SAINT MARY’S COLLEGE OF CALIFORNIA Section: 01-01FALL 2012 Room: Dante 119Instructor: Rashaan A. Meneses MWF, 9:10-10:10amEmail: rm7@stmarys-ca.edu Phone Ext. 8142Office: Galileo 209 Office Hours: M 1:30-2:30pm, W&F 2-3pm and by appointment

COLLEGIATE SEMINAR 01CRITICAL STRATEGIES & GREAT QUESTIONS

REQUIRED TEXTS: Plato,  Allegory of the Cave LeGuin, The Ones Who Walk Away from Omelas Woolf, How to Read a Book Borges, The Garden of Forking Paths Al Ghazali, Manners to be Observed by Teachers and Students De La Salle, Third Meditation for the Time of Retreat Seneca, Moral Epistle #88 Spiegelman, Maus Epictetus, The Handbook Terence, The Brothers Alexie, What You Pawn I Will Redeem Martin Luther King Jr, Letter from a Birmingham Jail Jefferson, The Declaration of Independence Sophocles, Antigone Thucydides, The Peloponnesian War (selections) U.S. Supreme Court, Korematsu v. the United States (1944) Johnson, Melvin in the 6th Grade Aristotle, Nicomachean Ethics, Book 9 Cervantes, The Man Who Was Recklessly Curious Ovid, Metamorphoses (selections) Bettleheim, Uses of Enchantment (selections) Ptolemy, Almagest (chs. 1-7) Galileo, Starry Messenger Mo Tzu, On Universal Love Matthew 5 – 7, Sermon on The Mount Rachel Carson, Silent Spring (chs, 2 & 12) Homer, The Odyssey

RECOMMENDED TEXTS: The American Heritage Dictionary

COURSE MATERIALS: Ample supply of pens & loose-leaf paper for class notes & exercises Stapler and Paperclips Please be sure to bring textbooks, assignments, paper and pens to class

COLLEGIATE SEMINAR VISION STATEMENT

The Collegiate Seminar Program seeks to provide its students with a solid grounding in the world of ideas as expressed in great texts of the Western world and exposure to its encounter with other traditions. The Program seeks to help them develop as curious, thoughtful members of an intellectual community. Designed to serve Saint Mary's goals of a liberal education, the Program strives to put students in possession of their powers to think clearly and articulate their ideas effectively-powers that will serve them for the rest of their lives.OVERARCHING GOALS OF THE COLLEGIATE SEMINAR PROGRAMThe Collegiate Seminar Program fosters a genuine sense of collegiality and intellectual community by providing an authentic forum for students to meet and partake of a common experience-the reading and discussion of shared texts under the guidance of faculty from all disciplines. Its participants engage in collaborative dialogue with texts whose ideas shape our world. In doing so they develop:· the skills of close reading, informed and probing discussion, and sustained, organized argument in writing;· the habits of intellectual curiosity, healthy skepticism, and open-mindedness;· an awareness of diverse kinds of human knowledge, their uses, and their fundamental unity;· an appreciation for the process of discovery and the search for meaning;· and a sensitivity to their own humanity and to the diversity and unity of the human condition.LEARNING OUTCOMES OF THE COLLEGIATE SEMINAR PROGRAMREADINGstudents will grow in their ability to:1. Read and understand complex ideas in challenging texts that represent different genres and different periods.2. Analyze texts by drawing inferences, making connections across sections, and discovering underlying principles.3. Critique and question texts and explore their implications.DISCUSSIONstudents will grow in their ability to:1. Raise pertinent questions presented by the text.2. Formulate and express their points of view confidently and clearly in discussion.3. Defend their interpretation of important ideas with logical reasoning based on textual evidence.4. Listen to and respect the points of view of other discussants.5. Arrive at new and/or enriched understanding of the texts through collaborative inquiry.6. Engage in a sustained and coherent intellectual discussion.7. Relate ideas across seminar texts and tie them to their human experience.WRITINGstudents will grow in their ability to:1. Use writing effectively as an exploratory tool.2. Express their ideas effectively in writing that is clear, coherent, intellectually engaging, well developed, and correct.

3. Explicate their own interpretations of the readings with sustained, organized arguments and proper reference to the text.4. Relate ideas across seminar texts and tie them to their human experience.GENERAL LEARNING OUTCOMESAs a result of their participation in the Collegiate Seminar Program, students will:1. Develop increased appreciation for great books as demonstrated by their habit of seeking out good reading.2. Grow in their understanding of some great ideas of humankind and of the problems and dilemmas that people have struggled with over the millennia.3. Grow in their intellectual curiosity.4. Grow in their appreciation and understanding of different ways of knowing (e.g., philosophical, literary, historical, scientific, artistic, etc.)5. Simultaneously develop a tolerance for ambiguity and a desire for clarity, recognizing that ideas and human life are complex and not easily explainable.

COURSE POLICIESAttendance:Because attendance and participation are essential to your success in this class, students must not miss more than two class sessions). A third absence will result in the lowering of a student’s In-Class Work and Participation grade by one full grade (for example, from a B to a C).If you do miss a class, it is your responsibility to keep up with course sessions and assignments. DO NOT EMAIL ME TO ASK WHAT YOU MISSED IN CLASS! Instead, make use of your “college safety net” (see back) to call/email a classmate and find out what you missed, get homework assignments and any handouts that were distributed. In-class work cannot be made up, so make every effort to avoid unnecessary absences. It is your responsibility to come to class prepared and to keep up with course work. Please be sure to notify me of special circumstances or emergencies.

Tardiness:Announcements, class instructions, and roll are all given at the beginning of class. Latecomers are asked to come in as quietly and unobtrusively as possible. It is understandable that people will occasionally be a couple minutes late, but if you are excessively late you will need to meet with me to resolve the problem. EVERY TWO (2) TARDIES WILL COUNT AS ABSENCES. If I mark you absent because you are late and you forget to sign in, the absence will stand in the roll book. Students who leave class early will also be marked as tardy. ATTENDANCE & PARTICIPATION ARE 50% OF YOUR GRADE. IF YOU ARE FREQUENTLY ABSENT OR LATE, YOU WILL MISS OUT ON CRUCIAL MATERIAL AND RISK FALLING BEHIND. THIS OFTEN LEADS TO UNSATISFACTORY GRADES.

Participation:Your active involvement and participation in every aspect of this class will be essential to your success. Each student should come to class prepared to contribute to class discussions, engage in small group work, share homework, and serve as peer editor in peer review sessions. Your in-class participation, reading responses,

Blackboard participation, in-class work and academic conduct will be evaluated at the end of the semester and will contribute to your overall course grade.

Electronic Devices Policy:Please be sure to turn off cell phones, MP3 players and any other electronic devices before class starts and keep them completely out of sight for the duration of class. Failure to do so will result in confiscation! Repeat offenders may receive a zero for their overall Participation & Attendance grade. You may think I don’t see you texting—but I do!

EVALUATION CRITERIA Essay #1 (4-5 pp) 10% Essay #2 (4-5 pp) 10% Essay #3 (4-5 pp) 10% Reading Responses, Discussion Questions, Moodle 20% In-class Participation & Attendance 50%

To pass this course students must submit all three completed and revised essays. All students must turn their essays in to www.turnitin.com , which can be accessed through GaelLearn.

ESSAYSIn this class, we’ll approach writing as a “process”, rather than a “product.” Meaning students will compose essays over several stages of development, honing & refining critical analysis, and the structure and language of the essay. Revision is crucial and expected.Essays will be graded according to the official grading rubric of the College Composition Program (see handout or refer to SMH (pp SMC4-5).Each essay has three due dates. The first two due dates are for peer review. Students must bring two (2) copies of their first drafts to receive feedback and suggestions from their peer review partner. Students should then revise their papers based on the feedback from peer reviews. If a student’s paper is not available for peer review, their essay will not be eligible for a final draft submission. All final essays must be submitted with first drafts, peer feedback forms, and the last graded essay.

Peer Review Workshops:The purpose of the Peer Review Workshop is two-fold: 1) peer reviews provide students with valuable feedback; 2) evaluating classmates’ essays helps students become better editors and refine critical analytical thinking skills. The success of these workshops is dependent on students having complete drafts of their essays to share with their peers by the appointed class day. Please be sure to bring copies for peer review.

Be sure to refer to previous graded essays so you can address strengths and weaknesses in your writing throughout the semester!Papers that do not meet the minimum required length will not be graded. When submitting papers, students should adhere to the following format:

Typed or computer-generated in black ink, 12 point, Times or Times New Roman, double-spaced

1” margins on all sides Each page numbered at the upper right hand corner with your last name Assembled from top to bottom, final draft, rough draft, peer review

worksheets, proposals and essay exercises and/or notes Papers must include correct sentence structure, paragraph formats (i.e. topic

sentences; specific thesis or argument; supporting evidence, including facts, statistics and narrative.

Use proper citation. Always proofread every paper and read it aloud to yourself or a colleague to

catch errors, faulty sentences and language, etc. Note: Essays will not be accepted by email. You must turn in hard copies of all materials. Please be sure to keep disk and paper copies of your essay drafts (final, and all rough drafts). Also, be sure to keep the essays that have been graded and returned to you. You are expected to refer to past graded essays to track your progress.

Revision Policy:Generally students are allowed one revision per semester, only if you receive a B - or lower. However, if are you showing committed and serious effort, and need more revisions, then I might allow more. A revision is not simply a correction of errors but entails a re-writing, more than likely re-structuring, including clarification of central thesis/argument, further development of critical analysis, reorganization of ideas, either within paragraphs or within the essay as a whole or both, and/or work at the sentence level. Revisions are due one week after you’ve had your essay returned to you. The grade for the revised essay will not replace the original grade, but rather be averaged with the original. You need to confer and make an office hour appointment with me to ensure a revision is allowed.

ConferencesYou are required to meet with me at least twice this semester, though you’re not limited to only these appointments, and I encourage you to make use of additional office hour times (listed at the top of this syllabus). In these meetings you should come with a draft of your essay and specific questions you have. I will distribute sign up sheets for the two required appointments.

Late Essays:Late essays will be marked down one-third of a grade, for example, from a B to a B-, for every day that it is late, including weekends.

Plagiarism:I cannot emphasize enough that in this class, your critical analytical thinking skills are the number one priority. Meaning, your original thoughts and ideas are valued the most.

ACADEMIC HONOR CODEAcademic Honor Code: Saint Mary’s College expects every member of its community to abide by the Academic Honor Code. According to the Code, “Academic dishonesty is a serious violation of College

policy because, among other things, it undermines the bonds of trust and honesty between members of the community.” Violations of the Code include but are not limited to acts of plagiarism. For more information, please consult the Student Handbook at http://www.stmarys-ca.edu/your-safety-resources/student-handbook Invitation and reminder: Please feel free to conference with me during office hours, or by appointment, for help with any aspect of the course.

Outside editorial help from a family member, co-worker or friend can also be considered academic dishonesty. No one should be correcting your grammar, revising your work-- making edits and additions. If you plan on having someone outside of this class (i.e. family, friend or co-worker), review your work; see me to ensure that you are receiving appropriate assistance so you do not inadvertently commit plagiarism.

CRITICAL READING RESPONSES Students are expected to complete all reading assignments, type reading responses and share their responses in class discussions. ALL HOMEWORK ASSIGNMENTS ARE TO BE TYPED AND TURNED IN ON THE ASSIGNED READING DATE. Late homework will not be accepted unless you have an excused absence. I do not accept emailed homework.

I WILL NOT ACCEPT ANY HANDWRITTEN READING RESPONSES.*

How to Prepare for Class and Group Discussions: Read, respond to and review assigned text sections Define words, using a word log and dictionary. Do not read over and skip

words that you do not know the definition. Take the time to learn their definitions!

Read and annotate the entire text, making notes in the margins and, when required, in your writing journal, underlining interesting quotes

Type a one-page response for each reading assignment and include three discussion questions (refer to handout for more information)

Students will sign up for Moodle/GaelLearn submissions dates, to post discussion questions and essay exercises. Classmates must be sure to log on, read and reflect on the postings so that we can discuss them during class sessions, (refer to handout for more information).

QUIZZESStudents will be regularly quizzed on reading assignments and will be allowed to use handwritten notes as aid. No books are allowed. Students will also be expected to keep a vocabulary log. Each quiz will ask students to include two new vocabulary words learned in the previous reading assignment, so new words and their definitions should be recorded in notes.

MOODLE We will be regularly working with Blackboard throughout the semester. Your participation online will be part of 10% of your grade and will assist with your formal essay assignments. If you have concerns with Blackboard, let me know and talk to CATS immediately: (925) 631-4266

EXTRA CREDITYou are allowed one extra credit assignment this semester, which can replace two missed assignments (such as a critical reading response or freewrite). Essays cannot be replaced with this. The assignment is to attend an author’s reading and write a critical response about the event on the assigned form. You may be expected to share your response with the class. You must notify me in advance that you are planning to do an extra credit report, so we can plan for the assignment.

CLASS ENGAGEMENT:During discussions students should listen carefully to classmates and treat their opinions, beliefs and perspectives with respect. Only one person should be talking at a time. Private conversations or side conversations are not appropriate. I hope to create an open and safe learning environment where you feel comfortable and encouraged to share your ideas with respect to your fellow classmates.

Student Disability Services: Reasonable and appropriate accommodations, that take into account the context of the course and its essential elements, for individuals with qualifying disabilities, are extended through the office of Student Disability Services. Students with disabilities are encouraged to contact the Student Disability Services Coordinator at (925) 631-4164 to set up a confidential appointment to discuss accommodation guidelines and available services. Additional information regarding the services available may be found at the following address on the Saint May’s website: http://www.stmarys-ca.edu/academics/academic-advising-and-achievement/student-disability-services.html

CENTER FOR WRITING ACROSS THE CURRICULUM, DANTE 202The Center provides drop-in service as well as appointments where students receive help from peers who have been trained to listen, ask questions, and give constructive feedback on papers from across academic disciplines. Tutors aim to help students write their essays, not to write essays for them. The writer, not the tutor, remains responsible for the completed essay. The Center is open to all Saint Mary's College students, whether they are having difficulty with their writing or just want to get a second opinion. It’s a good idea to visit the Writing Center early before you feel overwhelmed with your class load. **You can get extra credit, worth five points or half a reading response, if you work with a tutor at the writing center on an assignment and bring in your revised draft of that assignment to class.

DISCLAIMER:As schedules sometimes change, I reserve the right to amend the course syllabus and course calendar (including the schedule of assignments) as I see necessary. This is a college course. As a result, readings and discussions on topics of potentially controversial nature including, but not limited to: politics, sex and religion, will arise. Such open and in-depth inquiry is essential to maintaining our democratic and pluralistic society.

YOUR COLLEGE SAFETY NET:I encourage all of my students to be active learners and to “own” their education. This means being a self-initiator and taking responsibility for your college career.

The first step in becoming an active learner is to build your college safety net. Introduce yourself to three students who are sitting next to you. Exchange email and phone numbers and write their contact information below. These colleagues will be your safety net, which means, if you are absent from class, if you want to arrange for outside study and discussion groups, these three students should be available to review class material.

*Please be sure to review the course syllabus & calendar since we will have a quiz Friday, AUGUST 31.

MONDAY, AUGUST 27 Introductions- Five words to describe yourself, on a sheet of paper Review Syllabus, Course Calendar & other announcements Plato, Allegory of the Cave Review Discussion Sheets

DUE NEXT CLASS SESSION: 1. Review Syllabus & Course Calendar for syllabus quiz 2. Complete Student Profile Sheet & bring nametag3. Read LeGuin, The Ones Who Walk Away from Omelas4. Complete reading response: Type up one quote that strikes your interest, 1

paragraph paraphrasing the quote, another paragraph summarizing the quote's significance in context of the rest of the work, and a two paragraphs of your in-depth critical analysis, include two discussion questions. Define two unfamiliar words and use one in a sentence.

WEDNESDAY, AUGUST 29 Discuss Genres Reading Strategies and Highlighting & Annotating

DUE NEXT CLASS SESSION:1. Read Woolf, How to Read a Book2. Review for Syllabus Quiz3. Highlight & Annotate Text4. Typed reading responses are generally not due Fridays, however you should come to class with two

discussion questions in mind, along with two unfamiliar words defined. No need to type this up, just include in your personal notes and prepare to share your notes with the class.

FRIDAY, AUGUST 31 Syllabus Quiz Discussion Leaders Sign Up Review classmate’s highlighting & annotating Summary & Paraphrase

DUE NEXT CLASS SESSION1. Read Borges, The Garden of Forking Paths2. Complete Reading Response: What images come to mind from this short story? What

kind of an effect does the author have as you read this piece? Choose a passage that strikes you or confuses you or both. Discuss the questions that arise from that passage.

 

MONDAY, SEPTEMBER 3 – LABOR HOLIDAY WEDNESDAY, SEPTEMBER 5

Review Picking a Fight #1 (due September 25) Review Discussion Leaders

DUE NEXT CLASS SESSION:1. Al Ghazali, Manners to be Observed by Teachers and Students2. De La Salle, Third Meditation for the Time of Retreat3. POST ON MOODLE: Compare these two authors. How are they similar? How are

they different? Discussion Leaders Prepare

**Last day to turn in Drop/Add Form**

FRIDAY, SEPTEMBER 7 Discussion Leaders Review Highlighting & Annotating 

DUE NEXT CLASS SESSION:1. Read Seneca, Moral Epistle #882. Discussion Leaders prepare3. Reading response: What does the text tell us about how we live? What does the text

tell us about how we have been living? What does the text tell us about how we have been led to imagine ourselves? Two discussion questions and three unfamiliar words defined, use one in a sentence.

 MONDAY, SEPTEMBER 10

Review Essay #1 Topics and Thesis Statements College Writing Inventory

Due next class session:1. Read, Spiegelman, Maus 2. Reading response: How do we read a text like this? How do we discuss this text? Why

choose animals for this story? What do we gain and what do we lose with the use of animals? Why a graphic novel?

3. Discussion Leaders Prepare4. TUESDAY, SEPT 11, 10PM: POST POSSIBLE TOPICS ON MOODLE AND BRING TO CLASS

WEDNESDAY, SEPTEMBER 12 Discussion Leaders: Review Thesis Statements

Due next class session:1. Post Trial Thesis & Question on Moodle by 9pm, Thursday 9.13 and comment on a

classmate's. 2. Read Terence, Spiegelman, Maus

FRIDAY, SEPTEMBER 14 Review Thesis Statements and Outline Quote Analysis

Due next class session:1. Read Spiegelman, Maus 2. 1 1/2 pp Reading Response: What does the text tell us about how we live? What does

the text tell us about how we have been living? What does the text tell us about how we have been led to imagine ourselves? Two discussion questions and three unfamiliar words defined, use one in a sentence.

3. Discussion Leaders prepare: MONDAY, SEPTEMBER 17

Post Outline on Moodle & Respond to Classmate-Bring Copy to Class Discussion Leaders:

Due next class session:1. Read Spiegelman, Maus 2. 1-page Reading Response: Find a passage that relates to a previous theme covered in another Seminar text we've read, analyze passage and explain the similarities and differences between Spiegelman’s text and your other chosen text.2. Post on Moodle Tuesday, Sept. 18, 10pm: Outline with three possible quotes for evidence in your body paragraphs and respond to classmate with constructive criticism.

**EXTRA CREDIT INFORMAL CURRICULUM EVENT***ALL Seminars: Weds-Thurs., Sept. 19 – 20, Theater—8:00 PM,  ORINDA. Play: HAMLET, on stage, at the California Shakespeare outdoors at Bruns Amphitheatre—FREE Seminar tickets. 1-page response—be sure to integrate and analyze quotes & evidence WEDNESDAY, SEPTEMBER 19

Guide to Writing Literature Quote Analysis

 Due next class session: 4. Read Spiegelman, Maus

 FRIDAY, SEPTEMBER 21

PEER REVIEW WORKSHOP FOR ESSAY #1 Due next class session:

1. Read Spiegelman, Maus 2. Revised draft of Essay #1 for Peer Review 3. Three Discussion questions

  MONDAY, SEPTEMBER 24

· Peer Review Workshop II for Essay #1DUE NEXT CLASS SESSION

1. Final Essay #1 Packet (see below)2. Read Epictetus, The Handbook3. Three discussion questions and three new words with their definition, use one in a

sentence.

***DUE TUESDAY, SEPT. 25, 9PM ***at Galileo 209, plastic bin outside my office OR Dante 3rd Floor Mailbox, across from

elevator, left-hand side, middlebox. Picking a Fight Essay #1 Packet: 1) Final Draft, 2) Peer Review Sheets, 3) Peer Review Drafts 4) Sentence Focus Worksheet

*Please be sure to use paper clip or binder clip. No binders or folders please.* SUBMIT TO TURNITIN.COM BY MIDNIGHT ON TUESDAY

  WEDNESDAY, SEPTEMBER 26

BiopoemDUE NEXT CLASS SESSION:

1. Read Epictetus, The Handbook2. Typed reading responses are generally not due Fridays, however you should come to class with two

discussion questions in mind, along with two unfamiliar words defined. No need to type this up, just include in your personal notes and prepare to share your notes with the class.

3. Discussion Leaders Prepare:

FRIDAY, SEPTEMBER 28 Discussion Leaders:

DUE NEXT CLASS SESSION:1. Self Reflection

MONDAY, OCTOBER 1 · Review Compare/Contrast Essay #2 (due Tues. Oct. 30)

Due next class session: 1. Alexie, What You Pawn I Will Redeem2. What is the setting of the story? Who are the main characters? How does the story

start? Which character do you relate to and why? What are three questions you have you would like to ask the main character? Make three predictions on what you think will happen in the story? What do you think this story is about? Include two discussion questions, one evaluative and one interpretive.

3. Discussion Leaders prepare:  

**REQUIRED INFORMAL CURRICULUM EVENT** Sem. 1, 123, 144:Weds-Thurs., October 3 – 4, 7:30 PM, Soda Center  Movie: EYES ON THE PRIZE. The Civil Rights Movement of the 60s comes to life in documentary footage, featuring Martin Luther King. 1-page response—be sure

to integrate and analyze quotes & evidence

WEDNESDAY, OCTOBER 3 Discussion Leaders: Classmate Evaluation

Due next class session:1. Read Martin Luther King Jr, Letter from a Birmingham Jail2. Typed reading responses are generally not due Fridays, however you should come to class with two

discussion questions in mind, along with two unfamiliar words defined. No need to type this up, just include in your personal notes and prepare to share your notes with the class.

 FRIDAY, OCTOBER 5

Review Essay Topics Due next class session:

1. Jefferson, The Declaration of Independence2. 1 1/2-page Reading Response: If you read this before, what is it like reading this time

around? How has your interpretation changed? How have you changed from the initial reading? If you hadn’t read it before, what were preconceived notions did you have before reading the text? Were your expectations met? How or how not?

3. Post possible topics Sunday, March 18, 10pm, respond to classmate and bring hardcopy to class

Monday, OCTOBER 8 Compare/Contrast Thesis Statements

 Due next class session: 1. Read Sophocles, Antigone2. 1 page reading response- What is the setting of the story? Who are the main

characters? How does the story start? Which character do you relate to and why? What are three questions you have you would like to ask the main character? Make three predictions on what you think will happen in the story? What do you think this story is about?

3. Post Rough Thesis Statement for Essay #2 by 10pm Thurs., 10/11 Forum   Wednesday, OCTOBER 10

Revised Thesis & Outline Due next class session:

1. Read Sophocles, Antigone2. Discussion Leaders Prepare:3. Typed reading responses are generally not due Fridays, however you should come to class with two

discussion questions in mind, along with two unfamiliar words defined. No need to type this up, just include in your personal notes and prepare to share your notes with the class.

Friday, October 12 Discussion Leaders:

 Due next class session:1. Read Thucydides, Mytelinian Debate (selections)2. 1 1/2-page, type up a quote that caught your interest, paraphrase the quote in your

own words, summarize the quote in relation to the rest of the reading assignment and analyze the main ideas within the quote in regards to the larger text. Three discussion questions with quotes integrated. Three vocabulary words, use one in a sentence.

MONDAY, OCTOBER 15 Moving Toward Your Own Views  Classmate Evaluation

Due next class session:1. Read U.S. Supreme Court, Korematsu v. the United States (1944)2. Reading response- What does the text say? What does the text do? Be sure to

include no more and no less than one quote to support and develop your response to each question. Create two discussion questions with textual references. Create three discussion questions and two vocabulary words. Use two in a sentence.

3. Complete Moving Toward Your Own Views4. Classmate Evaluations

 WEDNESDAY, OCTOBER 17 – END OF MIDTERMS

Sample Essay

FRIDAY, OCTOBER 19 – MIDTERM HOLIDAY

MONDAY, OCTOBER 22 Quote Analysis

DUE NEXT CLASS SESSION:1. Read Johnson, Melvin in the 6th Grade2. Two Discussion questions with quotes integrated and three vocabulary words, use

one in a sentence. 3. Discussion Leaders prepare

WEDNESDAY, OCTOBER 24 Mid-semester evaluation Discussion Leaders:

DUE NEXT CLASS SESSION:1. Read Aristotle, Nicomachean Ethics, Book 92. Peer Review Draft #1

FRIDAY, OCTOBER 26 Compare/Contrast Essay #2 - Peer Review Workshop #1

DUE NEXT CLASS SESSION1. Read Aristotle, Nicomachean Ethics, Book 9

2. Two Discussion questions with quotes integrated and three vocabulary words, use one in a sentence.

3. Peer Review Draft #2

MONDAY, OCTOBER 29 Peer Review Workshop #2 Genres and Paraphrase & Summary

DUE NEXT CLASS SESSION1. Read Cervantes, The Man Who Was Recklessly Curious2. Two Discussion questions with quotes integrated and three vocabulary words, use

one in a sentence. 3. Compare/Contrast Essay #2 Packet due: 1) Final Draft, 2) Peer Review Drafts, 3)

Graded Essay #1 (just the essay--not the whole packet!) 4.  **Submit to Turnitin.com by midnight Wednesday, October 31**

Due Tues. October 30, 9pm: Compare/Contrast Essay #2at Galileo 209, plastic bin outside my office OR Dante 3rd Floor Mailbox, across from

elevator, left-hand side, middlebox. Compare/Contrast #2 Packet: 1) Final Draft, 2) Peer Review Sheets, 3) Peer Review Drafts 4) Sentence Focus Worksheet 5) Graded Essay #1

*Please be sure to use paper clip or binder clip. No binders or folders please.* SUBMIT TO TURNITIN.COM BY MIDNIGHT ON TUESDAY

 

WEDNESDAY, OCTOBER 31DUE NEXT CLASS SESSION:

1. Cervantes, The Man Who Was Recklessly Curious2. Discussion Leaders Prepare

ONE REQUIRED SEMINAR EVENT—YOU CHOOSE WHICH ONE!!! * ALL Seminars: 1) Tues-Weds, Nov. 6 – 7, 8:00 PM, BERKELEY, Play: AN ILIAD vividly retells the Greek invasion of ancient

Troy told by a modern Homer at Berkeley Rep: FREE Seminar tickets.OR

Thurs-Sat, Nov. 8-10, 15 -17, 7:00 PM, and Sunday, Nov. 18 at 2:00, LeFevre Theatre, Play: SPRING AWAKENING, award-winning musical on teenagers in 1890s Germany who discover tumultuous worlds of

sexuality. The Performing Arts Dept. rock musical stars SMC students.1-page response—be sure to integrate and analyze quotes & evidence

FRIDAY, NOVEMBER 2 Review Creative Writing Assignment #3 Discussion Leaders:

DUE NEXT CLASS SESSION:1. Ovid, Metamorphoses (selections)2. 1 1/2-page reading response: What does the author say? What does the author do?

Integrate quotes, two discussion questions, include three vocabulary words, use one in a sentence.

3. Creative Writing Assignment Outline with three pieces of evidence and your analysis- bring hard copy to class and post on Moodle, Sunday, November 27

 

MONDAY, NOVEMBER 5 Review Possible Topics for Creative Writing Assignment #3

DUE NEXT CLASS SESSION:

1. Read Bettleheim, Uses of Enchantment (selections)2. 2-page Reading Response: Write a letter to Dante where you pick a passage that

strikes you or confuses you or both. Discuss the questions that arise from that passage, how your own life experiences and prior knowledge informs you about the meaning and significance of that passage and what you plan to do with this idea and, lastly why you plan this action.. Create two discussion questions with textual references.

3. Classmate Evaluation4. Discussion Leaders Prepare

 

WEDNESDAY, NOVEMBER 7 Discuss Possible Topics for Creative Writing Project ·Round Robin Topics Discussion Leaders

Due next class session:1. Read Ptolemy, Almagest (chs. 1-7)2. What does the text say? What does the text do? Be sure to include no more and no

less than one quote to support and develop your response to each question. Create two discussion questions with textual references. Define two unfamiliar words and use one in a sentence.

3. 1-page Introduction of your Creative Writing Assignment with 2-3 quotes you plan to use from the original source text

4. Draft collaboration in class Today 

FRIDAY, NOVEMBER 9 Classmate Evaluations

 Due next class session:1. Read, Galileo, Starry Messenger2. What is the setting of the story? Who are the main characters? How does the story

start? Which character do you relate to and why? What are three questions you have you would like to ask the main character? Make three predictions on what you think will happen in the story? What do you think this story is about? Two discussion questions. Define two unfamiliar words and use one in a sentence.

3. Classmate Evaluations4. Discussion Leaders Prepare:

 MONDAY, NOVEMBER 12 Due next class session:

1. Read Mo Tzu, On Universal Love2. Pick one character and analyze what you think Dante's intentions are with your

chosen character: What is Dante up to in creating this character? What kind of transformation does the character go through? Evaluate the decisions s/he makes. Does the character evolve or devolve? Be sure to pick one passage to support and develop your analysis. Create two discussion questions. Define two unfamiliar words and use one in a sentence. 

WEDNESDAY, NOVEMBER 14 Classmate Evaluations

Due next class session:1. Read Paul, Letter to the Galatians2. Discussion Leaders Prepare:

  FRIDAY, NOVEMBER 16

Classmate Evaluations Discussion Leaders:

Due next class session: 1. Rachel Carson, Silent Spring (chs, 2 & 12) 2. Create three discussion questions.3. Sunday, November 18, 10pm- Post Introduction to Gaellearn, respond to classmate

and bring typed copy to class

MONDAY, NOVEMBER 19 Newspaper Headlines

 Due next class session:1. Homer, The Odyssey2. 1 ½ page: Who is speaking? In what body (think metaphorically and analytically:

what type of person, education, background, religion, etc)? In what time (how does the current society affect the perspective)? In what space (how does geography and space affect the ideas)? Telling what story (analyze the narrative and its meaning) about relationships (define the relationships) from whose perspective?

3. All Approved Revised Essay DUE Friday, November 30

WEDNESDAY, NOVEMBER 21- 23 THANKSGIVING HOLIDAY Classmate Evaluation

DUE NEXT CLASS SESSION1. Homer, The Odyssey 2. 1 1/2 page reading response- What is the setting of the story? Who are the main

characters? How does the story start? Which character do you relate to and why? What are three questions you have you would like to ask the main character? Make three predictions on what you think will happen in the story? What do you think this story is about? Two discussion questions with quotes integrated.

3. Classmate Evaluation- Log on To Moodle for Instructions4. Discussion Leaders Prepare:

 

MONDAY, NOVEMBER 26  Discussion Leaders:

Due next class session:1. Homer, The Odyssey

 WEDNESDAY, NOVEMBER 28Due next class session:

1. Homer, The Odyssey2. All Approved Revised Essay DUE Friday, November 30

FRIDAY, NOVEMBER 30 Bio Poems

Due next class session:1. Homer, The Odyssey2. Discussion Leaders Prepare: 3. Complete reading response: Type up one quote that strikes your interest, 1

paragraph paraphrasing the quote, another paragraph summarizing the quote's significance in context of the rest of the work, and a two paragraphs of your in-depth critical analysis, include two discussion questions, one evaluative and one

interpretive. Create two discussion questions with textual reference and define two unfamiliar words, use one in a sentence.

**ALL APPROVED REVISIONS OF PAST ESSAYS DUE Friday, November 30**

MONDAY, DECEMBER 3 Discussion Leaders: Discuss Possible Essay Topics

Due next class session:4. Homer, The Odyssey5. Creative Writing Assignment due: 1) Final Draft, 2) Peer Review Sheet, 3) Peer

Review Drafts with the peer reviewer's name on each draft. SUBMIT TO TURNITIN.COM BY MIDNIGHT.

 DUE Tuesday, December 4: Creative Writing Assignment due: 1) Final Draft, 2) Peer Review Sheet, 3) Peer Review Drafts with the peer reviewer's name on each draft. SUBMIT TO TURNITIN.COM BY MIDNIGHT.

WEDNESDAY, DECEMBER 5 Due next class session:

1. Homer, The Odyssey

FRIDAY, DECEMBER 7 Classmate Evaluations

Due next class session:1. Homer, The Odyssey2. Review Seminar 1 Texts & Skills3. Complete Final Response posted on Moodle 4. Bring potluck item (check list below)

FINALS WEEK Wednesday, December 12, 9-11am

POTLUCK Discuss Read creative writing assignment or final response to class

  

Enjoy your winter break!