Friday, December 11, 2009

"Office hours" today

Wow. I just spent two and a half hours sitting in the library, and nobody showed up, including the people who had made appointments. At least I managed to get some reading done.

If you have concerns about your research project, be sure to contact me soon with questions.

Remember, the final test will be given on Wednesday night, and your papers are due. The test will have the same format as the mid-term. There will be questions on grammar, rherotic, literary analysis and research concepts.

See you Wednesday.

Wednesday, December 9, 2009

No class tonight

The college is closed today because of the weather, so we won't have class tonight. This throws a major monkeywrench into my gameplan for the end of the semester!

We will not have time for all of the remaining oral presentations next week, I'm afraid, so many of you are off the hook for that part of the assignment. However, I would like to give each student an opportunity to discuss his or her research project with me in person, so I will be available on campus this Friday, Dec. 12, from noon to 2:30 p.m. 

I plan to be someplace in the library, probably on the second floor near the top of the stairs. I would appreciate it if you call or e-mail me (210-6181 or bill.ackerbauer@fmcc.suny.edu) to set up an appointment.

If you are not free this Friday afternoon, but you want to meet with me to discuss your project, contact me, and we will try to find a more convenient time.

Because of this snow day, I wish I could extend the deadline for the final paper, but I'm afraid that's not possible. They will still be due in class on Dec. 16. There also will be a final test that night, as well (it will be similar in format to the mid-term test).

Tuesday, December 1, 2009

Update for this week

I have not received the third essay assignment (about "Us and Them" or "Neon Tetra") from six students. If you are one of these folks, be sure to turn it in tomorrow (Dec. 2). I will not accept late papers after tomorrow. 

Also note:

1. Formal research proposals will be collected at the start of class tomorrow (Dec. 2). I will return them with brief comments next week.

2. Students who have not signed up for an oral presentation date will be expected to give their presentations Dec. 9.

P.S.: Several of you have expressed interest in reading more of Eric Puchner and David Sedaris' work. Here is a link to a site where you can listen to Puchner reading another one of his stories. The same site offers several audio clips of Sedaris reading from his work.

Friday, November 27, 2009

Research proposals due Dec. 2

At our last class session, I discussed the format of the research proposals, which will be due this Wednesday, Dec. 2.

Here is a summary: The proposals should be roughly two pages in length, and each should have two main parts. The first part will be your written proposal, which must explain your topic, your research questions, your working thesis and (briefly) the kinds of sources you've been looking at. The second part will be your annotated bibliography of at least three good sources. Refer to the handout on annotated bibliographies for assistance with this.

I will return your proposals with comments on Dec. 9. The final papers will be due Dec. 16.

See you Wednesday.

Wednesday, November 18, 2009

Final project instructions

EN103 Fall 2009


Ackerbauer



Final project instructions

For your final project in the course, select one of the following research options:

1.) Art/lit option:
Research the life and work of one artist or writer and write a paper discussing how one of that person’s works (a painting, poem, story, play, novel, etc.) was significant in his or her career. I suggest you select an artist and a work with which you are already familiar and in which you are interested.

2.) Local history option:
Research a significant person, landmark or institution in a local community’s history and write a paper discussing the subject’s influence (good, bad or mixed) on that community. If you select this option, I suggest you take advantage of the Kenneth Dorn Regional History Study Center at FMCC’s Evans Library.

3.) Science/tech option:
Research a cutting-edge development in science, technology, engineering or medicine and write a speculative paper discussing what the future significance of this development might be. For example, you might research how scientists are developing a new technique for curing a disease, or how a software company is designing a new Web application.

4.) Education option:
Research a current development in education theory and/or practice and write a paper discussing how the development has affected schools and students (or how it might in the future).

No matter which option you choose, your speculation, argument or analysis must be based on evidence from your research sources, not merely your own personal opinions or “common sense.” You must acknowledge and address one or more counterarguments, citing at least one source with whom you disagree. I will be happy to help suggest specific sources for your individual project, and of course the staff at the FMCC library is available for research consultation.

The final paper will be 5 to 7 pages long (double-spaced in a standard 12-pt font) and will include a separate cover sheet and a separate “Works Cited” page listing your sources according to MLA style. Your paper must use at least five separate sources identified in the body of your paper with in-text citations.

Key dates:

Dec. 2 – research proposals due; oral presentations begin.
Dec. 9 –  oral presentations conclude.
Dec. 16 – final papers due.

Wednesday, November 4, 2009

Tonight's class (Nov. 4)

Tonight, we'll brush up on some grammar rules, perhaps delving into another page of "The Seven Deadly Sins" of writing. I will hand back Essay #2 and assign Essay #3 (see below). We will talk more about analyzing literature, and I will briefly discuss "Neon Tetra" by Eric Puchner.

Essay #3 will be due Nov. 18 -- in two weeks. Note there will be no class on Nov. 11, which is Veterans Day.

Instructions for Essay #3:

Write a two-to-three-page analysis of "Neon Tetra" by Eric Puchner or "Us and Them" by David Sedaris. (If you're feeling ambitious, you may analyze a different story by Puchner or a different essay by Sedaris.) Your analysis must have a clear thesis that makes a comment on the piece of writing you choose. You must identify and discuss one or more the themes of the piece and discuss the writer's use of language (dialogue, description, etc.)

Furthermore, your essay must acknowledge and discuss another writer's published analysis/opinion of your subject writer. (Hint: Both the Puchner story and the Sedaris essay were published in collections that were critically reviewed, and those reviews can be found online.) You must use in-text citations to document the sources of any summaries, paraphrases or quotations of the other critic's writing. You need not cite references to the subject text, however. A "work cited" or "works cited" entry must be attached to the end of your essay. I will describe how this should look in class tonight.

Wednesday, October 28, 2009

Tonight's class (Oct. 28)

Tonight, I'll hand back the tests from last week, and we'll talk about "The Story of An Hour" by Kate Chopin and "The Chrysanthemums" by John Steinbeck.


See you at 6 o'clock.

Saturday, October 17, 2009

Reminder: Essay #2 deadline and mid-term test this Wednesday

Don't forget to bring your rough and final drafts of Essay #2 to class this Wednesday. I'd prefer to have both drafts stapled together.

I will give the mid-term test in the final hour of class. Here are a few of the terms and concepts you should be sure to know:

1. Grammar and usage concepts including proper use of commas and knowing how to avoid comma splices, fragments, misplaced modifiers and agreement problems.

2. The difference between active voice and passive voice.

3. Text, context and subtext.

4. Topic and thesis.

5. Irony, satire, understatement, hyperbole and non sequitir.

... and everything else we've discussed in class.

Saturday, October 3, 2009

Update to the assignment calendar and Essay #2 instructions

Calendar of October assignments

Oct. 7: Readings from NFG: “Evaluations,” p. 120-126; “Potter Power,” p. 655-658; “Memoirs,” p. 149-152; “Us and Them,” p. 716-723; “Drafting,” p. 205-207; “Assessing you own writing,” p. 208-212; “Getting Response & Revising,” p. 213-218; “Editing & Proofreading,” p. 219-223.


Oct. 14: Rough draft of Essay # 2 due (bring 3 copies for peer workshop)
Readings due: “Literary Analyses,” NFG p. 137-146; Poems (handout): “Introduction to Poetry,” “A Bird at the Leather Mill,” “Do Not Go Gentle into that Good Night”; Story (handout): Updike, “A&P”

Oct. 21: Final draft of Essay #2 due, Mid-term term test
Reading due (handouts): Steinbeck, “The Chrysanthemums”

Oct. 28: Readings due:  Chopin, “The Story of an Hour”; Puchner, “Neon Tetra.”



Essay # 2 instructions

Option A: Using the ideas presented in “Evaluations,” p. 120-126, write a critical evaluation of a recent movie, short story, poem, performance or gallery exhibit.

Option B: Using the ideas presented in “Memoirs,” p. 149-152, write a short personal narrative about one specific moment in your life that continues to have a profound effect on your life today. Make sure you tell a story that makes a point.

No matter which option you choose, your essay should have a clear, well-supported thesis and it should be roughly two pages in length (double spaced, in 12-pt font, etc.)

Bring three copies of your rough draft to class on Oct. 14. We will break up into small groups to discuss each other’s work. The final, revised draft will be due Oct. 21.

Thursday, September 17, 2009

An update

Just so we're all on the same page, here's what's coming up in the next two weeks of this course:

1. For the next class meeting (Wednesday, Sept. 23), you will go to the library instead of the classroom. Michael Daly or one of the other librarians will present a session on information literacy. This is one of the requirements for the course, so be sure to attend. If for any reason you cannot attend, you must make arrangements on your own to attend a different session at the library.

2. Don't forget: Essay #1 is due by 4 p.m. Thursday, Sept. 24, in my mailbox in Room C-209 (the faculty photocopy/mailroom). If you've lost the instructions, scroll down to read my previous post.

3. For the following Wednesday, Sept. 30, please be sure to have read the two William Zinsser chapters, "Simplicity" and "Clutter," the Steingarten essay "The Omnivore" and the selections from the textbook. You can find the specific page numbers on the calendar I attached to the course syllabus.

I'll see you then.

Sunday, September 13, 2009

Instructions for Essay #1

I will distribute these instructions in class on Wednesday night, but I'm posting them here early for anyone who wants to get a jump on the assignment.

Essay #1 instructions 

Choose one of the options below.

Option A: Preaching vs. Teaching

In his essay “Conspiracy Theories 101,” Stanley Fish argues that the principles of academic freedom do not grant teachers the right to try to convince students to adopt their personal opinions and beliefs. Do you agree, or disagree? Write an essay either supporting or disputing Fish’s general thesis, using at least one specific example of a topic on which a professor should or should not discuss his personal beliefs with students. For this assignment, you must explicitly address Fish's essay -- your essay will be a response to his.

Option B: Learning from Experience

In his essay "The Omnivore," Jeffrey Steingarten discusses the way he forced himself to get over his aversions to certain foods, and he suggests everyone should try to do the same. Write an essay describing something you have done that was difficult but had a positive result, and discuss whether other people should try to do the same thing -- either for their own good or for the benefit of others. You need not mention or address Steingarten's essay unless you feel it contains ideas that are relevant to yours.

No matter which option you choose, your essay should be 2 to 3 typed, double-spaced pages long. The pages should be stapled together. At the top of your first page, include your name, my name, the course title (EN103) and the date you’re turning it in. The essay will be due by 4 p.m. on Thursday, Sept. 24, in my mailbox in room C-209 (the faculty mail and copy room on the second floor of the Classroom Building).

Tuesday, September 8, 2009

Welcome to EN103

If you're reading this, you probably are enrolled in my Fall 2009 section of English I (EN103), which meets at 6 p.m. on Wednesday nights starting Sept. 9 in Room C119.

I'll use this site throughout the semester to keep students posted about assignments and any other course developments from week to week.

English I is a writing-intensive course, and I always encourage my students to seek out the Writing Lab for feedback and advice on their written work. The following information about the Writing Lab comes from its director, Colleen Sanders:

The Writing Lab is located on the first floor of The Evans Library, just under the archway. Our Fall 2009 Schedule is as follows:
§ Monday 8:30 – 6:00
§ Tuesday 8:30 – 6:00
§ Wednesday 8:30 – 6:00
§ Thursday 8:30 -6:00
§ Friday 8:30 – 3:00

Tutors work one-on-one with students on all phases of the writing process, from brainstorming to documentation (MLA, APA, Chicago, CSE etc…)

Tutors are not editors. The Writing Lab’s goal is to help students become better writers by teaching them the skills to improve their own writing.


Colleen Sanders
Writing Lab Coordinator
L-106 Evans Library
csanders@fmcc.suny.edu

Thursday, July 23, 2009

Wrapping up the summer term (updated)

Well, we're done. I have begun to look over your final papers, and I will submit your course grades to the registrar's office over the weekend.

If you haven't already given me your e-mail address or made other arrangements to get feedback on your paper, feel free to contact me at bill.ackerbauer@fmcc.suny.edu.

Enjoy the rest of the rainy season -- er, summer!

Monday, July 6, 2009

Instructions for final project

For your final project in the course, you will select one of the following research options:

1.) Art/lit option: Research the life and work of one artist or writer and write a paper discussing how one of that person’s works (a painting, poem, story, play, novel, etc.) was significant in his or her career. I suggest you select an artist or writer and a work with which you are already familiar and in which you are interested.

2.) History option: Research a famous person in history and write a paper arguing how the most common (or popular) understanding of that person's historical significance is wrong. Your sources must include materials that present both the common interpretation of the subject's legacy and materials containing evidence that contradicts or undermines the common interpretation. I suggest you select a historical figure with whom you are already somewhat familiar and in whom you are interested.

3.) Science/tech option: Research a cutting-edge development in science, technology, engineering or medicine and write a speculative paper discussing what the future significance of this development might be. For example, you might research how scientists are developing a new technique for curing a disease, or how a software company is designing a new Web application.

4.) Social problem option: Research a current problem in society and write a paper arguing in favor of one possible solution to the problem. The problem you select should be something very specific (for example, “crime” is too broad a topic; it would be better to select a specific type of crime, in a specific geographical or social context.) Your paper need not offer an original solution, but it must describe the pros and cons of the solution you support as well as the pros and cons of the most likely alternatives.

No matter which option you choose, your speculation, argument or analysis must be based on evidence from your research sources, not merely your own personal opinions or “common sense.” Your paper must do more than summarize the facts and ideas you read in your source materials — it must make an argument (i.e., an idea that you synthesize after consideration of ideas found in your research readings.)

I will be happy to suggest topics and specific sources for your individual project, and the staff at the FMCC library also is available for research consultation.

The final paper will be 5 to 7 pages long (double-spaced in a standard 12-pt font) and will include a separate cover sheet and a separate “Works Cited” page listing your sources according to MLA style. Your paper must use at least five separate sources. You will use in-text citations to attribute each summarized idea, paraphrase or quotation to its source.

Timeline for research project:

Wednesday, July 15: One- to two-page research proposal due in class, with annotated bibliography describing at least three likely sources. (Proposals must include summary of topic, research questions and working thesis.)

Monday, July 20: Oral presentations in class. (Brief review for final exam.)

Wednesday, July 22: Final papers due at the start of class. Final exam.

Wednesday, July 1, 2009

How not to write

Here's the link to the Bulwer-Lytton Bad Fiction Writing Contest, which I mentioned in class tonight (it's worth a few laughs): http://www.bulwer-lytton.com/lyttony.htm

You may want to review the definitions of some of the terms I discussed in class tonight:

Cliche
Platitude
Narrative
Stereotype
Trite

On Monday, July 6, we will discuss the material in chapters 2 and 3 of the Research Papers textbook. I will hand back your graded essays and give instructions for the final project.

Have a good holiday weekend (hopefully, it won't be "dark and stormy.")

Monday, June 22, 2009

Calendar now revised

I have revised the last part of the course calendar to restore the dates I omitted in the original syllabus. I'll hand out copies in class tonight.

You also can download the file here: REVISED CALENDAR

Monday, June 15, 2009

Instructions for Essay #2

Your second essay for this course will be a literary analysis of either "Neon Tetra" by Eric Puchner or "A Good Man is Hard to Find" by Flannery O'Connor.

Identify one or two major themes of the story you select, and discuss how the theme(s) function(s) and/or create(s) meaning in conjunction with the story's language, setting or character development. Make sure your essay has an arguable thesis and a clear interpretation of (some) subtext based on evidence in the text.

The first draft of your essay should be 2 to 5 pages long (double-spaced in 12-point type). It will be collected at the start of class Monday, June 22. Bring three copies of the essay -- one for me and two for classmates to read and critique.

(Also for June 22, read "Generating Ideas and Text" and "Drafting.")

You will break up into groups and verbally critique each other's first drafts. Then, each student will be assigned a one-page written critique of one other student's essay, which will be due Wednesday, June 24. Bring two copies of your written critique to class -- one for the writer and one for me.

(Also for June 24, read "Assessing your Own Writing" and be prepared for the mid-term test!)

Final drafts of the essays will be due Monday, June 29. Your final draft should be 3 or 4 pages long.

(Please note the course calendar omits two class dates, June 29 and July 1. I will revise the calendar and hand out new copies in class ASAP.)

Thursday, June 4, 2009

Instructions for Essay #1

Instructions for Essay #1: Everybody's a critic

Write an essay in which you contrast two movies, arguing why one is better than the other. Be sure to choose two films that can be reasonably compared because of something they have in common. For example, it would be reasonable to compare one movie to its prequel or sequel; to compare two films of the same genre; or to compare two movies that have the same lead actor or director.

Your essay must have a clear thesis asserting that one film is better that the other. Be specific about how you define "better" (how you define quality in a film) and base your argument on thoughtful analysis of the films. Do not merely describe how one film matches your personal taste — base your argument on examples and evidence. Make sure the comparisons you draw are fair — if you analyze the acting in one film, also analyze the acting of the other.

As you write your essay, think about the rhetorical techniques described in Joseph Kelly's "What are Essays?" and the handout titled "Arguing a Position." Don't try too hard to force your rhetoric to fit any of the categories described by Kelly. Instead, come up with an argument that makes sense to you. Because criticism of art is subjective, your argument may be mostly aesthetic. But it also likely will contain elements of logical, ethical or pathetic rhetoric.

Your essay should be two or three double-spaced pages (with a standard 12-point typeface, stapled together). Make sure the top of the first page is labeled with your name, my name, the course title (EN103Z), the date and a title.

I will collect the essays after we return from the library the night of Wednesday, June 10.

Monday, June 1, 2009

Welcome to the course (Summer '09)

Welcome to the course blog for EN103Z1, my section of English I. All the posts below/before this one are from previous semesters, so they don't pertain to my summer students, but you're free to look around to get a sense of what past assignments have been like, etc.

The "Course Syllabus" link now is current for summer session.

Here's a recap of the assigned reading to be discussed Wednesday, June 3:

Joseph Kelly, "What Are Essays?"
Stanley Fish, "Conspiracy Theories 101"
Judy Brady, "I Want a Wife"

Here's a partial list of key concepts I discussed in class tonight. If you need me to review, be sure to ask next time:

Grammar
Style
Rhetoric
Thesis (explicit vs. implicit)
Understatement, overstatement (aka exaggeration or hyperbole)
Satire
Irony
Caricature

See you Wednesday evening.

Wednesday, May 13, 2009

End of the semester

We just completed our last meeting of the semester, and I'd like to say you were an enjoyable group of students.

Anyone who was not present in class to turn in the final paper tonight must leave it in my mailbox in C-209 no later than noon on Friday, May 15 or contact me to make other arrangements. If you would like feedback on your final paper, send me an e-mail requesting as much, and I'll write back with my thoughts. I also would be happy to send you a marked-up hard copy of the paper upon request.

I was disappointed to see so few students opted to take the final exam. Considering most of the material was similar to that on the mid-term test, I thought this was a fair and generous opportunity for students to improve a weak grade.

Whether you finish this course with a good grade or "chalk it up to experience," I hope you gained some things from it that will make you a better writer, a more inquisitive reader and a clearer thinker. Any feedback you have for me -- thoughts about the readings, the writing assignments or my effectiveness as a teacher, for example -- would be welcome at bill.ackerbauer@fmcc.suny.edu.

Tuesday, April 28, 2009

Oral presentations to begin April 29

During class this Wednesday evening (April 29), I will be collecting the research proposals for your final projects. I will review them and return them next week (or respond sooner by e-mail upon request).

Also this Wednesday, the following students will give oral presentations on their final projects: Taikyah H., Deb M., Mindy D., Samira C., Amanda S., Scott B., Desiree C., Angelina E., Todd T. and Julia C.

Everyone else, whether they have signed up for it or not, must give their oral presentations during next week's class (May 6).

As I mentioned in class last week, I've been having some difficulties accessing my e-mail account lately, so if you have urgent questions or concerns, call me at the number provided on the course syllabus.

Wednesday, April 15, 2009

Final project instructions

For your final project in the course, you will select one of the following research options:

1.) Art/lit option: Research the life and work of one artist or writer and write a paper discussing how one of that person’s works (a painting, poem, story, play, novel, etc.) was significant in his or her career. I suggest you select an artist or writer and a work with which you are already familiar and in which you are interested.

2.) Local history option: Research a significant person, landmark or institution in a local community’s history and write a paper discussing the subject’s influence (good, bad or mixed) on that community. If you select this option, I suggest you take advantage of the Kenneth Dorn Regional History Study Center at FMCC’s Evans Library as well as other local libraries, museums and historical societies.

3.) Science/tech option: Research a cutting-edge development in science, technology, engineering or medicine and write a speculative paper discussing what the future significance of this development might be. For example, you might research how scientists are developing a new technique for curing a disease, or how a software company is designing a new Web application.

4.) Social problem option: Research a current problem in society and write a paper arguing in favor of one possible solution to the problem. The problem you select should be something very specific (for example, “crime” is too broad a topic; it would be better to select a specific type of crime, in a specific geographical or social context.) Your paper need not offer an original solution, but it must describe the pros and cons of the solution you support as well as the pros and cons of the most likely alternatives.

No matter which option you choose, your speculation, argument or analysis must be based on evidence from your research sources, not merely your own personal opinions or “common sense.” I will be happy to suggest specific sources for your individual project, and of course the staff at the FMCC library is available for research consultation.

The final paper will be 5 to 7 pages long (double-spaced in a standard 12-pt font) and will include a separate cover sheet and a separate “Works Cited” page listing your sources according to MLA style. Your paper must use at least five separate sources. You will use in-text citations to attribute each summarized idea, paraphrase or quotation to its source.

Timeline for research project:

April 22: Read chapters 5, 6 and 7 in Research Papers textbook.

April 29: One- to two-page research proposal due in class, with annotated bibliography describing at least three likely sources. (Proposals must include summary of topic, research questions and working thesis.) Oral presentations begin.

May 6: Oral presentations continue. Review for final exam.

May 13: Final papers due at the start of class. Final exam.

Tuesday, April 7, 2009

Assignments for this week

In class this Wednesday, April 8, I will collect the final drafts of Essay #2. Please remember to turn in a copy of your rough draft as well as your final draft so I can see your revisions and factor them into your grade.

Because several students did not attend last week's class and some attended but did not bring a rough draft to discuss, they will be allowed to get together with others in the same boat -- on their own time -- to critique their rough drafts. They will be allowed to turn in final drafts a week late (with a grade penalty for lateness).

In class this week, we will discuss a few new grammar and style concepts and the first two chapters of the textbook on research papers. Students must come prepared to discuss these chapters.

Wednesday, March 25, 2009

No class tonight: Spring Break

I'm sure you're all aware there will be no class tonight, because the college is on break, but I thought I should check in with a reminder about next week.

The rough draft of Essay #2 will be due next Wednesday, April 1 (no fooling). Remember to bring three copies — one for me and two for classmates, so we may critique it. Here are the instructions (for anybody who has misplaced the copy I handed out in class):

Instructions for Essay #2

Choose one:

Option A: Analyze an argument

Write an essay in response to either “Racist Like Me” by Debra Dickerson or “I Want a Wife” by Judy Brady. Your essay must analyze the subject essay’s rhetoric and present your own argument ‑‑ either disputing the writer’s thesis outright or presenting a reasonable alternative position (do not simply agree with the essay you are analyzing). Be sure to review Joseph Kelly’s informative piece “What Are Essays?” and discuss some of the concepts he explains (premises, logical/ethical/pathetic arguments) as they apply to your subject essay. You are welcome (but not required) to research the author of your subject essay and discuss how her life and other work may be relevant to the essay in question.

Option B: Analyze a fictional narrative

Write an essay analyzing one or more aspects of “Cathedral” by Raymond Carver or “A Good Man is Hard to Find” by Flannery O’Connor. Be sure to review the handout “Literary Analyses” for guidance on writing about literature. It is essential for your essay to have a narrow topic and a clear, focused thesis based on your analysis. For example, you may choose to focus on the development of characters in the story, the writer’s use of language, themes of the story or other elements of the narrative that make it meaningful or make it “work” (be clear about how you define meaning or functionality). You are welcome (but not required) to research the author of the your subject story and discuss how his or her life and other work may be relevant to the story in question.

-----

For either option, you must cite your subject text as well as the additional reference texts, using MLA style. Provide in-text citations as well as a full listing of source information on a separate Works Cited page.

The first draft of your essay will be due at the start of class on Wednesday, April 1.
At the top of your first page, include your name, my name, the name of the course (EN103) and the date you’re turning it in. Be sure to label it “first draft.” Bring three copies –- one for me and two for classmates who will critique it during class. Your draft should be 2 to 5 typed, double-spaced pages long. The pages of each copy should be stapled together.

You will revise your essay based on feedback from me and the classmates who read it. The final version must be 3 or 4 typed, double-spaced pages long. You will turn in one copy of the final, revised essay and a copy of the original first draft at the start of class Wednesday, April 8.

Tuesday, March 17, 2009

What's up for this week's class (March 18)

I have four main things planned for tomorrow night:

1) I'll hand back the mid-term quizzes and go over them in detail.

2) I'll introduce a couple of new grammar and style concepts.

3) We'll talk more about the handout on "Literary Analyses" and the short story "Neon Tetra" and start talking about "Cathedral."

4) I'll give you the instructions for Essay #2, the first draft of which will be due in two weeks.

Wednesday, March 11, 2009

Curious about subtext?


I didn't get to go into detail about this tonight, but here's some food for thought about Curious George and The Man in the Yellow Hat: Curious George and Colonialism


Monday, March 9, 2009

Mid-term test this Wednesday

Are you ready for the test this Wednesday, March 11? (Scroll down to the end to see what else we will do this week.)

The test will include a multiple choice section, a short-answer section and a short essay section. I'll give the test at the end of class, so those who finish more quickly than others may leave. I expect most students will take about 45 minutes to complete the test, but I will allow more time for those who want it.

The questions will cover material including the grammar and style issues we've discussed in class as well as several of the rhetoric-and-composition terms and concepts from the readings and class discussions.

Below is a list of some (but perhaps not all) of the terms and concepts that will likely appear on the test. (Click on the underlined terms to read their definitions at dictionary.com; keep in mind these definitions are general and don't discuss the terms in any specific context).

Narrative

Thesis (also explicit versus implicit theses)

Rhetoric

Anecdote (n.), anecdotal (adj.)

Premise

Satire

Irony

The personal essay

The argumentative essay

ALSO SCHEDULED THIS WEEK: Before the test, we will talk about the handout on "Literary Analyses" and the short story "Neon Tetra" by Eric Puchner. If time permits, we also will begin talking about "Cathedral" by Raymond Carver.

Wednesday, February 25, 2009

Assignment update, Feb. 25, 2009

Here's where we stand:

1. Anyone who didn't attend tonight's information literacy session at the library needs to talk to me (in person or via e-mail or phone) about making that up.

2. Anyone who attended the session at the library but didn't find his or her way back to the classroom afterward will be marked as absent. It is clearly stated on the course syllabus and I have repeated in class that missing more than one class session will negatively affect your course grade.

3. Anyone who has not yet turned in Essay #1, which was due tonight, must do so ASAP. I will not accept any late papers after next Wednesday. You may e-mail me papers, but I would prefer to get them in hard-copy form in my mailbox in C-209.

4. The readings due for next week are the short story "Neon Tetra" by Eric Puchner, which I handed out in class tonight, and two poems: "A Bird at the Leather Mill" by Joshua Mehigan and "Introduction to Poetry" by Billy Collins. (click the links to read the poems online). I did not have the "Literary Analyses" handout available in class tonight, so I'll distribute that next week and it will be due the following Wednesday, March 11.

5. March 11 is also the date of the mid-term test.

6. I have a suprise writing exercise in store for next week (March 4), so be sure to bring a pen and paper. See you then.

Thursday, February 19, 2009

An update

Several students called me last night to say they wouldn't be able to come to class because of the weather, but we carried on with only half the group in attendance.

In order to keep us all on the same page as far as the assigned readings, I decided to postpone the reading listed on the syllabus for next week. I will hand out the Debra Dickeron essay "Racist Like Me" next week, and I've decided to eliminate the Wendell Berry piece altogether.

This means the only thing you need to be concerned about for next week's class (Feb. 25) is Essay #1. I've pasted the instructions below for anyone who might have misplaced them.

Reminder: We will start next week's class at the library instead of the regular classroom.

Instructions for Essay #1


Choose one of the following options. Your essay should be 2 to 3 typed, double-spaced pages long. The pages should be stapled together. At the top of your first page, include your name, my name, the course title (EN103) and the date you’re turning it in. The essay will be due in class Wednesday, Feb. 25.


Option A: Preaching vs. Teaching

In his essay “Conspiracy Theories 101,” Stanley Fish argues that the principles of academic freedom do not grant teachers the right to try to convince students to adopt their personal opinions and beliefs. Do you agree, or disagree? Write an essay either supporting or disputing Fish’s general thesis, using at least one specific example of a topic on which a professor should or should not, in your opinion, discuss his personal beliefs with students.

You are welcome (but not required) to discuss the ideas brought up by Lewis Lapham in his essay “Time Lines” or Clive Thompson in “Manufacturing Confusion” if you feel they are relevant to Fish’s argument or to yours.


Option B: The Same Old Story

In his essay “Time Lines,” Lewis Lapham acknowledges that teaching history as a series of stories (or narratives) is problematic, but it is better than not teaching history at all –- or teaching it in such a way that students won’t find it interesting and therefore valuable. Do you agree or disagree? Write an essay either supporting or disputing Lapham’s position on this matter, using at least one specific example of a historical event, development or subject that either should or should not be taught in the form of narrative(s).

You are welcome (but not required) to discuss the ideas brought up by Lewis Lapham in his essay “Time Lines” or Clive Thompson in “Manufacturing Confusion” if you feel they are relevant to Fish’s argument or to yours.

Wednesday, February 18, 2009

In class tonight ...

Here's the plan for tonight's class (Feb. 18, 2009):

We'll talk briefly about grammar and style, specifically "Deadly Sin #3." We'll recap last week's discussion of commas and semi-colons if necessary.

We'll talk about several of the assigned readings, so make sure you're up to date according to the course syllabus.

Reminder: Next week, Feb. 25, the class will meet at the library at 6 p.m. for a mandatory information literacy program. When that is over, we will reconvene at the class room, where I will collect your first essay assignment.

Thursday, February 5, 2009

Welcome to the course!

If you're reading this, you're probably one of the students in my Spring 2009 section of English I (EN103X) at FMCC.

In case you're entering the course late or you've forgotten, here's what's happening next Wednesday, Feb. 11:

1. We'll talk a bit more about "Turkey Day in the Clink" and your responses to that article. If you need a refresher, the text is available online here.

2. We'll talk about the three assigned readings. Click for links to online versions of two of them: "Manufacturing Confusion," "Conspiracy Theories 101" and "Time Lines."

If you need a copy of the course syllabus, let me know in class next week or e-mail me at bill.ackerbauer@fmcc.suny.edu. Or you can download a fresh copy here.

See you Wednesday.