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Base on reading Into the wild , write a paper. The requirement is on page 340 the course reader I show.

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English 142B Course Reader
Self: The Intersection Between Life and Sustainability
Dr. Nima Najafi Kianfar
English 142B: Writing: Expository, Spring 2019
Self: The Intersection Between Life and Sustainability
Instructor Name: Dr. Nima Najafi Kianfar
Section Number: 1268
Meeting Time: TuTh 5:50-7:55 pm Meeting Place: GE213
Phone Number: 310.709.5931
Email Address: | |
Office Location: Room GE-208/GE 213
Office Hours (if I’m not in my office, I’m probably in our classroom):
• Tuesdays – 5:00-5:50pm
• Thursdays – 5:00-5:50pm
• Via cellphone
• By appointment
Catalog Description
This course includes reading classic and contemporary essays of varied cultural perspectives, examining writers’
techniques, writing compositions that apply expository techniques, reviewing grammar, and learning
argumentation. It is designed to prepare students for entrance into ENGL-001A. Not repeatable.
Content of Class
The course will focus on composition (a minimum of 6,000 words of expository prose in the form of essays,
essay examinations, revisions, and other formal writing, 2,000 of which may be graded revisions of evaluated
drafts). Specific content includes:
• discussions and written responses that synthesize and compare/contrast ideas drawn from a variety of
• written analysis and interpretation, in the students’ own words, of expository writing, including formal
summaries and essays that demonstrate an understanding of theses, general statements, supporting
examples, and specific details
• exposure to a variety of expository writing, including short essays and one non-fiction book
• discussions and written responses that identify and explain the effectiveness of audience, purpose, and
tone in expository writing
Student Learning Outcomes
1. Students will be able to write an essay with a clear thesis statement.
2. Students will be able to write body paragraphs that include topic sentences that clearly relate to the
3. Students will be able to write body paragraphs that are well organized and cohesive.
4. Students will be able to write body paragraphs that contain sufficient evidence and examples from
related readings.
Required Textbooks and Materials
§ Graff, Gerald and Cathy Birkenstein. They Say / I Say: The Moves that Matter in Academic Writing (available
1 Say I Say
Full Text.pdf
Krakauer, Jon. Into the Wild. New York: Doubleday, 1997. Print.
Course Reader (available in the bookstore)
Additional Course Materials and Supplies
– 3-ring, 8 1/2″ x 11″ binder
– 8 1/2″x 11″ binder paper
– 4 dividers tabs, one for each module (Labels: “Island Civilization,” “Going for the Look,” “Good Food/Bad
Food,” “Into the Wild”)
– 3-4 highlighters (different colors)
– A college-level dictionary
Methods of Instruction
1. Lecture and class discussion
2. Small group discussions
3. Peer review and evaluation of coursework
4. Participation in class presentations
5. Individual conferences
6. Multimedia tools
• Students will write many short assignments, three out-of-class essays, and one in-class essay (midterm).

Students should type ALL assignments done out of class using Times New Roman, 12 pt. font, and
proofread for grammar and spelling errors. All essays and written work submitted for a grade will be
submitted online on Canvas. Rough drafts of essays must be typed, using Times New Roman, 12 pt.
font, and proofread for grammar and spelling errors, stapled or paper clipped together. For rough drafts
of essays, students are responsible for turning in hard copies. They should also save copies of any work
turned in for grading.

Students should turn in assigned work on time.
o Late short assignments will be accepted; however, no comments will be provided. If you are
absent, it is your responsibility to ensure all assignments due have been submitted on Canvas.
o Essays which are late will not receive a grade deduction; however, late essays will receive no
feedback from me.
o All work must be submitted, however, in order to pass this course.
Class Policies
• Attendance is mandatory. Students who are absent on the first day will be dropped. Also,
students who miss the equivalent of 3 classes in the first two weeks will be dropped. Keep in
mind that if at any point in the semester you miss the equivalent of 3 classes, you may be

Classes will start on time – 2 tardies will count as one absence. For example, 6 tardies=3
absences. If you arrive more than 30 minutes late, or leave class more than 30 minutes early, you
will also be marked absent.

You must come to class prepared, having completed all reading and writing assignments. All students are
expected to participate in class discussions and group work. Please bring a highlighter to class or a pencil
to annotate the readings.

Please turn off or leave on vibrate electronic devices such as cell phones. Text messaging during class
is prohibited. Please note laptops are unnecessary for class and should not be used. If you have a
legitimate reason why you need to use a laptop please discuss it with me.

Any continued disruption of class, including but not limited to the use of cell phones or other disruptive
electronic devices, will result in a report to the Dean of Students Office for a conduct code infraction.
After one warning, if the disruption continues, you will be asked to leave the classroom for the
remainder of class.
Plagiarism, as defined in the Contra Costa College Catalog 2016 – 2017,
“consists of taking the words or specific substance of another, and either copying or paraphrasing the work
without giving credit to the source. The following examples are only some of the many forms plagiarism may
Submitting a term paper, examination or other work written by someone else. This is a flagrant
instance of plagiarism;
Failure to give credit in a [citation] for ideas, statement of fact, or conclusions derived by
Failure to use quotation marks when quoting directly front another, whether it be a paragraph, a
sentence or even a part thereof;
Close and extended paraphrasing of another.” (18)
Plagiarism is a serious academic offense with serious consequences.
You must work independently on writing assignments. Unless specifically asked to work in a group with your
peers, you are expected to be the sole author of everything you submit for credit.
Good writing often borrows from and builds on other good writing, but borrowing someone else’s work without
showing you have done so is tantamount to stealing. Give credit to any source from which you borrow language
or ideas.
It is your responsibility to understand what plagiarism is so as never to be guilty of it, even by accident. When in
doubt, ask your instructor. Play it safe.
At the least, you will receive a “0” for any assignment that contains plagiarism. According to our catalog,
“suspension, expulsion or dismissal from a course or from the College” are other possible consequences,
depending on the frequency and/or severity of the conduct.
According to the 2016-17 CCC Catalog, cheating consists of “using unauthorized notes, study aids, or
information from another student or student’s paper on an in-class examination; altering a graded work after it
has been returned, then submitting the work for re-grading; and allowing another person to do one’s work and to
submit the work under one’s own name.
Please check the current catalog for all policies of Academic Honesty and the procedures students may follow for
grievances, page 18-20
Disabled Students Programs and Services (DSPS) Note
The Rehabilitation Act of 1973, Section 504, requires Contra Costa College to make all programs accessible to
qualified individuals with learning, physical, or psychological disabilities. Students who would like to receive
accommodations for their learning, physical, or psychological disabilities should contact the Disabled Students
Programs and Services (DSPS) office in the Student Service Center, Room 109, and schedule an appointment.
The DSPS phone number is (510) 215-3969.
Course work will be weighted as follows:
Writing Project 1
Writing Project 2
Writing Project 3
Essays written in class
30% (Midterm-10%, Final (revised midterm)-20%)
(including in-class work/writing
and out-of-class work/writing)
How Grading Works in English 142B1
As long as you complete all the essay assignments, including revisions, and show that you have made substantial
revisions to meet the standards expected for the class, complete all other assignments, including in-class writing
and work as well as out-of-class writing and work, and not exceed more than three (3) absences for the semester,
you will pass the class with at least a grade of C. However, should you fall short of any one of the above
expectations, you may not pass the class. Falling short means submitting incomplete work or work that fails to
show a legitimiate effort to satisfy the basic requirements of the assignment.
Support Services
English Peer Tutors: FREE peer tutoring in the Skills Center located in the library. You are highly encouraged to
use these services, as students who use tutoring are more likely to achieve academic success. See College
Tutoring Website for more details:
College Skills Center (CSC)
You are strongly encouraged to sign up for English 875N in order to receive instructor assistance in the College
Skills Center (L-121). Students enrolled in 875N will also be able to participate in academic workshops in
addition to using the peer-tutoring services and facilities. Only students enrolled in English 875N will be able to
Adapted from principles developed by Jennifer Hurley, Jane Danielewics, and Peter Elbow. Please see:
Elbow, Peter. “A Unilateral Grading Contract to Improve Learning and Teaching.” College Composition
and Communication, vol. 11. Dec 2009, www.scholarworks.umass.edu_faculty_pubs/11.
Hurley, Jennifer. “My Current Grading Contract.” Teaching With Trust, 6 Mar. 2018,
work with an instructor in drafting, writing and revising essays. The instructor support and other resources
provided in English 875N could make the difference between a student passing and not passing
his/her English course.
ENGL875N provides individualized tutoring designed to assist students to increase their success in college.
Students enrolled in this course receive support from trained tutors in one or more college courses per semester.
Content will vary depending on the course subject matter. Students must be enrolled in a college credit course
and be referred by an instructor or counselor. May be repeated indefinitely.
English 142B Tentative Course Schedule
This is a tentative schedule, which may change as the class progresses. Changes will be announced in class and
updated on our class’s Canvas shell. All readings, handouts, and supplemental materials will be distributed
during each class and also posted on Canvas.
– Syllabus & class overview
– Introductions
– Module One: Island Civilization
– Anticipation/Reaction Guide (15)
– Take a Stand (16)
– Developing introductory
paragraphs (17-9)
– Developing conclusion
paragraphs (20-4)
– Understanding Key Vocabulary
– Surveying the text (31)
-Making predictions and asking
questions (32)
-Active Reading Requirements (336)
– MLA citations activity (the Works
Cited page) (37-44)
– Noticing Language/Bookmark
Activity (75-7)
– Developing Topic Sentences as
– Introducing evidence
– Evaluating evidence
– MLA in-text citations
-Annotating and Questioning the
Text—Reading from different
perspectives (78-83)
-Analyzing stylistic choices (84)
Reading Due
Assignment Due
– Purchase class
– Introduction Paragraphs
– Conclusion Paragraphs
– MLA Paper Format (12)
– MLA Works Cited Page
– MLA Citation Templates
Roderick Nash’s “Island
Civilization: A Vision for
Human Occupancy on
Earth in the Fourth
Millenium” (46-53) (54-8 is
the same article, but it
includes a brief Nash
– Introducing Key
Vocabulary (25-8)
– Following the “Arc” of
the Argument (45)
FATt (59) and TIES (60)
Purdue OWL’s “Topic
Sentences” (61-3)
They Say / I Say Sentence
Frames (64-74)
Reread Roderick Nash’s
“Island Civilization: A
Vision for Human
Occupancy on Earth in the
Fourth Millenium” (46-53)
(54-8 is the same article,
but it includes a brief Nash
– Annotating and
questioning the text (7883)
FATt (59) and TIES (60)
Purdue OWL’s “Topic
Sentences” (61-3)
They Say / I Say Sentence
Frames (64-74)
– Considering the structure of the
text (recap) (85)
– Summarizing and responding (five
word summaries) (86-9)
-Recap: Challenging the arguments
-Reflecting on your reading process
(Anticipation/Reaction Guide
redo) (97)
– Introduce WP1 (98-101)
-Taking a stance (102-10)
– Defending your choices (from
“Getting Ready to Write”
homework) (112)
– No points quiz (in pairs) (114)
– Formulating a working thesis
– Gathering evidence to support
your claims (body paragraphs
development) (111)
– Peer Review (121-27)
Module 2: “Going for the Look”
– Introducing key concepts (World
Café activity) (133)
– Getting ready to read (quickwrite)
– Grammar: Noticing language and
correcting run-on sentences (13538)
– Considering the
structure of the text (85)
– Thinking critically (902)
– Challenging the
arguments (93-6)
– Gathering evidence to
support your claims (111)
– Getting ready to write
– Getting Ready to
Write—Generating key
words (113)

– Revising rhetorically
– Considering stylistic
choices (129)
– Responding to feedback
– Reflecting on your
writing process (131)
WP1 Final Draft due
on Canvas by 11:59
pm (1000 words
– Formulating a working
thesis (115-16)
– Considering structure
– Using the words of
others and avoiding
plagiarism (117-18)
– Negotiating voices
(framing quotations)
-First Complete Draft
due in class (bring
four copies) (1000
words minimum)
– Introducing key vocabulary
(Semantic Map) (145-47)
– First reading (148)
– Correcting run-on sentences with
pronoun subjects (149-50)
– Steven Greenhouse
“Going for the Look, but
Risking Discrimination”
– Making predictions and
asking questions (139)
– Considering the structure of the
– Reread – Steven
– Looking closely at
text (group activity) (153-58)
– Analyzing stylistic choices (15962)
– Thinking critically (in groups)
– Correcting subordinate clause
fragments (170-71)
– Correcting –ing and to fragments
Greenhouse “Going for the
Look, but Risking
Discrimination” (140-44)
– Summarizing and
Responding (163-65)
– Editing run-on
sentences in student
writing (169)
– Correcting run-ons and fragments
in student writing (176)
– Introduce midterm (177)
– Getting ready to write (178)
– Formulate a working thesis
(refresher) (179)
– Identify evidence and strategy
– Correcting added
information fragments
– Correcting missing
subject fragments (175)
– Midterm (in-class essay)
– “Composing a Draft”
– “Organizing the Essay”
– “Developing the
Content” (185)
– Rubric for Midterm (186)
– Rubric for Final (187)
Module 3: “Good Food/Bad
Food” (192)
– Surveying the text (209)
– Making predictions: Anticipation
Guide (210-11)
– Making predictions and asking
questions (212)
– For help in revising
midterm for final, review:
– Editing your own writing
– Editing the draft (188-89)

– Return graded midterm
– Reading for understanding (213)
– Considering the structure of the
text (216-19)
– Quickwrite activities (220)
– Annotating and questioning the
texts (224)
– Analyzing stylistic choices (22526)
– Summarizing and Responding
(the rhetorical précis) (227-28)
language (151)
– Rereading the text (152)
– Jane E. Brody “Attacking
the Obesity Epidemic by
First Figuring Out its
Cause” (194-98)
– Alice Waters and Katrina
Heron “No Lunch Left
Behind” (199-201)
– Mark Bittman “Bad
Food? Tax it and Subsidize
Vegetables” (202-8)
– Jane E. Brody “Attacking
the Obesity Epidemic by
First Figuring Out its
Cause” (194-98)
– Alice Waters and Katrina
Heron “No Lunch Left
Behind” (199-201)
– Mark Bittman “Bad
Food? Tax it and Subsidize
Vegetables” (202-08)
– Midterm (in-class
essay 750 – 1000
words minimum)
– Getting ready to read
(online discussion
forum) (193)
-Anticipationg Guide
– Reading for
understanding (for all
three articles) (213)
– Understanding key
vocabulary (213-15)
– Combining Sentences
– Annotating and
questioning the texts
– Library Orientation
– Peer Review (238-39)
-Summarizing and
Responding (the
rhetorical précis) for the
remaining two articles
– Thinking Critically (all
three articles) (229-30)
– Introduce WP2 (the proposal
argument research paper)
– Considering the writing task (231)
– Taking a stand (233-34)
-Gathering evidence to support
your claims (232)
– Considering structure (235-36)
– WP2 Rubric (240)
– Reflecting on your
reading process (237)
– WP2 complete first
draft due (1000 words
WP2 Draft:
– work on “Revising
rhetorically: considering
your audience” (241)
– Begin “Reflecting on
your writing process”
Module 4: Into the Wild (243)
– Getting ready to read (244)
– Exploring key concepts (245)
– Surveying the text (246)
WP2 Due (1000 words
– finish “Revising
rhetorically: considering
your audience” (241)
– Submit “Reflecting on
your writing process”
– Reading the author’s note (27677)
– Vocabulary word learning
strategies (278)
– First reading (279)
-Read chapters 1 and 2 (3-14)
– Return WP2 paper
– First impressions (285)
– Considering the structure of the
text/Mapping (286-87)
– Descriptive outlining (288-90)
– Handout: Noticing or Stopping
to Understand New or Difficult
Words (chapters 1 – 7) (280)
– video: “Back to the Wild:
Trek 7” (link to be
provided on Canvas)
– Christopher Keyes “I
Want this Movie to Grip
People in the Heart” (24854)
– “Christopher
McCandless: Back to the
Wild” (255-61)
– Diana Savarin “The Chris
McCandless Obsession
Problem” (262-75)
– Read chapters 3 – 7 (1569)
– Making predictions and
asking questions (247)
– Noticing or stopping to
understand new or
difficult words (280)
– Vocabulary reading log
– Using context clues to
figure out meaning (282)
– Reading Chapters 3-7
Questions (283-84)
– Last day to submit revised WP1
– Noticing language (294-97)
– Analyzing stylistic choices (298300)
– Summarizing and responding
– Handout: Noticing or Stopping
to Understand New or Difficult
Words (chapters 9 – 15) (303)
– Conferences to discuss revisions,
questions, and other concerns.
– Catch-up day
– Considering the structure of the
text (315-17)
– Handout: Noticing or Stopping
to Understand New or Difficult
Words (chapters 16 – 18 +
epilogue) (325)
– Reread chapters 3 – 7 (1569)
Read Chapters 8-15 (70144)
– Considering the structure of the
text (330-31)
– Annotating and questioning the
text (332-34)
– Annotating and
Questioning the …
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