Thursday, November 29, 2012--7:30 pm

Greetings...

a few reminders and a few items of importance....

1. There is no class tomorrow, Dec. 30th.

2. Oral presentations will take place next week, on Monday and Wednesday. The minimum one page paper that accompanies your presentation is due on the day you present. Remember, you will not receive the 100 points possible if your paper has any unacceptable errors. You will instead receive no points at all. No exceptions. Also, you will NOT be receiving this paper back. Assume you have earned the 100 points unless you hear from me about unacceptable errors.

3. Please attend class on Monday, Dec. 3rd, to support your fellow classmates, EVEN if you are not presenting until Wednesday.

4. I will be returning out of class essay 3 on Monday. If you have not already revised out of class essay 1 or 2, you do have the option to revise this #3 essay. The revision is due no later than Monday, December 10th. IF YOU DO PLAN ON SUBMITTING A REVISION ON THE 10TH, YOU MUST EMAIL ME TO LET ME KNOW THAT YOU HAVE PLACED THE REVISION, WITH THE ORIGINAL GRADED ESSAY, IN MY MAILBOX IN THE ENGLISH DEPT. As always, please submit your revision as instructed on the syllabus.

5. On Wednesday, December 5th, please come to class WITH ALL OF YOUR GRADED WORK FROM THE SEMESTER AND WITH YOUR GRADE WORKSHEET FILLED OUT. I believe we can take care of the grade worksheet "check" on Wednesday after the presentations. This way, you can have Friday the 7th off. Wednesday will then be our last class session for the semester.

Monday, November 26th, 2012--7:45 am

Good morning.

I am adding one more item to the Packet, and this will be due to be viewed by Wednesday's class. It is a short video on youtube, approximately 8 minutes in length. I recommend that you jot down a few notes while watching so you can remember the main points, etc.

"Operation Homecoming--To the Fallen"
http://www.youtube.com/watch?v=mqKIBNxRmT0

Sunday, November 25th, 2012--7:30 am

Hello,

I have had three emails from students in the past 24 hours who read the blog entry that WAS posted here on November 19th at 8:15 pm. That blog was MEANT for my English 10 students; I accidentally posted it here.

There was ALSO an entry I posted at 8:30 pm on the 19th on this blog as well. THAT one is still posted and is the CORRECT one.

I truly apologize for the confusion. If you have any questions, please email me at
sacto1954@gmail.com. I DO NOT check my SacState email very frequently, as you know.

ALSO!
Please be sure to have the handout from a few weeks ago about how to critically read an essay. I will be completing that lecture tomorrow in class. A copy of this handout is below just in case you have misplaced it.

English 1A-- College Composition I

C. Fraga

How to Critically Read an Essay

Educated adults exist in a delusional state, thinking we can read.

In a most basic sense, we can.

However, odds are, some of us cannot read, at least not as well as we would like.

Too many college students are capable of only some types of reading and that becomes painfully clear when they read a difficult text and must respond critically about it.

Intelligence and a keen memory are excellent traits and most students have learned to read in a certain way that is only useful for extracting information. Thus, students are often fairly well skilled in providing summary.

However, the act of reading to extract information and to read critically are vastly different!

The current educational system in American primary schools (and many colleges) heavily emphasizes the first type of reading and de-emphasizes the latter.

In many ways, THIS MAKES SENSE.

Reading to extract information allows a student to absorb the raw materials of factual information as quickly as possible. It is a type of reading we all must engage in frequently.  However, each type of reading calls for different mental habits. If we do not learn to adjust from one type of reading to another when necessary, we cripple our intellectual abilities to read critically.

DIFFERENCES BETWEEN READING TO EXTRACT INFORMATION AND READING CRITICALLY.

1. They have different goals.  When students read to extract information, usually they seek facts and presume the source is accurate.  No argument is required.  On the other hand, when students read critically, they try to determine the quality of the argument.  The reader must be open-minded and skeptical all at once, constantly adjusting the degree of personal belief in relation to the quality of the essay’s argument.
2. They require different types of discipline.  If students read to learn raw data, the most efficient way to learn is repetition.  If students read critically, the most effective technique may be to break the essay up into logical subdivisions and analyze each section’s argument, to restate the argument in other words, and then to expand upon or question the findings.
3. They require different mental activity.  If a student reads to gain information, a certain degree of absorption, memorization and passivity is necessary. If a student is engaged in reading critically, that student must be active!!! He or she must be prepared to pre-read the essay, then read it closely for content, and re-read it if it isn’t clear how the author is reaching the conclusion in the argument. 
4. They create different results.  Passive reading to absorb information can create a student who (if not precisely well read) has read a great many books. It creates what many call “book-smarts.”  However, critical reading involves original, innovative thinking.
5. They differ in the degree of understanding they require.  Reading for information is more basic, and reading critically is the more advanced of the two because only critical reading equates with full understanding.

ULTIMATELY, WHAT WE WANT IS THE CONSCIOUS CONTROL OF OUR READING SKILLS, SO WE CAN MOVE BACK AND FORTH AMIDST THE VARIOUS TYPES OF READING.

FIVE GENERAL STAGES OF READING

1.      Pre-Reading—examining the text and preparing to read it effectively (5 minutes)

2.      Interpretive Reading—understanding what the author argues, what the author concludes, and exactly how he or she reached that conclusion.

3.      Critical Reading—questioning, examining and expanding upon what the author says with your own arguments.  Skeptical reading does not mean doubting everything your read.

4.      Synoptic Reading—putting the author’s argument in a larger context by considering a synopsis of that reading or argument in conjunction with synopses of other readings or arguments.

5.      Post-Reading—ensuring that you won’t forget your new insights.

Saturday, November 24th, 9:30 pm

Hello and greetings...
this posting is only for section 16 students....it is from Divya, your class mentor....some good information!

How is your thanksgiving break coming along?

I was talking with my friend about some of the services that they offer here at Sac State, and she did not know about some of them…and she is a graduating senior! Needless to say, I thought I would make this post about some of the services you can get on campus (if you did not know about them already):

-ENS: The Emergency Notification System gives “urgent announcements automates delivery of urgent announcements to faculty, students and staff. The system sends out text messages, phone calls and email in the event of a critical situation that may cause harm or imminent danger.” ENS was used last year, when there were fire drills that happened around Mendocino Hall, to alert students and faculty to cancellation of classes. You can sign up for it here:http://www.csus.edu/ens/signup.html.

-The Night Shuttle: Available from dusk to 11 pm, the night shuttle can transport students to any place on campus they want to go to. However, they only operate on campus. I use this A LOT, because I take evening exercise classes at the WELL. You can call them at (916) 278-5483, and for more information, you can visit their website athttp://www.csus.edu/aba/utaps/Hornet-Night-Shuttle.html.

-The WELL: Besides the amazing gym located in the WELL, there is also CAPS which stands for Counseling and Psychological Services at the second floor of the WELL. They provide counseling of any kind, and they are definitely extremely helpful! You can contact them at 916-278-6416 or find out more information athttp://www.csus.edu/psysrv/CommunityRes/MentalHealthAgencies.html. There is also the office next to the COVE on the first floor, where you can schedule a three day-diet analysis there. These are beneficial, I do them every semester!! You fill out a sheet with some information on the front (eg: height, weight, if your goal is to loose weight, etc). You then track your food intake for three days (two weekdays, and one weekend). After you turn in this sheet, you can then pick a time to meet a peer health educator, or even the nutritionist that works on campus, and they can give you information and answer your questions concerning health, weight, and dieting. These are some of the many resources available at the WELL, check them out!!

-Lassen Hall: I’m sure all of you have been there for your first year advising (if not, you better get it done soon, otherwise you will have a hold on your registration)! Lassen Hall has the academic center, which deals with first year advising, general education advising (they cannot go into specifics concerning your major), and much more! It also has the career center. There, you can send in your resume and coverletter for editing, go through an interview process with a career counselor, go through career exploration (where you figure out what you want to do with your job). You can contact the career center/academic office through: (916) 278-6351.

There are plenty other great services out here, but these are some of the ones that came up at the top of my head. If I figure out any more, I will write them down!
Like I said, my biggest regret is not using the services that Sac State provides us with. You are paying for these services, and they are actually really beneficial! So use them!

Monday, November 19, 2012--8:30 pm

Hello,

I want to wish all of you, again, a very safe and wonderful holiday week.

Below is the assignment for our last reading packet, Packet 8.

PACKET 8

"Boots to Books: The Rough Road from Combat to College"
(This is an approximately 14 minute video and a short article)
http://news.newamericamedia.org/news/view_article.html?article_id=8c310eacfeb08aba2e7f1e29411543e9

"For Many Returning Veterans, Home is Where the Trouble is"
http://www.nytimes.com/2011/01/03/opinion/03mon4.html


Also...if you did not attend class today, you are still responsible for signing up for your oral presentation. You will need to ask me for the sign up sheet that was passed around in class today.

And...there are a few students who have not submitted out of class essay 2. Please refer to the syllabus, which states that a student will not pass 1A if he/she does not complete the three out of class essay assignments, regardless if the essay is submitted so late that it does not earn any points. English 1A has a word requirement dictated by the English Dept. at Sacramento State.

Thursday, Nov. 15th--4:30 pm

Hello,

As I am looking over the (very few) rough drafts of essay 3 I received on Wednesday, it occurs to me that I need to remind you of something I have discussed in class briefly and have written on several of your other essays.

The issue is about tense.

When you are writing about something you have read or viewed, it is much better to write about the contents of the article or film in present tense. This eliminates wordiness and really helps to engage the reader.

For example:
Here are a few sentences written in past tense:

Kien began the story of his journey on his fifth birthday. Throughout the book we saw him turn into a young man.  He not only developed physically but mentally as well. Kien remembered his mother, Khuon, as a beautiful woman, but she came across as selfish most of the time. She seemed to pay more attention to herself than she did to Kien and his brother, Jimmy.

REVISED--IN PRESENT TENSE

Kien begins the story of his journey on his fifth birthday. Throughout the book, readers see him turn into a young man.  He develops both  physically but mentally. Kien remembers his mother, Khuon, as a beautiful woman, but she is also selfish. She pays more attention to herself than she does to Kien and his brother, Jimmy.

If you feel you need more explanation, please ask me in class and I will be happy to explain further.

ALSO, a few of you asked me yesterday if I was planning to extend the rough draft due date (which was yesterday) for out of class essay 3.

In all fairness, I am not going to extend the due date.

By this time in the semester, if you have not learned some time management skills, giving you an extension is not going to aid in that endeavor. :)

(The workload for this course is not huge. However, many of the assignments require PLANNING, TIME and REFLECTION.)

Tuesday, November 13th, 2012--5 pm

Hello,

As you will note (and I am sure you already have) on the revised syllabus that I posted a few weeks ago, I am giving you the Wednesday before Thanksgiving, November 21st, off. Class is cancelled that day. You may have OTHER classes meeting that day, but we will not be meeting.
There will be, however, class on Monday, the 19th. Please do not ask to make up work you will miss that day if you decide to not attend. The same set guidelines apply. If you miss a class, you miss the work, with very rare exceptions.

See you tomorrow.

Sunday, Nov. 11th, 2012--9 pm

Greetings,

Below you will find the three readings for Packet 7 AND an assignment that is due on Wednesday. It will only take you a few minutes.

(Also, remember that if you are submitting a rough draft for out of class essay #3, it is due on Wednesday, as is the essay response to Frozen River.)

1. This assignment is NOT on your course outline. It is due on Wednesday, the 14th.
Directions:
At the top of your paper, please type: Musings on Immigration. Then go on to type whatever comes to your mind when you hear the word "immigration." Your response can be in any format you wish: bulleted list; paragraph; short paragraphs; etc. There is not a correct or incorrect way to respond.

There is NO requirement for length. YOU WILL NOT PUT YOUR NAME ANYWHERE ON THIS ASSIGNMENT. This assignment is worth 25 points. These 25 points are half of the 50 points you will earn for Group #3 on Friday.

When you turn this in on Wednesday, I will have a sign in sheet for you to record your name so you earn the 25 points. Again, please type this and do NOT put your name anywhere on the paper.

2. PACKET 7
"Fix Immigration Now"
http://www.washingtonpost.com/opinions/fix-immigration-now/2012/11/11/0236101a-2acb-11e2-96b6-8e6a7524553f_story.html

"What are the Solutions to Illegal Immigration?
(Ten Top Pros and Cons)
http://immigration.procon.org/view.resource.php?resourceID=000842

"The Political Inevitability of Immigration Reform"
http://www.heraldonline.com/2012/11/11/4403706/the-political-inevitability-of.html

Saturday, November 10th, 12:45 pm

Greeting, below you will find the prompts for the take home exam on Frozen River. It was distributed in class on Friday. It is due on Wednesday. Please be sure to read all the directions first before writing your response. 

Name_____________________________________________________English 1A, Section__________

Fall 2012—Prof. Fraga---In Class Essay #2 (100 points)--FROZEN RIVER

PLEASE READ THESE DIRECTIONS CAREFULLY.

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

·      SELECT ONE OF THE THREE PROMPTS BELOW AND WRITE A WELL-FOCUSED, WELL-SUPPORTED ESSAY RESPONSE IN A BLUE OR GREEN BOOK.

·      PLEASE SKIP EVERY OTHER LINE (if you forget, no worries!)

·      PLEASE INDICATE WHAT PROMPT YOU ARE RESPONDING TO AT THE START OF YOUR ESSAY.

·      TAKE NO LONGER THAN 50 MINUTES TO PLAN AND WRITE YOUR ESSAY

·      new request! PLEASE WRITE IN PEN, NOT PENCIL! THANKS!:)

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

PROMPT ONE: Do you consider the film, Frozen River, an authentic film? In other words, do you believe Lila and Ray’s lives are portrayed by the writer/director in a genuine and realistic manner? Support your response with specific examples from the film.

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

PROMPT TWO: Frozen River appears to be a film that is littered with symbolism. Some of the elements that could be considered symbolic of a particular theme or idea are:

·      the frozen St. Lawrence river

·      the double wide trailer

·      the landscape

·      the infant in the duffle bag

·      the blowtorch

·      Ray’s collection of bubble bath that she never uses

Select three symbols from this list (or come up with your own) and write an essay in which you discuss and analyze the use of these symbols (and their success and failure) in the film. ***********************************************************************************

PROMPT THREE: Complete this sentence by filling in the missing sections. Then use the sentence as the first sentence in your essay. You will then support this assertion specifically.

The film, Frozen River, is less about________________________________________________

and more about________________________________________________________________________.

Extra Credit: (optional)

1.     Troy Jr. is asked by one of the tribal policemen to apologize to a Mohawk woman. What is Troy apologizing for? (2points)

2.     Where does Ray work? (1 point)

3.     Troy Jr. tells his mom he just cannot have another dinner consisting of ______________________and ____________________. (fill in the blanks.) (2 points)

Tuesday, November 6th, 9 pm

Hello,

I realize some of you may not read this blog entry tonight, or maybe not even before class tomorrow, but eventually I assume all of you will.

Since we are watching a film tomorrow, I will not have the time to remind you of the following, thus this blog entry now.

I am working on evaluating the revisions of out of class essay 2 that were submitted yesterday.

Some of them are quite good and definitely earned more points.

However, the majority of them are really disappointing and frankly, very frustrating. I spent nearly 30 minutes on most of your essays the first time they were submitted. Now the revision is really up to you. I expect you to spend TIME and thought on a revision. This includes the FIRST STEP, which is to review all my comments and suggestions. It is not my job to edit EVERYTHING. How would you possibly improve your editing, proofreading, development and critical thinking skills if I did that?!

No other instructor in any of your other classes, this semester or any upcoming semesters, will give you the feedback that I provide you on your work.

Some of you will be receiving your revision back with no revision grade. I am not going to spend my time writing THE SAME THING on your revision that I noted the first time.

See you tomorrow!

November 2--2nd posting--ONLY FOR SECTION 16 STUDENTS

Greetings to English 1A, section 16 students only. The note below is from your student mentor, Divya.
(She has also asked me to remind you that she would be more than happy to take a look at your rough draft of essay 3.)

Hello! I hope all of you had an AWESOME Halloween!

I have been putting this off for a long time because I have not found time to work on notecards. Take my advice, NEVER take seven classes (plus mentoring) in the same semester…it’s a heavy load! Anyway, I finally found time to address this one! (I apologize in advance for the long response)

1) What is your name and number on the syllabus?

My name is Divya Golconda, and you can catch me by my email: ddance2@hotmail.com. All of you can contact me anytime if you have questions about dorm life, classes, resources…anything!! I’m here for your benefit!

2) How do I take good notes in a long-lecture class?

Oh, geez, a loaded question. It really depends on how long you actually consider a long class…I have had classes that are 50 minutes long, and classes that are three hours long!

Honestly, a lot of it is figuring out what works best for you. Some people find that it works the best to read the material before you come to class and some people find that it is easier to read the material after you come to class (for me it is after). As far as notes go, some people find that hand-to-hand note taking helps them retain their information better. For me, if I am allowed to use a laptop, I tend to keep it on hand and use it, just because I generally type faster, and because my word document also has a feature that allows you to record professors lectures (which you can transfer onto mp3 and download them into your ipod). However, sometimes, I do write my notes up (which I have to do because I cannot read my own writing sometimes), because then going and typing them up on the computer helps me retain the information as well. Sometimes, the professor also posts slides online for the lectures. Also, if you have a question for the professor, I would ask it! In this way, you can understand the material fully, and the professor will also notice that you are paying attention. I would show up to class with the slides already printed out, and add on to these slides (because the professors always go a little more in depth). There are also some exams that have material from both the lecture and the book, so I do recommend not skipping.

Also (generically), don’t write what the professor says word for word, because you will find it is slowing you down. Don’t take full sentences as well, but take notes on whatever is put on the board, because chances are that will be on the exam.

Hope this helped!! If you have any further questions, please email me at ddance2@hotmail.com.

Friday, November 2, 2012--4:30 pm

Greetings,

Below you will find two documents:

1. Out of class essay assignment #2, assigned and explained in class today.

2. A revised syllabus for the remaining weeks of the semester. You are responsible for knowing about the adjustments on this revised syllabus.  The biggest change is that I have changed the in-class essay 2 into a take home assignment. 

I truly apologize, again, to those students who DID attend class today AND came prepared, having completed reading The Unwanted.  As you will note, we will be discussing the memoir on Monday in detail. Those students who have not completed reading might consider having it read by Monday. As I mentioned in class, I was really taken aback on Wednesday when there was such an outcry of students requesting that they be given longer to read the memoir. This has never happened before and indicates that some of you are not doing well with the time management challenges of college.


English 1A—Sections 88, 89 and 16

Fall, 2012—C. Fraga

Course Theme: THE SIGNIFICANCE OF HOME

OUT OF CLASS ESSAY ASSIGNMENT #3—100 POINTS POSSIBLE

Assigned: Friday, November 2

Optional Rough Draft due no later than: Wednesday, November 14

Final Draft Due: Wednesday, November 28

Basic Requirements: 

·      Times New Roman Font

·      MLA format

·      typed, double spaced

·      a Works Cited page with, at a minimum, the citation for the book you are using—The Unwanted or Made for You and Me.

There is NO outside research required for this assignment. However, you MAY use outside sources if you wish (book reviews; blogs; author interviews; etc.) Just keep in mind that I have read everything on the Internet available about both of these books.

For this assignment, you have a selection of several prompts. You will select only ONE and respond in a thoughtful, well-developed essay.

Your reading audience for this essay are readers who have read the book.

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

The Unwanted: A Memoir of Childhood by Kien Nguyen

CHOICE #1.  SELECT A ‘CHARACTER’ FROM THE MEMOIR, THE UNWANTED. IN YOUR OPINION, WHAT CHARACTERISTICS (at least FOUR) ACCURATELY DESCRIBE THIS PERSON? FOR EVERY ASSERTION YOU MAKE ABOUT THIS PERSON, YOU MUST SUPPORT IT WITH AT LEAST THREE VERY SPECIFIC SUPPORTS FROM THE BOOK. THIS RESPONSE WILL BE EVALUATED CLOSELY ON YOUR ABILITY TO CRITICALLY ANALYZE AND SUPPORT YOUR ASSERTIONS LOGICALLY AND ARTICULATELY AND FULLY.

CHOICE #2: THIS MEMOIR REFLECTS A WEALTH OF VARIOUS THEMES/TOPICS, INCLUDING OUR SEMESTER-LONG THEME OF HOME. SELECT A MINIMUM OF THREE DIFFERENT THEMES THAT THE MEMOIR SUGGESTS TO YOU AND OFFER WELL DEVELOPED SUPPORT FROM THE BOOK TO DEFEND YOUR ASSERTIONS.

Made for You and Me by Caitlin Shetterley

CHOICE #3: “Some will applaud Cait and Dan for the sheer audacity of their move and their fight to make things work.  Others may contend that their troubles, though unfortunate, were largely self-inflicted. Safe to say, few readers will be left unmoved.” This quote is an excerpt from a book review in the Portland Herald Press newspaper by Joan Silverman.

http://www.pressherald.com/life/audience/made-for-you-and-me-sure-to-charm-some-but-not-all_2011-04-24.html

As a reader of Shetterley’s memoir, what is YOUR opinion? Do you lean towards being in awe of Shetterley’s sensibility and courage to go on her journey west? Or do you lean towards the attitude that overall, Caitlin and Dan’s problems were mostly ones they created for themselves? Or do you straddle the fence and “see” the situation from both sides?

Write an essay where you present your opinion and defend it thoughtfully in a balanced and well-supported response.

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

Week Eleven:  (Nov. 5-9)

·      Discuss The Unwanted in class (Monday)

·      View film in class (Wednesday and Friday)

·      In Class Essay #2 is now a take home exam. It will be distributed to you on (Friday)

·      

Week Twelve:  (Nov. 12-16)

·      Monday, November 12, campus holiday—no classes.

·      Read Packet #7 (Wednesday)

·      Rough Draft due for out of class #3-OPTIONAL (Wednesday)

·      Take Home Exam (In class essay 2) due today (Wednesday)

·      Group Work #3 (Friday)

Week Thirteen:  (Nov. 19-23)

·      Sign up for Oral Presentations (Monday)

·   Group Work #4 (Monday)

·      (Wednesday) No class today. Have the best holiday.

·      Thanksgiving Holiday, Nov. 22 and 23, no classes held.

Week Fourteen (Nov. 26-30)

·      Read Packet #8 (Monday)

·      Out of class essay #3 due today (Wednesday)

·      Course Evaluation (Friday)

Week Fifteen (Dec. 3-7) LAST WEEK OF CLASSES

 Oral Presentations (Monday and Wednesday)

Grade Worksheet Check and last day of class (Friday)

Week Sixteen (Dec. 1--14) FINALS WEEK

There is no scheduled final exam for this class.

***A NOTE ABOUT REVISIONS***

Since this is a composition course, where the goal is to become a better writer and a more sophisticated thinker, you are invited to revise one of the three out of class essays. If you choose to revise an essay, the revision along with the original, is due no later than one week after you receive the graded essay back. You MUST highlight all changes and additions you make on your revised essay.