English 104B: Introduction to composition for Multilingual Students

Fall 2014 Office UH 301.05   MW 12:00-1:50pm     Office Hours: MW 2-4 and by apt

Professor Blanca Gomez    Phone: 537-5465, Email: blanca.gomez.vvc.edu

Course Description:

In this course we will examine the relationship between reading and writing. The importance of bridging the gap between ESL and Composition. The students will be reading from several books to assist them in learning how they as Generation 1.5 students are perceived in the world of academics and be able to read of other author’s literacy autobiographies. The idea is to help the students feel that they are being helped to attain higher academic assistance to meet institutionalized goals of academic achievement  and to make them aware that authors such as Mike Rose and Richard Rodriquez have walked in their shoes. 

Course Goals

By the end of the quarter, you can expect to have developed skill in the following areas:

• Analyzing input-based Option in Focus on Grammar

• Reflecting on the role of contest in focus on grammar

• Organizing your analyses around ventral arguments and supporting your arguments well

• Quoting and Paraphrasing other sources effectively in your writing

• Using strategies of information literacy, including finding sources related to your writing projects through library databases

Course requirements:

Generation 1.5 in college teaching composition: teaching academic teaching to U.S. educated learners of ESL by Mark Roberge, Meryl Siegal, and Linda Harklau.

Lives on the Boundaries by Mike Rose

Richard Rodrigues’ autobiography: Hunger of Memory: the education         (http://www.westga.edu/~melder/HungerofMemory_PDFHandout.pdf)

 

Accidental poetry: A Literacy Biography by Carol Case http://www.nwp.org/cs/public/print/resource/774

Literacy Biographies of Education Students edited by Mary Kooy http://www.inkshed.ca/nlett399/autobios.htm

Bibliographic Research in Composition Studies by Vicki Byard

Register on the Digital Archives of Literacy Narratives (DALN) website: http://daln.osu.edu/

 

One (1) file recording and transcription: the assignment requires you to collect 5-7 minutes your or literary autobiography and to transcribe the recording.

 

Two drafts of you literary autobiography essay assignment: due on the date indicated for each assignment. These assignments ask you to edit, revise, and incorporate peer-feedback as well as do library research and write it up in a 500-800 word essay double spaced paper.

 

Writing Center Visit (1) I consider it important to all student writers to meet with a writing tutor to have the experience of being tutored. You are required at least to meet once with a writing tutor to get help with your literacy autobiography.

 

Presentation of an article: you will work in pairs or groups of three to elicit discussion of one of the articles during the quarter.Helping raise student awareness: Links between Learning modes, spoken discourse, and academic written discourse.

 

ADA compliance: If you have a disability, Services for Students with Disabilities (SSD) is available to assist you. Services to Students with Disabilities, California State University, San Bernardino5500 University Parkway, University Hall 183, San Bernardino, CA 92407-2397909.880.5238, 909.880.7230 TDD, 909.880.7090 FAX e-mail address: SSD@csusb.edu

 

Plagiarism:

Do your own work and make sure you give proper credit to your sources! If you’re unsure about whether you should cite somebody, ask me. Any incident of plagiarism will result in an “F” for the assignment; depending on the seriousness of the plagiarism, you may receive an “F” for the course and/or be suspended from the university. Per CSUSB policy, I will inform the campus Judicial Officer of any instances of plagiarism.

 

Grades

File recording transcripts 30%

Drafts one 10%

Draft two 10%

Literary essay 25%

Presentation article 30%

 

A 93-100%     C+ 77-79%     D-  60-62%

A- 90-92%      C 73-76%       F  Less than 60% 

B+ 87-89%     C- 70-72%     

B 83-86%         D+ 66-69%

B- 80-82%      D 63-65%

                                    Reading/ assignment Due

 

All readings should be completed before the day they’re scheduled

 

M        Week 1           

Read: A teacher’s perspective on Generation 1.5/Immigration Youth and Higher education  (pp3-34)

In class: Activity 4: student experience with English Language or other language warm up

 

W        Week 1           

Read: The Education of the 1.5 Generation from an International Migration Framework: Demographics, Diversity, and Difference/ The Erasure of Resident ESL Writers/Interrogation In-Between-ness: A Postmodern Perspective on Immigrant Students (pp35-64)

In class: Activity 5: Background information: comparing language background and learning modes.
In class: sample summary

 

M        Week 2           

Read: High School Academic literacy Instruction and the transition to college writing / The academic Writing Development of a Generation 1.5 “Latecomer” (pp 75-104)

In class: Activity 6: Dictcomp-Listening, reconstructing text, negotiating meaning and form. Discussing oral fluency and how language is expressed in ideas.

 

W        Week 2          

Read: Academic reading and Writing Difficulties and Strategic Knowledge of Generation 1.5 Learners/ Responding to High-Stakes Writing Assessment: A case Study of Five Generation 1.5 Students (pp105-134)

In class: activity 7: Oral /written project: analyzing spoken and written language.

In class: discuss recording and transcription. Sample sentence transcribed presented

 

M        Week 3        

Read: Situating Generation 1.5 in the Academy: Models for Building Academic Literacy and Acculturation (pp153-169)

In class: activity 7: discussion of transcripts and observations

In class: Using DALN to tell your literacy narrative stories introduction (prompt)         

            

W        Week 3           

Read: Richard Rodrigues’ autobiography: Hunger of Memory: the education of Richard Rodriquez                                           (http://www.westga.edu/~melder/HungerofMemory_PDFHandout.pdf)

In class: Activity 7: mini essay draft one due of transcriptions comparison and contrast (500-800 words) WORKSHOP

 

M        Week 4           

Read: Mike Rose’s Lives on the Boundary (pp1-38)

Byard-Voices in the Parlor: the Construction of Knowledge in Composition studies (pp24-41)

 

DUE: In class: Activity 7: mini essay draft two due of transcriptions comparison contrast (500-800 words)

Educational pathways of Generation 1.5 Student in Community College Writing Course (pp135-150)

 

In class: library preparation and handout of worksheets

 

• Encyclopedias &Dictionaries: An Introduction & Activity

• Using subject Heading to find Books

• Search Log/Finding Using Descriptors/Subject Terms to Find Journal Articles

• Journals, Indexing, & Databases

•  

W        Week 4           

Read: Mike Rose’s Lives on the Boundary (pp39-84)

DUE: In class: Activity 7: mini essay draft three due of transcriptions                                                comparison and contrast (500-800 words)

In class: Encyclopedias & Dictionaries: An Introduction & Activity

 

M        Week 5           

Read:  Byard- Approaching the Parlor’s Threshold: Preparing for your Bibliophraphic Search in Composition Studies (pp58-75)

Mike Rose’s Lives on the Boundaries (pp85-166)

In class: Using subject Heading to Find Books

DUE: Encyclopedias & Dictionaries: An Introduction & Activity sheet

 

W        Week 5           

Read: Byard- Genres in the Parlor: the Dissemination of Knowledge in Composition Studies (pp42-57)

Mike Rose’s Lives on the Boundaries (pp167-205)

In class: Search Log/Finding Using Descriptors/ Subject Terms to Find                                            Journal Articles

DUE: Using subject Heading to Find Book worksheet

 

M        Week 6           

Read- Byard- Your Host for the Parlor Conversation: major Databases and Biographies in Composition Studies (pp77-101)

In class: Journals, Indexing, & Databases

DUE: Search Log/Finding Using Descriptors/ Subject Terms to Find Journal Articles worksheet

 

W        Week 6           

Read: Literacy Autobiographies of Education Students: The History of Reading -- Aaron Bieman/ The Dark Ages of Reading: 1976 - 1983

DUE: Journals, Indexing, & Databases worksheet

 

M        Week 7           

Read: Literacy Autobiographies of Education Students: The World of Words -- Tracey S. Kooy/ The Lived Experience of Texts -- Kim Girolimetto

 

W        Week 7           

Read: Literacy Autobiographies of Education Students: A Reading Journey -- Catherine Mulkins/The History of Writing – Aaron Bieman

In class: literacy (prompt) assignment

 

M        Week 8           

Read: Literacy Autobiographies of Education Students: A Writing Journey -- Susan Souriyasack/Letters to Live By -- Steve Beggs

Due: Literacy assignment one (workshop)

 

W        Week 8           

Read: Literacy Autobiographies of Education Students

 

M        Week 9           

Read: Accidental poetry: A Literacy Biography by Carol Case                                                           http://www.nwp.org/cs/public/print/resource/774

DUE: Literacy draft two (writing center visit due)

 

W        Week 9           

Group Presentations   

            

M        Week 10         

DUE: 500-800 word Final essay (literacy autobiographies)

 

W        Week 10         

Group Presentations