By Erin Allday, The San Francisco Chronicle Thursday, August 27, 2009
In this era of widespread obesity, there's this familiar mantra: diet and exercise - to lose weight you've got to burn more calories than you take in. Except it turns out that it's not quite true.
Exercise - whether it's a 10-minute daily walk or a three-hour bike ride over the weekend - may be great for heart health, stress relief, liver function, and even brain power. It may even take a few inches off the waistline. But it's not a key ingredient to weight loss.
"Is exercise good? Absolutely. But not because it burns calories," said Dr. Robert Lustig, a pediatric endocrinologist at UCSF Children's Hospital.
"Diet is about weight. Exercise is about health." Folks are getting a lot of mixed messages about exercise these days. Some studies say just 20 minutes a day of moderate exercise is fine, while others say people need an hour of vigorous exercise most days of the week.
A recent Time magazine cover story drew criticism for suggesting that exercise is pretty much useless when it comes to weight loss - an idea that frustrated many diet experts and personal trainers even as doctors like Lustig admitted it was mostly true.
Few people dispute that exercise is a critical component of healthy living. But how much is needed, and what kind of exercise is best, varies from person to person and depends on what kind of health benefits are being sought.
Exercise for health
Just a 10- or 20-minute walk at a "brisk" pace - think about how fast you'd walk if you were running late to work - can have an immediate effect on how the body processes insulin, which is helpful to people with diabetes.
But to see real benefits, diabetics should walk a couple times a day, every day of the week. On the other hand, people who want to lower their blood pressure or cholesterol levels might be better off with vigorous cardiovascular exercise - a jog on the treadmill, for example - three or four days a week. And what about weight loss?
Exercise is great for maintaining weight, but it isn't the best way to drop pounds. A person would have to burn off about 3,500 calories to lose just one pound. "Running a mile is about 150 calories for a guy, so to burn a pound of fat, just with exercise, is almost running a marathon," said Dr. Wayne Smith, co-director of the Medical Weight Management Program at Kaiser Permanente in San Jose.
"Most people aren't fit enough that they can exercise at a level that will amount to weight loss." On top of that, Smith said, while many people overestimate the calories they burn when they exercise, they also underestimate the calories they eat. People often think exercise gives them the freedom to eat what they want, weight-loss experts say. "It's amazing how many calories are in some foods," said Dr. Karen Earle, medical director of diabetes services at California Pacific Medical Center.
"Gatorade, for example, has a ton of calories, and sometimes people are drinking it while they exercise and then it's just a wash." The long-held belief that weight loss follows exercise would seem to make sense - you eat calories, you burn them, and the more you exercise, the more you burn. But it's not that simple, doctors say.
For starters, not every calorie is created equally - the 150 calories in a banana are more useful to the body, and less likely to add weight, than the 150 calories in an ounce of potato chips. People should be paying more attention to what they put in their mouth than their exercise plan, Lustig said.
Eating right is key
Complicating things, people are built differently. Even in families, two sisters may not metabolize a chocolate chip cookie the same way. Or when it comes to exercise, one sister may lose a few pounds from running regularly for a month, while the other may stay the same weight but lower her blood pressure. "Exercise is not one of those one-size-fits-all answers," said Abby King, acting director of the Stanford Prevention Research Center.
"For some people, adding exercise is going to be a significant benefit to their weight-loss program. For others, not so much. Most professionals are in agreement that to get substantial weight loss you need to do the dieting thing, and do that well."
That doesn't mean turning to fad diets, which are difficult to maintain. Rather, dieting by restricting calories and eating healthier is the most effective way to lose weight, studies have shown. Personal trainers will point to clients who have lost weight because they exercised, without changing their diet - but that's hardly the norm.
Weight loss experts note that many people gain muscle by working out, and because muscle is heavier than fat, they may not lose weight but they can drop a pants size or two.
Morgan Hill resident Toby Roodman, 65, knows firsthand how confusing the connection between exercise and weight loss can be. He lost more than 100 pounds in eight months as part of Kaiser's Medical Weight Management Program, primarily by changing his diet. He walked almost every day, but exercise wasn't what made him lose so much weight, he said. That wasn't true for the rest of his weight-loss class, he said - almost everyone else added intense exercise to help them drop weight. "I'm not saying health clubs and gyms aren't beneficial, because they are, absolutely. I've seen the results from people in my class," Roodman said. "But I don't think one should look to exercise for weight loss."
The first rule of retail marketing? Know your customers.
Which is why it was surprising last week that the chief executive of Whole Foods Market, John Mackey, took a very public stand against government involvement in health care, a view that might seem antithetical to those of the company’s more stereotypical purchasers of edamame and organic figs.
What was not so surprising was how those customers responded. Boycott!
Using Facebook, Twitter, listservs, blogs and the company’s own electronic forum, the offended have urged Americans to shop elsewhere, if possible, for their pomegranate mango juice.
“Whole Foods has built its brand with the dollars of deceived progressives,” asserts a manifesto by the “Boycott Whole Foods” group on Facebook, which has grown to more than 22,000 members. The company’s Web forum has logged more than 15,000 comments, compared to only 124 about gluten-free diets.
Writing for The Wall Street Journal’s op-ed page on Aug. 12, Mr. Mackey asserted that health care was not an intrinsic right. “While we clearly need health care reform,” he wrote, “the last thing our country needs is a massive new health care entitlement that will create hundreds of billions of dollars of new unfunded deficits and moves us much closer to a complete governmental takeover of our health care system.”
Two days later, Mr. Mackey made it clear on his company blog that he was speaking for himself, and that Whole Foods took no position on the health care legislation. But the damage had already been done.
Libba Letton, a company spokesperson, said that while there had been no detectable sales impact, considerable effort had been devoted to responding to customer complaints. Last weekend, she said, stores in Austin, Tex., where Whole Foods is based, and in Berkeley, Calif., were picketed.
“We’re apologizing for any offense felt and trying to separate that this was John Mackey’s opinion and that he was trying to heed President Obama’s call for more ideas,” she said. Mr. Mackey’s column suggested a number of free-market approaches to improving the health care system.
At a Whole Foods store in midtown Atlanta on Thursday, there seemed to be little awareness of the boycott, although employees said some customers had commented about it.
“I’ve had a few to come in and say I don’t agree with his point of view,” said one cashier, “but they’re still here, so….”
Another cashier said one of her customers had announced herself as an “anti-boycotter,” saying she was shopping there specifically to support Mr. Mackey’s views.
As they loaded their groceries into a green Volvo, Carl and Sharon Gentry said they had not heard of the boycott until asked about it by a reporter (sorry about that, Whole Foods).
“I’m going to go into management right now and tell them I disagree and that we’re going to see that people not shop here,” said Mr. Gentry, 54, sporting a gray ponytail.
“I’m just going to have to stop buying,” said his wife. “But they have good meat, that’s the problem, and good fish.”
Other shoppers were not nearly so passionate. “In my opinion, a boycott is stupid because you’re going to cost the people who work here their jobs,” said Katrina Drlik, 27. “People have a right to their own opinion.”
Heart association says to cut way back on sugar added to food; sodas, candy biggest culprits
By Jamie Stengle, The Associated Press 08.24.09
A spoonful of sugar? Americans are swallowing 22 teaspoons of sugar each day, and it's time to cut way back, the American Heart Association says.
Most of that added sugar comes from soft drinks and candy — a whopping 355 calories and the equivalent of guzzling two cans of soda and eating a chocolate bar.
By comparison, most women should be getting no more than 6 teaspoons a day, or 100 calories, of added sugar — the sweeteners and syrups that are added to foods during processing, preparation or at the table. For most men, the recommended limit is 9 teaspoons, or 150 calories, the heart group says.
The guidelines do not apply to naturally occurring sugars like those found in fruit, vegetables or dairy products.
Rachel K. Johnson, lead author of the statement published online Monday in the American Heart Association journal Circulation, said it was time to give specific advice on how much added sugar Americans should be getting, not just advising moderation.
"Take a good hard look at your diet," said Johnson, professor of nutrition at the University of Vermont in Burlington. "Figure out where the sources of added sugars are and think about how to cut back on that."
She said about 8 ounces of fruit-flavored yogurt has about 6 teaspoons of added sugar; 8 ounces of low-fat chocolate milk has about 4 teaspoons; a cup of frosted whole grain cereal has about 3 teaspoons.
The biggest culprits for the glut of sugar? Soft drinks by far, followed by candy, cakes, cookies and pies.
With about 8 teaspoons of added sugar, a regular 12-ounce soft drink will put most women over the recommended daily limit.
Cutting back on sugar likely won't be easy for many people, said Lona Sandon, a dietitian at Dallas' University of Texas Southwestern Medical Center.
"I think it's probably going to be a struggle for quite a few people," Sandon said.
Calculating one's sugar intake can be tricky as the government doesn't require labels to differentiate added sugars from naturally occurring sugars, said Johnson. But she points out that the biggest sources, like regular soft drinks and sweets, are pretty obvious. And the U.S. Department of Agriculture has a database for the added sugar in some foods.
To check for added sugar, look for a variety of ingredients including sugar, corn syrup, fructose, dextrose, molasses or evaporated cane juice on the label.
The heart group didn't recommend general limits for added sugar for children; a national health survey has shown that boys ages 14 to 18 consume an eye-popping 34 teaspoons of added sugar a day.
Sandon said that parents can help lower that sugar intake by getting soda out of the house, looking at how much sugar is in their kids' cereal and substituting snacks like cookies with popcorn.
Johnson concedes that sugar does play an important role in enhancing the taste of food, adding: "If you feel like, 'I just can't live with this low amount of sugar in my diet,' then what you need to do is up your energy needs."
In other words, she said, get moving. A man in his early 20s who walks more than three miles a day could consume about 288 calories, or about 18 teaspoons, of added sugar.
The statement says data indicates added sugar is contributing to Americans consuming too many discretionary calories — the number of calories remaining after a person eats the foods needed to meet nutrient requirements.
"We know for sure that if you are consuming excessive amounts of added sugar, you will add calories, which leads to weight gain, or you will displace other essential nutrients," she said.
On average, most women need about 1,800 calories a day and most men need about 2,200, Johnson said.
If someone drinks their daily calorie needs in soft drinks, they will be maintaining their weight, but won't be getting any nutrients, she said.
Wahida Karmally, nutrition director at Columbia University's Irving Institute for Clinical and Translational Research, said that with these guidelines, it's important to remember overall moderation. Some people, for instance, might be doing fine in their sugar consumption but are overdoing it on fat.
"I don't want people to go back thinking if I just cut back on teaspoons of sugar I'm going to be very healthy," she said.
You are no doubt aware of California’s budget deficit. The CSU is facing a $585 million dollar reduction in funding. The cut to San Jose State University is around $40 million. By cutting back on salaries for administrators, managers, staff workers, maintenance workers, nurses, instructors, librarians, etc., our campus can make up most, but not all, of the $40 million shortfall.
Most of the workers mentioned above voted for a furlough plan, which means employees will see a 9.23% reduction in pay, and a corresponding reduction in workload. By taking furloughs, more teachers can remain employed, so more courses can be offered to you. As a result, this semester you will see the whole campus closed on designated days. The faculty will also personally select six furlough days for the semester, which we must designate in writing. It is against our contract for us to do any work on a furlough day: no returning or taking phone calls, no reading emails, no grading papers—nothing.
Additionally, you are paying more for your education now than ever before. Instructors may have to cancel some class meetings. Many course sections cannot be offered and have been canceled. Many lecturers have lost their jobs. Please know that this situation is outrageous and heart breaking for us. We want you to have the best academic preparation possible, but that goal is becoming more difficult to reach given the economic realities we all face.
We encourage you to step up and get involved in your higher education, your future, and the future of California. Please contact your state legislators and tell them what you think. Contact our Governor, as well. Tell him him of the devastating effects of these cuts. Attend the rallies and events that will occur on campus this semester. By taking action, we can make change!
We urge you to contact:
Governor Arnold Schwarzenegger State Capitol Building Sacramento, CA 95814 Phone: 916.445.2841 Fax: 916.558.3160 Email here
Dr. Charles B. Reed, California State University Chancellor 401 Golden Shore, Rm. 641 Long Beach, CA 90802 Phone: 562.951.4700 Fax: 562.951.4986
For CSU Board of Trustees contact information here
Go here to find out who your assembly and legislative representatives are.
Exotic Mango and Jicama Salad from Ingrid Hoffmann's Simply Delicioso (Food Network, USA)
Week 1
W 8.24 In-Class: Syllabus review
W 8.26 Read: OD—pg. 1-56 In-Class: Introductions; Sample PowerPoint presentation
UPCOMING:
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
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
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.
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
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
