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..........................English
100 --- Spring 2002 Calendar
Weeks 1 - 19:
January 14th - May
20th
Explanation of homework
layout: All activities listed next to the date (not in bold)
is what we will do in class
on that day. All assignments which follow the abbreviated
letters signifying homework (HM) will be due the
following class.
WEEK
1: Introductions
January 14th - Mon: Introduction to class: Puente
mission, syllabus, policies, textbooks, ensuring proper
course placement, diagnosing learning disabilities (Chapter
1S, Section B)
HM: Get texts and Course Reader from the Bookstore
January 16th - Weds: Student Interviews, name tags
HM: Fill out the "Student Survey" in the Course Reader
(Chapter 1S, Section C) to turn in Friday. Also, in The
Latino/a Condition, read "'Occupied' Mexico" by Ronald
Takaki pp. 152-157. Be prepared for a possible quiz on the
reading on Fri.
January 18th - Fri: Turn in Student Survey. Possible
quiz on the reading followed by a discussion.
HM: For Weds, in The Latino/a Condition, read
"Initial Contacts: Niggers, Redskins, and Greasers" by
Arnoldo de Leon pp. 158-163. Also, in the Course Reader,
read Chapter 2R, Sections J-N. Always be prepared for a
possible quiz on the reading.
WEEK
2: Part III in The Latino/a Condition:
Nativism, Racism, and Our Social Construction as a "Problem"
Group
January 21st - Mon: No Classes: Martin
Luther King, Jr's Birthday
January 23rd - Weds: Going over reading
strategies from Chapter 2R, Sections J-N
Possible quiz on the reading followed by a discussion
HM: In The Latino/a Condition, read "The Master
Narrative of White Supremacy in California" by Tomas
Almaguer pp. 165-170.
January 25th - Fri: Possible quiz on the reading
followed by a discussion
HM: In The Latino/a Condition, read "Occupied
America" by Rodolfo Acuna pp. 171-174.
** Getting Prepared:
Paper #1(2-3 pages) is due Monday, February 4th
WEEK
3: The Writing Process-Getting Prepared for Paper
#1
January 28th - Mon: Possible quiz on the reading followed
by a discussion
Beginning the Writing Process for Paper #1 using Chapter 2W
of the Course Reader: freewriting, brainstorming,
Journalist's Questions, Clustering/Listing
HM: Complete the various steps of the writing process
you began in class for Paper #1 and be prepared to turn in
the following on Weds:
(1) one full page of freewriting (2) a half page minimum
brainstorm (3) 6 Journalist Questions and (4) a cluster or
list [see Chapter 2W, Sections A-F for
guidelines]
January 30th - Weds: Collecting and going over the
pieces of the writing process
Chapter 2W and Chapter 4W in Course Reader: Thesis
Statements, Outlining & Intro's
HM: Type up a formal outline for Paper #1 with your
thesis statement at the top and your supporting points
underneath followed by evidence for each of your points (See
Course Reader: Chapter 2W, Section H for guidelines on
Outlining).
February 1st - Fri: Workshopping the outlines for Paper
#1 (Chapter 2W, Section H)
Discussing Workshopping Guidelines for Monday (Chapter 2Wm
Section L)
HM: Complete Paper #1 (2-3 pages), due next class:
(1) Bring 4 copies of your completed, typed, double-spaced
paper to class for Monday.
(2) Don't put extra spacing between paragraphs; double-space
throughout the paper and indent 5 spaces at the beginning of
each paragraph.
(3) Remember: titles of short works such as essays and poems
go in quotes and longer works such as books and plays are
either underlined or italicized.
(4) Those without papers will be asked to leave
(5) Workshop days count as 2 absences
(6) If you do not turn a paper in on this due date, you
cannot turn in the revised version, due a week later, for a
grade. You can't pass if you miss one of the required
papers.
WEEK
4: Workshopping
February 4th - Mon:
Paper #1 due (2-3
pages)
In Class: Workshopping (a
double absence day if missed)
HM: Continue feedback on "Peer Response" sheets. Bring
these sheets, your paper and your group members' papers on
Wednesday to continue workshopping.
February 6th - Weds: In Class:
Workshopping (a double absence day if missed)
HM: In the Course Reader, read Chapter 2W, Section K
on Revising and Editing.
Also review Chapter 4W to test your thesis statement. Use
these guidelines and the advice from your peers, to revise
Paper #1.
February 8th - Fri: Practice creating titles, and going
over revising, editing, and proofreading advice
HM: In The Latino/a Condition, read "The Idea
of a Constitution in the Chicano Tradition" by Gerald P.
Lopez pp. 305-308.
Revise Paper #1 due Mon, 2/11. Please include the
following:
(1) A title page using MLA format (See Course Reader,
Chapter 2W, Section J for a title page model
(2) Peer evaluations stapled to back
(3) Must be typed, double-spaced, have 1" margins, have 12
sized font, and be 3-5 pages in length. Please note: 10 pts
are removed for each page the paper is under the required
minimum length and 5 pts for half a page under. Don't go
solely by word count but by actual length.
Reminder: the last
day to drop a course without it appearing on your record is
2/8
WEEK
5: Part IV in The Latino/a Condition:
Rebellious Lawyering and Resistance Strategies: We Fight
Back
February 11th -
Revised Paper #1 Due
(2-3 pages)
Possible quiz on the reading followed by a
discussion
HM: In The Latino/a Condition, read "Early
Chicano Activism: Zoot Suits, Sleepy Lagoon, and the Road to
Delano" by Rodolfo Acuna pp. 309-319.
February 13th - Weds: Possible quiz on the reading
followed by a discussion
HM: In The Latino/a Condition, read "The Work We Know
So Little About" by Gerald P. Lopez pp. 339-346. Set up an
interview with your mentor before you write Paper #2 (due
2/25) on the topic you've selected for your paper.
February 15th - Fri: No Classes:
Lincoln's Birthday
** Getting
Prepared: Paper #2 (3-5 pages) is due Monday, February
25th.
This paper must include two pieces of outside research,
one being an interview with your mentor on the your chosen
topic, and the other source is your choice.
WEEK
6: The Writing Process-Getting Prepared for Paper
#2
February 18th - Mon: No Class:
President's Day
February 20th - Weds: Possible quiz on the
reading followed by a discussion
In class: discussion of paper topics and thesis statements
for Paper #2
HM: Type up a formal outline for Paper #2 with your
thesis statement at the top and your supporting points
underneath followed by evidence for each of your points (See
Course Reader: Chapter 2W, Section H for guidelines on
Outlining).
February 21st - Fri: Workshopping outlines for Paper
#2
HM: Complete Paper #2 (3-5 pages), due next class:
(1) Bring 3 copies of your completed, typed, double-spaced
paper to class for Monday.
(2) Don't put extra spacing between paragraphs; double-space
throughout the paper and indent 5 spaces at the beginning of
each paragraph.
(3) Remember: titles of short works such as essays and poems
go in quotes and longer works such as books and plays are
either underlined or italicized.
(4) Those without papers will be asked to leave and Workshop
days count as 2 absences
(5) You must include a minimum of two outside pieces of
research in your paper (one being an interview with your
mentor), see Chapter 8W, Sections D-G in the Course Reader
on how to integrate and document sources
(6) If you do not turn a paper in on this due date, you
cannot turn in the revised version, due a week later, for a
grade. You can't pass if you miss one of the required
papers.
WEEK
7: Workshopping
February 25th - Mon:
Paper #2 due (3-5
pages)
In Class: Workshopping (a
double absence day if missed)
HM: Continue work on Paper #2. For Weds, meet in the
library, bldg 5, 2nd floor.
February 27th - Weds:
Library Tour - 10:10-11am
(2nd floor of building 5)
HM: In the Course Reader, read Chapter 10R, Sections
A-C. Also read Chapter 10W, Section A and do all the
exercises in Section A to be checked off on Friday.
March 1st - Fri: In the Course Reader, Chapter 10W,
Section A "Subjects, Verbs and Clauses"
HM: Revise Paper #2 due Mon, 3/4. Please include the
following:
(1) A title page using MLA format (See Course Reader,
Chapter 2W, Section J for a title page model
(2) Peer evaluations stapled to back
(3) Must be typed, double-spaced, have 1" margins, have 12
sized font, and be 3-5 pages in length. Please note: 10 pts
are removed for each page the paper is under the required
minimum length and 5 pts for half a page under. Don't go
solely by word count but by actual length.
(4) A MLA Work Cited Page listing a minimum of two outside
sources-one of them must be an interview with your mentor
(see Course Reader, Chapter 8W, Sections D-G for
explanations and models).
WEEK
8: Part X in The Latino/a Condition: Sex, Gender, and Class:
Sure I'm Latino, but I'm Still Different from You-How About
it?
March 4th - Mon:
Revised Paper #2 due
(3-5 pages)
In the Course Reader, going over sections of
Chapter 10W in class
HM: In The Latino/a Condition, read "Mexican
Gender Ideology" by Adelaida R. Del Castillo pp.
499-500.
March 6th - Weds: Possible quiz on the reading followed
by a discussion
HM: In The Latino/a Condition, read "Domestic
Violence Against Latinas by Latino Males" by Jenny Rivera
pp. 501-807.
March 8th - Fri: Possible quiz on the reading followed
by a discussion
HM: In the Course Reader, read over Chapter 4R and 4W
and do the exercises in Chapter 4W, Section F to turn in.
Also read, Chapters 5R and 5W and do the following exercises
in Chapter 5W: Section A--Practice with General and Specific
Statements and also Section B--Practice with Organizational
Patterns.
WEEK
9: Sex, Gender, and Class Unit
Continued
March 11th - Mon: Going over the homework: Chapters 4 and
5 and assigned exercises
HM: In The Latino/a Condition, read "Maternal
Power and the Deconstruction of Male Supremacy" by Elizabeth
M. Iglesias pp. 508-515.
March 13th - Weds: Possible quiz on the reading followed
by a discussion
HM: In The Latino/a Condition, read "Three
Perspectives on Workplace Harassment of Women of Color" by
Maria L. Ontiveros pp. 531-535.
March 15th - Fri: Possible quiz on the reading followed
by a discussion
HM: In The Latino/a Condition, read "Culture
and Economic Violence" by Berta Esperanza Hernandez-Truyol
pp. 536-538.
WEEK
10: Midterm Exam
March 18th - Mon: Possible quiz on the reading followed
by a discussion
HM: Prepare for in-class midterm exam on Friday, March
22nd.
March 20th - Weds: Taking Timed Tests
Workshop
HM: Review all the readings from the "Sex, Gender, and
Class" Unit. You are responsible for all of the following
readings on the exam:
* "Mexican Gender Ideology" by Adelaida R. Del
Castillo p. 499-500
* "Domestic Violence Against Latinas by Latino Males" by
Jenny Rivera p. 501-807
* "Maternal Power and the Deconstruction of Male Supremacy"
by Elizabeth M. Iglesias p. 508-515
* "Three Perspectives on Workplace Harassment of Women of
Color" by Ontiveros p. 531-535
* "Culture and Economic Violence" by Berta Esperanza
Hernandez-Truyol pp. 536-538.
March 22nd - Fri:
Midterm Exam (50
minutes)-Open book, closed note
HM: Begin Harvest of Empire, read Chapter 1.
When we return from the break, we will sign up for the
collaborative writing pairs for Paper #4.
WEEK
11: Spring Recess
Monday, March 25th to Friday, March
29th: NO CLASS
Possible
Topics for Paper #1
(due Monday,
February 4th-2-3 pages typed)
(1) In Ronald Takaki's
"'Occupied' Mexico," analyze the various arguments he makes
that Mexicans have been disempowered in their own land. Are
his arguments sound? Complete? Which points to you feel are
the strongest? The weakest? What is the significance of the
arguments he makes? Are his arguments relevant today?
Explain.
(2) In Arnoldo De Leon's "Initial Contacts: Niggers,
Redskins, and Greasers," explore his arguments about the
attitudes and actions taken by white European settlers as a
consequence of skin color. Examine the sources of the
discrimination towards blacks, Indians, and Mexicans. Do
these same sources still exist? Have others arisen?
(3) In Tomas Almaguer's "The Master Narrative of White
Supremacy in California," he describes a racial hierarchy
that placed whites at the top followed by Mexicans, blacks,
Asians and then Indians were at the bottom. Explain each
level according to Almaguer and the attitudes toward and
opportunities for each group. Then create your own present
day racial hierarchy and explain the attitudes and
opportunities you see for each group. Analyze what the
changes or lack of changes reveal?
(4) In Rodolfo Acuna's "Occupied America," he argues that
Chicanos were and continue to be a colonized people. Analyze
his arguments and explain whether you agree or not and why.
Using his definitions of "colonized peoples" could you make
a case that any other groups in the United States are living
in a similar state? Explain what this comparison
reveals.
Interview
Questions and Paper Topics for Paper #2
Mentor Interview
Questions for Paper
#2
(1) How would you define activism?
(2) Does activism play a role in your life? Why or why not?
If yes, how and in what circumstances?
(3) What do you think the most effective means of activism
are or have been, particularly in the case of racial
oppression?
(4) Do you think there is equal protection under the law for
all groups in the United States?
(5) What do you see as the main struggle(s) for racial
minorities today?
Topic for
Paper #2
(due Monday, February
25th-3-5 pages
typed)
Select two out of the three articles we read for unit two in
The Latino/a Condition:
"The Idea of a Constitution in the Chicano Tradition" by
Gerald P. Lopez (305-308)
"Early Chicano Activism: Zoot Suits, Sleepy Lagoon, and the
Road to Delano" by Rodolfo Acuna (309-319)
"The Work We Know So Little About" by Gerald P. Lopez
(339-346)
Write a comparison paper for the two articles you have
selected. Analyze what each author says about equal
protection and trust of the law for minorities, Latinos in
particular. What resistance strategies do the authors
propose? What is your opinion on the issue of equal
protection under the law for all? Is this promise realized?
What do you think of the resistance strategies described by
the authors? Are there other methods and/or approaches they
have left out? Are resistance strategies for racial
oppression still needed today? Explain and support your
response with evidence from the reading, from outside
research (you must use a minimum of two outside sources-one
must be an interview with your mentor), and your own
analysis, observations and opinion.
WEEK
12: Signing up for Collaborative Partners
April 1st - Mon:
Choosing collaborative partners: filling out Chapter 7W,
Section C (page 1)
Discussion of the Introduction and Chapter 1 of Harvest of
Empire
HM: In Harvest of Empire,
read Chapters 2-3, pp. 27-78. Prepare for a quiz on the
reading on Wednesday.
April 3rd - Weds: Quiz on the reading followed by a
discussion
HM: In Harvest of Empire,
read Chapters 4-6, pp. 81-116.
April 5th - Fri: Possible quiz on the reading followed
by a discussion
HM: In Harvest of Empire,
read Chapters 7-9, pp. 117-163.
WEEK
13: Harvest of Empire by Juan Gonzalez
April 8th - Mon:
Possible quiz on the reading followed by a discussion
HM: In Harvest of Empire,
read Chapters 10-11, pp. 167-205.
April 10th - Weds: Possible quiz on the reading followed
by a discussion
HM: In Harvest of Empire,
read Chapters 12-13, pp. 206-245.
April 12th - Fri: Possible quiz on the reading followed
by a discussion
HM: In Harvest of Empire,
read Chapter 14 & The Epilogue, pp. 246-273.
**
Getting Prepared: Paper #4 (4-6 pages) is due Monday, April
22nd **
ASSIGNMENT FOR
PAPER 4: Create your own argument on the text Harvest of
Empire by Juan Gonzalez with your partner. Be sure you begin
with a debatable thesis which asserts an opinion about the
text that you must then prove in the body of the essay. Use
specific examples, quotes and details from the text to
illustrate and prove your thesis. You must include a minimum
of 3 outside sources.
WEEK
14: Harvest of Empire by Juan Gonzalez
April 15th - Mon:
Possible quiz on the reading followed by a
discussion
HM: Meet with your partner to
begin on the typed outline due Friday 4/19.
April 17th - Weds: Brainstorming paper topics and
working with your partner in class
HM: Type up a formal outline for
Paper #4 with your partner with your thesis statement at the
top and your supporting points underneath followed by
evidence for each of your points (See Course Reader: Chapter
2W, Section H on Outlining).
April 19th - Fri: Going over outlines in
class
HM: Complete Paper #4 (4-6
pages), due next class:
(1) Bring 7 copies of your completed, typed, double-spaced
paper to class on Monday (you and your partner will be in
different workshop groups, so you can get more feedback
(2) Students without papers will be asked to leave and
workshop days count as 2 absences.
(3) If you don't turn a paper in on this date, you can't
turn in the revised version, due a week for a grade, and you
can't pass the class if you miss one of the required
papers.
(4) You must include a minimum of 3 outside sources and a
Works Cited page
** Also, if
you go to a writing tutor in The Learning Center for Paper
#4, you can get 3 points of extra credit. Students enrolled
in English 853 can see any tutor besides myself to earn the
extra credit. Attach a tutor receipt to the front of the
final draft of the revised paper due Monday, May 29th.
**
WEEK
15: Workshopping
April 22nd - Mon:
Paper #4 due (4-6
pages)
In Class:
Workshopping (a double absence day if missed)
HM: Continue feedback on "Peer
Response" sheets. Bring these sheets, your paper and your
group members' papers on Wednesday to continue
workshopping.
April 24th - Weds:
In Class:
Workshopping (a double absence day if missed)
HM: Work with your partner on
revising Paper #4. Compare the suggestions from your
classmates and create revision plans. In the Course Reader,
see Chapter 2W, Section K for advice on revising and
editing.
April 26th - Fri: Working with your partner on revising
Paper #4 in class
HM: Revised Paper #4 due 4/29.
Please include the following:
(1) A title page
(2) Peer evaluations stapled to back
(3) Must be typed, double-spaced, have 1" margins, have 12
sized font, and be 4-6 pgs in length (points will be taken
off for papers under length).
(4) You must include a minimum of 3 outside sources and a
Works Cited page-see Course Reader Chapter 8W, Sections D-G
for explanations and models (5) If you saw a tutor, attach
the receipt to the front of the paper.
Also, begin Growing Up Chicano/a, read the "Foreword"
pp. 5-10, the "Introduction" pp. 17-20, and "The Ruins" by
Patricia Preciado Martin pp. 25-38.
** Reminder:
The last day to withdraw from a course is 4/29
WEEK
16: Growing Up Chicano/a by Tiffany Ana
Lopez
April 29th - Mon:
Revised Paper #4
Due (4-6 pages)
Evaluating the
collaboration process: filling out Chapter 7W, Section C
(pages 2-3)
Possible quiz on reading followed by a discussion
HM: In Growing Up
Chicano/a, read "The Iguana Killer" by Alberto Alvaro
Rios pp. 41-55 and "Dona Tona of Nineteenth Street" by Louie
The Foot Gonzalez pp. 59-66.
May 1st - Weds: Possible quiz on reading followed by a
discussion
HM: In Growing Up
Chicano/a, read "Abuela" by Rosa Elena Yzquierdo pp.
91-92, "The Moths" by Helena Maria Viramontes pp. 117-124,
and "The Scholarship Jacket" by Marta Salinas pp.
127-132.
May 3rd - Fri: Possible quiz on reading followed by a
discussion
HM: In Growing Up
Chicano/a, read "The Circuit" by Francisco Jimenez pp.
137-144 and "from Pocho" by Jose Antonio Villareal pp.
163-171.
**
Getting Prepared: Paper #5 (5-7 pages) is due Monday, May
13th **
ASSIGNMENT FOR PAPER 5: Select a theme from the stories
you've read in Growing Up Chicano/a by Tiffany Ana Lopez.
Examine at least two of the stories we read and explain how
they help illustrate that theme. Finally, analyze what is
revealed through this theme. What do we learn about growing
up Chicano/a? Why is this significant? Be sure you begin
with a debatable thesis which asserts an opinion about the
text that you must then prove in the body of the essay. Use
specific examples, quotes and details from the text to
illustrate and prove your thesis.
WEEK
17: Growing Up Chicano/a by Tiffany Ana
Lopez
May 6th - Mon: Possible
quiz on reading followed by a discussion
HM: In Growing Up
Chicano/a, read "Prologue for The Comstock Journals" by
Olivia Castellano pp. 219-230 and "The McCoy Hotel" by
Denise Chavez pp. 251-269. ** Prepare for Make-Up Quiz next
class.
* I'm teaching
the "Timed Writing" workshop on Weds 5/8 12:10-1pm in 1219b,
bldg 1 if you want to review the timed writing tips we went
over for the midterm. Extra credit for attending and all
welcome. *
May 8th - Weds: Make-Up
Quiz on Growing Up Chicano/a
Going over "Writing About Literature," Chapter 9W,
Section A
HM: Type up a formal outline for
Paper #5 with your partner with your thesis statement at the
top and your supporting points underneath followed by
evidence for each of your points (See Course Reader: Chapter
2W, Section H for guidelines on Outlining).
May 10th - Fri: Going over the outlines for Paper
#5
HM: Complete Paper #5 (5-7
pages), due next class:
(1) Bring 3 copies of your completed, typed, double-spaced
paper to class on Monday
(2) Students without papers will be asked to leave and
workshop days count as 2 absences.
(3) If you don't turn a paper in on this date, you can't
turn in the revised version, due a week for a grade, and you
can't pass the class if you miss one of the required
papers.
WEEK
18: Workshopping
May 13th - Mon:
Paper #5 due (5-7
pages)
In Class:
Workshopping (a double absence day if missed)
May 15th - Weds: Review for final exam
HM: Complete Paper #5 (5-7
pages), due Monday 5/20:
(1) A title page
(2) Peer evaluations stapled to back
(3) Must be typed, double-spaced, have 1" margins, have 12
sized font, and be 5-7 pgs in length (points will be taken
off for papers under length).
(4) If you included outside sources, provide a Works Cited
page-see Course Reader Chapter 8W, Sections D-G for
explanations and models
* Bring a
self-addressed stamped envelope to receive course grade
WEEK
19: Final Exam
May 20th - Mon:
Final--Open Book,
Closed Note Exam on the selected readings in Growing Up
Chicano/a at
8:10-10:40am
Bring a disk if you're taking it on the computer; bring
lined paper or a bluebook if you are handwriting it; also
bring a self-addressed, stamped envelope.
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