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.
Thursday, September 17, 2009
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.
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).
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
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
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