: Chapters 4-5-6
Week 5-6: Chapter 6-7
Week 6-7: Chapter 7-8
Week 8/9: Review
Week 9/10: Review
(This is ambitious.)
Grading
The essays based on readings are a fourth of your grade, the daily essays and/or homework are another fourth, your midterm and final are another fourth and your portfolio is the final fourth. (Save all of your work.) The midterm will probably be one of the essays connected to a book, perhaps Alexander, maybe Mosley’s, we’ll see. You can average the grades to see how to weigh the various components. Participation is included in the daily exercises and homework portion of the grade, so if your attendance is exemplary, yet you say nothing, you lose percentage points.
You will also need to spend at least an hour a week in the Writing Lab (L-234), or as needed, and have a teacher or tutor sign off on your assignments. If you are having trouble with grammar, then work on that. If you trouble is the essay writing process itself, work on that.
Have a tutor or teacher sign off on your essays before you turn them in; if you have a “R,” which means revision necessary for a grade or “NC-” which means “no credit,” you have to go to the lab and revise the essay with a tutor or teacher before you return both the graded original and the revision (with signature) to me. Also due with your revision is an essay about the essay which identifies the errors and how to correct them. Use a grammar/style book such as Diana Hacker’s Rules for Writers. Revise does not mean “rewrite,” it means to “see again.”
This course with limited class time should offer an invigorating discourse or dialogue for those students who love a challenge and approach the writing task eager, prepared and ready for what the course requires: English language fluency in writing and reading; a certain comfort and ease with the language; confidence and skillful application of literary skills associated with academic writing, plus familiarity, if not mastery, of the rhetorical styles used in argumentation, exposition and narration.
We will be evaluating what we know and how we came to know what we know, a field called epistemology or the study of knowledge. Granted, the perspective is western culture which eliminates the values of the majority populations, so-called underdeveloped or undeveloped countries or cultures. Let us not fall into typical superiority traps. Try to maintain a mental elasticity and a willingness to let go of concepts which not only limit your growth as an intelligent being, but put you at a distinct disadvantage as a species.
This is a highly charged and potentially revolutionary process - critical thinking. The process of evaluating all that you swallowed without chewing up to now is possibly even dangerous. This is one of the problems with bigotry; it is easier to go with tradition than toss it, and create a new, more just, alternative protocol.
Audience
This is not the class for the student who is not comfortable with writing essays, whose handle on grammar is shaky or loose, and/or whose reading skills – interpretation, critical analysis, comprehension and vocabulary, are limited. Obviously one cannot become an expert on anything meeting just twice a week for a little over two hours; however, the hope is that when you leave the course, you will be a stronger writer than when you arrived, have a better grasp of what is meant by rhetoric or the art of persuasion.
We will be honest with one another. Grades are not necessarily a complete assessment of one’s work; grades do not take into consideration the effort or time spent, only whether or not students can demonstrate mastery of a skill – in this case: essay writing. Grades are an approximation, arbitrary at best, no matter how many safeguards one tries to put in place to avoid such ambiguity. Suffice it to say, your portfolio will illustrate your competence. It will represent your progress, your success or failure this semester in meeting your goal.
Office Hours
I’d like to wish everyone good luck. I am available on Monday and Wednesday morning 10:30-12 noon, also Monday and Wednesday afternoon, 3-4 p.m. MTWTh from 3-5 by appointment, I am also available. Let me know the day before, if possible, when you’d like to meet with me. My office number is: 510. 748-2286. Ask me for my cell phone number. I do not mind sharing it with you. My email address again is: coasabirenglish5@gmail.com
I’d advise students to exchange phone numbers with classmates (3), so if you have a concern, it can be addressed more expediently. Again study groups are recommended, especially for those students finding the readings difficult; don’t forget, you can also discuss the readings as a group in the Lab with a teacher or tutor acting as facilitator. Keep a vocabulary log for the semester and an error chart (taken from comments on essay assignments). List the words you need to look up in the dictionary, also list where you first encountered them: page, book and definition, also use the word in a sentence. You will turn this in with your portfolio.
Students are expected to complete their work on time. If you need more time on an assignment, discuss this with me in advance, if possible, to keep full credit. You lose credit each day an assignment is late and certain assignments, such as in-class essays cannot be made up. All assignments prepared outside of class are to be typed, 12-pt. font, double-spaced lines, indentations on paragraphs, 1-inch margins around the written work (see Hacker: The Writing Process; Document Design.)
The class blog is: http://sabirscoaenglish5.blogspot.com
Cheating
Plagiarism is ethically abhorrent, and if any student tries to take credit for work authored by another person the result will be a failed grade on the assignment and possibly a failed grade in the course if this is attempted again. This is a graded course.
Homework
If you do not identify the assignment, I cannot grade it. If you do not return the original assignment you revised, with an analysis essay, I cannot compare what changed. If you accidentally toss out or lose the original assignment, you get a zero on the assignment to be revised. I will not look at revisions without the original attached- no exceptions.
We will have a library orientation: date and time TBA.
Jot down briefly what your goals are this semester. List them in order of importance.
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2.
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4.
5.
First Assignment: Write a letter of introduction to me. Tell me something about yourself: anything you'd like to share. It stays with me: where you were born, who you are responsible for (smile), what languages you speak/write, your strengths, what you bring to the class, what you'd like to leave with and what if anything I need to know to facilitate your success.
Email your letter to me: coasabirenglish5@gmail.com. Don't forget to note the assignment in the subject line. This assignment is due January 26 before class.
Second Assignments: Write a response to the syllabus and post it in the comment section on the blog. Be specific in your response. Post by January 25.
Something about me.
I don't hold hands. No time for it. I don't pressure people or threaten. If this is the kind of motivation you need, I am not the one. I expect everyone to be an adult, to exercise time management skills and to pace him or herself so that deadlines are met and that there is space in the plan for emergencies because nothing as I said is left to last minute rush. None of the material is a fast read—skimming might be possible, but this class will not be a cake walk, so plan for it—leave time in your schedule for it. A lot of work will be done outside class. Students will be bringing work to class to share after reading, after writing, so for the class to move, to jump to have energy, students need to stay on top of the work—we will see each other in class just 90 minutes a week, about 360 minutes in a 4-week month. Let's commit to making it fruitful.
Textbooks
We will travel through our five textbooks in the order mentioned. The Alexander book is the longest and the hardest read, so we will read it after we have completed most of our theoretical work:
Alexander, Michelle. The New Jim Crow: Mass Incarceration in the Age of Colorblindness. New York: The New Press, 2012.
Cooper, Sheila and Rosemary Patton. Writing Logically, Thinking Critically. Sixth Edition. New
York: Longman, 2010.
Mosley, Walter. The Tempest Tales. New York: Washington Square Press, 2008.
Neri, Greg. Yummy: the Last Days of a Southside Shorty. New York: Lee and Low Books, 2010.
Hacker, Diana. Rules for Writers. Fifth, Sixth or Seventh Edition. Boston: Bedford/St. Martins, 2008.
Students also need a dictionary. I recommend: The American Heritage Dictionary. Fourth Edition.
Along with a dictionary, the prepared student needs pens with blue or black ink, along with a pencil for annotating texts, paper, a stapler or paper clips, a travel drive to save writing, a notebook, three hole punch, a folder for work-in-progress, and a divided binder to keep materials together.
Week 1: Warm-ups and stretches
Writing Logically, Thinking Critically: Introduction, Chapter 1: Thinking and Writing
Day 1-2: In-class assignment: Aptitude Test; freewrite: Define Critical Thinking; article: What kind of thinker are you? Article: “State of Mind” by David Kruger.
Discussion: What do you know about the criminal justice system? Film: Race to Execution or Juvies.
Homework: Begin reading chapter 1 in WLTC. Complete exercises. You can write in the book. Note questions. Post freewrite on class blog: http://sabirscoaenglish5.blogspot.com
Week 2
Chapter 2: Inference—Critical Thought Assignments: p.17 due Tuesday, January 31.
The writing assignments from the text (some) will be cyber-assignments (turned in or posted on-line at the class blog). Keep a copy for yourself. Exercises: 2J, 3, 4, or 2K. Extra Credit: 2L, all due February 2.
Week 2-3
A Quick Guide to Integrating Research into Your Own Writing 210-214. Practice pp: 210-214
Readings January 31-Feb. 7 Yummy.
Essay Planning due: Feb. 9. Definition essay: What is a criminal? Why are children like Yummy categorized as criminals by society? Do you agree with this definition? Is it too narrow or too broad?
Essay Due Date: Feb. 14
Due for peer review. Final draft due Feb. 16 via Internet.
Review: Rules for Writers (Hacker):
The Writing Process (2)
Document Design (60)
The Basics (530)
Week 4: Feb. 21-23 Establish routine
Chapter 3: The Structure of Argument (53)
In class exercises: 3B (58-59), 3C. Homework Exercise 3E (cyber-assignment). Due Feb. 21 in class. Posted after class.
Chapter 4: Written Argument (77)
Cyber-assignment: Writing Assignment 7 (98-99), Writing Assignment 8 (102). Posted by February 23 after class. Bring assignments to class for review.
Hacker
Argument (358)
Conducting Research (381
Readings Tempest Tales: February 21-March 20.
Essay Assignment: The Classical Argument
Develop argument topics: Tuesday, March 20-22. Essay plan due: March 22. Essay due March 27 for peer review. Present March 29. Turn in March 30 via Internet.
Week 5-6: Fitness testing
Chapter 4 con’t. Review
Chapter 5: The Language of Argument—Definition (104)
Cyber-Assignments: Exercise 5A (110-111), Writing Assignment 10 (124)
Hacker:
Grammar (148)
Punctuation (269)
Mechanics (317)
Readings/Essay Assignment
March 29-31 start, continue through April 19: The New Jim Crow. Use Toulmin model. Essay planning and outline due April 24. Peer review due: April 26. Final draft due: April 27 or May 1. Presentation May 1.
Week 6-7:
Chapter 5 review
Chapter 6: Fallacious Arguments (131)
Cyber-assignments based on in-class assignment (145); Exercise 6B
Test
Readings/Essay Assignment: Student Choice
Choose a topic of current interest to argue a position or an argument to analyze using the Rogerian model of argument. Bring in an outline May 10. Presentation due with argument, May 15.
Week 7-8: Learning curves
Chapter 7: Deductive and Inductive Argument (157)
Cyber-assignments Exercises 7G (180) or 7H (181)
Cyber-assignment (Writing Assignment 13 (196)
Week 8-9: Home Stretch
Chapter 8, Review Textbook
Review and quiz. We will complete the textbook about midway through the course. This will allow students an opportunity to focus on their writing. I will also hand out other materials to supplement argument models not covered in Writing Logically.
Week 10-18 Essay Assignments cover this period
Finals: Portfolio Due Dates
Portfolio Due by May 25, 12 noon via Internet. We will work on this May 10 and 17 in class.
This syllabus is subject to change based on instructor assessment of class progress.
I don't hold hands. No time for it. I don't pressure people or threaten. If this is the kind of motivation you need, I am not the one. I expect everyone to be an adult, to exercise time management skills and to pace him or herself so that deadlines are met and that there is space in the plan for emergencies because nothing as I said is left to last minute rush. None of the material is a fast read—skimming might be possible, but this class will not be a cake walk, so plan for it—leave time in your schedule for it. A lot of work will be done outside class. Students will be bringing work to class to share after reading, after writing, so for the class to move, to jump to have energy, students need to stay on top of the work—we will see each other in class just 90 minutes a week, about 360 minutes in a 4-week month. Let's commit to making it fruitful.
Textbooks
We will travel through our five textbooks in the order mentioned. The Alexander book is the longest and the hardest read, so we will read it after we have completed most of our theoretical work:
Alexander, Michelle. The New Jim Crow: Mass Incarceration in the Age of Colorblindness. New York: The New Press, 2012.
Cooper, Sheila and Rosemary Patton. Writing Logically, Thinking Critically. Sixth Edition. New
York: Longman, 2010.
Mosley, Walter. The Tempest Tales. New York: Washington Square Press, 2008.
Neri, Greg. Yummy: the Last Days of a Southside Shorty. New York: Lee and Low Books, 2010.
Hacker, Diana. Rules for Writers. Fifth, Sixth or Seventh Edition. Boston: Bedford/St. Martins, 2008.
Students also need a dictionary. I recommend: The American Heritage Dictionary. Fourth Edition.
Along with a dictionary, the prepared student needs pens with blue or black ink, along with a pencil for annotating texts, paper, a stapler or paper clips, a travel drive to save writing, a notebook, three hole punch, a folder for work-in-progress, and a divided binder to keep materials together.
Week 1: Warm-ups and stretches
Writing Logically, Thinking Critically: Introduction, Chapter 1: Thinking and Writing
Day 1-2: In-class assignment: Aptitude Test; freewrite: Define Critical Thinking; article: What kind of thinker are you? Article: “State of Mind” by David Kruger.
Discussion: What do you know about the criminal justice system? Film: Race to Execution or Juvies.
Homework: Begin reading chapter 1 in WLTC. Complete exercises. You can write in the book. Note questions. Post freewrite on class blog: http://sabirscoaenglish5.blogspot.com
Week 2
Chapter 2: Inference—Critical Thought Assignments: p.17 due Tuesday, January 31.
The writing assignments from the text (some) will be cyber-assignments (turned in or posted on-line at the class blog). Keep a copy for yourself. Exercises: 2J, 3, 4, or 2K. Extra Credit: 2L, all due February 2.
Week 2-3
A Quick Guide to Integrating Research into Your Own Writing 210-214. Practice pp: 210-214
Readings January 31-Feb. 7 Yummy.
Essay Planning due: Feb. 9. Definition essay: What is a criminal? Why are children like Yummy categorized as criminals by society? Do you agree with this definition? Is it too narrow or too broad?
Essay Due Date: Feb. 14
Due for peer review. Final draft due Feb. 16 via Internet.
Review: Rules for Writers (Hacker):
The Writing Process (2)
Document Design (60)
The Basics (530)
Week 4: Feb. 21-23 Establish routine
Chapter 3: The Structure of Argument (53)
In class exercises: 3B (58-59), 3C. Homework Exercise 3E (cyber-assignment). Due Feb. 21 in class. Posted after class.
Chapter 4: Written Argument (77)
Cyber-assignment: Writing Assignment 7 (98-99), Writing Assignment 8 (102). Posted by February 23 after class. Bring assignments to class for review.
Hacker
Argument (358)
Conducting Research (381
Readings Tempest Tales: February 21-March 20.
Essay Assignment: The Classical Argument
Develop argument topics: Tuesday, March 20-22. Essay plan due: March 22. Essay due March 27 for peer review. Present March 29. Turn in March 30 via Internet.
Week 5-6: Fitness testing
Chapter 4 con’t. Review
Chapter 5: The Language of Argument—Definition (104)
Cyber-Assignments: Exercise 5A (110-111), Writing Assignment 10 (124)
Hacker:
Grammar (148)
Punctuation (269)
Mechanics (317)
Readings/Essay Assignment
March 29-31 start, continue through April 19: The New Jim Crow. Use Toulmin model. Essay planning and outline due April 24. Peer review due: April 26. Final draft due: April 27 or May 1. Presentation May 1.
Week 6-7:
Chapter 5 review
Chapter 6: Fallacious Arguments (131)
Cyber-assignments based on in-class assignment (145); Exercise 6B
Test
Readings/Essay Assignment: Student Choice
Choose a topic of current interest to argue a position or an argument to analyze using the Rogerian model of argument. Bring in an outline May 10. Presentation due with argument, May 15.
Week 7-8: Learning curves
Chapter 7: Deductive and Inductive Argument (157)
Cyber-assignments Exercises 7G (180) or 7H (181)
Cyber-assignment (Writing Assignment 13 (196)
Week 8-9: Home Stretch
Chapter 8, Review Textbook
Review and quiz. We will complete the textbook about midway through the course. This will allow students an opportunity to focus on their writing. I will also hand out other materials to supplement argument models not covered in Writing Logically.
Week 10-18 Essay Assignments cover this period
Finals: Portfolio Due Dates
Portfolio Due by May 25, 12 noon via Internet. We will work on this May 10 and 17 in class.
This syllabus is subject to change based on instructor assessment of class progress.
Joseph Paez
ReplyDeleteProfessor Sabir
English 5
24 January 2012
The strengths I bring to the class are leadership, devotion, and loyalty. I make the best efforts to help my classmates when they are having trouble in or out of class. I grew up in a family where resources were limited. I had to work hard to earn anything I wanted. I put large amounts of time in education and value it dearly. Assignments that I turn in come from me. In other words, I do not cheat and simply put forth my best effort with every assignment assigned. When I leave this class I want to leave behind comfort and confidence so that every student can join in classroom discussions. Also, so that they can teach the class and we as a whole classroom can learn from our classmates experiences. The best help I can ask for is to create an environment where every individual is respectful to the comments classmates have to share in class. Thank You so much and i am looking forward to this semester.
Tiffanya Richardson
ReplyDeleteProfessor Sabir
English 5
January, 24, 2012
Upon first reading the syllabus, I must admit I was a bit overwhelmed. It’s a lot of information to process, so if one is to stay on point, it seems to be a lot to follow. After giving my brain a moment to process everything, I was relieved to find that although it is very detailed, I believe the initial anxiety was more because this is such a new process for me. I’ve never turned in assignments via blog, so it helped to actually sit down and give it a try. Another thing that stuck out for me was the portfolio due towards the end of the semester. I’ve never done a portfolio, usually I hand the papers into the professor and I’m done! So although it is very different for me, I’m excited about obtaining that experience.
The readings seem very captivating. The concept of Walter Mosley’s the tempest Tales seems really interesting, that should make for good group discussion. I also appreciate the peer reviews that will be done prior to submitting final essays. It will be nice to know if we’re on the right track and hitting the mark as far as grades are concerned. 6,000 written words does seem like a lot of writing, but I’m up for the challenge. It’s also nice that all of the assignments and concurrent weeks are mapped out. The syllabus overall was a great guide, and sense this style of completing assignments is so new to me I will be sticking closely to it!
Kelsey Johnson
ReplyDeleteProfessor Sabir
English 5
January 25, 2012
Typically I am not very optimistic when a professor chooses to have the bulk of the assignments turned in online, due to the fact that I am not as knowledgeable about technology as some of my peers. However, after reading the syllabus and having it explain in class I am feeling more confident in regards to posting in a blog and turning in assignments via e-mail. It helped that the syllabus was so meticulously detailed. I am someone who strives on structure; as long as I have a deadline and clear instructions I can succeed.
It does seem like there will be a lot of reading and a significant amount of writing, but I am looking forward to it. The books look to be a bit out of my comfort zone, but that is not to say I will not enjoy them and I am always open to new experiences. I am looking forward to attempting the task of forming and writing arguments about literature that is beyond my usual frame of ease. Generally the syllabus seems to be indicative of a challenging course with many moving parts, but an overall interesting class.
Aaron Villanueva
ReplyDeleteProfessor Sabir
English 5
January 25, 2011
After reading the syllabus, I felt as if I am unable to succeed in this course. But when I thought about the challenges I have faced working fulltime and going to school fulltime during my second year in college, I know I can succeed. This will be challenging but as long as there are guidelines to follow and I turn in every assignment on time I will be successful with this class.
I know there will be a lot of work to do. The only thing I need to do is just do the work and turn it in on time. Other than the syllabus, I am having a hard time understanding the blogging part of the class. It’s a new experience since most of our work will be online. I’m looking forward to succeed in this class.
Amber Robbins
ReplyDeleteProfessor Sabir
English 5
January, 25, 2012
Cyber-Assignment Response to the Syllabus
Honestly, when I initially opened the email and saw how rapidly the size of my scroll bar decreased, I was tempted to close the email and wait until I had more time to read. However, as I began to read through the email I was surprised, as well as and impressed, by the information encompassed within the email. Rather than simply listing the course requirements and the texts that would be needed (which I immediately took note of and looked to Amazon for), I saw that there was substantial anecdotal information as well. I not only acquired a sense of how the class would be, but also an idea of what kind of person would be teaching me this semester.
While the class sounds challenging to say the least, I am eager to put my time and effort into the class. Based on the information provided, as well as online reviews that I personally looked for, I am eager to start reading and discussing the novels noted in the syllabus. Armed with the proper books, and a strong desire to participate I feel that this class will be challenging and enriching and I am ready to delve into the course.
Jesse Pinkney
ReplyDeleteProfessor Sabir
English 5
January 25, 2011
Reading the syllabus allowed me to see the road map for this course that is clearly defined. I expect to learn a writing process that will allow me to express my perspective and provide the proper facts to prove my points. This course will help me achieve my own personal goals to write like the scholar I know I am.
I am presently excited about the third assignment which requires the class to watch the state of the union. The world we know is changing and I believe it is important for all citizens to be aware of whats going on in this country, community, and around the world. I am convinced that this course will help me prevail as a writer and individual looking to upgrade my English skills. I look forward to the time and patience necessary for victory.
Jules Misiluti
ReplyDeleteProfessor Sabir
English 5
January 25, 2012
The first day can always be over whelming and the work were presented with seems like a lot. Reading the syllabus it gave me an idea about the how the course is going to be for the semester. The material that we are about to cover I feel as if I will enjoy it and it will help me learn and gain more knowledge. I love that all of our work is done via - email and online on the blog that you have created. I strongly feel this is a really fast paced class,so it keeps me on my toes and teaches people how to manage their time wisely. Im very excited about the weeks to come and ready to learn and work to the best of my ability.
Saba Ghanem
ReplyDeleteProfessor Sabir
English 5
January 25, 2012
After reading the syllabus before class I was abit hesitant about taking the class because I felt overwhelmed with how much time I would need to spend out of class. However, after going to the class and hearing from Professor Sabir, I felt enthused to take on the challenge this course brings and improve on being a critical thinker/writer. On another aspect, I've never used a blog or done online assignments; so this too will be a new experience. Nonetheless, I appreciate seeing office hours available and other means by which Professor Sabir has made it possible for us to do well as we proceed in this learning journey. I look forward to learning alot in the class and gaining new skills that I can use in the future.
Vincent Corral
ReplyDeleteProfessor Sabir
English 5
January 25, 2012
After reviewing the syllabus, I must say I was a bit intimidated by the amount of work that is needed to be turned in. It has been a while since I've sat in an English class and have some doubts about my writing performance. Although I enjoy writing myself, I haven't had the chance to actually utilize critical thinking techniques such as the ones learned from previous English classes and ones that you are about to teach the class. I anticipate that the teachings and lessons learned will advance my current understanding and usage of critical thinking and rhetoric. I also like how you are using a blog for us to express our ideas as well as the convenience of e-mail to turn in work. This class will be a challange compared to the other 3 classes I'm enrolled in this semester, but will be taking it head on. I look forward to your sharing of ideas revolved around the course subjects and prepared to success in writing 6,000+ words.
Thanhhuong Nguyen
ReplyDeleteProfessor Sabir
English 5
January 25, 2012
After reading this syllabus, I can see that you label everything on the table, everything that we have to be aware and be prepared for in this class. I thought this class is difficult for me because I’m not used to sending assignments and a portfolio via email. I think sending assignments to teachers help me least because I feel least attention in my work that way. This is the only class that I’ve ever taken that does that. This is a new experience, so let’s see how it goes.
Also, I thought your syllabus was straight forward. If anyone thinks they can do all the things that you listed down, then this is the class for them, because I know you don’t want to waste your time on students that are not prepared.
I am excited to learn and to think critically in this class
Maya Dobjensky
ReplyDeleteProfessor Sabir
English 5
January 25, 2012
Syllabi tend to overwhelm me a bit, as I’m sure they do for most people. I’m excited to delve into our assigned reading, especially Yummy and The New Jim Crow. I love reading and if I am not challenged in a class I get bored and perform very poorly. With that being said, I’m not worried about the amount of work assigned in the class, but rather, my ability to keep my work organized. I don’t mind writing a lot as long as I’m learning from it. However, I know that organization is not my strongest quality, and with so many assignments due online, I’m a little anxious that I will lose track of some and fall behind. Not to mention the fact that I’m constantly confused and frustrated by technology and am a little anxious about turning in assignments online.
Throughout this course, I hope to become a more critical reader and a more effective writer. I believe there is a lot I can gain from the assigned texts, the professor, and my classmates. I am eager to hear other people’s points of view in order to expand my own perspective. I’m a little nervous but also excited to begin this semester’s work load.
Brianna DeGrano
ReplyDeleteProfessor Sabir
English 5
24 January 2012
After reading the syllabus, I am really excited for this class. I have already had Professor Sabir for English 1A, and I really like her teaching style. Although it is a large workload, I like turning in assignments online on the blog and via email. I love to read, and the books we are reading this semester look very interesting. I look forward to writing about them as well. The workload seems challenging and I am excited to begin!
Abigail Boggs-Moura
ReplyDeleteProfessor Sabir
English 5
25 January 2012
After receiving the initial email about this class and what was to be expected of students this coming semester, I would say that I was a little bit more than weary. However, after the first day in class that clarified things a great deal, I realized two things. The first was how excited I was to be in school again and secondly how eager I was to start reading Yummy; The Last Days of a Southside Shorty along with The New Jim Crow outlined in the syllabus. I had heard about both books but hadn't been able to read them cover to cover. Thus, I was very excited that these ideas,concepts and topics would be focused on throughout the semester.
Additionally, while the size and density of the emailed syllabus was initially overwhelming, class gave much needed clarification along with useful tools. Both the writing boot camp and daily homework exercises that are too be completed will be a lot of work, but also much needed help.
While I know that I can expect a great deal of work in this class, I am ready to put my best foot forward and excel.
Daniela Debergue
ReplyDeleteProfessor Sabir
English 5
January 25, 2012
I think this class is going to be really engaging. All of the books that are assigned for this semester seem really interesting, especially The New Jim Crow: Mass Incarceration in the Age of Colorblindness. I really like non-fiction, so I think I’ll be into that book the most.
My favorite part of the syllabus is the “Something about me” section, in particular the part that reads, “I expect everyone to be an adult, to exercise time management skills and to pace him or herself so that deadlines are met and that there is space in the plan for emergencies because nothing as I said is left to last minute rush.” This especially stuck out to me because it absolutely drives me crazy when teachers try to keep every single student on the same page, even if that means holding many students back in the process. I totally agree with the statement in the syllabus. Teachers should not be the ones keeping their students on the right page. Teachers should be teaching. Students should be keeping themselves on the right page.
I’m especially excited to learn about logical fallacies in argument. I remember one of my high school English teachers talked about logical fallacies a bit, but I’m looking forward to learning more about them and actually incorporating them into argumentative writing. I love arguing, so that section of the class will be particularly appealing to me.
Overall, I’m excited to improve on my writing and read some new, interesting books.
Kevin Ruma
ReplyDeleteProfessor Sabir
English 5
25 January 2012
I am very excited about the challenge to improve my writing that this class will present. I have always enjoyed writing although it may not be one of my strengths. The workload highlighted in the syllabus also intrigues me because I believe it will keep my focused on taking my writing to a new level. As an athlete I know any endeavor that doesn't challenge a person also does not make them better at whatever it is they are doing. I must admit I am a little nervous about the fact that we will be presenting in front of the class. Then again, what doesn't kill you, makes you stronger. So all in all, it should be an interesting class.
When looking at the materials required for class, I see that we will be reading The Tempest Tales. I am very much intrigued to read another story by Walter Mosley. I have read Devil in a Blue Dress as well as seen the movie. Easy Rawlins is a very interesting character. I am sure that Mosley will peak my interest with this story as well. I am excited for the semester, and hope to get a lot out of this class.
Luis Arechiga
ReplyDeleteProfessor Sabir
English 5
25 January 2012
This class is going to be both challenging and rewarding. The list of assignments looks interesting;I'm positive it will be time consuming, but then again, everything that has an attainable goal does.
The syllabus shows that there will be a wide range of interactions amongst our classmates. It's great to see an engaging class. There will be a variety of thoughts throughout the semester--seeing as this class is about critical thinking and analyzing statements.
Marcus Bartley
ReplyDeleteProfessor Sabir
English 5
24 January 2012
This is a class that I am sure I will be challenged in. Reading the syllabus gave me crazy anxiety but that comes with the jitters of a new class. I look forward to being challenged but I am scared that I will easy feel overwhelmed. All and all I plan on giving this a full on effort. My past experiences with english classes have been fairly easy for me and I had never felt there was much of a drastic change in my writing, so I hope to feel change this time around.
Writing has never really been a strong point for me but I think if i can sit myself down and focus I will be just fine. Everything is straight forward and I feel like the effort I put in will determine my outcome. I am both intimidated and excited. Let's see how this goes!
Melvin Herring
ReplyDeleteProfessor Sabir
English 5
25 January 2012
When I first read your syllabus, I felt like a child who has been separated from their parents: Scared and horrified. I thought to myself, I have to find another English 5A class. Once I got the books that feeling changed; I thought to myself this may be a fun class after all, the books that were selected looked wonderful and interesting from others I have read in pervious classes. The syllabus was very detailed and helped me believe this year was going to be great. Although this will not be a walk in the park, I will be ready to bring whatever I need to take this journey.
One of the things that stuck out for me was the portfolio because when I took your class for 201A, which was the assignment I had the most fun with. I’m looking forward to doing this again at the end of the year, it’s nice to see all the work you done and worked hard at during the semester.
The strengths that I bring to the class is my education, will to work hard and read all information needed, teamwork in and out the classroom and last but not least my since of humor. I’m looking forward to doing well this semester and learning a lot and earning an A.
Shayne Keator
ReplyDeleteProfessor Sabir
English 5
25 January 2012
I find the syllabus to be a bit convoluted. If your goal is to daunt and confuse your students, I think that goal has been achieved. I also found the 8 page email regaling us with information about your granddaughter's birthday and how successful your daughter is, and your travels to Africa, and your opinion of how great you are as a writer to be totally obnoxious. My time is valuable, don't waste it.
Ana Muro
ReplyDeleteProfessor Sabir
English 5
25 January 2012
After reading the syllabus I thought to myself, this is going to be a challenging class. Writing is not my greatest strength and I have always had a hard time with it. I know that English not being my first language makes it a little harder. However, I always seem to have a comment for everything. I like being able to express myself and find it comforting in the syllabus that this class is going to help me to be able to find different ways of looking at things. I also enjoyed the at least one hour that needs to be spent at the Writing Lab (L-234). I find that being helpful to me since I am going to need extra work on my writing. My first thought was triggered by the amount of dedication that needs to be spent on this class and already having other classes that include writing as well does not make it easier. Also not having as much time I would like to have due to work I find it being very challenging. However, I like challenges and I hope I can be successful in this class on top of everything I have on my plate.
Abraham Ramos
ReplyDeleteProfessor Sabir
English 5
1/25/2012
The syllabus to me precisely embodies the word manipulation that I am looking to equip myself with. To be able to methodically position sentences and words together to engender feelings on others, whit out them realizing it. This syllabus caused some fear in me initially given the amount of focus on how little time we have to go over this dense material and how in tune our grammar and writing skills need to be to succeed in the class. It almost feels as if you are trying to weave out the fearful people off the bat, but I do not feel fazed by the challenge that is clearly ahead in this class.
Even as I do not consider myself to be a good writer I am eager to learn the techniques and tricks in our English language to achieve intellectual critical thinking and logical writing, not only to persuade people to believe in what I believe or consider my views, but to be able to present arguments and positions in such a manner that people feel the urge to ponder upon my words. That may be a little ambitious but I really plan on learning as much as I can, and do appreciate the amount of self-accountability you Ms. Sabir are requesting from us.
Ryan Perdiguerra
ReplyDeleteProfessor Sabir
English 5
January 25, 2012
The syllabus is extremely overwhelming. In some English classes, most instructors dock their students for putting too much information than is needed in their papers. This syllabus has so much to read and so much going on that when it finally got around to what assignment were going to be due, I nearly lost interest. English is not my best subject, but I can still manage to handle the work. I've heard stories about your teaching methods and how your students handle the pressure in your class. Based on the look of this syllabus, the stories don't seem like they fall far from the truth. However it may be, I like a challenge.
Simon Chen
ReplyDeleteProfessor Sabir
English 5
25 January 2012
After looking over the syllabus, this class looks to be be a challenge. I was never a good writer but surely this class seems to allow me to improve my reading, comprehension, and writing skills. With myself not good with technology, I figured submitting work through e-mail and posting blogs would be difficult for me but after opening the syllabus everything seem self-explanatory. I'm looking forward to instruction.
Aldo Cardenas
ReplyDeleteProfessor Sabir
English 5
24 January 2012
I wanted to apologize for not getting this in by yesterday, but I seem to have forgotten what to respond about. I re-read the syllabus and I am very excited to start reading and working in your class.
My goals for this semester are to get an A in the class, to be able to write an essay with ease, and to better my lexicon. I will achieve these goals by trying my hardest and keeping focused. I feel that I have a strong character and try to understand everyone’s point of view. I will offer my opinion, but don’t push it on people. I’ve lived a long life for a twenty-four year old; my sister often calls me an old man. I feel that with my experiences, I’ve lived through four years in the army where I had to live knowing peoples lives where at stake and sometimes dependent on my command. I will always try my best at everything, never give up, and offer full participation towards anything at hand. Thank you again and I look forward to this semester.
Liliulachelle Finley
ReplyDeleteProfessor Sabir
English 5
26 January 2012
Professor Sabir, you provided our class with a syllabus that not only gave us an idea of what the class was going to be like and what we would need, but what you expected of us and just a little something about herself. It is within the syllabus that I was able to know who you are, what some of your interests are and why you are so into critical thinking, literature and writing. When I saw that you assigned to graphic novel, Yummy, for us to read and said yourself that you loved it, I picked it up from the bookstore right away and read it in thirty minutes. What an inspiring and heart-breaking novel it was.
I am very excited to be in this class, especially since you have such great reviews. I am excited to not be such a "hamster thinker" and think outside the box.
I acknowledge that in order to pass the class, I must have all my materials, such as the textbooks.
After reading the syllabus, I agree with many students when they say that it looks like a lot of work. At first, I was very hesitant on if I would be able to continue the class because of how overwhelmed I became. But, I enjoy English, so hopefully this course will come easy to me. As long as we are able to take things step-by-step, I think I'll be able to keep up with the class. Since I thought that English 1A was interesting, I would assume this class will be as well. I think of myself as a strong writer and a stable reader. I'm not the best at reading because I'm a little slow at times, but as long as I manage my time correctly, I can achieve the reading with no problems. I look forward to a successful semester in your class.
ReplyDeleteSamantha Zinn
ReplyDeleteProfessor Sabir
English 5
26 January 2012
After reading the syllabus, I agree with many students when they say that it looks like a lot of work. At first, I was very hesitant on if I would be able to continue the class because of how overwhelmed I became. But, I enjoy English, so hopefully this course will come easy to me. As long as we are able to take things step-by-step, I think I'll be able to keep up with the class. Since I thought that English 1A was interesting, I would assume this class will be as well. I think of myself as a strong writer and a stable reader. I'm not the best at reading because I'm a little slow at times, but as long as I manage my time correctly, I can achieve the reading with no problems. I look forward to a successful semester in your class.
Ricardo Arvizu
ReplyDeleteEnglish 5
Response to the syllabus
1/25/12
The syllabus seems to explain the class very clearly it sounds very challenging and involves a heavy amount of critical thinking. It also tells me that I am going to be writing 6000 words in one semester or more like professor Sabir said in class. The syllabus does make it clear that also of material is going to be learned like problem solving and communication, so there does seem to be a great benefit to being in this course. The course does have a heavy amount of writing and I think the draft system is great it gives students a chance to see and learn from their mistakes. The books read in the class also look very interesting I am actually exited to start reading Yummy. Overall I am exited for this coarse and I will see everyone in class.
Monsoon Pandey
ReplyDeleteWanda Sabir
English 5
1.26.2012
(Turned in time but accidently under the letter instead)
The syllabus is very easy to read and understand. I understand that in order to get a good grade in this class, one must have read all the books required like Writing Logically, Thinking Critically, Rules for Writers, The Tempest Tale, Yummy, and The New Jim Crow. One must also do all the assignments assigned from the book Writing Logically, Thinking Critically. All essays need to get a passing grade on the rough draft, if not, one needs to get some more help from a tutor. Other rules are pretty straight forward for they are all the same in other English classes as well. For example: no plagiarizing, cheating, or coping, home works need to be done by the date given and need to be correctly identified, and grading is done by quality not quantity.
Michael Yori
ReplyDeleteWanda Sabir
English 5
28, January 2012
I found myself very turned off at the assigned reading and subsequent mandatory comments to be posted in regards to the syllabus. Though that is not to say that I cannot see the merit in hoping to aid every student towards a better understanding of the overall curriculum. I simply found the process tedious and tiresome. Upon opening my browser, I took my first peek at the daunting, nearly twelve page syllabus, and by the time I had completed the first few paragraphs I felt an overwhelming sense of nausea through the sullen head spin of indoctrination.
Somewhere in the vivid recesses of my imagination, I pictured the sole intent of this assignment to be as a monitoring and mediating force set aside to ensure that every student had received and could comprehend the syllabi. I would like to think of myself as capable enough to retain accountability for my work as well as keep up to date with forthcoming assignments: actions that should be considered a bare minimum to all those who think themselves capable of critical thinking.
As an avid reader my excitement is directed at the range of course reading required this semester. The sharp juxtaposition from the livid panels and pages of “Yummy: The Last Days Of A Southside Shorty” to “Writing logically, thinking critically.” (Which I PRAY is more than just another empty take on the mechanics of English) has me chomping at the bit, for more class on Tuesday. Especially when there’s no way of knowing what will be around the next turn, I think I’m going to take my cue from you and follow the lead of simply taking them as the come, just to see how things play out,
“perhaps Alexander, maybe Mosley’s, we’ll see.”
I must say, I’m very disappointed in the online format implemented through out much of this class. Which undoubtedly feels much more reminiscent of commenting out of whim or impulse on an online message board than actually taking a moments effort to stop and think with clarity, & to focus on delivering concise, thought provoking writing. I am currently far too distracted by the blinding neon banners open and droning on in the other browser, eating away at my periphery. Not to mention the fact that spotify has been open since I turned on this god-forsaken devise. If I cant shake my hips it mustn’t be worth my time. I really look forward to listening to more of your podcasts.
Jamie McNair
ReplyDeleteProffesor Wanda Sabir
English 5
29 January 2012
The syllabus was a good syballus in that it is very informative. Any student taking taking this class would be able to understand the criteria for this class very clearly. I especially like the way that the assignments are mapped out by day and week. This is great because one of my pet peeves is spur the moment unorganized assignments. The grading policy is pretty self-explanatory and as long as you come to class and do your work and read, then you should be able to get an a. The only minor problem I had was that almost all the work is done online and is posted on the blog, but I am clear on that now. I am really looking forward to taking this class and I plan to get an A and have a fun, knowledge filled semester.
Latisha Mabullu
ReplyDeleteProfessor Wanda Sabir
English 5.
29 January 2011
I am excited and scared at the same time! This class will be a challege, but a good one. One taking this class will know exactly what is expected. No Exceptions. I was a little confused about assignments but I see now that majority is done and submitted online. Great. I am up for the challege.
Ronald Parker
ReplyDeleteProfessor Sabir
English 5
25 January 2012
By reading the syllabus it seems it will be a bit of a challenge, but by being in class it feels you will make it a bit easier than how i interpret it will be. I am always up for a challenge and succeeding with a one of my goals. I plan to pass this class and master what it has to offer me. My first thought was triggered by the amount of dedication that needs to be spent on this class and already having other classes that include writing as well does not make it easier. Also not having as much time I would like to have due to work I find it being very challenging. However, I like challenges and I hope I can be successful in this class on top of everything I have on my plate.
Edwin Peabody
ReplyDeleteProfessor Sabir
English 5
31 January 2012
Syllabus
After reading the syllabus, I thought that the syllabus was very helpful and I was glad that it had a lot of information that would help me become a better student. I have taken an English class with professor Sabir before so I already have an idea of how challenging it will be. I was a little relieved that we would not be using the Stuart Pidd book this semester. I never really liked that book in the first place.
I also recognized that we would be doing cyber assignments this semester again. Honestly I have never really liked cyber assignments because I feel like we don't get a chance to connect with the teacher, however, cyber assignments are a lot easier to complete because professor Sabir is a very lenient with her time for completion. So, I can live with it. I am ready to begin the semester. (Smile)
Xinia Sanchez
ReplyDeleteMs. Sabir
English 5
1/25/12
Assignment #2
In response to the syllabus, the assignments are very clear posted. In the syllabus we learn that the best way to succeed in the class is to have all of our materials ready, for instance all of our books. Also to succeed in the class according to the syllabus we have to keep up with the readings in order to be able to write the essays that are due.
Jerald Appling
ReplyDeleteProfessor Sabir
English 5
Syllabus
This syllabus answers any questions about what is expected of me as a student and the overall flow of the class. Not every course syllabus does this. A highlight for me was the note on teaching style where the reader is reminded that there will be no hand holding. Our society has gotten far too comfortable in the process of comforting others that have been comforted too long.
I recognize that this course syllabus is a living, breathing document that is subject to change both in depth and material assigned. While the syllabus makes an excellent road map for us to begin our trip, in class instruction will be paramount.
Lola Levi
ReplyDeleteProf.Sabir
Eng. 5
I am very interesting, in the syllabus. Very excited about the readings. I look forward to the challenges that have been requested of me. I trust that the work that is requested will help me with my to become a better writer and a critical reader and thinker. Will do my best, and expect the best results. Thank you, in advance, trust this voyage will be great.
Minh (Mark) Vu
ReplyDeleteProfessor Sabir
English 5
2/2/12
Assignment #2
By the time I finish reading the syllabus, the course material and pace seem to be very challenging. Fortunately, it was some what clarified the the end of the class meetings. I love a challenge and to overcome obstacles, getting a passing grade in the class would be one of my goals. I plan to pass this class and fulfill its requirements by following the syllabus' guidelines. This class' pace is well explained in the syllabus, including the professor's expectations of us students. The syllabus provide us with enough information to become better students and succeed in the class.
Lola Levi
ReplyDelete2/9/12
Eng 5
Inferences & Judgements made in
Time Magazine article
Nancy Gibbs report:"many who knew Yummy better mourned him less, nobody liked the boy,nobody gonna miss him" says Morris Anderson
my judgment of this saying was this child was awful, as if he didn't have any cares for others.
his mother stated that "He shouldn't be dead"
inference is that she cared about her child Morris also states "no is sorry to see him gone".
inference is that no one cared if he was dead or alive.
Lulu Washington says "He just wanted love, he could be disarmingly kind, he'd say thank you, excuse me, pardon me.
judgment is that he was taught the right way to live, someone took time out for him.
No segement of society is immune to the problem"
inference is that a person casn find gang violence any where in Chicago.
Knox say's "when children were asked, what would make them safer, most give the answer: getting a gun".
judgment that in that neighbrnood violence was the answer to solving problems
"Now it 's the Hardaways brother's turn". Authorities says
inference is that authorities expects someone else to die
Lola Levi
ReplyDeleteEng 5
Chp 3F
Distinguishing Arguments From Explanations
In "Bush Remarks Roil Debate over Teaching of Evolution" By Elizakkbeth Bumiller
President by gave a fair answer to reporters, I believe. He didn't want to seem as if he was taking anyones side. I also think that the Intelligent design gave good explanation for their argument in paragraph 4, " Life is so intricate that only a powerful guiding force, or intelligent designer, could have created it." So I would believe that they are giving you the idea that that is only God. So no one is really disagreeing that. So this paragraph is an Explanation of bothy views.
In "Of God and the Case for Unintelligent Design" I think I was a little confused and didn't have a a clear understanding of their argument. They also gave a good Explanation of how God works for us, Like he does animals. I also think that, they views are needed and that there isn't a arguement, that God didn't create all, but that he could have done a better job, with an Explanations of why they have their beliefs.
Jacob Mendoza
ReplyDeleteProfessor Sabir
English 5
Syllabus
After reading the syllabus, I thought that the syllabus was very helpful and I was glad that it had a lot of information that would help me become a better student. I have taken an English class with before so I already have an idea of how challenging it will be.I am ready to begin the semester.
Adalie Villalobos
ReplyDeleteProfessor Sabir
English 5
Syllabus
After reading the syllabus, I felt informed about what the assignments were. I felt comfortable after the syllabus that we were going to be on track with the assignments given.
GLOBAL TRUTH INQUISITION
ReplyDeleteFocus: Global Bullying and Depression Prevention Program.
Global preventative Psychiatry.
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