IN_THE_MIDDLE_OF_THE_NIGHT

Write a 1 page double-spaced summary and response to Brent Staple’s essay.

 

the artical  and the instruction and the class syllabus  follow below

Writing Diagnostic – English 122

“What Adolescents Miss Out on When They Grow Up in Cyberspace”

Due date: 9 pm on Monday, 1/14

Write a 1 page double-spaced summary and response to Brent Staple’s essay. What is his topic and main point? How does he provide support for his ideas? What do you think about his notion that adolescents are “missing out”?

You should begin with a one paragraph summary of the original article, and then transition to the following paragraph with a paragraph response and opinion.

See my notes on writing summaries on the discussion board for help with writing summaries.

Instructions for submission. Please follow the syllabus guidelines for submitting work. You should make sure to copy and paste your work into the body of the email in order to ensure that your work goes through. You may also check your ‘outbox’ and click ‘all’ to view the messages that have gone out from your WebCT account.

ENGLISH 122 ONLINE: FRESHMAN COMPOSITION & READING

Spring 2013, Diablo Valley College Instructor: Sae Na Hong
Engl-122, section 2019 Office: FO 218

Office hours: Mon, Wed & Fridays 2-3 pm E-mail: Send via WebCT
And by appointment Phone: 925-685-1230

COURSE DESCRIPTION

Welcome to English 122, a transfer-level writing class that will count towards
your requirements at a CSU or a UC. This is an intensive writing class; accordingly, we
will write extensively and produce essays that demonstrate a variety of rhetorical skills
and utilize the online resources that are available for us as a virtual class. We will engage
with contemporary issues in society and think about how to negotiate the multi-faceted
aspects of a single issue; we will read and encounter voices from a diverse spectrum of
perspectives. As we learn to read carefully, we will also learn to become better critical
thinkers.

In a world that emphasizes consumption over introspection, we need the reflective
exercise of writing more than ever. The activities of thinking, writing, and revising take
energy and effort, but they are fundamental to our growth as scholars, citizens, and
human beings. I look forward to working and writing with you this semester!

PREREQUISITES FOR THE COURSE

• ENGL – 116 OR reading/writing assessment OR ENGL AP Score of 3 or equivalent
• ENGL – 118 OR reading/writing assessment OR ENGL AP Score of 3 or equivalent

COURSE OBJECTIVES (in consultation with Student Learning Outcomes, “SLOs”
www.dvc.edu)

The purpose of this course is to have students apply disciplined thought to language in
order to comprehend and analyze college-level readings, and to compose college-level
essays that are coherent, detailed, and free of serious error.

A. In writing and discussion, demonstrate their ability to read carefully a variety
of non-fiction essays, including such skills as identifying and restating the thesis
in their own words; evaluating the nature and quality of a reading; and assessing
whether the author has successfully supported the thesis.

B. Demonstrate their ability to think critically and demonstrate this through such
skills as uncovering fallacious reasoning; recognizing the difference between fact
and opinion; identifying supported and unsupported assertion; and synthesizing
the ideas from two or more essays.

C. Recognize how style and literary features (symbols, images, metaphors, etc.)

influence meaning; recognize varieties of tone; recognize the importance of
allusions.

D. Write well-structured, college-appropriate essays of a minimum of 750 words,
with a minimum of 6,000 final draft words written in the semester. These essays
will be free of serious sentence errors, be focused on a specific topic, and contain
an introduction, conclusion, thesis, a variety of support, and sense of style and
voice. The students will write well-developed, coherent paragraphs that use
complex transitions to achieve coherence. Students will be aware of the effects of
varying sentence length and type, and recognize and appreciate the sentence style
of professional writers.

E. Demonstrate ability to use a variety of rhetorical strategies to develop a topic
appropriately. They will include research appropriate to their purpose and be able
to find support for their ideas in the library and other appropriate sources
(personal interviews, personal experience, online resources, etc.).

REQUIRED TEXTS & WEBSITES

• The Blair Reader: Essays. Ed. Laurie G. Kirszner and Stephen R. Mandell.
Seventh edition.

• The Omnivore’s Dilemma by Michael Pollan.
• WebCT. Access at webct.dvc.edu Instructions for logging in are provided at the

website.

COURSE REQUIREMENTS AND GRADE BREAKDOWN

Course Work Percentage of final grade
Unit 1: Critical Response 15%
Unit 2: American Culture 15%
Unit 3: The Omnivore’s Dilemma 20%
Essay #4: Living Digitally 20%
Homework (HW)
• All homework responses should be formatted according

to MLA specifications and possess minimal grammatical
errors in order to receive a passing score.

10%

Reading Responses (R)

• All Reading Responses (separate from HW assignments)

are worth 10% of your final grade. I will occasionally
respond to these responses, but you they will mainly be
evaluated on demonstration of accurate summary,
thoughtfulness and timeliness. And yes, length matters
for these responses! Please be mindful that quantity does
not equal quality; however, it’s hard to write meaningful

10%

responses in less than a full paragraph. Consult your
reading response handout for more information

Small Group and Large group postings

• Each student will be responsible for several discussion

board postings. You will email your thoughts and ideas
about a given text to your designated small group every
Friday. Each following Monday, the designated
discussion leader for your group (which may be you) will
post a brief summary and synthesis of your small group
discussion to the discussion board. ** Please view the
video “What’s Up with These Postings?” for more
information

10%

Total

100%

Grading scale (according to DVC guidelines)

A (90% or above)
B (80-89%)
C (70-79%)
D (60-69%)

INSTRUCTIONS FOR SUBMITTING WORK ONLINE

Weekly Deadlines: You can think of this course having three deadlines per
week, roughly following a Monday, Wednesday, and Friday schedule. The
detailed course schedule googledoc has all the information you need, but it will
help you to conceptualize our class as having meetings three times per week.
There is NO face-to-face meeting requirement for the course. Here is an
overview of the general rhythm for the course:

o All work is due @ 9 pm for all deadlines
o Mondays: Large Group Discussion posting due (ONLY applicable to

assigned Discussion Leaders) and reading response due (everyone)
o Wednesdays: Homework assignment due (everyone)
o Fridays: Small group discussion posting due (everyone)

• Homework Assignments. Submit your homework assignments (HWs) through

WebCT email, and title your email with the following subject heading:
Homework Number and name.

o Ex) HW1_BradPitt
o Submit your homework response in the body of the email, and ALSO as

an attachment. It is your responsibility to follow through with both steps;

if I receive a blank email without an attachment, you will receive a ‘0’ for
the assignment.

INSTRUCTIONS FOR SUBMITTING YOUR WORK

• Major Writing Assignments: ALL major essay assignments should be submitted
as a Word document attachment and follow MLA formatting guidelines. Consult
our MLA help link to review MLA guidelines.

• Defining timeliness: All major papers and short assignments are due at the
BEGINNING of class on the due date of the assignment. After the beginning of
class, papers will be considered late. See below for late work policy.

• Late work: In an ideal world, there would be no such thing as “late work.”
However, life being what it is, I understand that late work happens. SO… my
policy for this unfortunate category of work is that all late work will be marked
down one grade for every day that it is late. Note that this policy only applies
to the major papers.

o Other work: I will NOT accept late work for short assignments (SG

postings, HWs). Please follow the course schedule carefully in order to
not miss deadlines.

o NQA: Included on this syllabus is an “NQA” coupon. You may use this
No Questions Asked coupon once in order to submit something up to one
week late without penalization. If you choose to use your NQA coupon,
you have 1 week to turn in your work. EMAIL me by the original
deadline with the subject heading “NQA coupon for (assignment name)” –
this will let me know that you’re using the NQA coupon to give yourself
an extra week to finish the work.

• Academic dishonesty is a very serious academic offence, and will result AT

LEAST in the paper receiving a grade of F or the student’s failing the course.
Academic dishonesty is defined as follows: “an act of deception in which a
student claims credit for the work or effort of another person or uses unauthorized
materials or fabricated information in any academic work. Academic dishonesty
is a violation of the DVC ‘Student Code of Conduct’ and will not be tolerated.
Academic dishonesty diminishes the quality of scholarship at Diablo Valley
College and hurts the majority of students who conduct themselves honestly”
(www.dvc.edu, Policies and Procedures).

o Plagiarism: Representing someone else’s words, ideas, artistry, or data as

one’s own, including copying another person’s work without appropriate
referencing, presenting someone else’s opinions and theories as one’s
own. Note that plagiarism can happen without one intending to do so.
Plagiarism can take the following forms:

 Outright copying without proper acknowledgment
 Paraphrasing someone’s original idea or data without

acknowledgment (this excludes “common knowledge”)
 Taking someone’s writing, switching just some words around, and

presenting it as your own work.

OTHER NOTES REGARDING COURSE EXPECTATIONS AND POLICIES…

• Editing and Proof Reading: Please note that comments made on final papers
will focus on each paper’s structure and content, rather than grammar issues.
Students in English 122 are expected to have proficient mastery over
grammar/usage issues. Before handing in papers, you should pay close attention
to editing and proof reading, since these elements will affect your final grade for
the paper.

• NRGs: Papers with too many grammar and sentence-level issues will be returned

with an NRG mark, which signifies “Not Ready for Grading.” You can rewrite
one NRG paper; if you receive an NRG on more than one paper, the NRG will
equal an F.

Tutoring at DVC
Writing help is available in our English Tutoring Lab in LC105. All students registered
for courses are eligible for two hours of reading and/or writing tutoring per week. While
English tutors help students develop ideas more coherently, they do not provide editing
services. For more information, go to www.dvc.edu/english/lc.htm

Disability Policy and Support Services
If you are a student who needs academic accommodations or support because of a
documented disability, you should contact me – and provide copies of your
contract or accommodation letters – as soon as possible so that appropriate
arrangements can be made. All discussions will remain confidential. If you have
questions about accessing Disability Support Services, documenting a disability
or requesting accommodations, you should contact Stacey Shears,
sshears@dvc.edu, x2546.

Clip and evade penalization!*

NQA: No Questions Asked Coupon

Today’s date:___________________

Name: _____________________

The assignment for which you’re using your coupon: _____________________

*When using this coupon for our online class, please send me an email stating that you’re
using this coupon to give yourself an extra week.