Fall 2009 Syllabus

English 1A: Food Journeys
San José State University, Fall 2009

Section/Course Number: 5/40603
Day/Time: MW, 7:30-8:45 AM in Boccardo Business Center 123
and
Section/Course Number: 60/49305
Day/Time: MW, 9:00-10:15 AM in Sweeney Hall 444

Instructor: Daniel Hendel De La O
Office: Faculty Offices 111
Office Hours: Tu/Th 10:30-11:30 AM
Phone: 408.924.5019
Email: dhdelao@gmail.com
Twitter: twitter.com/ProfDLo
Blog: threepointeau.blogspot.com

“The belly rules the mind.”
—Spanish Proverb

Course Theme
In many ways, our personal food tastes are as individual as our fingerprints. We not only have our own likes and dislikes, but we’ve each taken our own unique food journey. Whether we are picky or adventurous, moderate or voracious, what we eat says much about us. In fact, as much as anything else, food helps define who we are. Therefore, this semester we will explore our personal relationships with that most vital part of life: food. We will do this through reading from and writing about a variety of texts on food issues.

Course Description
English 1A is the first course in SJSU’s two-semester lower-division composition sequence; it provides an introduction to baccalaureate-level composition, with attention to the “personal voice” and personal experience, on the one hand, and the more formal attitudes and demands of writing at the university (expository and argumentative essays), on the other. Students will develop college-level reading abilities, rhetorical sophistication, and writing styles that give form and coherence to complex ideas and feelings.

Prerequisites: Passage of the English Proficiency Test (EPT), or passage of an approved substitute course for the EPT.

Objectives: Students shall achieve the ability to write complete essays that demonstrate college-level proficiency in all of the following:

• Clear and effective communication of meaning.
• An identifiable focus, tailored to a particular audience and purpose (argumentative essays will state their thesis clearly and show an awareness, implied or stated, of some opposing point of view).
  
• The ability to perform effectively the essential steps of the writing process (prewriting, organizing, composing, revising, and editing).
  
• The ability to explain, analyze, develop, and criticize ideas effectively.
  
• Effective use within their own essays of supporting material drawn from reading or other sources.
  
• Effective organization within the paragraph and the essay.
  
• Accuracy, variety, and clarity of sentences.
  
• Appropriate diction.
  
• Control of conventional mechanics (e.g., punctuation, spelling, reference, agreement).
  

Required Materials

• Course Reader (Available by Wednesday, September 2nd from Maple Press @ 481 East San Carlos Street; Open M-F 8:30 AM-5 PM; Phone: 408.297.1000)
  
• The Omnivore's Dilemma: A Natural History of Four Meals by Michael Pollan (ISBN: 0143038583)
  
• Kitchen Confidential: Adventures in the Culinary Underbelly by Anthony Bourdain (ISBN: 0060899220)
  
• The Norton Field Guide to Writing (Second Edition with 2009 MLA Updates) by Richard Bullock (ISBN: 0393934381)
  
• One large yellow book
  

Course Content
Writing: Writing assignments shall give students repeated practice in all phases of the writing process: prewriting, organizing, writing, revising, and editing. At least eight essays, appropriately sequenced throughout the semester and totaling a minimum of 8000 words, are required. This minimum requirement excludes the final examination, journal writing, quizzes, and any brief or informal assignments. However, it can include assignments that require major revisions of drafts already submitted for a grade and commented on by peers and/or instructor. A major revision is defined as a significant rethinking and reworking of an assignment, and not a simple “correcting” of mechanical errors noted on the original. At least three (but no more than four) essays shall be written in class. How the 8000 word minimum will be met and distributed must be clearly indicated on greensheets.

Students shall receive frequent evaluation of their writing from the instructor. In evaluating student writing, instructors shall comment on specific features of individual papers. Comments shall encourage and acknowledge student success as well as note errors and suggest ways to correct them.

Reading: Reading for the course shall be extensive and intensive and include useful models of writing for academic, general, and specific audiences.

Diversity: Assignments (both reading and writing) shall address issues of race, class, and gender when appropriate, and the perspectives of women and diverse cultural groups shall be incorporated into course instruction and materials in an inclusive and comprehensive manner whenever possible.

The University Essay Final Exam: A common essay final, graded holistically, shall count 20 percent toward the course grade. A single university-wide final will be developed around a college-level reading passage each semester by the English Department Composition Committee. All faculty members teaching individual sections will grade the examination holistically under controlled conditions. Students must take the final exam in order to pass the course.

Grading: A/B/C/No Credit. A passing grade in the course signifies that the student is a capable college-level writer and reader of English.

The Department of English reaffirms its commitment to the differential grading scale as defined in the official SJSU Catalog (“The Grading System”). Grades issued must represent a full range of student performance: A = excellent; B = above average; C = average; D = below average; F = failure. Courses graded according to the A, B, C, No Credit system shall follow the same pattern, except that NC, for No Credit, shall replace D or F. In A, B, C, No Credit courses NC shall also substitute for W (for Withdrawl) because neither NC nor W affects students’ grade point averages.

In English Department courses, instructors will comment on and grade the quality of student writing as well as the quality of the ideas being conveyed. All student writing should be distinguished by correct grammar and punctuation, appropriate diction and syntax, and well-organized paragraphs.

Academic Dishonesty
Your own commitment to learning, as evidenced by your enrollment at San Jose State University, and the University’s Academic Integrity Policy require you to be honest in all your academic course work. Faculty are required to report all infractions to the office of Judicial Affairs. The policy on academic integrity can be found here. The SJSU rules against plagiarism are set forth in the SJSU Catalog, which defines plagiarism as the act of representing the work of another as one’s own (without giving appropriate credit), regardless of how that work was obtained, and submitting it to fulfill academic requirements. Plagiarism at SJSU includes, but is not limited to: (1) the act of incorporating the ideas, words, sentences, paragraphs, or parts thereof, or the specific substance of another’s work, without giving appropriate credit, and representing the product as one’s own work. It is the role and obligation of each student to know the rules that preserve academic integrity and abide by them at all times. This includes learning and following the particular rules associated with specific classes, exams, and/or course assignments. Ignorance of these rules is not a defense to the charge of violating the Academic Integrity Policy. All instances of violating the Academic Integrity Policy will be reported to the Dean of Student Services.

Disability Services
If you need course adaptations or accommodations because of a disability, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 requires that students with disabilities register with the DRC to establish a record of their disability Outside

Tutoring
You are always welcome to see me during office hours; however, if additional help is required, I strongly suggest utilizing SJSU’s excellent Writing Center (Clark Hall, Suite 126; 408.924.2308). Appointments are required, so plan accordingly.

English 1A Learning Objectives

• Learning Objective 1: Students shall write complete essays that demonstrate the ability to perform effectively the essential steps in the writing process (prewriting, organizing, composing, revising, and editing).
  
• Learning Objective 2: Students shall write complete essays that demonstrate the ability to express (explain, analyze, develop, and criticize) ideas effectively.
  
• Learning Objective 3: Students shall write complete essays that demonstrate the ability to use correct grammar (syntax, mechanics, and citation of sources) at a college level of sophistication.
  
• Learning Objective 4: Students shall write complete essays that demonstrate the ability to write for different audiences.
  

The following Content Objectives are specific to Area A2:

• Writing assignments shall give students repeated practice in pre-writing, organizing, writing, revising, and editing.
  
• The number of writing assignments and their careful sequencing are as important as the total number of words written. Eight to ten essays totaling a minimum of 8000 words are required. This minimum requirement excludes the final exam, journal writing, quizzes, and other informal or brief assignments.
  
• Although the majority of papers will be written outside of class, at least three essays shall be written in class.
  
• Students shall receive frequent evaluations from the instructor. Evaluative comments must be substantive, addressing the quality and form of writing.
  
• Reading for the course will be extensive and intensive. It shall include useful models of writing for academic, general, and special audiences.

Grading
The Department of English reaffirms its commitment to the differential grading scale as defined in the official SJSU Catalog (“The Grading System”). Grades issued must represent a full range of student performance: A = excellent; B = above average; C = average; D = below average; F = failure. A passing grade in this course signifies that the student has developed those writing, reading, and research abilities necessary for upper-division work. In English Department courses, instructors comment on and grade the quality of student writing, as well as the quality of the ideas being conveyed. All student writing will be distinguished by correct grammar and punctuation, appropriate diction and syntax, and well-organized paragraphs.

Class Policies

• All writing assignments are due on the dates indicated on ThreePointEau, which contains the most up-to-date schedule and information.
  
• A missed writing assignment can be turned in no later than the following class meeting after the due date; however, it will be lowered one letter grade. Writing assignments will not be accepted beyond the following class meeting after the initial due date.
• Without prior notification, missed in-class essays and presentations cannot be made up; if you must miss your presentation date, make prior arrangements with a classmate to switch days.
  

Participation
As there is a participation component to your grade, active involvement in class is very important. Likewise, you are responsible for all materials assigned, presented, and discussed in class. You are expected to study the material beforehand and come prepared to discuss the readings in class. The use of laptops during class is restricted to note taking only. Also, if you come to class after the first 15 minutes, please wait for an appropriate moment to enter so as not to disturb the class.

ThreePointEau and Twitter
I have created this class blog as a centralized place for assignments, reminders, documents, important dates, links, and general class information. It also contains an easy-to-reference archive of the course work. In addition, this website will be the location of the course’s eReader (eR). These Web articles will be required to complete some assignments. On the homepage, click on “San Jose State University: English 1A” to be routed to our page. Feel free to use the “Comments” function in each posting; it is often a helpful way to communicate with classmates. Additionally, Gmail users also have the option of subscribing to the blog to keep up to date on all posts.

Twitter is a useful social networking tool that allows me to communicate with you instantaneously. I may use it if class has to be canceled unexpectedly, or if there is an important change to our agenda. If you already have a Twitter account, search for “ProfDLo” under “Find People.” If not, go to Twitter to register for free. Twitter membership is not required for this course, but it is recommended.

Standards for Presentation of Work
All typed work must be in MLA format. Look for online samples of presentation standards early in the semester. Unstapled work will NOT be accepted.

Please follow this heading for all typed work:

Name

ENG 1A, Sec. #

Assignment

Date

Course Work
Class sessions will employ a combination of lectures, group discussions, presentations, and writing workshops that will cover a range of activities, including analyzing, interpreting, outlining, revising, and editing. Again, all submitted work must be in MLA format.

Your assigned writing coursework will total approximately 8000 words. They include:

• Diagnostic Essay: This in-class essay will be my first opportunity to evaluate your writing.
• Autobiographical Essay: In this in-class essay, you will write a personal essay describing your food tastes.
  
• Nonfiction Analysis Essay: You will write a nonfiction analysis essay based upon Michael Pollan’s The Omnivore’s Dilemma.
  
• Literary Analysis/Short Answer Responses: You will write in-class short answer responses to a story by T.C. Boyle, Roald Dahl, Giles Smith, or Laura Esquivel.
  
• Persuasive Essay: You will write a persuasive essay about the merits of eating organically.
• Process Essay: This in-class process essay will be about the methods we employ in cooking—or not cooking.
  
• Comparative Analysis Essay: You will write about Anthony Bourdain’s Kitchen Confidential in this comparative analysis essay.
  
• Editorial Essay: In this editorial essay, you will share your perspective on the debate over consumer choice and nutritional information in restaurants.
  
• Final Exam: As noted above, your final will be a common, department-wide written exam. It will take place on the morning of Saturday, December 5th. No make-ups or early exams will be allowed. You must take the exam in order to pass this class.
  
• PowerPoint Presentation: You will create a 10-minute PowerPoint presentation and class hand-out based upon either some aspect related to our reading (e.g. the slow food movement, food blogs) or another food-related subject (e.g. fusion cuisine, molecular gastronomy). You will be responsible for providing your own laptop.
  
• Reflective Journals: Prompts to these five 1 ½-page responses are located in this syllabus and in the eReader.

Grading Breakdown
Items / Point Value / Word Count / Learning Objectives
Diagnostic Essay* / 20 / 750 / 1,4
Autobiographical Essay* / 20 / 750 / 1-4
Nonfiction Analysis Essay / 20 / 750 / 1-3
Literary Analysis/Short Answer Responses* / 20 / 750 / 1-4
Persuasive Essay / 20 / 750 / 1-4
Process Essay* / 20 / 750 / 1-3
Comparative Analysis Essay / 20 / 750 / 1,3
Editorial Essay* / 20 / 750 / 1-4
Reflective Journals / 50 (5 @ 10 pts each) / 2250 / 1-3
PowerPoint Presentation / 15 / N/A
Final Exam / 60 / N/A
Participation / 15 / N/A
Total points: 300
Total words: 8250
*In-class essays

Course Schedule
Note that this schedule is subject to change. Always consult ThreePointEau for the most up-to-date information and schedule. Consider the paper syllabus a rough guide and already out-of-date.

Key: CR (Course Reader); eR (eReader), KC (Kitchen Confidential); OD (Omnivore’s Dilemma)

Note: Updated furlough days indicated in red.

Week 1

W 8.24
In-Class: Syllabus review

W 8.26
Read: OD—pg. 1-56
In-Class: Introductions; Sample PowerPoint presentation

Week 2

M 8.31
Read: OD—pg. 57-84
In-Class: Book discussion; Presentation sign-ups; Lecture—“Steps of the Writing Process, Pt. I”

W 9.2
Read: OD—pg. 85-119; CR—“Africa's Hungry Tribe” by Alex Renton, “First Communion” by Sara Miles
In-Class: Essay discussion; Lecture—“Steps of the Writing Process, Pt. II”
Journal 1 Prompt: Chow’s Table Manners column examines the do’s and don’ts of breaking up with someone at a restaurant in “Dumped Over Dinner” (eR). While choosing to end a relationship over dinner may seem harsh (or even inappropriate), restaurants are often the preferred location for a number of other occasions, such as birthdays, wakes, and marriage proposals. Using “Dumped Over Dinner” as a basis, explore the importance of restaurants in our traditions and customs. Why do we like restaurants to be the settings of major events in our lives, both positive and negative? Likewise, have you ever chosen a restaurant to mark a significant occasion?
Due: Journal 1

Week 3

M 9.7
NO CLASS—Labor Day

W 9.9 Read: OD—pg. 123-225; CR—“Chocolat Mousseux: The Exonerated Buzz” by Taras Grescoe, “Care for Something Saucy?” by Robert Sietsema
In-Class: Diagnostic essay

Week 4

M 9.14
Read: OD—pg. 226-286; CR—“My Best Meal Ever” by Bryan Miller, “Remembrance of Tacos Past” by Mark Dery, “Picky Eater” by Julia Alvarez, “Who Needs Vegetables Anyway?” by Matt Marion
In-Class: Essay discussion; Presentations

W 9.16
Read: OD—pg. 287-333; CR—“Fat's What I'm Talking About” by Tim Carman, “College Cooks Gone Wild” by Margot Kaminski, “Pie (In The Name of Love)” by Vincent Rossmeier
In-Class: Lecture—“Food on Film: Ratatouille, When Harry Met Sally…, Willy Wonka and the Chocolate Factory, Like Water for Chocolate, Chocolat, and others”
Journal 2 Prompt: Often, dishes tell the story of a family history better than anything else. Whether it’s grandma's cookie recipe or the Thanksgiving dinner tradition no one can remember having started, food plays an integral role in defining who we are as families. Using This American Life’s episode entitled “You Gonna Eat That?” (eR; choose “Full Episode” to hear) as a basis, write about a significant food-related family experience or tradition.
Due: Journal 2

Week 5

M 9.21
Read: OD—pg. 334-363
In-Class: Autobiographical essay

W 9.23 Read: OD, pg. 364-411
In-Class: Book discussion; Presentations

Week 6

M 9.28
Read: CR—“Sorry Fugu” by T.C. Boyle, “Taste” by Roald Dahl
In-Class: Short story discussion, including audio versions of “Sorry Fugu” and “Taste”
Due: Nonfiction analysis essay

W 9.30
Read: CR—“Last Requests” by Giles Smith, “January: Christmas Rolls” by Laura Esquival In-Class: Short story discussion; Watch—“Binge Drinking Mom” from 30 Days
Journal 3 Prompt: Britain’s Jamie Oliver is what is referred to as a “celebrity chef,” a chef whose personal popularity often exceeds that of their cooking. In fact, many chefs today, including Bobby Flay, Emeril Lagasse, and Tyler Florence, are known more for their TV shows, cookware lines, and restaurants, than their contributions to cooking. Using “Close Up: Jamie Oliver” from TVNZ (eR) as a basis, consider what the impact of these chefs is. Do they ultimately promote good cooking, or is it more often about fame? Is cooking better or worse off with celebrity chefs? Due: Journal 3

Week 7

M 10.5
NO CLASS—Mandated Furlough Day: This class only

W 10.7
In-Class: Literary analysis/Short answer responses

Week 8

M 10.12
Read: CR—“Waiting for Asparagus” by Barbara Kingsolver, “Feast of Burden” by Sara Deseren, “All You Can’t Eat” by Crystal Allen; eR—“Central Valley Disconnect: Rich Land, Poor Nutrition”
In-Class: Book discussion; Presentations; Lecture—“Effective Persuasive Techniques”

W 10.14
Read: CR—“Organicize Me” by Michael A. Stusser, “Is Local Food Really Miles Better?” by Roberta Kwok, “Organic Food is No Healthier, Study Finds” by Ben Hirschler, “Don’t Write Off Organic Food” by Molly Conisbee
In-Class: Watch—Food Inc. (2009)
Journal 4 Prompt: For this journal, you must retry a food you have previously decided you did not like. This may be either an individual food (e.g. pickles, mushrooms) or a prepared dish (e.g. liver and onions, sushi). Using “A Conversation with Dad” from Food on the Food (eR), think about the experience of eating this food once again. Does eating it again confirm your earlier opinion? Is it better now than before? Why or why not?
Due: Journal 4

Week 9

M 10.19
NO CLASS—Mandated Furlough Day: University-wide

W 10.21
In-Class: Writer’s workshop
Due: Persuasive essay (Draft 1; bring three copies)

Week 10

M10.26
Read: CR—“Out of the Kitchen, Onto the Couch” by Michael Pollan, “On Cooking—I Don’t Know and I Don’t Care” by “candylover”
In-Class: Essay discussion; Presentations
Due: Persuasive essay (Final draft)

W10.28
Read: CR—“Growing Pains” by Tama Murphy, “Thursday, September 12, 2002” by Julie Powell, “Mistakes Were Made” by Lessley Anderson
In-Class: Essay discussion; Presentations

Week 11

M 11.2
Read: CR—“The Mixing of the Greens” by Louis P. DeGouy, “Macaroni and Lots of Cheese” by Julia Moskin
In-Class: Presentations; Lecture—“How to Write a Process Essay”

W 11.4
Read: KC—pg. 3-35
In-Class: Process essay

Week 12

M 11.9
Read: KC—pg. 36-74
In-Class: Book discussion; Presentations
Journal 5 Prompt: Do the foods you eat say anything about your social standing? For example, can a correlation be made between the types of foods you eat and your income level, access to health care, and education? Using “Chewing the Fat: Alton Brown on Race, Class, and Food” from Serious Eats (eR) as a basis, explore the theory that your diet is a reflection of your socio-economic standing.
Due: Journal 5

W 11.11
NO CLASS—Veterans Day

Week 13

M 11.16
Read: KC—pg. 75-218
In-Class: Watch—Waitress (2007)

W 11.18
Read: KC—pg. 219-250
In-Class: Book discussion; Presentations

St 11.21
Field trip (Optional; TBA)

Week 14

M 11.23
Read: KC—pg. 251-295; CR—“Leave Calorie Counts Off the Menu” by Trice Whitefield, “Want a Warning Label with Those Fries?” by Jeff Jacoby, “Editorial: New Law Will Help Those Who Want It” from The Chico Enterprise Record, “California Calorie Law Alters Chains’ Fare” by M.S. Enkoji, “Nutrition by the Cup” from Starbucks, “Dinner Menu Nutritional Index” from Maggiano’s Little Italy
In-Class: Book discussion, Presentations

W 11.25
NO CLASS—Mandated Furlough Day: This class only

Week 15

M 11.30
In-Class: Guest speaker (TBA)
Due: Comparative analysis essay

W 12.2
In-Class: Editorial essay

St 12.5
Final exam (Time and location TBA)

Week 16

M 12.7
In-Class: Course review, Evaluations