Narrative Essay: You will write a 2-3 page narrative in which you will describe a time in your life when you or someone you know used “ grit ” to deal with or overcome an obstacle. Multimodal Essay 1: You will write a 2-3 page paper in which you will employ at least three patterns of development to support and develop a clearly defined thesis statement. Multimodal Essay 2: You will write a 3-4 page paper in which you employ at least four patterns of development to support and develop a clearly defined thesis statement. You must integrate at least two credible sources into this essay. In-Class Timed Essays: You will write two in-class essays in which you respond to a prompt given in class on the scheduled day. These essays may not be revised. Attendance required. No make-ups for late or absent students. Argumentative Essay: You will write a 4-6 page argumentative essay in which you must reference at least four sources as support or refutation of the opinion put forth and include direct quotation, paraphrase, and summary. Error Log: As a way to follow your progress as a writer, you will be completing a log of your sentence- level errors. In this log, you will take problematic sentences from your writing assignments and review and revise them in terms of grammar, punctuation, sentence structure, and MLA format. You will use the Hacker Pocket Style Manual to do this. More information can be found in this syllabus. Cornell Notes/Pop Quizzes: The Longman Writer (LW) and Hacker Manual (HM) : To ensure that all students complete the required reading, you will be assessed on most reading assignments. These assessments will take the form of Cornell notes and quizzes. For your Cornell notes, you will outline the main ideas of each chapter in a left-hand column and note important supporting details in a right-hand column. At the end of your notes, you will write a four-to-five sentence summary. Quizzes may take any form: short answer, multiple choice, true/false, etc. Cornell Notes should be handwritten, but all other homework is typed. Homework: Students will complete a variety of homework assignments including exercises on the Hacker Handbook website and activities in the LW textbook. It is your responsibility to complete all exercises and activities whether or not they are discussed in class or collected by the instructor. Class Participation: We will participate in many discussions and frequently you will work in groups. Students are members of an academic community, with accompanying rights and responsibilities based on honesty, trust, fairness, and mutual respect. You are responsible for your own learning in this course. As a member of this class, you need to be punctual and considerate, and to do all of your work promptly and to the best of your ability. The final grade in this class will be affected by active participation, including attendance. GRADES Work is graded on the standard grading scale (record points in space provided): Narrative Essay (100 pts); _______ Multimodal Essay 1 (100 pts); _______ Multimodal Essay 2 (100 pts); _______ Argumentative Essay (100 pts); _______ Timed In-Class Essays (2@100 pts); _______; _______ Cornell Notes/Quizzes of LW and HM chapters (100 pts); _______ Homework (100 pts); _______ Error Log (100 pts); _______ Class participation (100 pts) _______ Poor work will not get you credit. All work must be turned in to pass the class. A 900 – 1000 D 600 – 699 B 800 – 899 F 599 or below C 700 – 799
2 2005 Teacher’s Assistant , Tennyson High School, Hayward, CA 2005 Teaching English as a Second Language , Internship through the UC Center in Siena, Italy TEACHER TRAINING • ED 997: Minds in Transition: The Road to Becoming Fearless Educators, Fall 2013 • ED 997: Critical Thinking in a Changing Society: An Educator’s Journey, Spring 2013 • ARP 730: Seminar in Adult Learning, Spring 2010 • ARP 611: Program Development and Evaluation in Postsecondary Education, Fall 2009 • ARP 631: Seminar in Teaching Postsecondary Education, Fall 2009 • ED 451: Introduction to Multicultural Education, Summer 2009 • SPED 450: Class Adaptations for Special Populations, Summer 2009 • RWS 501: Editing, Spring 2008 • RWS 640: Research Methods in Rhetoric and Writing Studies, Spring 2007 • ENG 601: Literary Study in a Multicultural World, Spring 2007 • ENG 602: Literary Theory and Critical Practice, Fall 2007 • RWS 601A: History of Rhetoric I, Fall 2007 • LING 651: Sociology of Language, Fall 2006 • LING 653: ESL Reading and Writing, Fall 2006 • RWS 609: Theory and Practice of Teaching Composition, Fall 2006 COMMITTEE AND DEPARTMENT WORK • Acceleration in Context Committee, Spring 2013 to present • Adjunct Professional Development Committee, Summer and Fall 2011 • Accreditation Self Study Steering Committee, Fall 2009 to Fall 2010 PUBLICATIONS • “ The Key to Good Health and Lifelong Happiness. ” Joining a Community of Readers: A Thematic Approach to Reading . By Roberta Alexander. 6 th ed. Boston: Cengage Learning, 2014. 434-42. • “Sticks and Stones May Break My Bones, but Words Can Send Me to Prison?” A Community of Readers: A Thematic Approach to Reading, Instructor’s Manual/Test Bank . By Roberta Alexander and Jan Jarrell. 6 th ed. Boston: Cengage Learning, 2013. 125-130. PROFESSIONAL DEVELOPMENT • Reimagining City College from the Inside Out, SDSU College of Extended Studies, Fall 2013 • Breaking the Barriers between Classroom and Community, FLEX, August 16, 2013, San Diego City College • Learning Communities Retreat, August 9, 2013, Mission Trails Regional Park Visitors Center • Acceleration in Context, Two-Day Conference, Chabot College. June, 2013 • Acceleration in Context Workshop with Tom DeWitt and Sean McFarland, April 19, 2013, San Diego City College • Reimagining City College from the Inside Out, SDSU College of Extended Studies, Spring 2013 • Learning Community Integrative Curriculum Retreat, May 22, 2012, Mission Trails Visitor Center • CLCC California Learning Communities Consortium Retreat, Two-Day Conference, Sheraton Hotel. April 26-28, 2012 • Learning Community Cafes, San Diego City College, 2011-2013 • Strategies for Student Success: What Every Adjunct Needs to Know! Co-creator and Presenter, faculty flex workshop, August 17, 2011, San Diego City College • Certificate in Community College Teaching, San Diego State University, May, 2010
Locating Identity in Where I’m from… Where I’m from they still say, “that’s mighty white of you” As if white was right and innocent blood hadn’t been spilled needlessly for centuries.